In this course, students will experience Game-Centered Approaches across all game categories (target, net/wall, striking/fielding, and invasion/territorial). The Game-Centered Approaches to be used are Teaching Games for Understanding (and its derivatives) and Sport Education instructional models. The students will use a small-sided games approach to develop pedagogical content knowledge of the game categories. This knowledge can then be used to create and deliver developmentally appropriate games within various educational, recreational, and coaching environments. This course satisfies the Game-Centred Approaches Applied Methods BPEC graduation requirement.
Overall content will start with target games, move to striking and fielding games, build through to net/wall games and finally finish with the most tactically complex of invasion or territorial games. Specific content will focus on:
1. Physical literacy and dynamic system considerations in
1.1. Individual dimensions: cognitive, affective, and psychomotor
1.2. Task complexity and structure
1.3. Environmental considerations
2. Games-centered approaches
2.1. Traditional Models
2.2. Teaching Games for Understanding
2.3. Tactical Games Model
2.4. Games Sense
2.5. Games Education Model
2.6. Play Practice
2.7. Constraints Led Approaches
2.8. Sport Education
3. Modifying and adapting games
3.1. Developmentally appropriate
3.1.1. Formative games
3.1.2. Innovative games
3.1.3. Inclusion games
3.2. Games structure
3.3. Games degree of difficulty
3.4. Optimal inclusion / challenge
4. Common game elements
5. Game categories
5.1. Foundational / developmental games
5.2. Low level games
5.3. Cooperative games
5.4. Competitive games
5.5. Scoring games
5.6. Minor games
5.7. Modified games
5.8. Small sided games
5.9. Lead up games
5.10. Target games
5.11. Net / wall games
5.12. Striking / fielding games
5.13. Invasion / territorial / go-to, go-through games
5.14. Inventing / creating games
5.15. Culturally relevant games
6. Games assessment
6.1. Learning domains
7. Planning for instruction
7.4. Tactical complexity
Methods of Instruction
Discussion Groups / Group Work
Peer-led / Peer Teaching
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:
Performance evaluations 10-25%
Microteaching lessons 10-25%
Reflective journal 10-25%
Article reviews 10-25%
Class observations 10-25%
Games resource manual 10-25%
Upon successful completion of the course, students will be able to:
- Demonstrate pedagogical content knowledge (teaching ability) using Teaching Games for Understanding and its derivatives.
- Demonstrate pedagogical content knowledge (teaching ability) using Sport Education.
- Create developmentally appropriate game progressions of techniques and tactics (from simple to complex) for various groups of learners relating it to physical literacy development.
- Compare tactical similarities within and between the game categories through experiences in a variety of small-sided games. This learning will introduce and increase students' pedagogical content knowledge.
- Perform the necessary techniques and tactics required to solve tactical problems that occur during game play. There will be an emphasis on detecting and correcting errors in tactical and technical performance; students will then relate this to physical literacy development.
- Share ideas for their own and others' development of game performance and view it as a requisite for inclusive teaching and coaching practices.
- Demonstrate professional behavior by interacting respectfully with others and cooperating in the set-up, take-down and care of equipment and facilities.
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.
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.