Undergraduate Course: Physical Education Perspectives 4 (EDUA10175)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Not available to visiting students
|Summary||Physical Education Perspectives 4 (PEP4) provides students with an opportunity to focus on one of the perspectives studied in Physical Education Perspectives 3 (Philosophical Aesthetics, Science or Socio-cultural). It is hoped that this approach will enable students to develop more specialised knowledge and understanding of the body of knowledge underpinning their chosen discipline and the ways in which this may inform practice within education in general and physical education, sport and physical activity specifically.
PEP4 enlists accounts of discipline-based knowledge familiar to students from their first three years of study namely: Understanding Physical Culture, Sport Science and Physical Education Perspective 3. Building on philosophical, scientific and sociological forms of
enquiry PEP4 continues to engage students with one specific, relevant and applied disciplinary perspective with a view to developing their capacity to critique; apply and embed such specialist knowledge within their everyday professional practice.
The 20-credit course offers students an opportunity to develop their knowledge and understanding in one key areas of disciplinary enquiry, as these might be applicable to contexts of a teacher┐s professional action. A selected number of theoretical perspectives pertaining to either philosophical aesthetics, scientific or socio-cultural perspectives will make a contribution to the wider appreciation of how student teachers prepare for teaching and learning and the factors that can influence professional practice in schools. The aesthetic element of the PEP4 Perspectives course centres on the study of the aesthetic significance of physical activities within competing visions of physical education. It also explores the ways in which an understanding of aesthetic experience could enhance professional practice and facilitate pupils┐ engagement, active participation and life-long learning in physical education, physical activity and sport. The science element offers students the opportunity to explore in more depth the applied body of knowledge pertaining to one of the following: Biomechanics, Exercise Physiology, Skill Acquisition or Sports Psychology. Students will examine the conceptual and empirical bases upon which the scientific content is founded to evaluate the assumptions that are inherent in applying principles within the professional context. The socio-cultural element examines discourses in Physical Education and critically considers the implications of them for the professional practices of specialist teachers of Physical Education. This provides students with the opportunity to examine sociological,psychological and socio-psychological perspectives on people and society and their implications for sport and physical education.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
| On completion of this 20-credit course, students should be able to:
* Critically evaluate competing discourses of curriculum and physical education from philosophical, scientific or socio-cultural perspective.
* Review the relationships that exist between factors that influence teaching and learning within the context of physical education
* Develop an appreciation of the factors that impact on participants┐ engagement with physical education, physical activity and sport.
* Analyse movement competence within physical education, physical activity and sport through a number of diagnostic approaches
* Explore the ways in which a knowledge and understanding of how a philosophical, scientific or socio-cultural perspective on physical education, physical activity and sport can inform professional practice.
|INDICATIVE READING LIST|
Aspers, P (2004), Empirical Phenomenology An Approach for Qualitative Research Papers in Social Research Methods Qualitative Series no 9, London School of Economics and Political Science Methodology Institute
Blumenfield-Jones, D. (1997) Aesthetic Experience, Hermenuetics and Curriculum
Brown, T.D. and Payne. P.G. (2009) Conceptualising the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development, Quest, 2009, 61, 418-441:Human Kinetics, Inc.
Fernandez-Balboa, J-M. (1997) (Ed). Critical Postmodernism in Human Movement, Physical Education and Sport, New York, Stat University of New York Press
Hall, S. J. (2011) Basic Biomechanics. 6th Edition. Singapore: McGraw-Hill.
Hay, J. G. (1985) The Biomechanics of Sport Techniques. 3rd Edition. Englewood Cliffs, NJ: Prentice-Hall.
Knudson, D, and Morrison, C. (2002). Qualitative Analysis of Human Movement. 2nd Edition. Champaign, IL: Human Kinetics
.McGinnes, P. (2013). Biomechanics of Sport and Exercise. 3Rd Edition, Champaign, IL: Human Kinetics.
Armstrong. N, and Welsman. J, (1997) Young People and Physical Activity. Oxford University Press. Oxford.
McArdle. W, Katch. F. I. and Katch, V. L. (2010) Exercise Physiology ┐ Energy, Nutrition and Human Performance. 7th Ed Lippincott, Williams and Wilkins. Philadelphia USA.
Rowland, T. W. (2005) Children's Exercise Physiology. 2nd Edition Human Kinetics. Leeds.
Wilmore, J.H. and Costill D. L. (2012)Physiology of Sport and Exercise. 5th Ed Hunan Kinetics. Leeds.
Davids K, Button C & Bennett S J (2007) Acquiring movement skill: a constraints-led perspective., Human Kinetics
Magill, R. A. (2011) Motor Learning: Concepts and Applications. McGraw-Hill, Boston
McMorris, T. (2004)Acquisition and Performance of Sports Skills, Wiley
Savelsbergh, G. (et al) (2003) Development of Movement Coordination in Children Routledge
Utley, A. & Still, S. (2008) Motor Control, Learning and Development. Taylor & Francis
Gucciardi, D.F. & Dimmock, J.A. (2008). Choking under pressure in sensorimotor skills: Conscious processing or depleted attentional resources? Psychology of Sport and Exercise, 9, 45-59.
Ives, J.C., Straub, W.F. & Shelley, G.A. (2002). Enhancing athletic performance using digital video in consulting. Journal of Applied Sport Psychology, 14, 237-245.
Moran, A.P. (2004) Sport and Exercise Psychology: A critical introduction. London: Routledge.
Wilson, M & Richards, H.D.B. (2011) Putting it together. Skill packages for pressure performance. In Collins, D., Button, A. & Richards, H.D.B. (Eds) Performance Psychology: A practitioners guide. London: Elsevier
Apple, M. (1976) Review: Curriculum as Ideological Selection Michael W. Apple Reviewed work(s): Knowledge and Control: New Directions for the Sociology of Education by Michael F. D. Young Educability, Schools and Ideology by Michael Flude; John Ahier Comparative Education Review 20, (2), pp. 209-215
Green, K., Liston, K., Smith, A. and Bloyce, D. (2005). Violence, competition and the emergence and development of modern sports: Reflections on the Stokvis-Malcolm debate, International Review for the Sociology of Sport, 40, 119-24.
Laker, A. (2002) The sociology of sport and physical education: an introduction, Routledge: London
Smith, A. and Parr, M. (2007). Young people┐s views on the nature and purpose of physical education: A sociological analysis, Sport, Education and Society, 12, 37-58
|Graduate Attributes and Skills
|Course organiser||Ms Rosemary Mulholland
Tel: (0131 6)51 6680
|Course secretary||Ms Norma Turnbull
Tel: (0131 6)51 6210