SPOR06040 2016 Play, Dance and Fundamental Movement Skills

General Details

Full Title
Play, Dance and Fundamental Movement Skills
Transcript Title
Play, Dance and Movement
Code
SPOR06040
Attendance
75 %
Subject Area
SPOR - Sport/Rec/Leisure
Department
MRKT - Marketing, Tourism and Leisure
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Kerry Larkin
Programme Membership
SG_BAPPL_C06 201600 Higher Certificate in Business in Applied Sport SG_BAPPL_B07 201900 Bachelor of Business in Applied Sport with Business
Description
  • To increase the students understanding of the theory of skills development.
  • To increase the students understanding of the place skills development plays in increasing a young persons level of motor ability.
  • To increase the students understanding of the place skills development in long term motor development.
  • To gain practice and assessment techniques in the development of appropriate fundamental skills applicable to motor development.
  • To gain practicle experience developing and delivering skills orientated classes, using games which are goal focused with class room sized groups and which reflect school based scenarios. 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Describe a range of teaching and learning styles

2.

Describe key process, sequences, and milestones related to early-, middle, and late-childhood motor development; and adolescent and adult motor development. 

3.

Describe the place of play in learning, with refernence to seminal theory in the area

4.

Understand the place fundamental movement skill aquisition plays in motor skill development

5.

Identify those motor behaviour characteristics associated with students who are developmentally lagging in their motor skill. 

6.

Demonstrate a knowledge of sport opportunities available to students with disabilities.

7.

Demonstrate a knowledge of a variety of game and dance forms and their application in physical education.

8.

Design simple game and dance lesson plans aimed at developing related fundemental movement skills.

Teaching and Learning Strategies

Fundamental concepts are introduced and illustrated through lectures. The understanding of students is tested and further enhanced through student centred learning exercises and interactive tutorial sessions. Students practice teaching fundamental movement skills in real life scenarios using local schools. The application of theory to practice is facilitated through both teaching and practical based field experience.

Module Assessment Strategies

  • Logbook: The logbook allows for the student to capture their lesson plans and learning in one centralised location. This material can be used as a resource for teaching and coaching future clients. This material also provides a bank of evidence of work completed and can therefore be used when applying to complete future studies. This logbook will also capture the students own research which is relevant to the topic of teaching and coaching.
  • Micro Teaching: This form of assessment will allow for the student to demonstrate their teaching and coaching ability. The student will design, manage and run a safe and effective skills based practical session in an indoors environment.  
  • Terminal Exam

Repeat Assessments

  • The module has a practical and a theoretical component.
  • Both theory and practice must be passed to meet the learning outcomes
  • Students must receive a minimum grade of 40% in both components to pass.
  • Failed components will be repeated.

Indicative Syllabus

Motor Definitions and Perception                                                                 

  • Motor skill
  • Motor learning
  • Motor fitness
  • Fine Motor Skill/Gross Motor Skill
  • Sensory Motor Skill/Perceptual Motor Skill
  • Perception of self in time and space
  • Visual space perception 

Adapted Physical Education

  • Definitions
  • Components of APE Programme
  • Teaching Styles and APE

Learning                                                                                            

  • Learning theory
  • Practice learning and retention
  • Transfer

Pedagogical Considerations and Games                                          

  • Game making
  • Invasion Games
  • Net Games
  • Field Games 

Dance                                                                                          

  • Development of basic body actions                                                                                       
  • Travel
  • Elevation
  • Stillness
  • Gesture
  • Turning

Relationships 

  • Individual
  • Partner Work
  • Group work

Class Taking/Gym Work during term

  • Volunteer Work
  • Disability Workshops
  • Body Mechanics
  • Games Development/Play
  • Motor Skills
  • Class Taking 
  • Skills Development
  • Dance
  • Class Design

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
60 %
End of Semester / Year Formal Exam
40 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Reflective Logbook Continuous Assessment Written Report 30 % OnGoing 1,2,3,4,5,6,7,8
2 Continuous Assessment Class Taking Continuous Assessment Performance Evaluation 30 % OnGoing 1,2,3,4,5,6,7,8
             

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Final Exam Written Exam Final Exam Closed Book Exam 40 % End of Semester 1,2,3,4,5,6,7,8
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Theory 2 Weekly 2.00
Practical MPC Games and Dance 2 Weekly 2.00
Total Full Time Average Weekly Learner Contact Time 4.00 Hours

Required & Recommended Book List

Recommended Reading
2011-05-27 Play and Child Development (4th Edition) Pearson
ISBN 0132596830 ISBN-13 9780132596831

More than any other textbook on the market, Play and Child Development, Fourth Edition, ties play directly to child development. The authors address the full spectrum of play-related topics and seamlessly blend research, theory, and practical applications throughout this developmentally-based resource. Readers will learn about historical, theoretical, and practical approaches to promoting development through integrated play and learning approaches across various age or developmental levels. The book analyzes play theories and play therapy; presents a history of play; and discusses current play trends. It explores ways to create safe play environments for all children, and how to weave play into school curricula. Finally, the authors examine the role of adults in leading and encouraging children's natural tendencies toward learning by playing. Special coverage includes a full chapter on play and children with disabilities, and the value of field trips in supporting learning. This edition offers expanded and/or updated coverage on evidence based play theory, child development, play environments, and early play-based curricula for children of all abilities in various learning contexts. All content in the text is purposefully arranged to guide its readers through key and core topics leading to a comprehensive understanding of play intended to help prepare pre-service teachers to lead and support childrens play in a number of contexts: preschools, elementary schools, park systems, and research programs.

 

Recommended Reading
2013-06-20 Children's Play and Development: Cultural-Historical Perspectives (International perspectives on early childhood education and development) Springer
ISBN 9400765789 ISBN-13 9789400765788

This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.   

 

Recommended Reading
1993-08-13 First Steps in Teaching Creative Dance to Children McGraw-Hill Education
ISBN 1559341629 ISBN-13 9781559341622

This text presents easy-to-follow lesson plans for instructors who have no previous experience in teaching dance to children.

Recommended Reading
2011-05-03 Lesson Plans for Creative Dance: Connecting With Literature, Arts, and Music Human Kinetics
ISBN 1450401988 ISBN-13 9781450401982

Children love to express themselves through movementand with this great new resource, you can guide them through a range of actions and dances that will help them develop both physically and mentally.

Lesson Plans for Creative Dance: Connecting With Literature, Arts, and Music is a resource for physical educators, classroom teachers, and dance specialists as well as a useful supplement to college level elementary education courses. Author Sally Carline has tested and refined the creative movement activities that she has prepared for educators and for preservice teachers, and she includes background material that will ground you in understanding how to best teach and incorporate movement activities in a variety of classes and settings.

Lesson Plans for Creative Dance supplies you with

lesson plans that incorporate Laban movement concepts and extend childrens movement vocabulary;

a progression of learning that creates a rich, extended experience for students;

28 dances with music for students through age 12; and

ways to incorporate dance with various types of literature, art, and music.

Part I presents guidelines for assessing creative dance based on Rudolf Labans analysis of human movement. You learn about body, dynamic, spatial, and relationship awareness and gain insight into using rubrics to evaluate your students. You also learn how to help children warm up properly, channel their energy, and improve their footwork and rhythmic skills. Part I will help you incorporate dance with action words, action rhymes, and other poetry as well as with visuals and rhythm in a variety of settings.

Part II offers 28 age-appropriate, ready-to-use dances that include a variety of lesson progressions as your students acquire and develop movement skills. You will be able to teach dance skills and incorporate other creative elements and concepts to give your students an understanding of the many ways in which a skill can be performed.

Through Lesson Plans for Creative Dance, you can work on several ideas within the same lesson and continue to develop those ideas in future lessons. You can also incorporate ideas from language arts, social studies, art, music, and science to facilitate childrens learning and increase their enjoyment of various subjects.

This lesson planner will help you take your movement education to the next level, help your students acquire skills and knowledge, and bring meaning and joy to your creative dance sessions.

Recommended Reading
2005-07-29 Understanding Motor Development: Infants, Children, Adolescents, Adults McGraw-Hill Humanities/Social Sciences/Languages
ISBN 0072972963 ISBN-13 9780072972962

Covering the entire lifespan, this text focuses on the phases of motor development and provides a solid introduction to the biological, affective, cognitive, and behavioral aspects within each developmental stage.

Recommended Reading
2015-09-25 Health and Physical Education: Preparing Educators for the Future Cambridge University Press
ISBN 1107446120 ISBN-13 9781107446120

Health and physical education encompasses the development of movement competence and health literacies crucial to child and adolescent health and wellbeing. Health and Physical Education: Preparing Educators for the Future, 2nd edition continues to offer a comprehensive overview of the knowledge, understanding, skills and theoretical underpinnings required to teach health and physical education in Australian schools. This edition outlines the latest developments to the Australian Curriculum: Health and Physical Education, to help pre-service teacher educators understand the application of these concepts in practice. Maintaining a focus on the education of all learning ages, it provides a stronger focus on physical education and development in early childhood, and broader coverage of the perspectives of culturally diverse students. Well-structured and engaging, this edition has been updated to include the latest literature, figures, statistics and resources. Learning is enhanced through further reading, end-of-chapter questions, case studies, and an updated and comprehensive companion website.

Recommended Reading
2010-05-05 Physical Literacy: Throughout the Lifecourse (Routledge Studies in Physical Education and Youth Sport) Routledge
ISBN 0415487439 ISBN-13 9780415487436

  • What is physical literacy?
  • What are the benefits of being physically literate?

The term physical literacy describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants.

This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy  explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health.

Module Resources

Non ISBN Literary Resources

Ø     Watts, Frank. (2011) Coaching Kids: All Team Sports (2nd ed) Price World Publishing.

Ø     Haywood, Kathlees; Getchell, Nancy, (2008) Life Span Motor Development (5th ed) Human Kinetics.

Ø     Wiley (2004) Acquisition and Performance of Sports Skill

Ø     Gallahue, David. L. (2002). Developmental Physical Education for Today's Children (4th ed) Human Kinetics

Other Resources
  • Attire: Track Suit, White Soled Gym Shoes
  • Hard Backed Notebook
Additional Information

It is vital that all students keep themselves up to date on current developments in children's rights and child protection policy within Ireland.