Undergraduate Course: Physical Education PE4A Curriculum (EDUA10184)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | PE4A is designed to support prospective physical education teachers¿ in adopting a critical perspective on education and subject specific aims. This largely contemporary-based review will focus on analysing critiques from a range of international, national and local perspectives. There is a pressing need for such review as many leading theorists advocate an assorted mix of ways in which health, sport and social justice priorities might best be realized. Accordingly, student teachers need to carefully interpret such arguments when developing their own critical perspective on education and physical education, and in determining how principled educational decisions can best be realised in future years. This is a challenging remit, especially as student teachers also need to review the overarching educational imperatives which inform national education priorities in Scotland. |
| Course description |
The 20-credit course will review critically numerous curriculum initiatives and associated pedagogy approaches aimed at improving the meaningfulness of physical education programmes. The multiple influences which often shape such intentions e.g. inclusion, citizenship, more effective games teaching, greater transfer from school to lifelong active learning and achieving higher sporting standards, will be analysed through lectures, seminar and practical workshops. These various types of sessions are designed to highlight appropriate curriculum issues and to review how these issues might impact on learning, teaching and assessment. In addition, students will be expected to review wider societal expectations of schools physical education programmes, and, in particular the links between participation in physical education programmes and participation beyond the extended school day.
The main teaching and learning strategy in PE4A is to actively involve students in discussing and reviewing different aims and conceptions of physical education. For this reason the programme includes a high number of lecture informed seminars, set reading seminars and sessions where students are expected to arrange and work together on associated tasks during private study time ahead of reporting and discussing ideas at seminar sessions. In addition, there are a number of lectures and posted lecture presentations which will introduce and frame key ideas about how various forms of physical education might be justified in school curriculum in future years. Practical sessions will familiarise students with the subject knowledge and pedagogical demands of teaching various initiatives. As such, students should have the opportunity to develop their own critical perspective on viable ideas and of learning and teaching approaches which might inform physical education curriculum in future years. Students are advised to retain the references associated with PE4A and to continue to build a portfolio of readings that can assist with their professional development in future years.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
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 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 15,
Supervised Practical/Workshop/Studio Hours 15,
Formative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
154 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Additional Information (Assessment)
Students will take part in a physical education discourses debate (10%) and will submit one essay task of 3,000 words focused on the issues influencing core physical education in the school setting (90%).
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| Feedback |
Feedback
Two formative assessment sessions will be held in the build up to the two summative assessment tasks. Prior to the debate, student teams will discuss with tutors how they will approach the debate. In addition, students will present an essay plan for discussion with tutors. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review and analyse academic papers which present a perspective on the future of physical education
- Analyse the fine detail of statements about physical education in the context of the contested curriculum
- Articulate a critical perspective about physical education with ideas informed by active participation in seminars and practical workshops
- Demonstrate a critically informed view on what versions of physical education are possible in school curricula and how these can be justified
- Critically examine the connections possible between physical education and wider agendas in physical activity and sport, and between the formal and extended curriculum in the current Scottish school system
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Reading List
Bailey, R. and Kirk, D. (eds.) (2009) The Routledge Physical Education Reader, Routledge: London.
Gray, S., Mulholland, R. and MacLean, J. (2012) Physical education within the Scottish context: A matter of policy, European Physical Education Review, 18 (2) 258-272.
Green, K. (2008) Understanding Physical Education, London: Sage.
Horrell, A., Sproule, J. and Gray, S. (2012) Health and wellbeing: a policy context for physical education in Scotland, Sport, Education and Society, 17 (2) 163-180.
Jess, M., Atencio, M. & Thorburn, M., (2011) Complexity Theory: Supporting Curriculum and Pedagogy Developments in Scottish Physical Education. Sport Education and Society, 16,1, 179-199.
Kirk, D. (2010) Physical Education Futures, London, Routledge.
Kirk, D., (2013) Educational Value and Models-Based Practice in Physical Education, Educational Philosophy and Theory, 45:9, 973-986
Penney, D. & Jess, M., (2004) Physical Education and Physically Active Lives: A lifelong approach of curriculum development. Sport, Education and Society, 9/2, 269-287.
Pope, C.C. (2011) The physical education and sport interface: Models, maxims and maelstrom, European Physical Education Review, 17 (3) 273-286.
Quennerstedt, M. (2008) Exploring the relation between physical activity and health-a salutogenic approach to physical education, Sport Education and Society, 13, 267-283.
Scottish Executive (2004) The Report of the Review Group on Physical Education,Edinburgh: HMSO.
Thorburn, M. and Gray, S. (2010) Physical Education: Picking up the baton. Policy & Practice in Education No.27. Dunedin Academic Press: Edinburgh. |
Additional Information
| Graduate Attributes and Skills |
1. Skills and abilities in Research and Enquiry: 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. Skills and abilities in Personal and Intellectual Autonomy: be open to new perspectives, methods and creative ideas in understanding education, physical education, physical activity, sport and wellbeing
3. Skills and abilities in Communication: 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.
4. Skills and abilities in Personal Effectiveness: be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
5. Technical/practical skills: write accurately and clearly for academic purposes |
| Additional Class Delivery Information |
The course will run each Monday during Semester 1. For most weeks, the course will involve 1 lecture, 1 seminar and I practical session. |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Mike Jess
Tel: (0131) 312 6001x278
Email: Mike.Jess@ed.ac.uk |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk |
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