Registry

Module Specifications

Archived Version 2011 - 2012

Module Title	Applied Studies in Games 2
Module Code	SS222
School	School of Health & Human Performance
Online Module Resources
Module Co-ordinator	Ms Eimear Holland	Office Number	A224
NFQ level	8	Credit Rating	5
Pre-requisite	SS119
Co-requisite	None
Compatibles	None
Incompatibles	None

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 Teaching Practice 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

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

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

Programme or List of Programmes

PEB	B.Sc Physical Education with Biology
PEM	BSc in Physical Education with Maths.

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