Module: Applied studies in games I

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Applied studies in games I
Module Code	SPO1011 (ITS: SS119)
Faculty	Science & Health	School	Health & Human Performance
NFQ level	8	Credit Rating	5

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. 1D6466FD-CC6E-0001-111D-1EAB1D40152F
2. Describe the invasion games classification and their application to the curriculum for Junior Cycle Physical Education (JCPE)
5. 1
6. 1D64A390-575E-0001-B7DF-16B117CC171B
7. Explain the rules, skills and tactics of a variety of invasion games and and be able to identify their transferability to other activities
10. 2
11. 1D6466FD-D2D3-0001-A6EA-B7D7DCE08420
12. Plan and organise games lessons appropriate for age and ability for junior cycle students which apply appropriate teaching progressions for skill and tactical development
15. 3
16. 1D6466FD-C95A-0001-8127-1CD0260BDBA0
17. Apply appropriate and effective pedagogy i.e. teaching styles, differentiation and assessment and instuctional models i.e. Teaching Games for Understanding.
20. 4
21. 1D6466FD-D780-0001-C1AE-F9B05BE0F250
22. Demonstrate the development of organisational skills, observational skills, group work skills, leadership skills, oral and written communication skills.
25. 5

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Practical lectures covering objectives 1-5
Tutorial	2	Theoretical Lectures
Tutorial	2	Assessment Tutorials
Online activity	4	Assessment Discussion boards
Directed learning	24	Bookings made for application of learning gained in lecture time for Games sense development
Independent Study	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 for teaching practice
Total Workload: 125

Section Breakdown
CRN	21052	Part of Term	Semester 2
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Méabh Corr	Module Teacher	Mika Manninen

Type	Description	% of total	Assessment Date
Assessment Breakdown
Participation	Team Plan and Teach lesson	20%	Once per semester
Assignment	Pedagogy Lesson Plan	20%	Once per semester
Essay	Reflection of Pedagogy in Own Lesson	30%	Once per semester
Formal Examination	End-of-Semester Final Examination	30%	End-of-Semester

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

Griffin, L. and Butler, J.: 2005, Teaching Games for Understanding: Theory, Research and Practice, Human Kinetics,
Hanrahan, S. and Carlson, T.: 2000, Games Skills: A Fun Approach to Learning Sports Skills., Human Kinetics,
Launder, A.: 2001, Play Practice., Human Kinetics,

Articles:

Kirk, D. MacPhail, A.: 2002, Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model,, Journal of Teaching in Physical Education, (2) 21, 515524
0: 515525, 1
515526: 1, Physical Education and Sport Pedagogy (Previously called the Journal of Teaching in Physical Education), 0,
1: 2006, Influence of a hybrid Sport Education-Teaching Games for Understanding Unit on one Teacher and his students, Physical Education and Sport Pedagogy, Vol 11 (1), 1-27,
Pope, C. C.: 2008, Once more with feeling: affect and playing with the TGfU model, Physical Education and Sport Pedagogy, Vol 10 (3), 271-286, 515529
2002: The social nature of games: Australian preservice, European Physical Education Review, Vol 8 (3), 286-304,

Other Resources

1: Nacsport, Nacsport for videoanalysis of game performance,