Lectures
Discussion Groups
Practical Applications:
- Labs
- Peer teaching
Field Observation
Peer-led Seminar
Guest Speakers
Inquiry-based
Small-group
1. Dynamic systems theory
1.1. Individual constraints (Learner)
1.2. Task constraints
1.3. Environment constraints
2. Physical Literacy - Theoretical underpinnings
2.1. Confidence
2.1.1. Vygotsky – Zone of proximal development
2.1.2. Mastery-based learner progression
2.1.3. Social factors
2.2. Attitude
2.2.1. Self-determination theory (Deci & Ryan)
2.2.2. Personal and social responsibility (Hellison, Goleman)
2.3. Knowledge
2.3.1. Procedural knowledge of physical determinants of health
2.3.2. Scope and sequence of core personal health/activity knowledge
2.4. Competence
2.4.1. Motor abilities - Fleishman
2.4.2. Fundamental movement skills (FMS)
2.4.2.1. Locomotion skills of children: walk, run, jump, hop, gallop, slide and skip, etc.
2.4.2.2. Object control skills of children: throw, catch, kick, strike, punt, grasp, draw, etc.
2.4.2.3. Fundamental movement patterns: body space awareness, static and dynamic balance, body roll, rotations, etc.
2.4.3. Functional movement skills
2.4.4. Motor Development
2.4.4.1. Factors influencing motor development: direction, rate of growth, differentiation and integration, variability and readiness, critical and sensitive learning periods
2.4.4.2. Gentiles classification systems to daily physical activity
2.4.4.3. Principles of movement to physical activity: balance (static and dynamic), Newton’s law of inertia, action-reaction, open kinetic chain, stability, absorption and production of force, acceleration
2.4.4.4. Perceptual issues: vision, attention, information processing, speed accuracy paradox
2.4.4.5. Psycho-social considerations: arousal, self-esteem, social factors: race, gender, family context
3. Pedagogical considerations
3.1. Physical literacy assessment tools
3.1.1. Standardized vs authentic
3.1.2. Pre- and post-assessment
3.1.3. Assessment for learning, of learning, as learning
3.1.4. Examples
3.1.4.1. Passport for life – PHE Canada
3.1.4.2. PLAY tools – Canadian Sport 4 Life (CS4L)
3.1.4.3. Canadian Assessment of Physical Literacy (CAPL)
3.2. Models conducive to pedagogical thinking
3.2.1. Constraints-led pedagogy
3.2.2. Teaching games for understanding
3.2.3. Sport education
3.2.4. Gentile's taxonomy of progression
3.3. Teaching tools
3.3.1. Body scaling
3.3.2. Progressions
3.3.3. Peer-based modeling (mirror neurons)
3.3.4. Error detection and correction of basic movements
3.3.5. Feedback:
3.3.5.1. Video/visual
3.3.5.2. Augmented/direct
3.3.5.3. Timing
3.3.5.4. Knowledge of results vs process
4. Learner considerations
4.1. Cognitive ability and executive function
4.2. Jean Piaget - stages of Cognitive Development
4.3. Motor abilities (health/fitness and coordination/stability factors)
4.4. Socio-emotional factors
Upon completion of this course, students will be able to:
1. Use dynamic systems theory to describe the interactions of teacher, task, learner, and environment in a learning moment,
2. Differentiate learning and performance using physical education examples,
3. Use constraints-led pedagogy in a practical setting to:
3.1. Increase motor learning affordances for a group and/or individual,
3.2. Increase inclusion, and
3.3. Meet differentiated learner needs,
4. Describe and assess specific fundamental movement patterns,
5. Create a comprehensive physical literacy assessment for a specific age of student,
6. Use self-determination theory to explain student motivation in physical education or activity,
7. Use expectancy-theory to describe how teacher feedback and expectations shape physical activity disposition and attitude, and
8. Use stages of learning theory to describe a learner’s motor development in relation to a specific task.
Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation may include the following:
| Microteaching | 0-25% |
| Journals | 0-30% |
| Article or book review | 0-30% |
| Inquiry into practice | 0-30% |
| Physical literacy assessment | 0-30% |
| Total | 100% |
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.