4
Lecture
Practical Application
Peer Teaching
Group Work
1. Inquiry based pedagogical content:
1.1. Model overview
1.2. Model components:
1.2.1. Formulating questions
1.2.2. Gathering and analyzing
1.2.3. Evaluating and drawing conclusions
1.2.4. Communicating and reflecting
2. Personalized system of instruction:
2.1. Model overview
2.2. Model components:
2.2.1. Self-paced learning
2.2.2. Mastery based learning
2.2.3. Content presentation
2.2.4. Proctors
2.2.5. Demonstration methods
3. Qualitative biomechanical analysis:
3.1. Phases of general skill (movement):
3.1.1. Preliminary/preparatory movements
3.1.2. Recovery movements
3.1.3. Force-producing movements
3.1.4. Critical instant
3.1.5. Follow-through
4. Concepts:
4.1. Maximum velocity
4.2. Linear motion
4.3. Angular motion
4.4. Summation of forces
4.5. Action/reaction
4.6. Impulse
4.7. Conservation of linear momentum
4.8. Moment of inertia
4.9. Conservation of angular momentum
5. Physical literacy and dynamic systems considerations in individual activities and games:
5.1. Individual dimensions: affective, cognitive and psychomotor
5.2. Task complexity and structure
5.3. Environmental considerations
6. Culturally relevant activities based on individual sports and games:
6.1. Historical
6.2. Place-based
7. Activities will include the following broad categories:
7.1. Mat/combative:
7.1.1. Wrestling
7.1.2. Judo
7.2. Stadium events (track and field):
7.2.1. Running events
7.2.2. Jumping events
7.2.3. Throwing events
7.3. Water environment:
7.3.1. Water safety
7.3.2. Swimming events
7.3.3. Water Polo
7.4. Other individual activities and games:
7.4.1. Skateboarding
7.4.2. Scooters
7.4.3. Circus
7.4.4. Challenge – e.g. Hacky sack
7.4.5. Cycling
7.4.6. Bocci
7.4.7. Parkour
Upon successful completion of the course, students will be able to:
- Demonstrate pedagogical content knowledge (teaching ability) using the six components of inquiry-based learning: the ability to formulate questions, to gather and organize, to interpret and analyze, to evaluate and draw conclusions, and to communicate and reflect.
- Demonstrate pedagogical content knowledge (teaching ability) using the major components of Personalized Systems of Instruction: self-paced learning, mastery-based learning, content presentation, proctors, demonstration methods.
- Demonstrate the ability to analyze movement patterns and contextualized skills to inform teaching/coaching progression.
- Apply qualitative biomechanical principles to the analysis of movement.
- Apply the principles of physical literacy via reflective analysis to personal involvement in a variety of individual sports and games.
Evaluation will be carried out in accordance with Douglas College policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluations include the following:
Instructional resource manual 20-30%
Peer teaching 25-35%
Sport movement analysis project (Qualitative biomechanical approach) 25-35%
Physical literacy critical reflection journal 10-20%
Professionalism and practical components 10-20%
Consult the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the instructor's course outline, which is available to students at the beginning of each semester. A coursepack for SPSC 1322 may be required.
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