COVID-19 information and resources
Douglas College wordmark
Facebook logo Twitter logo Instagram logo Snapchat logo YouTube logo Wordpress logo
back to search

Applied Methods: Movement Education

Course Code: SPSC 1316
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 15 weeks
Learning Format: Lecture
Typically Offered: TBD. Contact Department Chair for more info.
course overview

Using movement education theory and resources, this course will provide students with the knowledge and experience necessary to plan and teach movement education across contexts. This course requires organizing, teaching and learning around movement concepts, categories and elements. Through a student-experience framework, students will analyze, plan, lead and perform movement education. This course satisfies the Movement Education Applied Methods BPEC graduation requirement.

Course Content

1. Historical and theoretical factors in movement education and fundamental movement patterns
  1.1. Origin and historical development of movement education
  1.2. Concept and scope of fundamental movement patterns
  1.3. Movement framework:
    1.3.1. Movement concepts
    1.3.2. Movement elements
    1.3.3. Movement categories

2. Physical literacy and dynamic system considerations in movement education
  2.1. Individual dimensions: affective, cognitive, and psychomotor
  2.2. Task complexity and structure
  2.3. Environmental considerations

3. Fundamental movement patterns
  3.1. Static positions
  3.2. Landings
  3.3. Locomotions
  3.4. Rotations
  3.5. Springs
  3.6. Swings
  3.7. Projections
  3.8. Reception

4. Fundamental movement concepts of Laban’s movement analysis
  4.1. Weight
  4.2. Time
  4.3. Flow
  4.4. Body awareness
  4.5. Personal space
  4.6. General space

5. Equipment selection and safety consideration
  5.1. Making sensible and practical equipment selections required for instructional strategies enhancing movement education while maintaining a safe learning environment (e.g. mats of different size and height, parachute, air-filled shapes, footprint trainers, balance boards, balance ropes, pathways foam floor balance beams, plastic river stones, bilibo domes, mini crawl tunnels, hip, hoops, steeple course sets, youth agility course, fast track scooters, etc.)
  5.2. Planning for outdoor environments
  5.3. Movement education in the classroom

6. Instructional strategies and professional development
  6.1. Culturally sensitive teaching considerations
  6.2. Teaching approaches:
    6.2.1. Inquiry-based
    6.2.2. Play-based
  6.3. Class management strategies
  6.4. Progressions and sequencing
  6.5. Principles of effective instruction
  6.6. Assessment and observational skills

Methods of Instruction

Practical Application
Peer Teaching
Group Work

Means of Assessment

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. Evaluations include the following:

Instructional resource manual                    20-40%
Peer teaching modules                              20-30%
Movement education reflective journal        20-30%
Professionalism and practical components   0-20%

Total                                                        100%

Learning Outcomes

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

  1. Explain the concepts and scope of movement education in relation to motor development and dynamic systems theory
  2. Apply systematic observation and analysis to accurately assess a learner’s stage of development in a specified movement and context
  3. Describe a movement vocabulary for the components and movement patterns displayed during an activity
  4. Demonstrate instructional strategies for leading safe, effective, and inclusive movement education experiences
  5. Demonstrate cultural sensitivity and responsiveness in choosing movement education activities and environments 
  6. Describe the principles of play-based pedagogies
  7. Differentiate structured, unstructured and performative movement education environments and tasks
  8. Relate movement education pedagogy and student experience to physical literacy development in the affective domain

course prerequisites






curriculum guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.


If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.