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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Applied Studies in Games 2
Module Code SPO1022 (ITS: SS222)
Faculty Science & Health School Health & Human Performance
NFQ level 8 Credit Rating 5
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. 1D6466EF-E000-0001-5E8C-A0D019431EDF
2. Describe the Net, Wall and Striking and Fielding games unit of the Junior Cycle Physical Education Curriculum (JCPE)
5. 1
6. 1D6466EF-DBD3-0001-AFB8-8E7A159F1183
7. 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.
10. 2
11. 1D6466EF-F28E-0001-1725-64B01BC01A39
12. Plan and organise Schemes of work appropriate for age and ability for junior cycle students which apply continuity and progression principles for holistic development.
15. 3
16. 1D64A396-CA7A-0001-C077-FE18184066B0
17. Identify and apply appropriate and effective pedagogy i.e. learning styles, personalised learning and pupil centred assessment and instuctional models i.e. Sport Education.
20. 4
21. 1D64A397-BD34-0001-DE36-7CAD15E51D2B
22. Be able to draw multi-disciplinary links between modular activities and how they can be used as a medium for cross theory learning.
25. 5


WorkloadFull time hours per semester
TypeHoursDescription
Lecture24Practical lectures covering objectives 1-5
Tutorial2Theoretical Lectures
Tutorial2Assessment tutorial
Online activity4Assessment Discussion Board
Directed learning24Bookings made for application of learning gained in lectures time for Games sense development and links with learning from other modules
Directed learning69All 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
Section Breakdown
CRN21061Part of TermSemester 2
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorMéabh CorrModule TeacherMika Manninen
Assessment Breakdown
TypeDescription% of totalAssessment Date
PresentationUnit of Work Pedagogy Reflection40%Once per semester
AssignmentSOW Resource Cards60%Once per 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

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.

Indicative Reading List

Books:
  • 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, 3-16,
  • 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,


Articles:
  • 0: European Physical Education Review, 516268, 1
  • Physical Education and Sport Pedagogy: 516269, 1, 0
  • 516270: 1, 0, British Journal of Teaching Physical Education,
  • 1: 0, European Journal of Physical Education,
  • Kinchin, GD, Quill, M and Clarke, G: 2002, Focus on Sport Education in Action , The British Journal of Teaching Physical Education, 33, 1, 516273
  • 2001: Australian teachers perceptions and uses of the sport education curriculum model, European Physical Education Review, Vol 7 (3), 243-267, 516274, 1
  • Pupil role involvement during a unit of sport education : Journal of Teaching in Physical Education, Vol 16, 88-103., 516275, 1, Siedentop, D
  • Journal of Physical Education, Recreation and dance: Vol 69 (4), 10-18, 516276, 1, Bessa, C., Hastie, P., Araújo, R., & Mesquita, I., 2019
  • 18(4): 812, 516277, 1, Lin, K. C., Wei, C. W., Lai, C. L., Cheng, I. L., & Chen, N. S., 2021, Development of a badminton teaching system with wearable technology for improving students’ badminton doubles skills.
  • 945: 516278, 1, Buszard, T., Reid, M., Masters, R. S., & Farrow, D., 2016, Scaling tennis racquets during PE in primary school to enhance motor skill acquisition., Research Quarterly for Exercise and Sport
  • 516279: 1, Tsuda, E., Ward, P., & Goodway, J. D., 2018, Defining tennis content in upper elementary physical education., Journal of Physical Education, Recreation & Dance, 89(6), 33,
  • 1: Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., & Abós, Á., 2021, A hybrid tgfu/se volleyball teaching unit for enhancing motivation in physical education: A mixed-method approach., International Journal of Environmental Research and Public Health, 18(1), 110,
Other Resources

None

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