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

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Physical Education and Coaching Methods

Course Code: SPSC 4199
Faculty: Science & Technology
Department: Sport Science
Credits: 3.0
Semester: 15 weeks
Learning Format: Lecture, Practicum
Typically Offered: TBD. Contact Department Chair for more info.
course overview

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.

Course Content

Module 1.  The Teacher/Coach/ Learner

  1. 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
  2. Teaching/coaching philosophy
  3. Teaching styles
    • Types
      • Command
      • Practice
      • Reciprocal
      • Self Check
      • Inclusion
      • 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
  4. Learning styles
    1. Visual
    2. Verbal
    3. Kinesthetic
    4. Intellectual

Module 2.  Understanding the Physical Education Content

  1. Task analysis
    • Phases
    • Preparation
    • Execution
    • Follow through
    • Biomechanical movement principles
    • Growth and development factors
    • Transfer of learning
  2. Activity development
    • Fundamental movement skills – developmental stages
    • Developmental games
    • Games education models – classification, teaching games for understanding
    • Cooperative education
    • Modifications - simplify or challenge
    • Task
    • Expectation
    • Equipment
    • Space
    • Tactical development

Module 3.  The Planning Process

  1. Lesson planning
  2. Unit planning
  3. Setting measurable learning objectives
    • Psychomotor
    • Cognitive
    • Affective
    • Reflecting program goals
    • Defining success criterion
  4. Teaching sequences
    • Teaching progressions
    • Activity adaptations
  5. Safety considerations
    • Space managements
    • Equipment safety and maintenance
  6. Common challenges and issues
    • Cultural sensitivity
    • Gender equality
    • Inclusion
    • Integration of fitness and wellness
  7. Evaluation process
    • Monitoring and feedback
    • Creative information management
    • Authentic assessment
    • Rubrics
    • Technology integrated into physical activity

Module 4.  The Teaching / Coaching Process

  1. Warm-up and cool-down
  2. Teaching strategies
    • Whole-part-whole
    • Shaping
    • Part practice
    • Simplification
    • Progressions
    • Body scaling
    • Massed
    • Distributed
  3. Understanding feedback, classification, strengths, and weaknesses
    • Sender and receiver channels
    • Types of feedback
      • Task intrinsic sensory
      • Augmented
      • Value
      • Corrective
      • Neutral
      • Ambiguous
      • Reinforcement
      • Motivating
      • Knowledge of results (Process)
      • Knowledge of performance (Outcome)
    • Frequency
    • Timing
      • Immediate and delayed
    • Public or private
    • Individual or group
    • Feedback combinations
  4. Maximizing teacher effectiveness and using available feedback
    • Task presentation
      • Introduction and demonstration
      • Transitions
      • Intervention
      • Error detect and correct – self and students
    • Debriefing
    • 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

  1. Philosophy as a guide
  2. Positive discipline
    • Defined and Requirements
  3. Management strategies
  4. Teaching social skills through the taking personal and social responsibility model
  5. Creating routines for the class – formations, sound cues etc
  6. Organize groups into learning units
  7. Role modeling and development of personal and social responsibility
  8. Using space and available resources to maximize learning opportunities and minimize conflict

Module 6.  Research Skills

  1. 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

  • Lecture
  • 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:

  1. 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.
  2. A developmental approach to evaluation that is sequenced and progressive.
  3. Evaluation is used as a teaching tool for both students and instructors.
  4. 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 30%
Unit plan 20%
Final exam 20%
Leadership Behaviour Coding /Research Assignment 20%
Preparation and participation 10%

Learning Outcomes

  1. Demonstrate an understanding of the teaching and learning process including: teaching styles, organizational options and learning styles.
  2. 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.
  3. 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.
  4. 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.
  5. Describe methods of group management in teaching and coaching environments.
  6. Identify the role of educational methods research in physical education and coaching with the ability to critically analyze the teaching and learning process.

course prerequisites

60 credits, AND

Criminal Records Check, AND

SPSC 3399 or SPSC 3399 concurrent enrollment

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.