Foundation Games

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 1.

• To introduce and develop understanding of one game from each of the three categories of games. (i.e. invasion, net and striking and fielding)
• To enable students to acquire a breadth of understanding necessary to provide the basis for further developments in one or more of these categories at levels two and three.
• To introduce the generic principles of effective games play, skill development, tactics and an appreciation of the nature and purpose of rules as they apply to each selected game.
• To provide co-operative and competitive experiences which will offer an insight into how games are learned.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 1 study, by the end of the module students should be able to:

1. Recognise, describe and analyse the distinctive nature of games.
2. Acquire and develop techniques intrinsic to games play
3. Demonstrate an understanding of a range of skills and tactics across the selected games.
4. Demonstrate an awareness of analysis and evaluation of skills and tactics in games.
5. Recognise progression and development of content in games.
6. Show applied knowledge of rules in each selected game.

• The games utilised within this module will reflect the generic principles of the game categories of striking/fielding, net and invasion.
• The progression of skills within these three areas of games, with particular reference to one selected game from each category.
• The practical application of the main principles of each games category.
• Application of appropriate tactics in the three selected games.
• Consideration of sport-specific rules and their influence on the application of skills within the game
• Risk assessment

Risk assessment is covered in detail at the start of the module and relates to the principles and policies of the University of Brighton, and BAALPE's Safe Practice in Physical Education (2004). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and polices in non-contact time.

Contact time:

Practical lectures include tutor-led practices / drills, individual coaching along with student-led examples.

Tutor-led practical lectures.                                               

Student-led coaching episodes.                                                 

Group discussion of related theoretical concepts. 

Non-contact time:

Preparation for student led episodes.                                   

Practical performance within a selected game.               

Prepare and plan for module assessment.                        

Books:

Applwhaite c. & Moss B. (1987) Tennis The Skills of the Game.  Ramsbury: Crowood

Atherton, M. (1995) A test of Cricket:  Know the Game. London: Hodder & Stoughton.

Brown, J. (1995) Tennis Steps to Success. Second Edition. Champaign, IL: Human Kinetics.

Crouch, H. (1992) The Netball Coaching Manual London: A. & C. Black.

Douglas, P. (1995) The Handbook of Tennis London: Pelham.

Football Association (1995) Football Curriculum Guide London: the F.A.

Galsworthy, B. (1990) Netball The Skills of the Game.  Marlborough: Crowood.

Griffin, L. Mitchell, S. Oslin, J. (1997) Teaching Sport concepts and Skills -A Tactical Games Approach.  Leeds: Human Kinetics.

Hughes, C. (1994) Soccer Tactics and Skills, London:  Queen Ann.

Wein, H. (1995.)  The Science of Hockey, London: Pelham Books.

Whitaker, D (1992) The Hockey Workshop: A Complete Game Guide Wiltshire: The Crowood.

Journals:

Baker D (2000), Hockey: Carrying and Receiving, British Journal of Teaching Physical Education, (31), 3, p 18 - 19

Cricket Favourites, (2002) British Journal of Teaching Physical Education, (33), 2, p 14 - 15

Rattu P (2000), Hockey: Basic Skills for the Modern Game, British Journal of Teaching Physical Education, (31), 1, p 10 - 11

Electronic sources:

Fifa: www.fifa.com/ (accessed August 2007)

Uefa: www.uefa.com/ (accessed August 2007)

Other: