Module Details

Module Code: SPOR H7019
Full Title: Developing Physical Literacy with Children
Valid From:: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 2 Semesters
Credits:: 10
Module Owner:: David Cranny
Departments: Unknown
Module Description: Developing physical literacy amongst children is fundamental, to maintaining a lifelong involvement in Sport and Physical activity.
Upon successful completion of this module, students will also be certified by Sport Ireland Coaching as having successfully passed the Coaching Children Module.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Define “Physical Literacy” and identify activities that will enable a child to become ‘literate’.
MLO2 Contrast the aims of motor activity programmes discussing their ability to develop physical literacy in children.
MLO3 Categorise the process of motor skill development in children.
MLO4 Discuss the role of fundamental motor skill competence as a contributing factor to maintaining a Lifelong Involvement in Sports and Physical Activity (LISPA)
MLO5 Develop and evaluate a sports activity festival aimed at enhancing and developing children’s Fundamental Movement Skills and Fundamental Sports Skills.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Why do Children Play Sport and the Importance of Being Active.
Sports and physical activities that facilitate and aid the development of gross motor skills, fine motor skills, balance, co-ordination, body awareness, cognitive awareness, language and communication development, emotional development and social development. These activities will be focused on developing physical literacy in Early Middle and Late Childhood.
Development of the child
Muscular growth and development: Importance of monitoring growth, Development of nervous and muscular systems, thermoregulation issues, development of cardiovascular system and its relation to fitness. Skeletal growth and development: Maturation, motor milestones, phylogenetic and ontogenetic development, cephalocaudal and proximodistal development. Body Composition, growth and development of tissues. Physiological adaptations to exercise training. Motor ability and sports performance.
Movement Concepts and Skills
Body awareness, spatial awareness, relationships, how the body moves.
Locomotor, Nonlocomotor and Minipulative skills.
Identify and apply movement concepts and skills to all fundamental motor skills, (Locomotor and nonlocomotor) Key areas to cover are; walking, running, leaping, jumping,Kicking, throwing, hopping, skipping, sliding, stopping, dodging. (Nonlocomotor swinging, bending and stretching, twisting and turning, pushing and pulling) (Retentive and propulsive manipulative activities.)
Selecting Evaluative Methods & Techniques.
Formative and Summative evaluation. Norm-referenced and Criterion referenced tests, Observational Techniques, benchmarking, physical/personal activity logs.
Integrating children with special needs.
Types of disabilities, inclusive activities/variations of activities to ensure inclusivity.
The Lifelong Involvement in Sport & Physical activity (LISPA)
Developing a Lifelong love of Sport and Physical activity is crucial to maintaining involvement throughout the life course.
Developing Child centred coaching and teaching.
Review of what child centred coaching and teaching is.
Defining and developing physical literacy
Along with Reading and writing, Physical Literacy is fast becoming a concept widely recognised as essential in a child's holistic development.
Session planning do’s and don’ts
How to properly, plan structure and deliver a dun and inclusive physical literacy session.
The process of learning motor skills
How children acquire motor skills.
Information Processing
How we learn and process information.
The importance of the fundamentals
2nd stage of the LISPA/LTPAD framework. Vital stage in teaching motor skills.
The nature and classification of skills
Categorisation of skills and the various approaches to teaching/developing them
Teaching styles
Developing your teaching toolkit. Introduction to various teaching styles,and practitioners (Mosston, Gardener).
Learning principles and theories
How do we learn, barriers and obstacles to be aware of.
Module Assessment
Assessment Breakdown%
Course Work55.00%
Practical45.00%
Module Special Regulation
 

Assessments

Full-time

Course Work
Assessment Type Portfolio % of Total Mark 35
Marks Out Of 0 Pass Mark 0
Timing Every Week Learning Outcome 1,2
Duration in minutes 0
Assessment Description
Students to create a reflective portfolio of learning activities covered in all practical classes.
Assessment Type Essay % of Total Mark 20
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 3,4
Duration in minutes 0
Assessment Description
Students to produce two written essays in Semester two to investigate how children acquire motor skills and the importance of Lifelong Involvement in Sport & Physical Activity
No Project
Practical
Assessment Type Practical/Skills Evaluation % of Total Mark 45
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,5
Duration in minutes 0
Assessment Description
Practical Assessment of delivery of Physical Literacy sessions will take place at the end of Semester 1 and 2
No Final Examination

Part-time

Course Work
Assessment Type Portfolio % of Total Mark 35
Marks Out Of 0 Pass Mark 0
Timing Every Week Learning Outcome 1,2
Duration in minutes 0
Assessment Description
Students to create a reflective portfolio of learning activities covered in all practical classes.
Assessment Type Essay % of Total Mark 20
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 3,4
Duration in minutes 0
Assessment Description
Students to produce two written essays in Semester two to investigate how children acquire motor skills and the importance of Lifelong Involvement in Sport & Physical Activity
No Project
Practical
Assessment Type Practical/Skills Evaluation % of Total Mark 45
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,5
Duration in minutes 0
Assessment Description
Practical Assessment of delivery of Physical Literacy sessions will take place at the end of Semester 1 and 2
No Final Examination
Reassessment Requirement
Reattendance
The assessment of this module is inextricably linked to the delivery. Therefore reassessment on this module will require the student to reattend (i.e. retake) the module in its entirety.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 2.00 2
Practical Contact No Description Every Week 4.00 4
Directed Reading Non Contact No Description Every Week 1.00 1
Independent Study Non Contact No Description Every Week 1.00 1
Total Weekly Learner Workload 8.00
Total Weekly Contact Hours 6.00
Workload: Part-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 2.00 2
Practical Contact No Description Every Week 4.00 4
Directed Reading Non Contact No Description Every Week 1.00 1
Independent Study Non Contact No Description Every Week 1.00 1
Total Weekly Learner Workload 8.00
Total Weekly Contact Hours 6.00
 
Module Resources
Recommended Book Resources
  • Kirchner and Fishburne. (1998), Physical Education for Elementary School Children, 10th. WCB McGraw-Hill, Boston, Massachusetts, [ISBN: 0-697-29486-2].
  • Byl, John. (2002), Co-Ed Recreational Games, 1st. Human Kinetics, Leeds, [ISBN: 0-7360-3455-2].
  • Lichtman, Brenda. (1999), More Innovative Games, 1st. Human Kinetics, Leeds, [ISBN: 0-88011-712-5].
  • Davis, Ronald W.. (2002), Inclusion through sports, 1st. Human Kinetics, Leeds, [ISBN: 0-7360-3439-0].
  • Doherty, Jonathan and Bailey, Richard. (2003), Supporting physical development and physical education in the early years., 1st. Open University Press, Buckingham, [ISBN: 0-335-20981-5].
  • Burk, Maggie C.. (2002), Station Games, Fun and Imaginary PE Lessons, 1st. Human Kinetics, Leeds, [ISBN: 0-7360-4105-2].
Recommended Article/Paper Resources
Other Resources