Games Approach to Teaching and Coaching Sport

Course

SPSC 3399

Discontinued

No

Course code

SPSC 3399

Descriptive

Games Approach to Teaching and Coaching Sport

Department

Sport Science

Faculty

Science & Technology

Credits

3.00

Start date

September 2014

End term

202010

PLAR

Yes

Semester length

15 weeks

Max class size

30

Contact hours

4 hours lecture / practice

Method(s) of instruction

Lecture

Tutorial

Learning activities

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

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

Games approach theoretical concepts
- Process and product orientation
- Teaching games for understanding
- Play-discuss-practice-play model
- Traditional models and the role of the games approach
- Modifying traditional approaches with the games approach
- Applying the games approach in a variety of settings
  - Teaching
  - Coaching
  - Recreation leadership
  - Sport skills
  - Development camps
  - Playground
Games approach principles
- Planning for effective play
- Developing the sport sense
- Skill development
- Tactical development
- Decision making and cognitive factors
- Integration of mental skills into play
- Applying games approach principles in other settings
- Categories of the games approach
  - Defining and shaping psychomotor behaviour
  - Providing focus and attentional skills in games and activities
  - Performance enhancement through the games approach
Variables within the games approach
- Modifying and changing variables to suit individual and group needs
- Session plan models
- Scoring systems
- Rules and methods of ensuring the focus on process and execution
- Designing activities to promote flow and a focus in the moment
- Methods to enhance cognitive processes
- Integration of decision training principles
- Developing court sense or field sense (competition sense, game sense)
Pedagogical factors
- Modification of traditional methods
  - Task approach
  - Social approach
  - Guided discovery
  - Learning progressions
  - Whole part whole and variations
  - Goal orientation
- Planning and preparation
- Quality and quantity of meaningful practice
- Progression
- Direct and indirect methods
- Positive specific feedback
- Questioning and guiding
- Error detection and correction
- Transferring responsibility from teacher/coach to student
- Individualization
- Group goal setting and planning
- Pacing
- Learning and performance differences
Specific applications
- Invasive sports
  - Field
  - Court
  - Arena
- Non invasive sports
  - Divided court games
  - Interactive court games
  - Striking games
- Target events
- Racing events
- Artistic events
- Combative sports
- Fitness activities
6. Inclusion factors
- Integration of students with varying abilities
- Adaptations
- Modifications/li>
Planning
- Activities
- Warm-ups and cool downs
- Groups or series of activities
- Sessions
- Units and microcycles
Role of the teacher and coach
- Leader
- Feedback
- Motivation
- Enjoyment
- Fair play

Learning outcomes

Design games activities for learning, enjoyment and performance.
Apply games activities for learning, enjoyment and performance to practices, classes and competitions.
Teach and coach both technical and tactical skills by using the games approach.
Integrate physical and mental skills development, and personal and social responsibility through the use of the games approach.
Demonstrate the inclusion of participants of all abilities through the use of the games approach.

Means of assessment

The selection of evaluation tools for this course is based upon adherence to Douglas College evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.

The following is presented as an example assessment format for this course: