ESPORTS COMPETITIVE CONCENTRATION (ECC)
IN PARTNERSHIP WITH
Length : 36 weeks
Cost : $2500 + taxes
Academic requirements :
- Be a full-time high-school student or enrolled fro high-scholl on September 2019 at a partner school*
- Do not fail any high-school course class
- The student must maintain good academic results throughout the 2019-2020 program
*Partner school :
Each aspiring player must join one of our partner schools. If you are not already registered at a partner school then plan to make admissions examinations and steps as of October 2018 to facilitate the process in case of a possible integration into the MEA via the partner school.
From Monday to Friday from 1:45p.m. until 4:45p.m.
- 2h (120 mins) of mechanical gaming
- 1h (60 mins) physical fitness
Tuesday – Wednesday – Thursday
- 30 minutes of targeted physical fitness
- 1h (60 mins) of gaming (as per regular program)
- 1h30 (90 mins) of theory divided into two classes of 45 mins
Friday (flex day studies/training)
- 1h (60 mins) of physical fitness
- Competitive training (scrims)
- Studies / academic catch-up
- Free play time
From Monday to Friday evening, each aspiring player will attend high-school classes at a partner school.
E-ATHLETE DEVELOPMENT PLAN (on 5 YEARS)
This unique program is divided into five years, each year is composed of six (6) blocks of six (6) weeks each, or 36 weeks per school year with approximately 15 hours per week. If we’re good with numbers, we’re talking about 2700 hours of e-athletesism development at the end of the five-year program with a High School Diploma in hand for all graduates!
This is the first contact with competitively acclaimed video game in a structured environment. Aspiring players (students) will learn the basics and rules of esports.
During this first year of preparation, aspiring players will learn through different types of video game titles present on the esports scene for many years. They will be introduced to video games training and will be offered an introduction to several aspects related to healthy lifestyle habits, cybersensitization and the safe practice of video games.
This second year represents the introduction to the competition and the various professional trades of esports. Namely this is the first year (I) where each initiated student will be taken to the next level.
During this second year, initiated players will participate in their first amateur level competitions. They will use and perfect the general training they received in the first year Preparation program (P). The prevention and healthy lifestyle program will be maintained and completed at the end of the stage.
When in third year (II), until the fifth year (IV), each player will be considered a future potential “e-athlete”. He or she will train specifically for a highly competitive video game title in order to achieve the best performance on the competitive local esports scene.
Over the last three years, the best players who have learned to train, understand and use the mechanics of gameplay, will be offered the opportunity to represent semi-professional or professional competitive teams. They will be mentored by players of excellence and they will be ready to join, if they wish, the world esports competitive scene abroad.
PERSONAL DEVELOPEMENT COMPONENT
These are physiological and/or behavioral learning and learning outcomes in the areas of health and lifestyle that aim to achieve and maintain physical and emotional well-being with an optimal mentality. These learnings are developed and/or are adapted to the reality of the discipline and they directly complement the other two components of the program, namely the theoretical component and the esport component (practice of the game).
This component aims to build an environment and an ideology conducive to:
• Develop essential skills and capabilities in esports;
• Instill personal growth, identity fortification, intellectual development and personal psychological well-being of the student;
• Appreciation and integration of physical activity and healthy daily habits to achieve the physical well-being of the student.
First, for reasons of prevention. In fact, it is precisely this young clientele of young hard-core players who is most at risk of having deficiencies in the application of healthy lifestyle habits and therefore being in poor health: sedentary lifestyle, poor nutrition, absence of structure in the execution of the game and in the management of time, circumstances promoting interpersonal difficulties, isolation, etc. … These are just a few examples because the list can go longer and that is why it is essential to supervise and train our students from day one in this component to prepare them to become exemplary young adults especially for young e-athletes in the making.
Then, for performance reasons. Numerous studies have demonstrated the innumerable links between the body and the brain: the plasticity of the brain allows us to develop cognitive functions and abilities effectively. Based on the principle of transfer of learning, this leads to a gradual increase in performance during the game and therefore, chances of success in achieving the professional level. In short, players become more efficient with hard training and the results show it.
FIRST YEAR (P) MAIN OBJECTIVE PROGRAM : LEARN TO PRACTICE
FIRST MODULE : GENERAL
During this first module, we will let participating students play the video game(s) of their choice. Indeed, before we can effectively teach a discipline, we will need to explain, at first, a set of theories around the practice of video games itself.
Here are some examples of the training offered during the first module:
- Prevention and healthy lifestyle Component
- Ethical Code & e-athletism Spirit Chart of la FQSE (hyperlien in French only)
- Security regulations of la FQSE
- Safe use of the Internet Web
- Ergonomics of the game and player environment
- Introduction to sports psychology
- Training methods
- Video game Component
- History of video games
- Definition and terms used in game
- Game Phases (before, during and after the game)
- Discoveries of different types of esports video game (RTS, MOBA, FPS, etc.)
In this module, we will lay the groundwork for the course material that will follow for the next four years or so. We will insist on the “Why” and on the “How” the aspiring student must play so the their subsequent practice (the other five modules of the year and the following years) be oriented on aspects closer to mechanical gameplay.
We will explore the different types of video games and the underlying concepts that govern them, as well as the link that unites them to esports. We will lay the basic vocabulary of the video game. The right vocabulary is very important to allow the student to name the objects of the game, not from a descriptive point of view but from a functional point of view. Understanding the interactions of concepts specific to video games (such as vocabulary to name only one), as well as their evolution over time, will allow the student to address each new esports title video game with a baggage of defined concepts thus increasing its speed and depth of acquisition performance from one title to another. Finally, understanding the various aspects and various basic mechanics associated with a type of game, as well as their evolution of application and use across time and space, will enable the student to approach learning, and the understanding of a new game mechanic in a fast, efficient and uniform way, using the previously acquired fundamental knowledge.
SECOND MODULE : STARCRAFT II
The second module will present the continuity of the teaching of concepts of ergonomics, sports psychology of module one as well as an introduction to the training of a video game classic title in esports; StarCraft II. Through this game, we propose to participating students to learn to interact with several new concepts.
- MACRO AND MICRO MANAGEMENT
- ECONOMY & RESOURCES MANAGEMENT
- STRATEGIC DEVELOPMENT
THIRD MODULE : HEARTHSTONE
In the third module, we will introduce participating students to the world of card games through the popular Hearthstone Trading Card Game. As with StarCraft II, students will have to learn a great deal of game content and concepts..
- METAGAME COMPREHENSION
- ENVIRONMENT AND WHEREWITHAL
- GAME CONTENT INTEGRATION
FOURTH MODULE : SSB ULTIMATE
In the continuity of dueling games, during the fourth module, we will offer participating students to discover the world of combat games in duel (1v1) and melee (free for all, team based). These type of games will be important to introduce central concepts such as footsies, hitboxes and mind game. Like the concepts discussed in previous modules, these concepts are found in the majority of games that pit two or more opponents, but these concepts are particularly important and central to fighting games. That’s why we cover Super Smash Bros. Ultimate in this module.
- MIND GAME IN OPPOSITION GAMES
FIFTH MODULE : OVERWATCH
Esports giant Overwatch will be the first team based video game proposed to participating students. Thus, it will be during this module that the premises of team play, team communication and team psychology will be discussed. Overwatch also offers a system of classes and roles that aims to orient the player and his teammates in a flexible model of strategy. Finally, Overwatch is the first and also the only first-person shooter discussed during the first year program.
- TEAM PLAY
- TEAM COMMUNICATION
- TEAM STRATEGY
- ROLES & POSITIONS
- FIRST PERSON SHOOTING PERSPECTIVE
SIXTH MODULE : LEAGUE OF LEGENDS
League of Legends is at the crossroads of previous games and it is logical that it is placed at the end of the course to close our first year preparation for participating students so they can become initiated.
In League of Legends, each student will find aspects of scales of management, creation and strategic development. Environmental management but also the mind game and all aspects of team play. We will use the duration of this module to return to these concepts and deepen them as needed.
This last module of the year will be an opportunity for us to come back on some general aspects not covered in the first modules such as: time management, timing and cooldowns. Also, since this is our students’ very first year, we want to keep flexibility for this last module to cover emerging needs during the school year.
- TIME MANAGEMENT AND COOLDOWNS
- REVIEW: TEAM PLAY
- REVIEW: TEAM COMMUNICATION
- REVIEW: TEAM STRATEGY
- REVIEW: ROLES & POSITIONS
- REVIEW: MIND GAME
- REVIEW: MACRO & MICRO MANAGEMENT
- REVIEW: ECONOMY & RESOURCES MANAGEMENT