In evolutionary games, pair interactions are defined by payoff matrices that can be decomposed into four types of orthogonal elementary games that represent fundamentally different interaction ...situations. The four classes of elementary interactions are formed by games with self- and cross-dependent payoffs, coordination games, and cyclic games. At the level of two-person games, social traps (dilemmas) can not occur for symmetric payoff matrices, which are combinations of coordination games and symmetrically paired self- and cross-dependent components, because individual and common interests coincide in them. In spatial evolutionary games that follow the logit evolutionary dynamics, however, the total payoff is still not maximized at certain noise levels in certain combinations of symmetric components. This phenomenon is similar to the appearance of partially ordered phases in solid state physics, which are stabilized by their higher entropy. In contrast, it is the antisymmetric part of their self- and cross-dependent components that is responsible for the emergence of traditional social dilemmas in games like the two-strategy donation game or the prisoner's dilemma. The general features of these social dilemmas are inherited by n-strategy games in the absence of cyclic components, which would prevent the existence of a potential and thus thermodynamic behavior. Using the mathematical framework of matrix decomposition, we survey the ways in which the interplay of elementary games can lead to a loss of total payoff for a society of selfish players. We describe the general features of different illustrative combinations of elementary games, including a game in which the presence of a cyclic component gives rise to the tragedy of the commons via a paradoxical effect.
A sample of 60 respondents was drawn from the population of students of the third grade of primary school in Nis, aged nine ± 6 months, male, who attend regular physical education classes. Subsample ...of 30 respondents worked on speed and strength development through elementary games at additional physical education classes (experimental group), while the control group had only regular physical education classes defined by primary school curriculum. The aim of this study was to determine the effects of work on speed and strength development within the framework of extra physical education classes in the third grade. Tests for the assessment of speed implied six tests: running at 20, 40 and 60 meters, hand tapping, foot tapping and feet tapping on the wall; tests for the assessment of strength implied five tests: push-ups, back lifting, squats, trunk lifting on Swedish bench and trunk lifting for 30 seconds. For determining the effects multivariate analysis of covariance was applied. The results indicated statistically significant effect of the work on the experimental group in both motor dimensions.
A sample of 60 respondents was drawn from the population of students of the third grade of primary school in Nis, aged nine ± 6 months, male, who attend regular physical education classes. Subsample ...of 30 respondents worked on speed and strength development through elementary games at additional physical education classes (experimental group), while the control group had only regular physical education classes defined by primary school curriculum. The aim of this study was to determine the effects of work on speed and strength development within the framework of extra physical education classes in the third grade. Tests for the assessment of speed implied six tests: running at 20, 40 and 60 meters, hand tapping, foot tapping and feet tapping on the wall; tests for the assessment of strength implied five tests: push-ups, back lifting, squats, trunk lifting on Swedish bench and trunk lifting for 30 seconds. For determining the effects multivariate analysis of covariance was applied. The results indicated statistically significant effect of the work on the experimental group in both motor dimensions.
Because of simply defined rules and concretely defined aim directionality, elementary games have important representation in contents of training process of young male and female team handball ...players. Development trends of handball game, regarding basic motor abilities, emphasise all segments of speed (speed reaction, singular movement speed, start and start acceleration). Team handball game effectiveness is significantly defined by basic reaction ability i.e. reactibility, therefore it is important to set it in the function of its manifestation during the performance of some - technical elements in specific situations. This paper presents the set of elementary games with the main focus on speed reaction regarding particular handball game - segments (“Let him shoot” “Throwing the ball against the wall”, “Who is the fastest?”, ”Grasshopper”, “Blocking”, “Buzz”, “Put the ball behind the line”, “Pairs fighting for the ball”, “Quick counter-attack”, etc.).
PDF
