LKI212 A constraints led approach to sports activities and movement learning  (15 ECTS) 

Course facts

Introduction

An important, enduring characteristic of Physical Education is that, unlike other educational subjects in formalised schooling systems, students are educated through movement. The core aim of this course is to educate second year physical education trainee teachers to understand and apply a Constraint Led Approach to enable them to support upper secondary school students to become a skilful mover. To support this, aim the trainee teachers will be expected to pay particular attention to how their instructors, across various sports, design activities, manipulate task and environmental constraints to enhance movement skills.

A secondary aim of this module will be for second year physical education trainee teachers to think deeply about the movement culture of upper secondary school students and use this knowledge to design a curriculum year plan of activities and sports.

Learning outcomes

After completing the course, students should be able to:

• Understand how adopting a Constraint Led Approach can help inform their teaching to develop movement skills in upper secondary school students.
• Effectively apply a Constraint Led Approach when teaching a PE lesson, so that secondary school students improve their movement skills.
• Make informed choices on how to provide feedback to school students based upon observations of their current movement skill level.
• Be sensitive to, and knowledgeable about, movement cultures in which upper secondary students are already involved and also create new opportunities in a movement context that students have not previously experienced.
• Understand the concept of donor sports from a skill acquisition perspective. This means understanding how skills learnt whilst playing a sport can transfer across to a second sport.

Learning styles and activities

The content of the course is illustrated through practical activities, discussions / reflection, student presentations and literature. It is planned that students both individually and in collaboration discuss key topics from the course content. Examples of sports and activities in the course are movement-based activities parkour taekwondo, tennis, football, basketball, floorball, skating and skiing.

During the course, students will work on developing their knowledge and understanding and application of a constraint led approach across a wide variety of sports and movement activities, and account for didactic considerations. 

Mandatory assignment

80% compulsory participation in teaching.
During the course, you will demonstrate each of these attributes:

• Demonstrate a willingness to learn how to incorporate a Constraint Led Approach
• Be well-read around core reading texts and familiar with optional reading texts. This is so that you are able to actively engage in theory lessons and practical activities.
• Ask informed questions to instructors, on a weekly basis, to better understand how they implement a constraint led approach to movement skill learning and appreciate the nuanced approach to how they implement to support students learning.

The work requirements must be approved to sit for the exam.

Assessment

•  Create a presentation (individually) Grading A-F (20 %)
  • and provide an example for how to adopt a constraint led approach into the teaching moving forward.
    
    
• Work in groups (of four) to plan and deliver a 45-minute PE lesson. Grading A-F (80 %)
  • using the constraint led approach in a non-traditional sporting activity that introduces high school students to a new form of movement culture.

The assessment will focus largely on how PE teacher trainees interact with their student participants to support movement learning, assessors will focus on how PE teacher trainees provide instruction feedback and transitions between activities to support skill learning.

Core material

2 BOOKS:
Gray, R., (2021). How we learn to move: A revolution in the way we coach and practice sport skills. Perception Action Consulting & Education LLC.
* You may borow the book from the library: ORIA

Rudd, J., Renshaw, I., Savelsbergh, G., Chow, J.Y., Roberts, W., Newcombe, D., & Davids, K. (2021). Nonlinear pedagogy and the athletic skills model: The importance of play in supporting physical literacy. Routledge. 
* You may borow the book from the library: ORIA
** The book is also available online: Click here to download.
*** NB! To open this book when you are off campus, you need to connect the VPN: Clicke her to download.

5 ARTICLES FROM ELECTRONIC JOURNALS:
Review-article:
Chow, J. Y., Komar, J., & Seifert, L. (2021). The role of nonlinear pedagogy in supporting the design of modified games in junior sports  Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.744814
* This article is available online: Click here to download.

Renshaw, I., Chow, J., Davids, K., & Hammond, J. (2010). A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis? Physical Education and Sport Pedagogy, 15(2), 117-137. https://doi.org/10.1080/17408980902791586
* This article is available online: Click here to download.

Rudd, J. R., Woods, C., Correia, V., Seifert, L., & Davids, K. (2021). An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26(3), 293-306. https://doi.org/10.1080/17408989.2021.1886271
* This article is available online: Click here to download.

Savelsbergh, G. J. P., & Wormhoudt, R. (2018). Creating adaptive athletes: The athletic skills model for enhancing physical literacy as a foundation for expertise. Movement & Sport Sciences/Science & Motricité, (102), 31-38. https://doi.org/10.1051/sm/2019004
* This article is available online: Click here to download.

Sullivan, M. O., Vaughan, J., Rumbold, J. L., & Davids, K. (2022). The learning in development research framework for sports organizations. Sport, Education and Society, 27(9), 1100-1114. https://doi.org/10.1080/13573322.2021.1966618
* This article is available online: Click here to download.