Applied Methods: Game-Centered Approaches

Curriculum guideline

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Course
SPSC 2399
Discontinued
No
Course code
SPSC 2399
Descriptive
Applied Methods: Game-Centered Approaches
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start date
End term
Not Specified
PLAR
No
Semester length
15 Weeks
Max class size
30
Contact hours

Weekly Distribution:

  • Lecture/Seminar: 2 hours
  • Other: Practical: 2 hours
Method(s) of instruction
Lecture
Seminar
Other
Learning activities

Lectures
Discussion Groups / Group Work
Practical Applications
Seminar
Peer-led / Peer Teaching
Problem-based
Experiential learning

Course description
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.
Course content

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
games education
  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
    3.2.1. Purposes
    3.2.2. Players
    3.2.3. Movement
    3.2.4. Objects
    3.2.5. Organization
    3.2.6. Limits
  3.3. Games degree of difficulty
  3.4. Optimal inclusion / challenge

4. Common game elements
  4.1. Locomotion
  4.2. Movement
  4.3. Manipulative
  4.4. Cognitive
  4.5. Social
  4.6. Teamwork

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
    6.1.1. Cognitive
    6.1.2. Affective
    6.1.3. Psychomotor
  6.2. Formative
  6.3. Summative

7. Planning for instruction
 7.1. Sampling
 7.2. Representation
 7.3. Exaggeration
 7.4. Tactical complexity
 7.5. Transfer

 

 

Learning outcomes

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

  1. Demonstrate pedagogical content knowledge (teaching ability) using Teaching Games for Understanding and its derivatives.
  2. Demonstrate pedagogical content knowledge (teaching ability) using Sport Education.
  3. Create developmentally appropriate game progressions of techniques and tactics (from simple to complex) for various groups of learners relating it to physical literacy development.
  4. 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.
  5. 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.
  6. Share ideas for their own and others' development of game performance and view it as a requisite for inclusive teaching and coaching practices.
  7. Demonstrate professional behavior by interacting respectfully with others and cooperating in the set-up, take-down and care of equipment and facilities.
Means of assessment

Evaluation will be carried out in accordance with ºÚÁϳԹÏÍøÆØÒ»Çø¶þÇø 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%
Total                                100%

Textbook materials

Consult the ºÚÁϳԹÏÍøÆØÒ»Çø¶þÇø Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the instructor's course outline, which is available to students at the beginning of each semester.

Example textbooks and materials may include:

Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (current edition). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Human Kinetics: Chicago, IL.

Morris, G.S.D., & Stiehl, J. (current edition). Changing kids’ games. Human Kinetics: Chicago, IL.

Siedentop, D., Hastie, P.A., & Van Der Mars, H. (current edition). Complete guide to Sport Education. Human Kinetics: Chicago, IL.

 

Prerequisites

None

Corequisites

None

Equivalencies

None