|
Module Title |
Applied Studies in Games 2
|
|
Module Code |
SS222
|
|
School |
School of Health & Human Performance
|
Online Module Resources
|
| Module Co-ordinator | Dr Sarahjane Belton | Office Number | A245B |
|
Level |
2
|
Credit Rating |
5
|
|
Pre-requisite |
None
|
|
Co-requisite |
None
|
|
|
Module Aims
|
|
Module Aims:
- Will develop and extend the students’ understanding of and experiences within the different classification of games, as used in the PE Curriculum, (particularly striking/fielding and net/wall).
- It seeks to develop and further increase an appreciation that teacher effectiveness is directly related to understanding the practical application of pedagogical skills.
- It will review and explore a range of appropriate strategies for teaching and coaching, thus preparing the students for Teaching Practice and familiarising them with the post-primary PE curriculum.
|
|
Learning Outcomes
|
|
On completion of this module students will:
- Produce a teaching resource file.
- Know how to apply their understanding of rules, skills, tactics, strategies and principles.
- Understand the place of Invasion Games in the post-primary Physical Education Curriculum.
- Develop the pedagogical skills necessary for effective teaching and learning in games
- Devise appropriate units of work related to age, ability and context, ensuring continuity and progression.
- Develop the following transferable skills; organisational skills, observational skills, working in a group, leadership skills, oral communication, written communication.
|
|
Indicative Time Allowances
|
|
|
Hours
|
|
Lectures |
6
|
|
Tutorials |
3
|
|
Laboratories |
30
|
|
Seminars |
|
|
Independent Learning Time |
36
|
|
|
|
|
Total |
75
|
|
Placements |
|
|
Assignments |
|
|
|
NOTE
|
Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
|
|
Indicative Syllabus
|
- The principles underpinning play within the games activities and associated rules/tactics of strike/field and net/wall games
- Progression and breakdown of the associated skills along with suitable learning activities.
- Safe organisation of the learning environment, in order to promote a positive working environment for students.
- Differentiation and the use of varied teaching styles and strategies.
- Game development: small-sided and modified games.
|
| Assessment | | Continuous Assessment | 70% | Examination Weight | 30% |
|
|
Indicative Reading List
|
- End of Module Test (50%).
- Teaching Resource File (equivalent to 1500 words) (50%).
- Practical teaching assignment (50%).
|
|
Badminton Association of (1994). Badminton, A and C Black. English Volleyball Association (1994) Volleyball, A and C Black. Griffin, L., Mitchell, S., Oslin, J. (1997). Teaching Sport Concepts and Skills.Leeds, Human Kinetics. Marylebone Cricket Club (1994). Cricket, A and C Black. Royal Navy Action Pack (1994). Badminton, Marketing Matters. Royal Navy Action Pack (1994). Cricket, Marketing Matters. The Sports Council (1995). Teaching Students to Play Games. United Tennis Association (1995). Coaching Tennis Successfully. Human Kinetics.
|
|
Programme or List of Programmes
|
| PEB | B.Sc Physical Education and Biology |
| Archives: | |
