The rationale of this module is to allow students to become familiar with a selection of competitive team and individual game-based activities, ones in which skills and tactics are easily identifiable and practiced. The purpose of this module is threefold: 1) To introduce student teachers to the range of curricular models available to them designed to engage their students in the content areas of sport and physical activity (TC Subj Req). 2) To help student teachers develop a theoretical and practical knowledge of competitive team and individual game-based activities through the application of subject specific pedagogical principles and a variety of teaching methods (Céim). 3) For student teachers to be able to explain the appropriate skills, tactical approaches, and safety considerations necessary when engaging in competitive team and individual game-based activities, appropriate for all abilities, within a post-primary setting (Céim/JCWG /SCPE/LCPE).

This module is designed to provide students with an introduction to two specific elements; 1.) the curricular modules available to teachers within the area of physical education, and 2.) competitive team and individual game-based activities through one of these curricular models. The course will focus on both the content and subject specific pedagogical principles one should consider when teaching this curricular area. Using the Teaching Games for Understanding (TGfU) curriculum model as framework, students will be able to identify and understand how various competitive team and individual game-based activities relate to each other in order to facilitate a well-rounded physical education programme.

On successful completion of this module, students will be able to: 1) Articulate the characteristics of various curriculum models, principles that determine their use, and the pros and cons of using each within physical education. 2) Identify and understand the principles of play, tactics and skills involved in competitive team and individual game-based activities 3) Select effective and appropriate instructional strategies and adaptions to maximise student learning and engagement in competitive team and individual game-based activities 4) Identify and apply key characteristics of the TGfU curriculum model through which students experience the module content (SCPE).

On successful completion of this module, students will be able to: 1) Demonstrate the appreciation of highlighted team and individual games by outlining the elements that give form to the selected game including rules, boundaries and scoring (SCPE). 2) Appreciate the carry-over of learning from one competitive team and individual game-based activity to another and how it will assist them in their teaching of the content.

On successful completion of this module, students will be able to: 1) Demonstrate the principles of play, tactics, and skills involved during competitive team and individual activities through the Teaching Games for Understanding curriculum model. 2) Implement effective and appropriate instructional strategies and adaptations to maximise student learning and engagement in competitive team and individual game-based activities.

How the Module is taught: The module is a combination of lecture and laboratory experiences. It is anticipated the lecture will introduce the theoretical aspects of teaching the specific curricular area. The laboratory experiences will be configured to provide a practical application of those theoretical aspects presented within the lectures. Recent developments and research findings: The learning outcomes and content of this module will be informed by recent research and curriculum developments currently being driven by the Junior-Cycle Wellbeing Guidelines (2021), Senior-Cycle Physical Education Curriculum, Leaving Certificate Physical Education, Teaching Council of Ireland Subject Requirements (2020), and the Céim Revised Standards for Initial Teacher Education (2020). From this, the focus of the module will be on tactical awareness and the principles of play. Therefore, the TGfU curriculum model, which focuses on tactics and problem solving, will fit nicely with this module. Skill acquisition will be "seen in the context of the student's involvement in the game situation and of enabling her/him to make appropriate decisions based on their evolving level of tactical awareness" (JCPE, 2003, pg. 37). Likewise, students will learn that "the principles of play involved in a game are directly comparable to other games within that same category" (SCPE, 2017, pg.29). Additionally, module content will be linked directly to current international research findings in sport pedagogy and teacher education. Students will be asked through the reading and analysis of subject specific pedagogical research to reflect on their own teaching practice as it pertains to competitive team and individual game-based activities. The learning outcomes identified within this module will enable the following UL Graduate Attributes and selected Céim Revised Standards for Initial Teacher Education (2020): This module particularly focuses on creating an environment that supports students becoming Knowledgeable, Articulate, Responsible, Collaborative, and Proactive graduates (UL Graduate Attributes). Likewise, this module will hope to create physical education teachers that once graduated will plan enjoyable, safe, educational and meaningful invasion games classes within their school. Specifically, student teachers will be able to understand "the subject matter, pedagogical content and related methodology of the relevant curricula/specifications and guidelines and how these can be extended to all pupils" (Céim Standard 2.3.3, 2020, pg. 24). Once in the workforce, we hope our graduates will change the way competitive game-based activities are taught within our schools; changing the class focus from skills to one that is focused on game play and tactics. This will enable their pupils to understand the game, become better decision makers, and work cooperatively with others.