Course
Discontinued
No
Course code
SPSC 5391
Descriptive
Physical Literacy I: Foundations
Department
Sport Science
Faculty
Science and Technology
Credits
3.00
Start date
End term
Not Specified
PLAR
No
Semester length
15 weeks
Max class size
25
Course designation
None
Industry designation
None
Contact hours
Lecture: 2 hours/week
and
Lab: 2 hours/week
Method(s) of instruction
Lecture
Lab
Learning activities
In this course, students engage in a variety of learning activities such as group work, field observation, experiential learning, practical applications, peer and teacher-led seminars, lectures, and inquiry-based learning.
Course description
This course presents physical literacy as a primary objective of physical and health education. The course introduces all the domains of physical literacy with an in-depth look at physical competence, confidence, and motivation. It also introduces aspects of holistic physical education and highlights strategies for promoting emotional wellness and socioemotional skill sets. Utilizing a mix of theory and application, the course prepares students to use effective teaching methods and frameworks to develop a physically literate person. Participation in, and planning of, physical education and health activities is a course requirement. This course is open to students of all physical abilities.
Course content
- Physical literacy introduction
- International Physical Literacy Association definition
- Operationalization of competency, confidence, attitude, knowledge
- Skills required to develop physical literacy (e.g., physical, psychological, social, and cognitive)
- North American context for physical activity/physical education and intervention
- Government of Canada standards
- Statements on physical literacy and physical and health education
- British Columbia Ministry responsible for K-12 education standards of quality physical education programs
- British Columbia Ministry responsible for K-12 education policies on physical education
- Reports on physical activity levels in Canada
- Fundamental movement skills (FMS)
- Definitions
- Assessment
- Contextualization in applied settings
- Limitations/challenges to the FMS concept
- Gaps in FMS standards
- Development of FMS under three movement categories (balance/stability, locomotor, manipulation)
- Stages of fundamental skill development
- Developmentally appropriate pedagogy using the Long-Term Development Framework as a guide
- Task-orientated pedagogy
- Promotion of success for every participant and consideration of the “whole child” encompassing all learning domains
- Inclusive, equitable, and accessible pedagogy for all learners
- Physical Literacy and emotional wellness
- Emotionally connected classroom
- Educational frameworks to foster purposeful connectedness intentions addressing emotional wellness
- Socio-emotional learning targets
- Motivation and attitude
- Indigenous principles of learning and physical literacy
- Linkage of cultural activities to physical movement
- Holistic perspectives of physical literacy
- Promotion of experiential and reflexive learning
- Physical literacy assessment
- BC Ministry responsible for K-12 education proficiency scale
- Canadian Sport 4 Life – PLAY tools
- Authentic assessment
- Assessment as learning
Learning outcomes
Upon successful completion of this course, students will be able to:
- List physical literacy resource agencies in Canada;
- Apply Canadian physical literacy standards for children to individual cases;
- Design physical education lessons that nurture the whole child and promote physical literacy;
- Apply experiential and reflexive learning to a teaching practice;
- Assess physical activity levels and opportunities in school settings;
- Provide examples of fundamental movement skills;
- Provide examples of functional movement patterns;
- Apply effective pedagogy throughout various stages of learning;
- Incorporate Indigenous knowledge and perspectives throughout Physical and Health Education curriculum to enhance the educational experience related to the well-being of students.
Means of assessment
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 | 10-30% |
| Microteaching | 15-30% |
| Reflections | 10-25% |
| Assignment(s) | 20-40% |
| Total | 100% |
This is a letter-graded course.
Textbook materials
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may include:
Adair, B. (2019). The Emotionally Connected Classroom: Wellness and the Learning Experience. Corwin.
Prerequisites
Enrolment in the Graduate Diploma in Physical and Health Education.
Corequisites
None
Equivalencies
None