Games Approach to Teaching and Coaching Sport

Faculty
Science & Technology
Department
Sport Science
Course Code
SPSC 3399
Credits
3.00
Semester Length
15 weeks
Max Class Size
30
Method Of Instruction
Lecture
Tutorial
Typically Offered
To be determined
Campus
New Westminster

Overview

Course Description
The games approach to teaching and coaching sports involves the use of game related activities to stimulate and motivate learning. The twin goals of improvement and personal satisfaction are emphasized jointly throughout the course. Students will learn creative, innovative and exciting ways to teach and coach, and will be able to design and implement learning activities that are enjoyable, challenging, inspiring and cognitively and physically demanding.
Course Content

1           Games approach theoretical concepts

1.1          Process and product orientation

1.2          Teaching games for understanding

1.3          Play-discuss-practice-play model

1.4          Traditional models and the role of the games approach

1.5          Modifying traditional approaches with the games approach

1.6          Applying the games approach in a variety of settings

1.6.1         Teaching

1.6.2         Coaching

1.6.3         Recreation leadership

1.6.4         Sport skills

1.6.5         Development camps

1.6.6         Playground

 

2           Games approach principles

2.1          Planning for effective play

2.2          Developing the sport sense

2.3          Skill development

2.4          Tactical development

2.5          Decision making and cognitive factors

2.6          Integration of mental skills into play

2.7          Applying games approach principles in other settings

2.8          Categories of the games approach

2.8.1         Defining and shaping psychomotor behaviour

2.8.2         Providing focus and attentional skills in games and activities

2.8.3         Performance enhancement through the games approach

 

3           Variables within the games approach

3.1          Modifying and changing variables to suit individual and group needs

3.2          Session plan models

3.3          Scoring systems

3.4          Rules and methods of ensuring the focus on process and execution

3.5          Designing activities to promote flow and a focus in the moment

3.6          Methods to enhance cognitive processes

3.7          Integration of decision training principles

3.8          Developing court sense or field sense (competition sense, game sense)

 

4           Pedagogical factors

4.1          Modification of traditional methods

4.1.1         Task approach

4.1.2         Social approach

4.1.3         Guided discovery

4.1.4         Learning progressions

4.1.5         Whole part whole and variations

4.1.6         Goal orientation

4.2          Planning and preparation

4.3          Quality and quantity of meaningful practice

4.4          Progression

4.5          Direct and indirect methods

4.6          Positive specific feedback

4.7          Questioning and guiding

4.8          Error detection and correction

4.9          Transferring responsibility from teacher/coach to student

4.10      Individualization

4.11      Group goal setting and planning

4.12      Pacing

4.13      Learning and performance differences

 

5           Specific applications

5.1          Invasive sports

5.1.1         Field

5.1.2         Court

5.1.3         Arena

5.2          Non invasive sports

5.2.1         Divided court games

5.2.2         Interactive court games

5.2.3         Striking games

5.3          Target events

5.4          Racing events

5.5          Artistic events

5.6          Combative sports

5.7          Fitness activities

 

6           Inclusion factors

6.1          Integration of students with varying abilities

6.2          Adaptations

6.3          Modifications

 

7           Planning

7.1          Activities

7.2          Warm-ups and cool downs

7.3          Groups or series of activities

7.4          Sessions

7.5          Units and microcycles

 

8           Role of the teacher and coach

8.1          Leader

8.2          Feedback

8.3          Motivation

8.4          Enjoyment

8.5          Fair play

Methods Of Instruction
  • Lecture
  • Discussion groups
  • Practical application
  • Field observation and/or video observation
  • Self-study via print or online materials
  • Reading assignments
  • Online discussion groups
  • Experiential Learning
Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evauation criteria at the beginning of the semester. Evaluation will be based on:

Practical applications 20-30%
Resource project 15-25%
Midterm and final examinations 10-20%
Preparation & participation 10-20%
Practical leadership 20-30%
  100%
Learning Outcomes
  1. Design games activities for learning, enjoyment and performance.
  2. Apply games activities for learning, enjoyment and performance to practices, classes and competitions.
  3. Teach and coach both technical and tactical skills by using the games approach.
  4. Integrate physical and mental skills development, and personal and social responsibility through the use of the games approach.
  5. Demonstrate the inclusion of participants of all abilities through the use of the games approach.
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.

Example textbooks and materials may include:

  • Mitchell, S.A., Oslin, J.L., & Griffin, L.L.  (2013).  Teaching sport concepts and skills: A Tactical Games Approach for ages 7 to 18 (3rd ed.).  Champaign, IL: Human Kinetics. (or latest version)
  • Metzler, M.W. (2011). Instructional Models for Physical Education (3rd ed.). Scottsdale, AZ: Holcomb Hathaways, Publishers, Inc. (or latest version)
  • Other course related information (i.e., articles, handouts, etc.) will be posted on Blackboard.
  • Course Pack (3399)

Requisites

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

Institution Transfer Details Effective Dates
Kwantlen Polytechnic University (KPU) No credit 2007/09/01 to -
Thompson Rivers University (TRU) TRU PHED 2XXX (3) 2010/09/01 to -
Thompson Rivers University (TRU) TRU PHED 2XX (3) 2007/09/01 to 2010/08/31
Trinity Western University (TWU) TWU HKIN 3XX (3) 2007/09/01 to -
University of the Fraser Valley (UFV) UFV KIN 221 (3) 2007/09/01 to -
University of Victoria (UVIC) UVIC EPHE 2XX (1.5) 2007/09/01 to -

Course Offerings

Winter 2021

CRN
Days
Dates
Start Date
End Date
Instructor
Status
Location
14882
Mon Wed
04-Jan-2021
- 12-Apr-2021
04-Jan-2021
12-Apr-2021
Lunn
Edward
Open
New Westminster
SPSC 3399 001 - Restricted to Bachelor of Physical Education and Coaching students.

Registration in this course provides registrants with a 'time conflict' error. This error can be disregarded for this course as it is due to a required room booking overlap.


This section is offered in a hybrid format. It includes both online components and in-person on campus activities. Check Blackboard and your Douglas College email for specific details about on-campus dates. The instructor will provide advance notice of the dates of on-campus activities.
Max
Enrolled
Remaining
Waitlist
30
0
30
0
Days
Building
Room
Time
Mon Wed
New Westminster - North Bldg.
N1231
12:30 - 14:20
Mon Wed
New Westminster - North Bldg.
GYM
12:30 - 14:20