Douglas College wordmark
Facebook logo Twitter logo Instagram logo Snapchat logo YouTube logo Wordpress logo

Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

back to search

Applied Methods: Softball & Volleyball

Course Code: SPSC 2325
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 15 weeks
Learning Format: Lecture, Tutorial
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This course will provide students with the knowledge and experience necessary to teach or coach softball and volleyball lessons. Students will learn to analyse, plan, lead, and perform softball and volleyball activities using a Sport Education approach.

Course Content

  1. Historical and Theoretical Factors in Softball and Volleyball
    The student will:
    • Describe the origin and historical development of each game
    • Describe positional concepts related to on-ball and off-ball roles, rules, and common terminology of each game
  2. Fundamental Factors for Effective Performance
    The student will:
    • Describe and apply affective, cognitive, and psychomotor elements in the educational setting
    • Describe and apply technical, tactical, physical, and psychomotor elements in the coaching setting
  3. Techniques and Tactics in Softball and Volleyball
    The student will:
    • Describe and demonstrate technical elements of effective individual performance including, but not limited to the following for softball:
      • ready position
      • movement (i.e. body – feet, hands, head, etc.)
      • throwing and receiving
      • pitching
      • hitting and bunting
      • base running
    • Describe and demonstrate technical elements of effective individual performance including, but not limited to the following for volleyball:
      • ready position
      • movement (i.e., body – feet, hands, head, etc.)
      • passing
      • 3attacking
      • blocking
      • serving
    • Describe the appropriate sequencing of skill acquisition and progressions
    • Link inter-task and intra-task transfer of skills to each game, where and when applicable
    • Describe and demonstrate tactical elements of effective team performance including, but not limited to the following:
      • Attack Concepts (related to On-Ball and Off-Ball Elements):
        • variety / control
        • tempo / power
        • deception
        • distraction
        • improvisation
        • transition
      • Defensive Concepts (related to On-Ball and Off-Ball Elements):
        • concentration
        • anticipate and adjust
        • read and react
        • communicate and commit
        • control and restraint
        • transition
      • Systems of Play:
        • formations and structures – offensive and defensive set plays
  4. Observation and Analysis Methods and Procedures
    The student will:
    • Describe and demonstrate:
      • scope: components of observation and analysis
      • approaches: types and methods of observation and analysis
      • qualitative and quantitative analysis
      • error detection, prioritizing, and correction
      • analyzing individual and team performance
  5. Instructional Strategies and Professional Development
    The student will:
    • Describe and demonstrate the six key features of Sport Education
      • Seasonal (or Unit) planning
      • Affiliation (and Roles) related to successful teams
      • Record Keeping (of game statistics and technical and tactical performance criteria)
      • Competition (using graded teams and different tournament structures)
      • Festivity (enjoying the sport experiences from multiple roles)
      • Culminating event (planning for end-of-season play and team related celebrations)

Methods of Instruction

  1. Lecture
  2. Discussion groups
  3. Practical applications and experiences
  4. Field observation 
  5. Technology assisted learning
  6. Guest Instructors (provided by the Provincial/Territorial Sport Organizations)

Means of Assessment

Assessments forms will be left to instructor discretion in relation to the following guidelines and understanding that all four of the following areas are relevant to course objectives and are to be included in the assessment processes stipulated by the instructor.

Professionalism and Personal Movement Competence not more than 25%
Activity / Games Knowledge not more than 25%
Skill and Tactical Analysis Ability  not more than 30%
Instructional Knowledge and Skill  not more than 30%

Learning Outcomes

Upon completion of the course the student will be able to:

  1. Identify historical and theoretical factors that have influenced the development of the games of softball and volleyball
  2. Integrate educational and coaching elements in the overall design of instructional or seasonal units and lesson plans for softball and volleyball
  3. Demonstrate correct performance in selected skills of softball and volleyball
  4. Apply observation, analysis, and feedback methods and procedures to detect and correct errors in selected skills and tactics during game performance of softball and volleyball
  5. Work through the Sport Education instructional model and its application to selected skills and tactics for softball and volleyball, while developing communication, organizational, and administrative abilities and skills needed to present a professional image and portfolio as a teacher or coach

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.

assessments

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