Game-Centred Approaches in PHE

Curriculum guideline

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Course
SPSC 5395
Discontinued
No
Course code
SPSC 5395
Descriptive
Game-Centred Approaches in PHE
Department
Sport Science
Faculty
Science and Technology
Credits
3.00
Start date
End term
Not Specified
PLAR
Yes
Semester length
10 weeks
Max class size
25
Course designation
None
Industry designation
None
Contact hours

Lecture: 3 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 experiential learning, practical applications, field observations, peer-led teaching, online, guest speakers, lectures, and inquiry-based learning. 

 

Course description
This course explores how game-centred approaches place the learner and their development at the centre of the learning process. The concepts of modification and progression are covered, taking into consideration students' socio-emotional developmental level, cognitive structures, and physical capacity. 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
  • Literacy Definitions
    • Physical literacy, health literacy, games literacy, sport literacy
  • Game-centred approaches
    • Teaching Games for Understanding
    • Tactical Games Model
    • Sport Education
    • Indigenous games
  • Modifying games
    • Games structure
    • Games level of difficulty
    • Optimal level of inclusion
  • Common elements of games
    • Locomotion
    • Manipulative
    • Ballistic
    • Social
  • Games progressions
    • Foundational/developmental games
    • Low-level games
    • Cooperative games
    • Competitive games
    • Minor games
    • Modified games
    • Small-sided games
  • Games Assessment
    • Learning domains
    • Summative
    • Formative
  • Planning for instruction
    • Lesson planning
    • Unit planning
    • British Columbia Ministry of Education Physical and Health Education curriculum
    • Teaching sequences (progressions, adaptations, analysis, review, and closure)
    • Inclusive learning practices
Learning outcomes

Upon successful completion of this course, students will be able to:

  • Analyze various game-centred approaches (GCAs) (e.g., Teaching Games for Understanding (TGfU) approach and its derivatives, sport education, inventing games) to determine elementary and/or secondary school setting relevance;
  • Apply various GCAs to education settings (e.g., TGfU approach and its derivatives, sport education, inventing games);
  • Create cognitive, affective, and psychomotor assessments that align with different GCAs;
  • Adapt GCAs to be inclusive of students within elementary and/or secondary school settings;
  • Summarize the components of physical and health literacy as they apply to GCAs; 
  • Create GCA resources (e.g., lesson plans, unit plans, concept and/or mind maps, task cards, or other related resources).
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 10-25%
Microteaching lessons   10-25%
Journal 0-25%
Class observations 0-25%
Unit plan 10-25%
Article reviews 0-25%
Total 100%

This is a letter-graded course. 

Textbook materials

Consult the Douglas College Bookstore for the latest required textbooks and materials. 

Prerequisites

Enrolment in the Graduate Diploma in Physical and Health Education.

Corequisites

None

Equivalencies

None