Course description
This course uses a dynamic learning systems approach to understand the interactions of learner, task, and environment to address the pillars of physical literacy: motor competence, confidence, attitude, and knowledge. Building on SPSC 5391, this course delves into learning theory and constraints-led pedagogy in order to foster optimal challenge for the learner. 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
- Dynamic Systems Theory
- Learner constraints
- Task constraints
- Environment constraints
- Emergent movement patterns
- Decision training
- Movement variability
- Physical Literacy – Theoretical underpinnings
- Confidence
- Social factors and the learning environment
- Attitude and motivation (Self-Determination Theory)
- Knowledge (physical determinants of health)
- Competence (motor abilities, fundamental movement skills)
- Gentiles Classification System of motor skills
- Psycho-social considerations: arousal, self-esteem, social factors: gender, race, family context
- Pedagogical considerations
- Physical literacy assessment tools
- Proficiency scale (BC Ministry responsible for K-12 education)
- Assessment for learning, of learning, as learning
- Examples (Play Tools, Passport for Life, Canadian Assessment of Physical Literacy)
- Models conducive to pedagogical thinking
- Constraints-led pedagogy
- Representative Design
- Teaching Games for Understanding
- Teaching Tools
- Progressions
- Modelling performance (peer, video)
- Error detection and correction of basic movements
- Feedback
- Video/visual
- Types of feedback
- External and internal focused feedback
- Process and outcome-orientated feedback
- Learner considerations
- Expectancy of learning (Expectancy Theory)
- Motor abilities (health/fitness and coordination/stability factors)
- Socio-emotional factors
- Emotional wellness
- Connectedness intentions addressing emotional wellness
- Diverse learning needs
- Differentiated instruction
- Inclusive classroom culture
- Positive learning environments
Learning activities
In this course, students engage in a variety of learning activities such as experiential learning, practical applications, peer teaching, guest speakers, inquiry-based learning, and lectures.
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% |
| Journals |
0-30% |
| Micro teaching |
10-30% |
| Inquiry into practice |
0-30% |
| Assignments |
0-30% |
| Total |
100% |
This is a letter-graded course.
Learning outcomes
Upon successful completion of this course, students will be able to:
- use a dynamic systems theory to describe the interactions of teacher, task, learner, and environment in a learning environment;
- differentiate learning and performance using physical education examples;
- use constraints-led pedagogy in a practical setting to increase learning opportunities while meeting differentiated learner needs;
- describe and assess specific fundamental movement patterns;
- create a physical literacy assessment for a specific age of learner;
- use self-determination theory to explain student motivation in physical education or activity;
- use expectancy theory to describe how teacher feedback and expectations shape physical activity disposition and attitude;
- use stages of learning theory to describe a learner’s motor skill development in relation to a specific task.
Textbook materials
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may include:
Coker, C. (current edition). Motor Learning and Control for Practitioners. Holcomb Hathaway Publishers, Scottsdale, AZ.