- Discussion groups
- Practical application
- Micro teaching
- Video coding observation
- Reading assignments
Module 1. The Teacher/Coach/ Learner
- Teacher/coach development
- Understanding the teaching/learning process
- Responsibilities as a teacher
- Conveying your enthusiasm
- Voice tones
- Use of silence
- Use of props
- Professional development plan
- Self Check
- Guided discovery
- Anatomy of any teaching style
- Organizational options
- Task teaching
- Learning centres
- Station teaching.
- Episodic teaching.
- Utilization of multiple teaching styles
- Choosing appropriate teaching styles
Module 2. Understanding the Physical Education Content
- Task analysis
- Follow through
- Biomechanical movement principles
- Growth and development factors
- Transfer of learning
- Fundamental movement skills – developmental stages
- Developmental games
- Games education models – classification, teaching games for understanding
- Cooperative education
- Modifications - simplify or challenge
- Tactical development
Module 3. The Planning Process
- Lesson planning
- Unit planning
- Setting measurable learning objectives
- Reflecting program goals
- Defining success criterion
- Teaching progressions
- Activity adaptations
- Space managements
- Equipment safety and maintenance
- Cultural sensitivity
- Gender equality
- Integration of fitness and wellness
- Monitoring and feedback
- Creative information management
- Authentic assessment
- Technology integrated into physical activity
Module 4. The Teaching / Coaching Process
- Warm-up and cool-down
- Teaching strategies
- Part practice
- Body scaling
- Sender and receiver channels
- Types of feedback
- Task intrinsic sensory
- Knowledge of results (Process)
- Knowledge of performance (Outcome)
- Immediate and delayed
- Public or private
- Individual or group
- Feedback combinations
- Task presentation
- Introduction and demonstration
- Error detect and correct – self and students
- Understanding and implementing organizational routines
- Teacher functions during activity
- Selecting appropriate teaching strategies
- Achieving student motivation, personal growth, and inclusion
- Creating and using effective teaching/instructional cues
- Observation techniques and tools
Module 5. Group Management
- Philosophy as a guide
- Positive discipline
- Defined and Requirements
Module 6. Research Skills
- Research, critique, and compare physical education or coaching methods articles
- Microteaching observations
- Identifying and analyzing critical teaching components
- Use video and available software to code teaching/coaching behaviours
- Demonstrate an understanding of the teaching and learning process including: teaching styles, organizational options and learning styles.
- Identify and create activity, lesson, and unit plans that satisfy the guiding principles of learning outcomes, goal setting, risk management and safety, appropriate equipment and resource (space) use, and assessment of learning outcomes.
- Plan, lead, evaluate, and reflect on a practical learning session with peers or school-aged children that demonstrates knowledge and application of effective warm-up and cool-down, teaching strategies, feedback decisions and task presentation.
- Demonstrate knowledge and application of task analysis and activity development in a wide array of skills, games, models and modifications in sport and physical activity settings.
- Describe methods of group management in teaching and coaching environments.
- Identify the role of educational methods research in physical education and coaching with the ability to critically analyze the teaching and learning process.
The selection of evaluation tools for this course is based on:
- Adherence to 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.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
A sample assessment for this course:
|Practice teaching – mini lessons||30%|
|Leadership Behaviour Coding /Research Assignment||20%|
|Preparation and participation||10%|
Textbooks and Materials to be Purchased by Students
Potential resources include:
- Rink, J. (2006). Teaching Physical Education for Learning, 5th Edition. McGraw-Hill Ryerson Publishers, Whitby Ontario, Canada.
- Fishburne, G. S. Developmentally Appropriate Physical Education for Today’s Children and Youth, 2005. Ripon Publishing, Edmonton Alberta, Canada.
- Darst and Pangrazi, (2002). Dynamic Physical Education for Secondary Students, 4th edition. Benjamin Cummings, Pearson Education, Newmarket, Ontario, Canada.
- Darst and Gibbons. (2003). Dynamic Physical Education for Elementary Students, Canadian Edition. Allyn & Bacon, Boston, Massachusetts.
- S. A. Mitchell, J. L. Oslin, and L. L. Griffin. (2006) Teaching Sport Concepts and Skills: A Tactical Games Approach, 2nd edition.
- M. Mosston and S. Ashworth. (2002). Teaching Physical Education, 5th edition. Benjamin Cummings, Pearson Education, Newmarket, Ontario, Canada.
- D. L. Gallahue, F. Cleland-Donnelly. (2003). Developmental Physical Education for All Children, 4th edition. Human Kinetics, Champaign, Illinois, USA.
- “MIT” Physical Education Instruction coding software - video, CD or DVD purchases may be necessary
As part of the course, instructors and students may engage in extra-curricular certification processes that overlap with the curriculum of the class. Fees for professional certification, where applicable, will be borne by the student. Potential certifications relating to this course include:
- Officiating Module – Sport Institute Cost: $65