International study at the University of Brighton

Invasion Games

Level: 2
Credit rating: 10
Module type: Taught
Semester offered: 1
Pre-requisites: None
Aims:

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 5 study.

The aims of this module are:

  1. To develop students’ awareness of the category of games known as invasion games in more depth.
  2. To provide an integrated approach to performance and the development of understanding of two selected invasion games
  3. To enable the cultivation of maturing attitudes towards the manipulation of skill within the relevant playing environment.
  4. To allow students to select two invasion games on which to focus in depth.
  5. To provide opportunities to relate skills and techniques to both rules and tactics in two selected invasion games.
Learning outcomes:

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:

  1. Show sound knowledge of a range of skills in selected games situations within the invasion games category.
  2. Show an understanding of a range of selected skills within relevant tactical situations within the invasion games category.
  3. Demonstrate how appropriate decisions are made based upon the continually changing environment.
  4. Develop knowledge of rules and how they influence skill and tactical development.
  5. To manipulate skills and rules to the team’s advantage.
Content:
  • Development of basic skills in two selected invasion games.
  • Development of tactical awareness in game situations.
  • Understanding of rules and their effects within game situations.
  • Decision making awareness in games play.
  • 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 AfPE’s Safe Practice in Physical Education  (2008). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and policies in non-contact time.
Learning and teaching strategies:

Contact time:

  • Practical lectures and group sessions will be both tutor and student led.
  • Student-led coaching sessions to show a range of selected skills and an understanding of their relevance to tactical situations.
  • Tutor-led theory sessions to develop understanding of the demands of invasion games.

Non-contact time:

  • Recording of the main points of the lecture
  • Practical participation in two selected games in order to develop skills, apply rules and make appropriate decisions.
  • Preparation for coaching presentations
  • Video analysis.
Learning support:

Books:

Bangsbo, J. Pietersen, B. (2004) Offensive Soccer Tactics. Human Kinetics

England Hockey.(2009) Rules for Hockey.

Greenwood, J (2003) ‘Total Rugby – Fifteen man rugby for coach and player ’, London, A & C Black

Shakespear, W. (2009) Netball: Skills and tactics. Champaign, Ill., Human Kinetics

Williams, A. (2008) Rugby: Skills, tactics and rules. London, A&C Black.

Journals:

Butler, J. (2006) Teaching games for understanding as a curriculum model. Sport, Education and Society. 11 (3)

Hayes, S, Hubball, H & Lambert, J. (2007) Teaching Games for Understanding: Theory to Practice. Canadian Journal of Physical Education and Sport. 12 (2) 

Electronic sources:
School home: Chelsea School of Sport