Undergraduate Course: Understanding Physical Culture: Philosophical and Sociological Perspectives (EDUA08103)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 8 (Year 2 Undergraduate)
||Availability||Available to all students
|Summary||This course drawing on the debates in contemporary research; focuses on students developing an understanding of physical culture, so that their professional practice is informed and underpinned by philosophical and sociological perspectives. Physical culture is a term with historical origins which is now being used in contemporary analyses focused on understanding institutionalised forms of physical activity. Understanding the historical and contemporary relationship between, physical activity, physical exercise, physical recreation, leisure, dance and sport is necessary for informed professional practice in physical education and sports science. A relational analysis of institutionalised forms of physical activity enables the identification of the complex and interconnected forms of engagement that take place. A key part of the course is the critical analysis of how physical culture is evaluated, appreciated and engaged with within contemporary society. Students through critical analysis of relevant and recent research consider how their experience of physical culture influences the formation of their identity and the implications that this may have for professional practice in physical education and sports science.
The course will be delivered as a series of blocks which focus on specific aspects of course content. Running throughout the course is an attention to developing student¿s academic literacies. The course will use the Universities VLE as part of a mixed approach to teaching and learning. Key lecture presentations during the course from University staff, will provide important syntheses of core concepts central to students understanding of the courses aims and learning outcomes. In addition to the lecture programme, the VLE will support students engagement and learning by providing on-online learning materials and activities. Students will be required to study independently before and after key presentations, so that they are able to engage in the workshops that follow. Students will participate in workshops in learning teams, engaging in cooperative learning activities. Workshops will focus on the critical evaluation and analysis of relevant research literature that forms the core of the required reading for the course. Within these workshops students will work in small study groups (4 ¿ 5 students). Students will undertake detailed critical reading and discussion of research papers, relating to the key topic covered by each block. The workshops and supporting online material will aid students in developing their ability to critique academic literature and develop an enquiring analysis of the concept of physical culture. It will also provide them with a further opportunity to relate the ideas covered in the lectures. As part of the workshop programme, practical experiential workshops will take place, which will engage students in the creation of movement pieces.
* Key philosophical perspectives and the aesthetic dimension of physical culture.
* Definitional issues .distinctions and demarcations within different terms such as physical activity, physical exercise and sport.
* Historical and contemporary usage of 'physical culture' including an exploration of the interrelated nature of institutionalised forms of physical activity and their roots within different cultures.
* The socially and politically mediated nature of 'physical culture' by examining the commercialisation, commoditisation and representation in the media.
* Key literature and concepts such as 'relational analysis' to consider the different experience and experiences of individuals and groups within society in relation to the concepts of the legitimate body and the legitimate use of the body.
* Student's practical participation and engagement with practical activities consider the classification of physical activities.
* Review and consideration of how perceptions of physical culture influence the formation of identities.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Not being delivered|
| On completion of this 20 credit course, students will be able to:
*Demonstrate an understanding of the historical and contemporary conceptions of physical culture informed by relevant sociological concepts and theories.
* Identify critical issues in institutionalised forms of physical activity by drawing on relevant literature.
* Evaluate the contribution that an aesthetic perspective on physical culture and institutionalised forms of physical activity makes to professional practice.
* Analyse research literature to identify and discuss how experiences and perceptions of ¿physical culture¿ influence the formation of identity and individuals sense of self.
* Articulate a developing awareness of how physical culture and the interconnected nature of bodily experiences can inform professional practice.
|Bucher, C.A. and Wuest, D.A. (2006) Foundations of Physical Education, exercise science, and sport (Boston: McGraw-Hill).|
Freeman, W.H. (2001) Physical Education and Sport in a Changing Society (Boston: Allyn
Gray, S., McIsaac, S. and Mitchell, F. (under review). The 'truth' about health: critical inquiry and a health and wellbeing curriculum. Sport, Education and Society.
Gray, S., Mitchell, F. and McIsaac, S. (under review). Promoting health and wellbeing in the Scottish physical education context. Quest.
Gumbrecht, H. U. (2006) In praise of athletic beauty (London: Belknap Press )
Hargreaves, J. and Vertinsky, P. A. (Eds) (20006) Physical culture, power, and the body. London : Routledge, 2006.
Jirásek, I., (2003). Philosophy of sport, or philosophy of physical culture? An experience from the Czech Republic: Philosophical kinanthropology. Sport, Education and Society, 8(1), pp.105¿117.
Johnson, S., Gray, S. and Horrell, A (2013). I want to look like that: healthism, the ideal body and physical education in a Scottish secondary school. Discourse: Studies in the Cultural Politics of Education.
Kirk, D., (1999) Physical culture, physical education and relational analysis. Sport, Education
and Society, 4(1), pp.63¿73.
Kirk, D., (1998) Educational reform, physical culture and the crisis of legitimation in physical education. Discourse: studies in the cultural politics of education, 19(1), pp.101¿ 112.
Kretchmar, R. S. (1994) Practical Philosophy of Sport (Leeds: Human Kinetics)
Saito, Y. (2007) Everyday aesthetics. Oxford: Oxford University Press
* Townsend, D. (1997). An Introduction to Aesthetics (Oxford: Blackwell). *
|Graduate Attributes and Skills
|Course organiser||Mr Andrew Horrell
Tel: (0131 6)51 6649
|Course secretary||Ms Norma Turnbull
Tel: (0131 6)51 6210