M108 Award in Teaching Invasion Games

MQF Level: 6

ECTS Value: 4 ECTS

Duration: 8 Sessions

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32


Course Description

This module aims to make course candidates more fluent with the games / tactical approach rather than the traditional skill-based approach. It aims to elicit basic tactical approaches which will help students function in a game mainly about understanding space and time. It also needs to show how the required skills such as passing, shooting, and dribbling are taught within a game approach model. This module will focus on football to give a deep understanding of one team game. However, the course participants will learn to sample this game upon other invasion games such as basketball, handball and rugby

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:

Entry Requirements

Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:

1. An awarded MATSEC Certificate (MQF Level 4), or equivalent, preferably with a Grade C or better in Physical Education at Intermediate Level;

2. A full MQF Level 4 qualification (with a minimum of 120 ECTS, or equivalent) in the area of Sport, Exercise or Physical Education.

3. An MQF Level 5 qualification (with a minimum of 30 ECTS, or equivalent) in the area of Sport, Exercise or Physical Education.  


a. Devise a PE lesson for an invasion game using a tactical approach model;
b. Conduct a PE lesson using small-sided games and draw out the technical component from the tactical component;
c. Manage and execute all four functions of the game: attack, negative transition, defence and positive transition;
d. Assess the learners’ progress.


a. Identify the main outcomes for each of the four functions of the game;
b. Determine how students need to go through the progressions and differentiating situations such as 3v3 or 2v2+2 for less advanced learners who will work on the inherent numerical advantage;
c. Identify the progress of the learners and determine what to do next to help scaffold existing competences.


a. Practice in line with the expected outcomes;
b. Demonstrate if and when learners have difficulty in moving forward (however questioning is advocated over direct instruction);
c. Create situations which are age and level-appropriate and support the learners.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

This module will be assessed through: Lesson Plans, Related Activities and Assignment 

Suggested Readings

Core Reading List
1. Griffin L.L. & Butler J.I. (2005) Teaching Games for Understanding – Theory, Research & Practice. Human Kinetics.
2. Butler J.I. & Griffin L.L., (2010) More Teaching Games for Understanding – Moving Globally. Human Kinetics
3. Mitchell, S.A., Oslin, J.L., Griffin L.L. (2013). Teaching Sport Concepts and Skills: A Tactical Games Approach for Ages 7 to 18. Human Kinetics.
4. Bonaccorso, S. (2001). Coaching Soccer: Planning Technical & Tactical Training: 10-15 year olds. Reedswain
5. Wein H. (2001). Developing Youth Soccer Players – Coach better with the Soccer Development Model. Reedswain
6. Wein H. (2004) Developing Game Intelligence in Soccer. Reedswain
7. Snow, S. (2011) Coaching Youth Soccer. 5th edition. Human Kinetics
Supplementary Reading List

1. Launder A.G. (2001). Play Practice – The Games Approach to Teaching and Coaching Sports. Human Kinetics
2. McKninght, D & Pletka R. (2008). Soccer is a Thinking Game – A simple approach to coaching youth soccer (ages 5-12). iUniverse, Inc.
3. Harvey, S. & Hughes, C. (2009). Teaching & Assessing Tag Rugby Made Simple. In Strategies, Vol 22(4), pp. 17-28.

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