Undergraduate Course: Physical Education Perspectives 3 (EDUA10178)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||Physical Education Perspectives (PEP3) enlists accounts of discipline-based knowledge familiar to students from the first two years of study. These have been previously described as Scientific and Aesthetic and Physical Culture forms of enquiry. PEP3 provides students with the opportunity to focus on two of the perspectives studied in years 1 and 2. It is hoped that this approach will enable students to develop more specialised knowledge and understanding of the knowledge underpinning two disciplines as they relate to practice in education, physical education, sport and physical activity. Relevant and applied disciplinary accounts can add the evolvement of professional perspectives held by student teachers, leading them to informed judgements on how physical education can contribute to pupils¿ development, and, enrich teaching, learning and assessment in line with the Standards for Provisional Registration (GTCS, 2012).PEP3 endorses the supposition that there are a variety of valid accounts that can illuminate work in schools, and, in particular, to the ways teachers and pupils engage in physical education. The multi-various demands made of PE teachers in a rapidly evolving climate of purpose and function for school curricula, suggests a need for study based on links between research, literature and allied knowledge to inform pedagogical practice and build teacher capacity. This premise of deploying inter-disciplinary accounts give credence to a form of study now required by teachers in their curriculum decision making, whereby they can implicitly or explicitly draw upon different combinations of in-depth knowledge to account for what they do in the school day and beyond (Teaching Scotland¿s Future, 2010).
The aesthetic perspective critically evaluates aesthetic theory and concepts as they apply to physical education, physical activity and Sport. By applying an aesthetic perspective to PE and associated physical activities students will develop an understanding of how 'aesthetics' can enhance teaching, learning and assessment and promote lifelong learning and engagement in physical activity. Analysing performance from a qualitative perspective will provide a framework to equip students to analyse, develop and interpret quality performance in a number of activities.
The socio-cultural perspective critically evaluates historical and contemporary sociological, psychological and socio-psychological perspectives of people and society, considering the implications for sport and physical education. Contemporary research, literature, concepts and theories are analysed to explore the implications for policy, schooling and pedagogy within physical education.
Science perspectives consist of an explanation of typical pupil movement behaviours as these are influenced by growth, development and maturation allied to the demands of performance expectations (in various forms of physical education and sport). The implications for the roles teachers and coaches adopt in preparing content and pedagogy are examined. These approaches are manifest in terms of the various sub-disciplines of the science perspective, namely biomechanics, exercise physiology, skill acquisition and psychology.
Biomechanical principles that apply to the analysis and teaching of practical activities and reducing risk of injury are elaborated. This includes the implications of the principles for developing effective technique to perform sports skills. The course includes application of the principles to position the body and lever system to maximise force, accuracy, speed, and stability. In addition to being more effective in teaching skills, participants in this course will develop the understanding necessary to identify and correct technique faults.
The emphasis will be the role of exercise physiology in relation to physical activity for public health and lifelong learning. The following major areas related to paediatric exercise physiology for physical education will be reviewed; The obesity crisis, Physical activity levels and opportunities, Physical activity guidelines, Energy expenditure, Aerobic responses to exercise and Growth and maturation related to aerobic fitness.
Theoretical Review 1
Key terms and ideas: in particular ¿ learning, acquisition, retention and transfer; nature of skill environments; performers overcoming movement problems; degrees of freedom; theoretical paradigms for motor control the learner in action (practical*).
Theoretical Review 2
Key terms and ideas: in particular the relevance of environmental and cognitive theoretical perspectives in explaining motor behaviour (bottom up / top down, dynamical systems theory), relevance to organising learning (practical*).
Key terms and ideas: in particular ¿ massed distributed time scales; blocked, randomised, variable and constant conditions; contextual interference; learners as ¿searchers¿ (practical*).
Key terms and ideas: in particular ¿ ¿feedback family¿; augmented and intrinsic feedback and their consequences for learning; performance bandwidth; timing characteristics of augmented feedback; novice learners (practical*).
Key terms and ideas: in particular ¿ modelling; observation; beginner / expert demonstrators (practical*).
Manipulating constraints to influence learning
Key terms and ideas: in particular ¿ organismic, task and environmental; perceptual-motor workspace; perception action coupling ¿ (*student study groups will receive a practical task in which they will develop a small episode of teaching a skill within a particular theoretical framework of motor control and learning).
A range of psychological techniques to aid and enhance performance are examined together with the way in which they would be structured and delivered by student teachers. These fundamental psychological skills will be of potential interest to students in relation to their own sport performance, to their work in teaching others to perform, and more generally to performances beyond sport and the physical domain where mental factors are equally important in determining success.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
| On completion of this 20-credit course, students will be able to:
* Evaluate critically the competing discourses of curriculum and physical education from philosophical, scientific or socio-cultural perspectives.
* Review the relationships that exist between factors that influence teaching and learning within the context of Scottish Physical Education.
* Appreciate the meanings participants attach to their involvement in physical education and sport.
* Analyse pupil engagement in physical education, physical activity and sport through a number of diagnostic approaches.
* Explore the ways in which a knowledge and understanding of perspectives in physical education can explain the links between teaching, learning and assessment by reference to relevant literature and research.
Baurain, B (2010) ¿The Aesthetic classroom and the Beautiful Game¿ Journal of Aesthetic Education, 44(2) 50-62.
Fenner, D. (2003) ¿Aesthetic Experience and Aesthetic Analysis¿ Journal of Aesthetic Education 37(1) 40-53.
Prendergast, M (2004) ¿Playing Attention¿ : Contemporary Aesthetics and Performing Arts Audience Education Journal of Aesthetic Education, 38(3) 36-51
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.
Green, K., Smith, A. and Thurston, M. (2009). ¿Busy doing nothing?¿ Physical education
teachers¿ perceptions of young people¿s participation in leisure-sport and physical activity,
Sport, Education and Society, 14, 419-38.
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.
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.
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 (2010) Motor Learning and control, concepts and applications., (9th edition) McGraw Hill
Utley A & Astill S (2008) Motor Control, Learning and Development., Taylor and 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.
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
|Graduate Attributes and Skills
|Course organiser||Mrs Justine Maclean
Tel: (0131 6)50 9779
|Course secretary||Ms Norma Turnbull
Tel: (0131 6)51 6210