Course

Applied Methods: Movement Education

Faculty
Science & Technology
Department
Sport Science
Course Code
SPSC 1316
Credits
3.00
Semester Length
15 weeks
Max Class Size
30
Method(s) Of Instruction
Lecture
Other
Typically Offered
To be determined

Overview

Course Description
Using movement education theory and resources, this course will provide students with the knowledge and experience necessary to plan and teach movement education across contexts. This course requires organizing, teaching and learning around movement concepts, categories and elements. Through a student-experience framework, students will analyze, plan, lead and perform movement education. This course satisfies the Movement Education Applied Methods BPEC graduation requirement.
Course Content

1. Historical and theoretical factors in movement education and fundamental movement patterns
  1.1. Origin and historical development of movement education
  1.2. Concept and scope of fundamental movement patterns
  1.3. Movement framework:
    1.3.1. Movement concepts
    1.3.2. Movement elements
    1.3.3. Movement categories

2. Physical literacy and dynamic system considerations in movement education
  2.1. Individual dimensions: affective, cognitive, and psychomotor
  2.2. Task complexity and structure
  2.3. Environmental considerations

3. Fundamental movement patterns
  3.1. Static positions
  3.2. Landings
  3.3. Locomotions
  3.4. Rotations
  3.5. Springs
  3.6. Swings
  3.7. Projections
  3.8. Reception

4. Fundamental movement concepts of Laban’s movement analysis
  4.1. Weight
  4.2. Time
  4.3. Flow
  4.4. Body awareness
  4.5. Personal space
  4.6. General space

5. Equipment selection and safety consideration
  5.1. Making sensible and practical equipment selections required for instructional strategies enhancing movement education while maintaining a safe learning environment (e.g. mats of different size and height, parachute, air-filled shapes, footprint trainers, balance boards, balance ropes, pathways foam floor balance beams, plastic river stones, bilibo domes, mini crawl tunnels, hip, hoops, steeple course sets, youth agility course, fast track scooters, etc.)
  5.2. Planning for outdoor environments
  5.3. Movement education in the classroom

6. Instructional strategies and professional development
  6.1. Culturally sensitive teaching considerations
  6.2. Teaching approaches:
    6.2.1. Inquiry-based
    6.2.2. Play-based
  6.3. Class management strategies
  6.4. Progressions and sequencing
  6.5. Principles of effective instruction
  6.6. Assessment and observational skills

 

Learning Activities

Lecture
Practical Application
Peer Teaching
Group Work
Inquiry

Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluations include the following:


Instructional resource manual                    20-40%
Peer teaching modules                              20-30%
Movement education reflective journal        20-30%
Professionalism and practical components   0-20%

Total                                                        100%

Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Explain the concepts and scope of movement education in relation to motor development and dynamic systems theory
  2. Apply systematic observation and analysis to accurately assess a learner’s stage of development in a specified movement and context
  3. Describe a movement vocabulary for the components and movement patterns displayed during an activity
  4. Demonstrate instructional strategies for leading safe, effective, and inclusive movement education experiences
  5. Demonstrate cultural sensitivity and responsiveness in choosing movement education activities and environments 
  6. Describe the principles of play-based pedagogies
  7. Differentiate structured, unstructured and performative movement education environments and tasks
  8. Relate movement education pedagogy and student experience to physical literacy development in the affective domain

 

Textbook Materials

Consult the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the instructor's course outline, which is available to students at the beginning of each semester.

Requisites

Prerequisites

None

Corequisites

None

Equivalencies

None

Course Guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.

Course Transfers

These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca

Institution Transfer Details for SPSC 1316
Kwantlen Polytechnic University (KPU) KPU ARTS 1XXX (3)
Langara College (LANG) LANG KINS 1XXX (3)
Simon Fraser University (SFU) No credit
Thompson Rivers University (TRU) TRU PHED 1XXX (3)
Trinity Western University (TWU) TWU HKIN 1XX (3)
University of British Columbia - Okanagan (UBCO) No credit
University of British Columbia - Vancouver (UBCV) UBCV KIN 115 (3)
University of Northern BC (UNBC) No credit
University of the Fraser Valley (UFV) UFV KIN 221 (3)
University of Victoria (UVIC) UVIC EPHE 107 (0.5) & UVIC EPHE 1XX (0.5)
Vancouver Island University (VIU) VIU KIN 152 (2) & VIU KIN 1st (1)

Course Offerings

Winter 2023

CRN
Days
Dates
Start Date
End Date
Instructor
Status
CRN
13647
Tue Thu
Start Date
-
End Date
Start Date
End Date
Instructor Last Name
Thomson
Instructor First Name
Jeffrey
Course Status
Waitlist
Max
Enrolled
Remaining
Waitlist
Max Seats Count
30
Actual Seats Count
30
0
Actual Wait Count
29
Days
Building
Room
Time
Tue Thu
Building
New Westminster - North Bldg.
Room
GYM
Start Time
8:30
-
End Time
10:20