Lecture: 4 hours/week
Lecture
Practical Application
Peer Teaching
Group Work
- Historical and theoretical factors in movement education and fundamental movement patterns
- Origin and historical development of movement education
- Concept and scope of fundamental movement patterns
- Movement framework
- Physical literacy and dynamic system considerations in movement education
- Individual dimensions: affective, cognitive, and psychomotor
- Task complexity and structure
- Environmental considerations
- Fundamental movement patterns
- Static positions
- Landings
- Locomotions
- Rotations
- Springs
- Swings
- Projections
- Reception
- Fundamental movement concepts of Laban’s movement analysis
- Weight
- Time
- Flow
- Body awareness
- Personal space
- General space
- Equipment selection and safety consideration
- Sensible and practical equipment selections
- Considerations for varied environments
- Instructional strategies and professional development
- Culturally relevant teaching considerations
- Various teaching approaches
- Principles of effective instruction
- Assessment and observational skills
- Teaching considerations
- Class management strategies
- Progressions and sequencing
Upon successful completion of the course, students will be able to:
- explain the concepts and scope of movement education in relation to motor development and dynamic systems theory;
- apply systematic observation and analysis to accurately assess a learner’s stage of development in a specified movement and context;
- describe a movement vocabulary for the components and movement patterns displayed during an activity;
- demonstrate instructional strategies for leading safe, effective, and inclusive movement education experiences;
- demonstrate cultural sensitivity and responsiveness in choosing movement education activities and environments;
- describe the principles of play-based pedagogies;
- differentiate between structured, unstructured, and performative movement education environments and tasks;
- relate movement education pedagogy and student experience to physical literacy development in the affective domain.
Assessment will be in accordance with the Douglas College Evaluation Policy. Instructors may use a student's record of attendance and/or level of active participation in the course as part of the student's graded performance. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
Resource manual: 0-15%
Reflections: 0-15%
Tests: 20-30%
Practical skills: 10-30%
Teaching unit: 20-30%
Professionalism and attendance: 0-10%
Total: 100%
Consult the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended reading materials is provided in the instructor's course outline, which is available to students at the beginning of each semester.