Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Games and sport play an important part in contemporary Australian society. From a teaching perspective, developing an understanding of the key principles of play underpinning game formats such as invasion, net/court and striking and fielding games enables teachers to make appropriate decision-making in planning and implementing an appropriate sequence of learning experiences. This is a practically based subject and is designed to introduce pre-service teachers and coaches to strategies appropriate for the teaching/learning of games to children of varying ages. An emphasis is placed on understanding the principles of games play and developing an ability to apply basic ideas and concepts from contemporary theories of skill acquisition to develop practice.

Aims

The aim of this unit is to provide you with competency in the effective planning and implementation of relevant games learning experiences consistent with modern coaching strategies and the Queensland physical education curriculum. It is expected that you will develop skills and confidence in effective teaching and coaching practices specifically related to the teaching of games in a number of contexts (primary school, secondary school, external sport organisations).

Objectives

On successful completion of this unit, you should be able to:
1. Define and describe key principles of games play;
2. Coach games via theoretically driven pedagogical principles;
3. Apply constraint-led approaches to the teaching of games;
4. Adopt a problem-solving approach to designing and implementing games sessions.

Content

General principles to teach and coach games using a constraint-led approach will be modelled via practical sessions. Game will be categorised in to Invasion Games; Rugby Games Net: Court Games & Striking & Fielding Games. Four lectures will complement the practical sessions by introducing key concepts from contemporary approaches to teaching games. A Workbook will be utilised which will require you to complete tasks and questions on a session by session basis. This will enable you to gain formative feedback as you go along and will provide a resource for subsequent use when teaching games in schools and sports clubs.

Approaches to Teaching and Learning

This unit will require you to participate in practical activities supported by some lectures. Learning will take place through using a workshop style approach where you will be constantly required to reflect on your activities and apply critical and creative thinking to solve problems. The key aim of the unit is to build your understanding of appropriate teaching strategies you will be able to apply when you are teaching games in a school/club. The approach is built on the ideas and concepts of a constraint-led approach to skill learning (Davids, Button and Bennett, 2008; Renshaw, Davids & Savelsbergh, 2010). This means that your practice should be based on sound theoretical principles.

Assessment

The unit requires you to complete 1. Quiz 2 (20%). Problem Solving Task (20%) 3. Workbook (60%)Summative individual feedback and group verbal formative feedback will be provided for all tasks . A key feature of this unit is developing reflective practice skills. At the end of every practical session you will complete a short reflection (formative or summative) that links the theory and practice. At the start of the following week you will receive both summative and/or formative feedback on your work.

Assessment name: Quiz
Description: An in class quiz that tests your knowledge of constraint-led theory
Relates to objectives: 1-3
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: Week 5

Assessment name: Problem Solving Task
Description: Evaluation and Recommendations of real life coaching case studies.
Relates to objectives: 1-4
Weight: 20%
Internal or external: Internal
Group or individual: Group
Due date: Weeks 8

Assessment name: Workbook
Description: The workbook will be completed on a weekly basis and will require you to complete: (a) continual reflections of your practice (b) Festival Day planning Tasks.
Relates to objectives: 1-4
Weight: 55%
Internal or external: Internal
Group or individual: Individual
Due date: Ongoing

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of Skill Acquisition, A constraints led approach. Champaign, IL USA: Human Kinetics.
Renshaw, I., Davids, K., & Savelsbergh, G. (Eds.). (2010). Motor Learning in Practice: A constraints-led approach. London: Routledge.
A range of articles will be recommended to support the content of this unit.

Risk assessment statement

This unit involves active participation in physical activity. You are required to inform the unit coordinator and class tutor of any medical conditions which may be influenced by physical involvement. You need to wear clothing and athletic shoes appropriate to the conditions. In most cases the sessions will be run in an outdoor environment. Appropriate consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen, and sunglasses. There are no other risks beyond the ordinary.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012