Lecture: 1 hour/week
and
Field Experience: 3 hours/week
Class time will be used for lectures, peer discussion, peer teaching, guided exploration, practical application, and group work. Field trip examples include access to aquatic centres, curling rinks, outdoor disc golf spaces, outdoor track and field spaces, etc.
- Inquiry-based pedagogical content
- Model overview
- Model components (questioning, gathering, analyzing, evaluating, communicating, reflecting)
- Personalized System of Instruction
- Model overview
- Model components (self-paced, mastery-based, task presentation, proctors, demonstration methods)
- Qualitative biomechanical analysis
- Phases of skill (movement)
- Video analysis
- Error detection and correction
- Biomechanical concepts
- Maximum velocity
- Linear motion
- Angular motion
- Summation of forces
- Action/reaction
- Impulse
- Moment of inertia
- Conservation of angular momentum
- Physical literacy and dynamic systems consideration in individual activities and games
- Individual dimensions (affective, cognitive, psychomotor, behavioural)
- Task complexity and structure
- Environmental considerations
- Culturally relevant activities based on individual sports and games
- Historical
- Place-based
- Activities will include the following broad categories
- Mat-based (combative sports)
- Judo
- Wrestling
- Stadium events (track and field)
- Running events
- Jumping events
- Throwing events
- Water environment
- Water safety
- Swimming events
- Water polo
- Other individual activities and games
- Skateboarding
- Carnival events
- Circus
- Cycling
- Individual racket
- Parkour
- Scooters
- Disc golf
Upon successful completion of the course, students will be able to:
- Apply pedagogical content knowledge (teaching ability) using the six components of inquiry-based learning: the ability to formulate questions; to gather and organize; to interpret and analyze; to evaluate and draw conclusions; to communicate and reflect; and to apply knowledge;
- Apply pedagogical content knowledge (teaching ability) using the major components of the Personalized System of Instruction: self-paced learning, mastery-based learning, content presentation, proctors, and demonstration methods;
- Analyze movement patterns and contextualized skills to inform teaching/coaching progression;
- Apply qualitative biomechanical principles to the analysis of movement;
- Apply the principles of physical literacy via reflective analysis to personal involvement in a variety of individual sports and games.
Assessment will be in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
| Instructional resource manual | 0-25% |
| Peer teaching | 10-30% |
| Sport movement analysis project | 10-30% |
| Physical literacy critical reflection journal | 0-20% |
| Quizzes and assignments | 0-20% |
| Participation | 10-30% |
| Total | 100% |
This is a letter-graded course.
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks may include:
Sport for Life, Understanding Physical Literacy: A Canadian Perspective (current edition).
None
None
None