AIM OF THE GAME
Complete up to 3 correct sequences of cards first - hook with bait, fish and number of throws necessary to retrieve the prey - accumulating the highest score.
EXECUTIVE SKILLS INVOLVED
• Attention
• Working memory
• Emotional self-control
GAME SETTING
Each player receives a game board that contains 3 fishing locations. All the cards, which are covered, are spread out on the board so that they can be reached by each player.
UNFOLDING OF THE GAME
At the beginning, all players start the search at the same time, using one hand only and flipping over one card at a time. The first card to be found is the HOOK with the BAIT. The player who finds it places it on one of the rods represented on his or her game board. Given that each player has three rods available to fish with at the same time, they may play by placing up to three hooks at a time.
After that, the search for a FISH can begin. If, during the search, the flipped card does not fit correctly in the established order (HOOK-FISH-THROW) into any of the three rods used by the player, it cannot be retrieved. In this case, the card must be flipped over again and placed, covered, on the table.
If the player already has a HOOK with BAIT and finds a FISH, he or she is required to stick it on the bait. At this point, in order to end the fishing, the fisherman must place a number of THROW cards on the rod that is equal to the number indicated on the FISH card.
When the player has completed the sequence HOOK, FISH and number of THROWS required, the fishing has been successful and he or she must shift the card with the fish into his or her imaginary fishing basket. All the remaining cards used in the sequence are set aside, freeing the rod with which to attempt a new fishing, using the cards that are left on the game board.
SEQUENCE EXAMPLE
If on the FISH card the number 2 is indicated, the player must find 2 THROW cards and place them on the rod that the fish has bitten.
the completed sequence is shifted to the personal "safekeeping" incomplete sequences are kept in place central stack of cards
RIP CARD
Be careful! If, during the search, a player finds a RIP card, he or she must stick it to the rod of an opponent of his or her choice.
In this case, he or she will place the RIP card on one of the HOOK-FISH-THROWS sequences that are being made, blocking it, and forcing the opponent to put the cards that have so far been placed on that rod back on the game board and to start the fishing process all over again. an
the rip card is shifted to the personal "safekeeping" central stack of cards
SCORES
When the cards on the table have run out, or when no more combinations are possible, the round ends.
Then the cards are checked, making sure that the collected combinations are correct (to do this, simply confirm that there is a match between the scores of the fish cards and the number of THROWS cards). In the case of an incorrect sequence, the points for that sequence are not scored. At the end of the game, the numbers on the collected fish cards are added up: the player with the highest score wins.
In the case of a tied score, whoever has the highest number of cards wins.
8 points
4 cards
8 points 5 cards
EXECUTIVE SKILLS INVOLVED: SUGGESTIONS FOR ADULTS
1 Play together. It is a unique opportunity both to discover the children's weaknesses and to be surprised by their skills.
3 Remember to have fun. We don't need to become world champions, we should play to feel good together and enjoy our ability to 'be in the game'.
2 Congratulate one another. Whether it is a teammate or an opponent, when someone wins they deserve to be acknowledged.
4 Remember that you are the adult. Make every word, gesture or reaction a positive example of behaviour for the children.
5 Convey strategies. If someone struggles to maintain attention, accept the defeat or remind them of the rules of the game, trying to suggest strategies to overcome these difficulties.
7 Think aloud. By listening to how you, as an adult, handle the game, you could also provide useful suggestions to the child.
9 Help those who are struggling. Everyone must be able to participate.
6 Be sure to stop at the right time. Don't drag the game out, you have to make sure that the game ends leaving the desire to play it again.
8 Tell the children what skills they will need to play. Explain to them what skills they will have to put into the game.
10 Get excited and cheer. If a game does not thrill you, it is useless.
Emotional
Self-regulation
In other words, the ability to handle our emotions and keep our feelings under control so they do not prevent us from reaching our goals.
Response Inhibition
In other words , the ability not to implement the first response we impulsively tend to produce, whether it is opportune or not.
Flexibility
In other words, the ability to adapt to new situations and handle contingencies appropriately.
FUNCTIONS •
Planning
In other words, the ability to see yourself achieving a goal and understanding the steps to be taken to reach it.
Working Memory
In other words, the ability to remember information connected to the execution of an activity and the time needed to complete the activity itself.
Focused Attention
In other words, the ability to concentrate on certain elements, selecting what is useful by "filtering" it from all the other available information.
