Module: Applied Studies in Games 2

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Applied Studies in Games 2
Module Code	SS222 (ITS) / SPO1022 (Banner)
Faculty	Science & Health	School	Health & Human Performance
Module Co-ordinator	Mika Manninen
Module Teachers	Eimear Holland
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

Description

-It will illustrate the application of the Net / Wall / Striking and Fielding games classification as used in the Post Primary Curriculum. -It will explore the use of a range of Net / Wall /Striking and fielding games as the framework for exploring further instructional models including but not limited to Sport Education (SE) and will be able to apply them in teaching scenarios. -It will highlight games rules, skills and tactics as transferable and as multi-disciplinary activities that can be used to teach theory including but not limited to anatomy, sports physiology and sport psychology. -It will review and explore a range of appropriate strategies for teaching and learning, thus preparing the students for School Placement and familiarising them with the post-primary PE curriculum. -It will develop prior learning to explore pedagogy which can extend more able and enable less able pupils through differentiation and personalised learning.

Learning Outcomes

1. Describe the Net, Wall and Striking and Fielding games unit of the Junior Cycle Physical Education Curriculum (JCPE)
2. Explain the rules, skills, and tactics of a variety of Net, Wall and Striking and fielding games and be able to identify their transferability to other activities.
3. Plan and organise Schemes of work appropriate for age and ability for junior cycle students which apply continuity and progression principles for holistic development.
4. Identify and apply appropriate and effective pedagogy i.e. learning styles, personalised learning and pupil centred assessment and instuctional models i.e. Sport Education.
5. Be able to draw multi-disciplinary links between modular activities and how they can be used as a medium for cross theory learning.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Practical lectures covering objectives 1-5
Tutorial	2	Theoretical Lectures
Tutorial	2	Assessment tutorial
Online activity	4	Assessment Discussion Board
Directed learning	24	Bookings made for application of learning gained in lectures time for Games sense development and links with learning from other modules
Directed learning	69	All work required to prepare for lectures and dowload resources from moodle, prepare for and complete assessments and create a theoretical and resources portfolio in preparation for teaching practice
Total Workload: 125

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

Indicative Content and Learning Activities

Games 2
-The principles underpinning play within the games activities and associated rules/tactics/conditions of Net, Wall and Striking and fielding games -Progression and breakdown of the associated skills and tactics and conditioned games. Safe and purposeful organisation of a mastery-oriented learning climate. -Differentiation and personalised learning to enable and extend pupils. -Development from Teacher centred teaching styles to pupil centred learning strategies. -Implementation of instructional models with a constructivist approach to teaching and learning. -Key Principles to Sport Education and the common implementation errors. -Use of resources to facilitate independent learning and a variety of roles other than performer. -Development of Schemes of work employing continuity and progression. -Exploration of how PE can be used as a vehicle for teaching theoretical PE i.e. anatomy (muscles, joints and ranges of movement); Sports physiology (Circulatory system); Sport Psychology (Mental Rehearsal and SMARTER Goal setting) and Training Methods (Fartlek etc) and Principles (Progression etc). Reflection on and analysis of pedagogy in practice.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	Unit of Work Pedagogy Reflection	40%	Once per semester
Assignment	SOW Resource Cards	60%	Once per semester

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Capel, S.: 1997, Learning to teach physical education in the secondary school. A companion to school experience, Routledge,
Cohen, L., Manion, L. and Morrison, K.: 2000, A guide to teaching practice,, 4th Edition, Routledge,
Green, K., & Hardman, K.: 2005, Physical Education: Essential issues, Sage publications, London,
Macfadyen, T. and Bailey, R.: 2002, Teaching physical education 11-18 : perspectives and challenges, Continuum,, London,
Griffin, L: 2005, Teaching games for understanding: theory, research and practice, Human Kinetics,
Griffin, L., Mitchell, S., Oslin, J: 1997, Teaching Sport Concepts and Skills, Human Kinetics,
Siedentop, D.: 1994, Sport Education: Quality PE through positive experiences., Human Kinetics,
Siedentop, D.: 1994, The sport education model , Sport education: quality PE through positive sport experiences,, Human Kinetics,
Siedentop, D., Hastie, P., van der Mars, H: 2004, Complete guide to sport education, Human Kinetics,
Badminton Association of England: 1994, Badminton, A and C Black,
English Volleyball Association: 1994, Volleyball, A and C Black,
United Tennis Association: 1995, Coaching Tennis Successfully, Human Kinetics,

Other Resources

None