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REC2060 Leadership In Recreation & Sport

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students learn basic skills and developmental principles for teaching recreation activities and foundational movement concepts to children and youth.
Prerequisite
None
Parameters
Access to sports teams in the school and/or community and to instruction from an individual with recognized training in coaching. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Supporting courses
CCS1080: Community Volunteerism 1 HCS2020: First Aid/CPR with AED HSS1030: Communication Skills for Health Professionals HSS2020: Nurturing Children REC1020 Injury Management 1

Outcomes The student will:

  • 1 evaluate the basic roles and responsibilities of a recreation leader

    • 1.1 explain the importance of a holistic view of children and youth in recreation settings

    • 1.2 analyze the Ever Active Kids Model for recreation activities by:

      • 1.2.1 describing the central focus of the model based in research

      • 1.2.2 explaining the concept of “individual perceptions,” including perceived competence and perceived benefit and/or cost

      • 1.2.3 explaining the concept of “social influences”

      • 1.2.4 explaining the concept of “physical supports”

      • 1.2.5 explaining the concept of “personal demographics”

      • 1.2.6 justifying how individual differences will influence a child’s perception of and affective response to a recreation activity

    • 1.3 recognize indicators of low self-esteem in participants

    • 1.4 analyze key factors of motivation for youth and children in sports and physical activity by:

      • 1.4.1 defining motivation and amotivation, including a description of intrinsic and extrinsic motivation

      • 1.4.2 applying a definition of motivation to the involvement of children and youth in sport and recreation

    • 1.5 plan to create a mastery motivational climate, including considerations for:

      • 1.5.1 task

      • 1.5.2 authority

      • 1.5.3 recognition

      • 1.5.4 grouping

      • 1.5.5 evaluation

      • 1.5.6 time

    • 1.6 justify how culture is a component of motivation and desire to participate in recreation activities

    • 1.7 explain the concept of Fair Play and the Do No Harm Principle

  • 2 demonstrate basic principles and strategies for effective instruction when leading an activity

    • 2.1 state key considerations for giving instructions

    • 2.2 list general tips for helping children and youth develop self-esteem

    • 2.3 list children’s perceptions of adult leaders, teachers and coaches based on recent research

    • 2.4 demonstrate a variety of instructional styles, including direct instruction, indirect instruction and limited instruction

    • 2.5 shape communication effectively for audience and activity

    • 2.6 monitor progress of participants

    • 2.7 monitor for on-task behaviour

    • 2.8 give feedback

    • 2.9 demonstrate flexibility in response to the needs of participants observed during activity

    • 2.10 demonstrate effective communication strategies, being sure to:

      • 2.10.1 describe personal communication style

      • 2.10.2 identify personal nonverbal communication that affects communication with others

      • 2.10.3 demonstrate active listening skills when leading activities

      • 2.10.4 describe considerations for controlling environmental distractions

      • 2.10.5 list general considerations to improve interpersonal communication

      • 2.10.6 list key considerations for giving feedback in recreation and coaching contexts

  • 3 explore learning preferences to maximize instructional strategies for recreation activities

    • 3.1 explore personal learning preferences and consider related instructional strategies to support understanding and communication

    • 3.2 recommend specific instructional strategies to address diverse learning preferences and learner needs

  • 4 examine stages of development in childhood, adolescence and adults as they apply to recreation planning

    • 4.1 summarize specific considerations based on development and gender for children and youth ages 3 to 5, 6 to 7, 8 to 9, 10 to 11, 12 to 15 and 16 to 17, including:

      • 4.1.1 psychosocial development

      • 4.1.2 cognitive development

      • 4.1.3 perceptual development

      • 4.1.4 physical development

      • 4.1.5 preferences for activities

    • 4.2 summarize specific considerations for development and gender for adult participants

    • 4.3 recommend specific adaptations to activities and instructional methods based on development considerations for all age groups

    • 4.4 justify a developmental perspective for teaching physical activities to children that is:

      • 4.4.1 qualitative

      • 4.4.2 individualized

      • 4.4.3 sequential

      • 4.4.4 cumulative

      • 4.4.5 directional

      • 4.4.6 multifactorial

  • 5 lead movement activities and experiences using appropriate knowledge and skills to teach locomotor, non-locomotor and manipulative skills

    • 5.1 justify the importance of the acquisition of fundamental movement skills to allow for enjoyable and successful participation of children in sport and recreation

    • 5.2 define physical literacy

    • 5.3 categorize generic movement skills to teach in three categories: locomotor skills, non-locomotor skills and manipulative skills

    • 5.4 outline the three phases of skill development with generic movement skills: initial phase, formative phase and mature phase

    • 5.5 outline the following four movement concepts and their sub-concepts:

      • 5.5.1 body concepts

      • 5.5.2 spatial concepts

      • 5.5.3 effort concepts

      • 5.5.4 relationship concepts

    • 5.6 apply important principles of movement instruction when leading activities, including:

      • 5.6.1 describing the characteristics of mature form for each skill

      • 5.6.2 demonstrating each skill effectively

      • 5.6.3 predicting common areas to observe during instruction

      • 5.6.4 recommending tips for helping children learn to run

      • 5.6.5 creating games to practise skills

      • 5.6.6 moving to a suitable location to observe skill development

      • 5.6.7 identifying preparation force production, critical instant and follow-through/recovery with various movement skills

      • 5.6.8 communicating effectively during instruction

      • 5.6.9 providing effective feedback on skill development

    • 5.7 lead movement skill instruction activities for generic movement skills, including:

      • 5.7.1 locomotor skills: running, hopping, skipping, vertical and horizontal jump

      • 5.7.2 non-locomotor skills: ready position, stride-stop, dodging, jump stopping

      • 5.7.3 manipulative skills: underhand and overhand throwing, ball bouncing, catching and absorbing force, kicking, striking horizontally and balancing

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 identify possible life roles related to the skills and content of this cluster

    • 7.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 7.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2014. Source document, © Alberta Education.