The University of British Columbia

School of Kinesiology
LEADERSHIP EDUCATION F0R PHYSICAL ACTIVITY SPORT AND HEALTH

KIN 415 (001) TERM 1 2016-17 WINTER SESSION

CONCEPTUAL APPROACHES TO GAMES EDUCATION

INSTRUCTOR: Gail Wilson

OFFICE LOCATION: Rm. 204, Unit 2, Osborne Centre
CONTACT INFORMATION: phone - 6048229602 email:gail.wilson@ubc.ca
OFFICE HOURS: by e mail arranged appointment
PRE-REQUISITE- 3rd year standing
HIGHLY RECOMMNDED PRE-REQUISITE: Kin 369

COURSE MEETING TIMES AND LOCATION:

Lectures: Tuesdays 10.30am-12.30pm Room 203A/B Osborne Centre

Labs: Tuesdays 2-4 PM Osborne Centre Gym A
D
CRIPCOURSE DESCRPTION AND RATIONALE

Kin Kin 415 is a required course for students in the Leadership Education for Physical Activity and Health
(PHED) program. It is expected that students in Kin 415 will approach this course with responsibility
and integrity. Those students who have a vested interest in their own professional growth and
development will recognize the valuable contribution that the course will make to their on-going pursuit
of professional excellence, especially in the area of games teaching and coaching. It is expected that all
students will demonstrate a commitment to the objectives of the course by their self- regulated
adherence to course policies and requirements thus maximizing the benefits that can be gained from the
learning experiences provided in this course. Building on the foundations of the Teaching Games for
Understanding framework, Kin 415 examines the evolution of team game instruction and examines the
pros and cons of skill-based and conceptually based approaches through literature reviews and practical
hands-on experiences. Kin 415 provides students with knowledge and skills required to design and
implement developmentally appropriate tactical based lessons and activities This course has useful
application to, and direct inter relations with Kin 369, Kin362, Kin 456.

LEARNING OUTCOMES: At the conclusion of this course, successful students will:

1.Be able to describe the philosophy, principles and methods used in a variety of conceptual based
approaches to teaching and coaching team games
2. Be able to integrate into practice, the body of literature and current resources that support concept-
based approaches to games education
3.Identify, and be able to apply, generic foundational principles of team games in selected game related
situations
4. Know and be able to apply, effective concept-based instructional and coaching strategies in order to
create, fun, inclusive, developmentally appropriate, organized, safe, purposeful, and active team game
learning environments.
5. Be able to describe the evidence based literature to discuss the strengths and weaknesses of a variety
of games teaching frameworks
6.Have demonstrated professionalism, respect for, and the ability to work cooperatively with others.
READINGS
1. REQUIRED READINGS: Kin 415 Readings Package available from the UBC Bookstore plus any
additional readings that are assigned throughout the term.

.
ACQUIRING CLASS NOTES, ASSIGNMENT DETAILS, ADDITIONAL READINGS, AND
GRADES
The CONNECT platform will be used to communicate with students. Lectures and Lab Learning Outcomes
and highlighted aspects of lectures and labs will be posted on CONNECT on a regular basis following each
class. Since not all content presented, or discussed, in classes will be posted on CONNECT, students should
be prepared to take comprehensive notes in both settings. Students will also be able to access additional
assigned readings, assignment details, videos, and grades on CONNECT. For further information on the use
of this platform, see http://elearning.ubc.ca/connect

EVALUATION PROFILE

Evaluation Tool Associated Learning Outcomes Value

Practical Assessment: Application of Game Principles 2,3 10%
Concept Based Instruction Presentation 1,2,3,4 15%
Midterm Examination 1,2,3,4,5 25%
Final Examination 1,2,3,4,5, 40%
Professional Deportment 2,6 10%

COURSE ASSIGNMENTS, DUE DATES, AND VALUES

EVALUATION COMPONENT DATES

Professional Deportment Sept. 13-Nov.29
Midterm Examination Oct. 18
Practical Assessment -Application of Oct.18
Game Principles
Concept Based Instruction Presentation Assigned-Oct.25Presentation dates-Nov.15,22, 29
Final Exam Dec.06-Dec.21 specific date T.B.A.
See Appendix 1 for specific details and grading criteria of evaluation components

Last date for withdrawal without a W on your transcript: Sept.20

Last date for withdrawal with a W instead of an F on your transcript: Oct. 14
Please Note: all Evaluation Components must be completed in order to receive course credit

EVALUATION POLICIES

Midterm Examination, Practical Assessment, Concept Based Presentation: Students who miss the
midterm evaluation on Oct 18 because of an unauthorized absence will receive a grade of zero. Student who
cannot complete this evaluation on the scheduled date because of an authorized absence will write a make-up
exam on a date to be determined in consultation with the course instructor.
Final exam: Students who neglect their academic work may be excluded from writing the final exam.
The final exam must be written on the date listedin the final exam schedule. Please note that the exam
schedule runs from Dec.06-21. Therefore students should avoid travel arrangements that fall within these
dates. Students who are unavoidably absent from the final exam because of illness or disability should
contact the instructor and the School of Kinesiology Advising at the earliest possible date to discuss their
situation.
 APPENDIX
PRACTICAL ASSESSMENT
ASSESSING* DECISION MAKING IN APPLYING THE PRINCIPLES &
CONCEPTS OF ATTACK AND DEFENCE IN INVASIVE TEAM GAMES
Student will be assessed on their ability to demonstrate their understanding of the
appropriate applications of the 4 Principles of Attack and the 4 Principles of
Defence by participating in the following generic tactical game situations: 3v1; 3v2;
3v3

ATTACKING
PRINCIPLES OF ATTACK AND ACTION OPTIONS Advancement Width, Offensive Depth,
Mobility

ADVANCE WIDTH DEPTH

MOBILITY
NAME/ROLE A IA A IA A IA A IA
A1/Ax

A=appropriate decision IA= inappropriate decision

DEFENDING
PRINCIPLES OF DEFENSE AND ACTION OPTIONS: Engagement, Contraction, Expansion,
Defensive Depth

Engage Contract Expand Provide

Def Depth

NAME/ROLE A IA A IA A IA A IA
D1/Dx

A=appropriate decision IA= inappropriate decision

* Modified Game Performance Assessment Instrument (GPAI) Griffin, L., Mitchell, S., Oslin,
J.(2001). Teaching Sports Concepts and Skills, Champaign, IL: Human Kinetics)
 KIN 415 CONCEPTUAL APPROACHES TO GAMES EDUCATION
INSTRUCTION PRESENTATION ASSIGNMENT MARK VALUE: 60 marks (15%)
I LOGISTICS
1. PRESENTATION DATES: each student will present on one of the following dates:
Nov. 15, 22, 29). All students are expected to attend all 3 presentation labs.

2. LENGTH OF PRESENTATION: 15 minutes maximum

3. SPACE: one half of Gym A 4. NUMBER OF STUDENTS approximately 13

5. EQUIPMENT: requests must be sent to G. Wilson via email 3 days before your presentation

6. DEVELOPMENTAL LEVEL OF PARTICIPANTS see attached Presentation schedule.

7. TOPICS & SCHEDULE OF PRESENTATIONS: see attached Presentation schedule.

II ASSIGNMENT REQUIREMENTS
1. Plan, and teach, a developmentally appropriate, concept-based (tactical ) activity to help
students understand how to solve the assigned game problem. Your teaching should meet the
criteria common to conceptual approaches and should include:
Introductory activity: a brief relevant (linked) activity which includes Fundamental
Movement Skills and Cardio vascular activities, gradually increasing in intensity,
which are a lead- in to your main activity
A Cognitive- based, progressive, game-like activity (s), (small sided games), to
facilitate the students understanding of, and the ability to solve, the assigned lesson
game problem (Lesson Learning Outcome). Note, each activity in your lesson should
have its own game problem
2. When Teaching your activity, you should demonstrate:
Effective use of the techniques recommended for teaching tactical awareness and
decision making (see Lab hand-out October 20)
Your ability to use Developmentally Appropriate tactical questions to develop
Tactical Awareness and Decision Making.
The incorporation of skill instruction
Effective teaching mechanics: Communication and Control skills
The ability to meet the criteria for effective games classes
The ability to incorporate modifications to create Optimal Challenge for the
progressive development of tactical awareness AND to ask appropriate questions targeted
at the implications of the modifications for tactical awareness and decision making.
3. Provide a Written Activity Plan (to be submitted immediately before you teach your lesson).
Your lesson plan should be typed and should include the following
The Learning Outcome, or Game Problem for each activity
The Set Induction (today we are going to play..)
The anticipated questions( and answers) (Learning Cues)that you will use to
enhance understanding and decision making
Structural modifications that are used to ensure that the game problem is
clearly identified and solvable
Attached to the lesson plan, a Content Analysis which includes a description
of your activities, definitions, learning questions, and descriptions of your
game problem.
The Organization details(LETS) for your lesson
Professionally formatted (APA style) bibliography
 III GRADING CRITERIA

The Teacher-10 marks

Demonstrates an ability to implement proper Teaching Mechanics:

Voice is engaging, loud enough for all to see and hear, enthusiastic, language
(gender neutral and developmentally appropriate)
Active movement and positioning

The Content 30 marks

(i) Design = 10 marks

Demonstrates an ability to:

design activities that are appropriate to the assigned game problem
design appropriate modifications as required
design tactical questions (and answers)that are appropriate to arrive at the solution
of the game problem

(ii) Implementation = 20 marks

Demonstrates an ability to:

Incorporates techniques that facilitate the acquisition of tactical awareness
and decision making
Ask appropriate questions to enhance tactical awareness
Ask appropriate questions to enhance dm and understanding
Incorporate skill instruction within the context of the lesson as required
Facilitate learning

The Learning Environment - 5 marks

Demonstrates an ability to provide a learning environment that is fun, inclusive,
developmentally appropriate, organized safe, purposeful, active

The Organization of the Learning Environment - 5 marks

Demonstrates an ability to effectively manage Learners, Equipment, Time, Space

The Written Lesson Plan-10 marks

-Includes required components
-Is professionally prepared
KIN 415 CONCEPTUAL APPROACHES TO GAMES EDUCATION 2016W DRAFT COURSE SCHEDULE
Note: It is anticipated that Course Topics will be presented in the order listed below. However, if any changes are necessary, a revised schedule will be published.
The dates, as listed below, for Graded Work are fixed. Readings, as indicated in brackets, can be found in your readings package.
DATE/FORMAT TOPICS AND RELATED READINGS
Sept. 13 Lecture 1 Course Introduction, Orientation, Purpose and Focus. Historical Evolution of Games-Role of the British Public Schools in
the Evolution of Games; Operational Definition of Games
Sept. 13 Lab #1 Classes of Games for Games Classes Game Classification Systems/Structural Elements of Games
(Ellis-Similarities and Differences in Games; Werner-Models of Games Education)
Sept. 20 Lecture 2 Examining the Characteristics of Effective and Successful Games Players: Challenges Facing Games Educators-
The Skill Tactic Dilemma/ Exploring the Concept of Game Knowledge-Theoretical Considerations Part 1
Sept. 20 Lab. #2 The Development of Game Knowledge, Decision Making and Tactical Awareness I
Generic, Tactical, Frameworks for Invasive Games
- Offensive Principles and Decisions (Wilson) ; Creating and Using Spaces : Identifying Game Problems CRITERIA FOR FEB.12 PRACTICAL
ASSESSMENT ISSUED ;
Sept. 27 Lecture 3 The Development of Expertise Theoretical and Developmental Considerations, Part 2
Challenges Facing Games Educators. (Baker,Cote)
Sept. 27 Lab # 3 Using A Tactical Approach to Develop Decision Making in Invasive Team Games - A 3 vs 1 Tactical Model :
Game Problems and Learning Questions;
Oct. 04 Lecture 4 A Tale of Two Classes-Examining Traditional and Tactical Approaches: Overview of Selected Conceptual Instruction Models (Bunker & Thorpe, Griffin
&Patton, , Werner)
Oct. 04 Lab #4 The Development of Knowledge, Decision Making and Tactical Awareness Generic Frameworks Invasive Games :
Defensive Principles (Wilson) ; Blocking and Covering Space; Marking Opponents; 3 vs 2, 3vs 3
Using Game Modification to Facilitate TADM

Designing and Implementing Concept Based Learning Experiences :Teaching Tactical Awareness and Decision-Making I
Oct. 11 Lecture 5
Oct. 11 Lab # 5 The Development of Knowledge: Generic, Tactical, Frameworks for - Invasive, Net/wall and Fielding Games GW Demo learning questions, freeze etc.
Oct. 18 Lecture 6 Midterm Exam
Oct. 18 Lab # 6 PRACTICAL ASSESSMENT =3 vs 1, 3 vs 2 3 vs 3 GW Demo learning questions, freeze etc.
Oct. 25 Lecture 7
Oct. 25 Lab # 7 From Tag to Tactics : Designing and Implementing Concept Based Learning Experiences for Children:
The Role of Tag Games (Bandhauer and Rovegno) CONCEPT BASED INSTRUCTION PRESENTATION TOPICS ASSIGNED
Nov.01 Lecture 8 Curriculum Implications: The Lesson Plan: Learning Outcomes; Learning Tasks, Content Analysis; Learning Cues;
Optimal Challenge; LETS; Teaching Style, Planning Programs, Units
Nov.01 Lab#8 Curriculum Implications: The Lesson Plan: Learning Outcomes; Learning Tasks, Content Analysis; Learning Cues;
Optimal Challenge; LETS; Teaching Style, Planning Programs, Units,:
Nov. 08 Lecture 9 Switch to a Lab L1A 9-9.45 L1B 9.50-10.40 Practice Teaching
Nov. 08 Lab 9 Practice Teaching
Nov.15 Lecture Inventing Games Developing Personal and Social Responsibility
10 Using the Tactical Approach; Games as an Agent of Social Change-Addressing the Affective Domain (Mandigo)
Nov. 15 Lab #10 CONCEPT BASED INSTRUCTION PRESENTATIONS
Nov. 22. Course Summary and Review
Lecture 11
Nov. 22 Lab# 11 CONCEPT BASED INSTRUCTION PRESENTATIONS
Nov. 29 Final Examination Preparation
Lecture 12
Nov. 29 Lab # 12 CONCEPT BASED INSTRUCTION PRESENTATIONS
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