ermeates all aspects of human existence (Mechikoff and Estes, 1998). Within this work Huizinga maintained that play has a relevant role or function in human existence and that play ôdefines the nature of being human and the nature of culture,ö (Mechikoff, et al., 1998, 3). This means that humans are inclined to be playful and seeking of fun activities.
In contrast to ôplayö, the concept of ôgamesö represents a more purposeful exertion on behalf of humans. While ôgamesö incorporate the concept of ôplayö in the sense that they are fun and provide pleasure, ôgamesö are more organized and exhibit both implicit and explicit rules of behavior and conduct. As Mechikoff (et al., 1998) explains, a game can be defined as a ôplay activity which has explicit rules, specified or understood goalsàthe element of opposition or contest, recognizable boundaries in time and sometimes in space, and a sequence of actions which is essentially repeatable every time the game is played,ö (4).
A second practice I will adopt in order to guide adolescents toward the good life will be to link the elements of sport and recreation to mental development, responsibility, and accountability. In order to do so, I will need to serve as a role model across a number of aspects of sport and recreation, modeling being the third practice I will incorporate into my role as physical education teacher to help students live the ôgood life.ö Knowing how to recover from failure, knowing how to win gracefully, knowing how to be a team playe
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