Games Approach to Teaching and Coaching Sport

Curriculum Guideline

Effective Date:
Course Code
SPSC 3399
Games Approach to Teaching and Coaching Sport
Sport Science
Science & Technology
Start Date
End Term
Semester Length
15 weeks
Max Class Size
Contact Hours
4 hours lecture / practice
Method(s) Of Instruction
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
  1. 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
  2. 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
  3. 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)
  4. 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
  5. 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. 6. Inclusion factors
    • Integration of students with varying abilities
    • Adaptations
    • Modifications/li>
  7. Planning
    • Activities
    • Warm-ups and cool downs
    • Groups or series of activities
    • Sessions
    • Units and microcycles
  8. Role of the teacher and coach
    • Leader
    • Feedback
    • Motivation
    • Enjoyment
    • Fair play
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.
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:

Practical applications 20%
Resource project 20%
Midterm and final examinations 30%
Preparation & participation 10%
Practical leadership 20%
Textbook Materials

Will be decided by course instructors.

Potential resources include:

  • Metzler, M.W. (2011). Instructional Models for Physical Education (3rd ed.). Scottsdale, AZ: Holcomb Hathaways, Publishers, Inc.
  • Course Pack (3399)

60 credits, AND

Criminal records check, AND

SPSC 2210, AND

SPSC 1311 or SPSC 1313 or SPSC 1314 or SPSC 1316 or SPSC 1317 or SPSC 2321 or SPSC 2322 or SPSC 2323 or SPSC 2324 or SPSC 2325

Which Prerequisite