Physical Education and Coaching Methods
Overview
- The teacher/coach/learner
- Teaching/learning process
- Teaching styles
- Models of instruction
- Model selection and teaching style
- The physical education context
- Task analysis: environmental factors, developmental stages, modeling, transfer of learning
- Activity development related to fundamental movement skills development, model selection, positive learning environments and accommodation of varied learning needs
- The planning process
- Lesson planning
- Unit planning
- British Columbia Ministry of Education Physical Health Education Curriculum
- Measurable learning objectives
- Teaching sequences
- Safety considerations
- Inclusive learning
- Socio-emotional learning targets
- Assessment process
- The teaching/coaching process
- Managerial teaching strategies
- Instructional teaching strategies
- Preparation
- Task presentation
- Feedback
- Group management
- Teaching philosophy as a guide
- Management strategies
- Educational frameworks to foster emotional wellness
- Motivation and Self Determination Theory
- Creation of routines for the class – formations, sound cues, assessments, transitions, closure
- Role modeling and personal and social responsibility
- Space management and utilization of available resources to maximize learning opportunities
- Periodization for sports
- Linear and block periodization
- Energy systems and peaking cycles
- Peaking for performance through yearly or seasonal training plans
- Long-Term Development Framework (Canada Sport for Life)
- Tapering protocols
Classroom time will be used for lectures, groups discussions, practical application, micro-teaching, service learning, video observation, reading assignments, and experiential learning.
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:
Participation 0-20%
Reflection Analysis 20-30%
Unit Plan 20-30%
Quizzes 0-20%
Coaching Plan 20-30%
Assignments 0-20%
Total 100%
Note: Students will need to receive a grade of D or higher in the course to be eligible to receive the designation of "training status" in the National Coaching Certification Program (NCCP) module(s) embedded in this course.
Upon successful completion of this course, students will be able to:
- describe and apply teaching and learning processes, including teaching styles and managerial schemes;
- through an ecological dynamics framework, design activities across a broad range of skills, games, instructional models, and sport or physical activity contexts by manipulating tasks and identifying key elements of movement patterns;
- plan, lead, assess, and reflect on a practical learning session with peers or school-aged children that demonstrates the effective use of teaching and learning strategies;
- describe methods of group management in teaching and coaching environments that foster collaboration, participation, and a positive learning environment;
- create an annual or seasonal training plan for a sport or an athlete that outlines basic training protocols over a competitive season and is aligned with Canada’s Sport for Life Long-Term Development framework.
Consult the Douglas College Bookstore for the latest required textbooks and materials. To receive the designation of 'training status' in specific NCCP (National Coaching Certification Program) modules, students will be required to purchase supplementary materials online, directly from viaSport. Students will incur a cost associated with these additional materials.
Requisites
Prerequisites
60 credits
and
Criminal Records Check
Corequisites
SPSC 3399 must be completed either prior to or simultaneously with this course
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 to Other Institutions
Below are current transfer agreements from Douglas College to other institutions for the current course guidelines only. For a full list of transfer details and archived courses, please see the BC Transfer Guide.
| Institution | Transfer details for SPSC 4199 |
|---|---|
| Kwantlen Polytechnic University (KPU) | No credit |
| Thompson Rivers University (TRU) | TRU PHED 2XXX (3) |
| Trinity Western University (TWU) | TWU HKIN 350 (3) or TWU HKIN 360 (3) |
| University of the Fraser Valley (UFV) | DOUG SPSC 4199 (3) & DOUG SPSC 4291 (3) = UFV KIN 221 (3) & UFV KIN 2XX (3) |
| University of Victoria (UVIC) | UVIC EPHE 2XX (1.5) |