Undergraduate Course: Physical Education PE3B Perspectives (EDUA10094)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary |
PE3B Perspectives enlists accounts of discipline-based knowledge familiar to students from their first two years of study. These have been previously described as aesthetic, scientific and socio-cultural forms of enquiry. 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 and learning as part of stated National Priorities (SEED 2000). The structure of PE3B Perspectives adopts stances that link the respective forms of enquiry within the Physical Education course. These are curriculum, physical activities and teaching and learning. In its organisation of study around these strands, PE3B Perspectives 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 ideas, themes and allied knowledge to inform professional action. This premise of deploying inter-disciplinary accounts give credence to a form of study now required by teachers in their curriculum decision making. The professional in action is often implicitly or explicitly drawing upon different combinations of knowledge to account for what they do in the school day and beyond. Students will choose to study two Perspectives from the three studied in years 1 and 2 (Aesthetics, Science, Sociocultural) |
| Course description |
The 20 credit course offers students an opportunity to develop their knowledge and understanding in key areas of disciplinary enquiry as these might be applicable to contexts of a teacher's professional action. In order to encourage linkage between such forms of enquiry, the strands of curriculum, physical activities and teaching and learning, will constitute shared points of focus. A selected number of theoretical perspectives will make a contribution to the wider appreciation of how student teachers prepare for teaching and learning and the factors that can influence decision-making in schools. Aesthetics centres on the study of performance and physical education, examining aesthetic concepts and theories to provide a framework for viewing and interpreting performance in a number of activities.
Socio-cultural studies examine sociological, psychological and socio-psychological perspectives on people and society and their implications for sport and 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.
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Course Delivery Information
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| Academic year 2015/16, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 26,
Supervised Practical/Workshop/Studio Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
154 )
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| Assessment (Further Info) |
Written Exam
100 %,
Coursework
0 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Students will be required to produce work as part of formative assessment procedures. These would allow a) student subject focus, b) checks on student progress with basic ideas/theory and c) students to become more confident in explaining and developing these for teaching purposes.
Summative assessment of the course will be related to each of the two Perspectives studied in the year. Thus students will be required to undertake two separate assessments.
The assessment for each perspective will consist of a 1.5 hour examination.
The mark for the PE3B course will be arrived at by averaging the marks from the 2 Perspective assessments.
If either of these marks is 29 or below, the course grade will automatically be recorded as a 'fail' irrespective of the 2nd mark.
If one, and only one, mark lies within the range of 30-39, then it may be compensated by a higher pass mark from the 2nd Perspective and the grade corresponding to the averaged mark awarded. |
| Feedback |
Feedback is an integral part of PE3b and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to Justine MacLean (course organiser) or your workshop tutor. You will also find a wealth of information on feedback, including information about what to expect and how to make use of it, on the University¿s Enhancing Feedback website, available at:
http://www.enhancingfeedback.ed.ac.uk/
Informal Feedback
Informal, formative feedback takes place during discussions in PE3b throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.
Formal Feedback
Each area of the perspective courses provide different forms of formal feedback dependent upon the type of information they are assessing. This may take the form of workshop presentations, oral and poster presentations, group tasks, written assignments, laboratory work and a mock exam to help prepare you for the final exams in the University exam week.
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| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
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| Main Exam Diet S2 (April/May) | Paper 1 - Science | 1:30 | | | Main Exam Diet S2 (April/May) | Paper 2 - Aesthetics | 1:30 | | | Resit Exam Diet (August) | Paper 1 - Science | 1:30 | | | Resit Exam Diet (August) | Paper 2 - Aesthetics | 1:30 | | | Main Exam Diet S2 (April/May) | Paper 3 - Sociocultural | 1:30 | | | Resit Exam Diet (August) | Paper 3 - Sociocultural | 1:30 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Evaluate critically the development of curriculum models in physical education.
- Review the relationships between those factors that influence physical education in the broader social setting (including sport).
- Appreciate the meanings participants attach to their involvement in physical education and sport.
- Analyse pupil movement capacities through a number of diagnostic approaches.
- Explain the links between teaching and learning by reference to relevant literature and research.
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Reading List
The guidance to all students selecting to study an element of the perspectives course is that the reading below is indicative. Reading widely will be essential to support the lectures and workshops that form the course. The reading list indicated below is not intended to limit your reading but to develop a starting point for enquiry. There are many general texts in the main and Moray House library that will illuminate your understanding of the underpinning concepts and principles.
Aesthetics
Fenner, D. (2003) 'Aesthetic Experience and Aesthetic Analysis' Journal of Aesthetic Education Vol37, No1, Spring
Penny, D; Chandler, T (2000) : 'Physical Education : What Future(s)' Sport, Education and Society,Vol 5, No1, (pp.71-87)
Prendergast, M (2004) 'Playing Attention' : Contemporary Aesthetics and Performing Arts Audience Education Journal Of Aesthetic Education, Vol
38, No 3 2004
Townsend, D (1997) Aesthetic predicates 'An Introduction to Aesthetics',
Oxford Blackwell.
Socio-Cultural
Brunton, J. (2003) Changing Hierarchies of Power in Physical Education Using Sport Education, European Physical Education Review 9; 267 DOI:
10.1177/1356336X030093005
Laker, A. (2002) The sociology of sport and physical education: an introduction, Routledge: London.
Molnar, G. and Kelly, J. (2013) Sport, Exercise and Social Theory: An Introduction. London: Routledge.
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.
SCIENCE:
Biomechanics
Hay, J. G. & Reid, J. G. (1982) The Anatomical and Mechanical Bases of Human Motion. Englewood Cliffs, NJ: Prentice-Hall.
Hay, J. G. (1985)The Biomechanics of Sport Techniques. 3rd edition.
Englewood Cliffs, NJ: Prentice-Hall.
Kreighbaum, E. & Barthels, K. M. (1985) Biomechanics. A Qualitative Approach for Studying Human Movement.2nd edition. Minneapolis, MN: Burgess Publishing Company Exercise Physiology Armstrong. N, and Welsman. J, [ 1997] Young People and Physical Activity. Oxford University Press. Oxford.
Exercise Physiology
McArdle. W, Katch. F. I. and Katch, V. L. [ 2010] 'Exercise Physiology, Energy, Nutrition and Human Performance'. 7thEd 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.
Skill Acquisition
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
Psychology
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 and Richards, H.D.B (2011) Putting it together. Skill packages fro pressure performance. Collins D Button, A and Richards, H.D.B (Eds) Performance Psychology : A practioners guide. London: Elsevier
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Additional Information
| Graduate Attributes and Skills |
11) Graduate attributes:
Skills and abilities in Research and Enquiry
Graduates of this programme will:
1) search for, access, critically analyse, evaluate and synthesise relevant literature and information in order to develop their knowledge and understanding relating to education, physical education, physical activity, sport and wellbeing
2) critically question current physical education knowledge and policy and how these elements relate to wider issues within society nationally and globally (e.g., environmental, health and sustainability issues)
11c) Graduate Attributes: Skills and abilities in Personal and Intellectual Autonomy
Graduates of this programme will:
1) be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
2) be able to exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought
3) be open to new perspectives, methods and creative ideas in understanding education, physical education, physical activity, sport and wellbeing
4) be able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgments in education, physical education, physical activity, sport and wellbeing
11d) Graduate Attributes: Skills and abilities in Communication
Graduates of this programme will:
2) be able to use communication as a means for collaborating and relating to others including staff, fellow students, research participants
3) be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
5) be able to seek and value open feedback to inform genuine self- awareness
11e) Graduate Attributes: Skills and abilities in Personal Effectiveness
Graduates of this programme will:
1) be able to plan, execute and critically evaluate a significant research and/or evaluation project in the area of education, physical education, physical activity or sport
2) have the confidence to make informed decisions relating to problems and issues in physical education.
4) be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, health promotion organisations)
5) be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
11f) Technical/practical skills
Graduates of this programme will be able to:
1) develop the technical and practical skills to enable them to undertake practitioner enquiry
2) manage and organize time, resources, records and information to support decision-¿making and inform planning for children¿s learning
3) read purposefully and record what is relevant from a range of academic and professional literature and resource material
4) write accurately and clearly for academic purposes
5) use ICT to enhance their own learning
6) use ICT skills in a school context to promote the learning and analysis in physical education
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| Additional Class Delivery Information |
Classes take place in Semester 2. Specific timetable information available in Course Booklet. |
| Keywords | Aesthetics Socio-cultural Science Physical Education |
Contacts
| Course organiser | Mrs Sarah Macisaac
Tel: (0131 6)51 6681
Email: sjohnso2@exseed.ed.ac.uk |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk |
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