Physical Education and Coaching Methods

Curriculum guideline

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Course
SPSC 4199
Discontinued
No
Course code
SPSC 4199
Descriptive
Physical Education and Coaching Methods
Department
Sport Science
Faculty
Science & Technology
Credits
3.00
Start date
End term
202020
PLAR
No
Semester length
15 weeks
Max class size
30
Contact hours
2 hours lecture per week 2 hours practical application (lab/gym/field) per week
Method(s) of instruction
Lecture
Practicum
Learning activities
  • Lecture
  • Discussion groups
  • Practical application
  • Micro teaching
  • Video coding observation
  • Reading assignments
Course description
In this course, students will undertake a study of the instructional and planning methods used by physical education teachers and coaches in order to meet the needs of their students and the curriculum goals. Topics include planning at the lesson and unit level, teaching styles, feedback styles and methods, characteristics of the learning environment, group management techniques, task analysis, and gauging instructor effectiveness. Application of the content will occur through micro-teaching sessions and reflective/analytical exercises.
Course content

Module 1.  The Teacher/Coach/ Learner

  1. Teacher/coach development
    • Understanding the teaching/learning process
    • Responsibilities as a teacher
    • Conveying your enthusiasm
    • Voice tones
    • Use of silence
    • Use of props
    • Professional development plan
  2. Teaching/coaching philosophy
  3. Teaching styles
    • Types
      • Command
      • Practice
      • Reciprocal
      • Self Check
      • Inclusion
      • Guided discovery
    • Anatomy of any teaching style
    • Organizational options
      • Task teaching
      • Learning centres
      • Station teaching.
      • Episodic teaching.
    • Utilization of multiple teaching styles
    • Choosing appropriate teaching styles
  4. Learning styles
    1. Visual
    2. Verbal
    3. Kinesthetic
    4. Intellectual

Module 2.  Understanding the Physical Education Content

  1. Task analysis
    • Phases
    • Preparation
    • Execution
    • Follow through
    • Biomechanical movement principles
    • Growth and development factors
    • Transfer of learning
  2. Activity development
    • Fundamental movement skills – developmental stages
    • Developmental games
    • Games education models – classification, teaching games for understanding
    • Cooperative education
    • Modifications - simplify or challenge
    • Task
    • Expectation
    • Equipment
    • Space
    • Tactical development

Module 3.  The Planning Process

  1. Lesson planning
  2. Unit planning
  3. Setting measurable learning objectives
    • Psychomotor
    • Cognitive
    • Affective
    • Reflecting program goals
    • Defining success criterion
  4. Teaching sequences
    • Teaching progressions
    • Activity adaptations
  5. Safety considerations
    • Space managements
    • Equipment safety and maintenance
  6. Common challenges and issues
    • Cultural sensitivity
    • Gender equality
    • Inclusion
    • Integration of fitness and wellness
  7. Evaluation process
    • Monitoring and feedback
    • Creative information management
    • Authentic assessment
    • Rubrics
    • Technology integrated into physical activity

Module 4.  The Teaching / Coaching Process

  1. Warm-up and cool-down
  2. Teaching strategies
    • Whole-part-whole
    • Shaping
    • Part practice
    • Simplification
    • Progressions
    • Body scaling
    • Massed
    • Distributed
  3. Understanding feedback, classification, strengths, and weaknesses
    • Sender and receiver channels
    • Types of feedback
      • Task intrinsic sensory
      • Augmented
      • Value
      • Corrective
      • Neutral
      • Ambiguous
      • Reinforcement
      • Motivating
      • Knowledge of results (Process)
      • Knowledge of performance (Outcome)
    • Frequency
    • Timing
      • Immediate and delayed
    • Public or private
    • Individual or group
    • Feedback combinations
  4. Maximizing teacher effectiveness and using available feedback
    • Task presentation
      • Introduction and demonstration
      • Transitions
      • Intervention
      • Error detect and correct – self and students
    • Debriefing
    • Understanding and implementing organizational routines
    • Teacher functions during activity
      • Selecting appropriate teaching strategies
      • Achieving student motivation, personal growth, and inclusion
    • Creating and using effective teaching/instructional cues
    • Observation techniques and tools

Module 5.  Group Management

  1. Philosophy as a guide
  2. Positive discipline
    • Defined and Requirements
  3. Management strategies
  4. Teaching social skills through the taking personal and social responsibility model
  5. Creating routines for the class – formations, sound cues etc
  6. Organize groups into learning units
  7. Role modeling and development of personal and social responsibility
  8. Using space and available resources to maximize learning opportunities and minimize conflict

Module 6.  Research Skills

  1. Research, critique, and compare physical education or coaching methods articles
    • Microteaching observations
    • Identifying and analyzing critical teaching components
    • Use video and available software to code teaching/coaching behaviours
Learning outcomes
  1. Demonstrate an understanding of the teaching and learning process including: teaching styles, organizational options and learning styles.
  2. Identify and create activity, lesson, and unit plans that satisfy the guiding principles of learning outcomes, goal setting, risk management and safety, appropriate equipment and resource (space) use, and assessment of learning outcomes.
  3. Plan, lead, evaluate, and reflect on a practical learning session with peers or school-aged children that demonstrates knowledge and application of effective warm-up and cool-down, teaching strategies, feedback decisions and task presentation.
  4. Demonstrate knowledge and application of task analysis and activity development in a wide array of skills, games, models and modifications in sport and physical activity settings.
  5. Describe methods of group management in teaching and coaching environments.
  6. Identify the role of educational methods research in physical education and coaching with the ability to critically analyze the teaching and learning process.
Means of assessment

The selection of evaluation tools for this course is based on:

  1. Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
  2. A developmental approach to evaluation that is sequenced and progressive.
  3. Evaluation is used as a teaching tool for both students and instructors.
  4. Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.

A sample assessment for this course:

Practice teaching – mini lessons 30%
Unit plan 20%
Final exam 20%
Leadership Behaviour Coding /Research Assignment 20%
Preparation and participation 10%
  100%

 

Textbook materials

Textbooks and Materials to be Purchased by Students

Potential resources include:

  • Rink, J. (2006). Teaching Physical Education for Learning, 5th Edition. McGraw-Hill Ryerson Publishers, Whitby Ontario, Canada.
  • Fishburne, G. S. Developmentally Appropriate Physical Education for Today’s Children and Youth, 2005. Ripon Publishing, Edmonton Alberta, Canada.
  • Darst and Pangrazi, (2002). Dynamic Physical Education for Secondary Students, 4th edition. Benjamin Cummings, Pearson Education, Newmarket, Ontario, Canada.
  • Darst and Gibbons. (2003). Dynamic Physical Education for Elementary Students, Canadian Edition. Allyn & Bacon, Boston, Massachusetts.
  • S. A. Mitchell, J. L. Oslin, and L. L. Griffin. (2006) Teaching Sport Concepts and Skills: A Tactical Games Approach, 2nd edition.
  • M. Mosston and S. Ashworth. (2002). Teaching Physical Education, 5th edition. Benjamin Cummings, Pearson Education, Newmarket, Ontario, Canada.  
  • D. L. Gallahue, F. Cleland-Donnelly. (2003). Developmental Physical Education for All Children, 4th edition. Human Kinetics, Champaign, Illinois, USA.
  • “MIT” Physical Education Instruction coding software - video, CD or DVD purchases may be necessary

Certifications/Conference requirements:

As part of the course, instructors and students may engage in extra-curricular certification processes that overlap with the curriculum of the class. Fees for professional certification, where applicable, will be borne by the student. Potential certifications relating to this course include:

  • Officiating Module – Sport Institute Cost: $65
Prerequisites

60 credits, AND

Criminal Records Check, AND

SPSC 3399 or SPSC 3399 concurrent enrollment