Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description -This module will introduce students to the invasion games classification as used in the Post Primary Curriculum. -It will explore the use of a range of invasion games as the framework for exploring instructional models including but not limited to Teaching Games for Understanding (TGFU). -It will highlight invasion games as multi-disciplinary activities that require transferable skills. -It will introduce pedagogy principles for good teaching and learning for junior cycle Physical Education. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Describe the invasion games classification and their application to the curriculum for Junior Cycle Physical Education (JCPE) 2. Explain the rules, skills and tactics of a variety of invasion games and and be able to identify their transferability to other activities 3. Plan and organise games lessons appropriate for age and ability for junior cycle students which apply appropriate teaching progressions for skill and tactical development 4. Apply appropriate and effective pedagogy i.e. teaching styles, differentiation and assessment and instuctional models i.e. Teaching Games for Understanding. 5. Demonstrate the development of organisational skills, observational skills, group work skills, leadership skills, oral and written communication skills. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
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Indicative Reading List
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Other Resources 0, Nacsport, 0, Nacsport for videoanalysis of game performance, https://www.nacsport.com/index.php?lc=en-gb, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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Date of Last Revision | 07-OCT-09 | ||||||||||||||||||||||||||||||||||||||||
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