In this course, students will undertake a study of the instructional and planning methods used by physical education teachers and coaches in order to meet the needs of their students and the curriculum goals. Topics include planning at the lesson and unit level, teaching styles, feedback styles and methods, characteristics of the learning environment, group management techniques, task analysis, and gauging instructor effectiveness. Application of the content will occur through micro-teaching sessions and reflective/analytical exercises.
Module 1. The Teacher/Coach/ Learner
- Teacher/coach development
- Understanding the teaching/learning process
- Responsibilities as a teacher
- Conveying your enthusiasm
- Voice tones
- Use of silence
- Use of props
- Professional development plan
- Self Check
- Guided discovery
- Anatomy of any teaching style
- Organizational options
- Task teaching
- Learning centres
- Station teaching.
- Episodic teaching.
- Utilization of multiple teaching styles
- Choosing appropriate teaching styles
Module 2. Understanding the Physical Education Content
- Task analysis
- Follow through
- Biomechanical movement principles
- Growth and development factors
- Transfer of learning
- Fundamental movement skills – developmental stages
- Developmental games
- Games education models – classification, teaching games for understanding
- Cooperative education
- Modifications - simplify or challenge
- Tactical development
Module 3. The Planning Process
- Lesson planning
- Unit planning
- Setting measurable learning objectives
- Reflecting program goals
- Defining success criterion
- Teaching progressions
- Activity adaptations
Common challenges and issues
- Space managements
- Equipment safety and maintenance
- Cultural sensitivity
- Gender equality
- Integration of fitness and wellness
- Monitoring and feedback
- Creative information management
- Authentic assessment
- Technology integrated into physical activity
Module 4. The Teaching / Coaching Process
- Warm-up and cool-down
- Teaching strategies
Understanding feedback, classification, strengths, and weaknesses
- Part practice
- Body scaling
Maximizing teacher effectiveness and using available feedback
- Sender and receiver channels
- Types of feedback
- Task intrinsic sensory
- Knowledge of results (Process)
- Knowledge of performance (Outcome)
- Public or private
- Individual or group
- Feedback combinations
- Task presentation
- Introduction and demonstration
- Error detect and correct – self and students
- Understanding and implementing organizational routines
- Teacher functions during activity
- Selecting appropriate teaching strategies
- Achieving student motivation, personal growth, and inclusion
- Creating and using effective teaching/instructional cues
- Observation techniques and tools
Module 5. Group Management
Teaching social skills through the taking personal and social responsibility model
Creating routines for the class – formations, sound cues etc
Organize groups into learning units
Role modeling and development of personal and social responsibility
Using space and available resources to maximize learning opportunities and minimize conflict
- Philosophy as a guide
- Positive discipline
Module 6. Research Skills
- Research, critique, and compare physical education or coaching methods articles
- Microteaching observations
- Identifying and analyzing critical teaching components
- Use video and available software to code teaching/coaching behaviours
Methods of Instruction
- Discussion groups
- Practical application
- Micro teaching
- Video coding observation
- Reading assignments
Means of Assessment
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
A sample assessment for this course:
|Practice teaching – mini lessons
|Leadership Behaviour Coding /Research Assignment
|Preparation and participation
- Demonstrate an understanding of the teaching and learning process including: teaching styles, organizational options and learning styles.
- Identify and create activity, lesson, and unit plans that satisfy the guiding principles of learning outcomes, goal setting, risk management and safety, appropriate equipment and resource (space) use, and assessment of learning outcomes.
- Plan, lead, evaluate, and reflect on a practical learning session with peers or school-aged children that demonstrates knowledge and application of effective warm-up and cool-down, teaching strategies, feedback decisions and task presentation.
- Demonstrate knowledge and application of task analysis and activity development in a wide array of skills, games, models and modifications in sport and physical activity settings.
- Describe methods of group management in teaching and coaching environments.
- Identify the role of educational methods research in physical education and coaching with the ability to critically analyze the teaching and learning process.
60 credits, AND
Criminal Records Check, AND
SPSC 3399 or SPSC 3399 concurrent enrollment
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.