Applied Methods: Game-Centered Approaches

Overall content will start with target games, move to striking and fielding games, build through to net/wall games and finally finish with the most tactically complex of invasion or territorial games. Specific content will focus on:

1. Physical literacy and dynamic system considerations in
games education
  1.1. Individual dimensions: cognitive, affective, and psychomotor
  1.2. Task complexity and structure
  1.3. Environmental considerations

2. Games-centered approaches 
  2.1. Traditional Models 
  2.2. Teaching Games for Understanding 
  2.3. Tactical Games Model 
  2.4. Games Sense 
  2.5. Games Education Model 
  2.6. Play Practice 
  2.7. Constraints Led Approaches 
  2.8. Sport Education 

3. Modifying and adapting games
  3.1. Developmentally appropriate
    3.1.1. Formative games
    3.1.2. Innovative games
    3.1.3. Inclusion games
  3.2. Games structure
    3.2.1. Purposes
    3.2.2. Players
    3.2.3. Movement
    3.2.4. Objects
    3.2.5. Organization
    3.2.6. Limits
  3.3. Games degree of difficulty
  3.4. Optimal inclusion / challenge

4. Common game elements
  4.1. Locomotion
  4.2. Movement
  4.3. Manipulative
  4.4. Cognitive
  4.5. Social
  4.6. Teamwork

5. Game categories
  5.1. Foundational / developmental games
  5.2. Low level games
  5.3. Cooperative games
  5.4. Competitive games
  5.5. Scoring games
  5.6. Minor games
  5.7. Modified games
  5.8. Small sided games
  5.9. Lead up games
  5.10. Target games
  5.11. Net / wall games
  5.12. Striking / fielding games
  5.13. Invasion / territorial / go-to, go-through games
  5.14. Inventing / creating games
  5.15. Culturally relevant games

6. Games assessment
  6.1. Learning domains
    6.1.1. Cognitive
    6.1.2. Affective
    6.1.3. Psychomotor
  6.2. Formative
  6.3. Summative

7. Planning for instruction
 7.1. Sampling
 7.2. Representation
 7.3. Exaggeration
 7.4. Tactical complexity
 7.5. Transfer