Undergraduate Course: Physical Education PE4B Perspectives (EDUA10098)
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 | Students elect to continue to study one of the elements studied in PE3B Perspectives (aesthetics, biomechanics ; exercise physiology; skill acquisition, sports psychology or sociocultural).
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, pupils, research, 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 practice and decision-making in schools. |
| Course description |
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. The aesthetics perspective of the PE4B Perspectives centres on the study of the aesthetic significance of physical activities within different models of physical education. It also explores the ways in which an understanding of alternative activities, aesthetic theories and concepts could enhance professional practice and facilitate pupils engagement, active participation and life long learning. The science perspective will offer students a chance to explore in more depth the 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 to practice. The sociocultural perspective 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.
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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: 105 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 44,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
152 )
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| Assessment (Further Info) |
Written Exam
50 %,
Coursework
50 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative assessment. Students will be required to undertake 2 separate assessments related to the one perspective they have studied in Year 4 MA (PE). (e.g., aesthetics).
a) 2000 word assignment
b) 2 hr examination
The mark for the PE4B course will be arrived at by averaging the marks from the 2 assessments.
If either of these marks is below 30, 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 from 30 - 39, then it may be compensated by a higher pass mark from the 2nd assessment and the grade corresponding to the mean mark awarded.
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| Feedback |
Formative assessment: Students will be required to produce work as part of formative assessment procedures. These would allow 1) a student subject focus,
2) checks to be made on student progress with basic ideas / theory 3) the students to become more confident in explaining and developing these for teaching purposes. The range of formative assessment tasks will include research posters, short reports, practical workshops, laboratory sessions, feed forward on written submissions and mock exams. |
| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
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| Main Exam Diet S1 (December) | Physical Education PE4B Perspectives | 2:00 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically evaluate competing discourses of curriculum and physical education from philosophical, scientific or a 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 a philosophical, scientific or socio-cultural perspective on physical education, physical activity and sport can inform professional practice.
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Reading List
Aesthetics
Arnold, P.J., (2005) Somaesthetics, Education, and the Art of Dance Journal of Aesthetic Education, Vol. 39, No. 1, Spring 2005
Bachrach, J.E.( 1974) On Criteria for Aesthetic Experience, Philosophia , Vol 4(2), pp319-326
Blumenfield-Jones, D.(1997) Aesthetic Experience, Hermenuetics and Curriculum. http://www.ed.uiuc.edu/EPS/PES-Yearbook/97_docs/blumenfield-jones.htmlE
Capel, S (2000). Re-reflecting on priorities for physical education: now and in the twenty-first century, Chapter 13 in Capel, S & Piotrowski (2000), Issues in Physical Education London: Routledge-Falmer
Connolly, M.( 1994). Phenomenology, Physical Education , and Special Populations, Human Studies, 18, pp25-40
Csikszentmalyi, M & Robertson, R.E. (1990) The Art of Seeing: An Interpretation of the Aesthetic Encounter, The J.Paul Getty Museum and The Getty Institute for the Arts, htpp://www.cc.gatech.edy/_jimmyd/summaries/csikszentmihayli1990.html cited in Davis.J (2005)
Fenner, D.E.W (2003) Aesthetic Experiences and Aesthetic Analysis, The Journal of Aesthetics Education, 37(1):40-53, http://muse.jhu.edu/demo/the_journal_of_aesthetic_education/v037/37/1fenner.html.
Fernandez-Balboa, J-M (1997) (Ed). Critical Postmodernism in Human Movement, Physical Education and Sport, New York, Stat University of New York Press
Fitzpatrick, K. (2003) How do we know students are making progress? in: B. Ross & L. Burrows (Eds) It Takes Two Feet: Teaching Physical Education and Health in Aotearoa New Zealand (Palmerston North, New Zealand, Dunmore Press.
Freeland, C (2001). Art Theory. A Very Short Introduction, Oxford: Oxford University Press
Gaut, B and Lopes,D.M (2001) ((Eds). The Routledge Companion to Aesthetics, London: Taylor Francis
Lankford, LE (1998) ¿Aesthetic Experience in a Postmodern Age : Recovering the Aesthetic of EF Kaelin¿ Journal of Aesthetic Education¿, 32(1) , Spring 1998
Leath, C. (1996) The Aesthetic Experience, http://experienceart.org?cleath/docs/asexp113.html.
Lee, M (2004) Values in Physical Education and Sport: A conflict of interests?, The British Journal of teaching physical education, 35 (1), 6-10
Parrish, P.E. (2009) Aesthetic principles for instructional design, Educational Teach Research Dev, 57, pp 511-528
Penny, D & Chandler, T (2000): ¿Physical Education: What Future(s)¿ Sport, Education and Society, 5 (1). 71-87
Prendergast, M (2004). ¿Playing Attention¿ : Contemporary Aesthetics and Performing Arts Audience Education Journal Of Aesthetic Education , Vol 38, No 3 2004
Skill Acquisition
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 (eds) (2003) Development of Movement Co-ordination in Children., application in the fields of ergonomics health sciences and sport., Routledge
Schmidt R A and Wrisberg C A (2004) Motor Learning and Performance ¿ a problem-based learning approach., Human Kinetics
Williams A M and Hodges N J (eds) (2004) Skill Acquisition in Sport-Research Theory and Practice., Routledge
Williams A M and Hodges N J (2005) Practice, instruction and skill acquisition in soccer: Challenging tradition., Journal of Sports Science 23(6) pp 637-65
Utley, A. & Still, S. (2008) Motor Control, Learning and Development. Taylor & Francis
Sports Psychology
Hodges, N. J, & Baker, J. (2011). Expertise: the goal of performance development (Chapter 3). In D.Collins, A. Button, & H. Richards (Eds.) Performance Psychology: A Practitioner¿s Guide (pp.31-47). London, UK: Elsevier.
Ford, P., Collins, D., Bailey, R.P., MacNamara, Á., Toms, M., & Pearce, G. (2011). Participant development in sport, exercise and physical activity: the impact of biological maturation. European Journal of Sport Science.
Button, A. (2011). Aims, principles & methodologies in talent identification (Chapter 2). In D.Collins, A. Button, & H. Richards (Eds.) Performance Psychology: A Practitioner¿s Guide (pp.9-31). London, UK: Elsevier.
Abbott, A. & Collins, D. (2004). Eliminating the dichotomy between theory and practice in talent identification and development: considering the role of psychology. Journal of Sports Sciences, 22, 395 ¿ 408.
Martindale, R. J. J., Collins, D. & Daubney, J. (2005). Talent development: a guide for practice and research within sport. Quest, 57, 353 - 375.
MacNamara, Á., Collins, D., Bailey, R.P., Ford, P., Toms, M., & Pearce, G. (2011). Promoting lifelong physical activity and high level performance: realising an achievable aim for physical education, Physical Education & Sport Pedagogy. 16(3).
MacNamara, A. (2011). Psychological characteristics of developing excellence (Chapter 4). In D.Collins, A. Button, & H. Richards (Eds.) Performance Psychology: A Practitioner¿s Guide (pp.47-65). London, UK: Elsevier.
MacNamara, A., Button, A., & Collins, D. (2010) The Role of Psychological Characteristics in Facilitating the Pathway to Elite Performance. Part 1: Identifying mental skills and behaviours. The Sport Psychologist, 24 (1).
MacNamara, Á., Button, A., & Collins, D. (2010). ¿The role of psychological characteristics in facilitating the pathway to elite performance. part 2: examining environmental and stage related differences in skills and behaviours". The Sport Psychologist, 24, 74-96.
MacNamara, A., & Collins, D. (2012). Do mental skills make champions? examining the discriminant function of the psychological characteristics of developing excellence questionnaire. Journal of Sports Sciences. DOI:10.1080/02640414.2012.747692
Abraham, Andrew and Collins, Dave (2012) Taking the Next Step: Ways Forward for Coaching Science. Quest, 63 (4). pp. 366-384.
Abraham, A., & Collins, D. (2011). Effective skill development: How should athlete¿s skills be developed (Chapter 15). In D.Collins, A. Button, & H. Richards (Eds.) Performance Psychology: A Practitioner¿s Guide (pp.191-207). London, UK: Elsevier.
Socio-cultural Perspective
Cherubini, L., 2009. ¿Reconciling the tensions of new teachers¿ socialisation into school culture: A review of the research.¿ Issues in Educational Research, 19(2), 83-84.
Cliff, K., Wright, J., Clarke, D., 2009. ¿What does a ¿sociocultural perspective¿ mean in Health and Physical Education?¿ In: M. Dinan-Thompson, Ed. Health and Physical Education. Oxford: Oxford University Press, pp 165-179.
Evans, J., 2004. ¿Making a difference? Education and 'ability' in physical education.¿ European Physical Education Review. 10 (1), 95-108.
Hills, L., 2007. ¿Friendship, physicality, and physical education: an exploration of the social and embodied dynamics of girls¿ physical education experiences,¿ Sport, Education and Society, 12 (3), 317-336
Hoy, A. W., Spero , R. B., 2005. ¿Changes in teacher efficacy during the early years of teaching : A comparison of 4 measures.¿ Teaching and Teacher Education, 343-356
Hunter, L., 2004. ¿Bourdieu and the Social Space of the PE class: Reproduction of Doxa through practice.¿ Sport, Education and Society, 9 (2), 175-192.
Johnson, S., Gray, S., 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, 34 (3), 457-473.
Kelly, P., 2006. ¿What is teacher learning? A socio-cultural perspective,¿ Oxford Review of Education, 32 (4), 505-519.
Kirk, D., Tinning, R. 1994. ¿Embodied self-identity, healthy lifestyles and school physical education.¿ Sociology of Health and Illness, 16 (5), 600-624.
Laker, A., 2002. The Sociology of Sport and Physical Education: An Introductory Reader. London: Routledge
MacLean, J., 2003. ¿A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education (PE) students to teach creative dance in Scottish Schools.¿ BERA conference.
MacLean, J., Mullholland, R., Gray, S., Horrell, A., 2013. ¿Enabling curriculum change in physical educationthe interplay between policy constructors and practitioners.¿ Physical Education and Sport Pedagogy.http://dx.doi.org/10.1080/17408989.2013.798406
Molnar, G., Kelly, J., 2013. Sport, Exercise and Social Theory: An Introduction. Abingdon: Routledge (Suggested chapters: Chapter 2 - the sociological imagination and use of social theory; Chapter 4 pp76-82 - Marxist perspectives; Chapter 6 -symbolic interaction perspectives).
Pringle, R., 2008. ¿¿No rugby¿no fear¿: collective stories, masculinities and transformative possibilities in schools,¿ Sport, Education and Society, 13 (2), 215-237
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
Sparkes, A., Templin, T., Schempp, P., 1990. ¿The problematic nature of a career in a marginal subject.¿ Journal of Education for Teaching, 16(1), 3-28
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Additional Information
| Graduate Attributes and Skills |
Graduates of this programme will
- be able to 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
- 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)
-independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
-able to reflect on social and ethical responsibilities linked to the application of their knowledge and judgements in education, physical education, physical activity, sport and wellbeing
- able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
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| Special Arrangements |
N/A |
| Study Abroad |
N/A |
| Additional Class Delivery Information |
Lectures (6-10) Workshops/Labs (6-10)
Generally classes meet on the following days
Aesthetics & Skill Acquisition: Tuesday mornings
Sociocultural: Tuesday mornings
Exercise Physiology: Thursday mornings
Sport Psychology: Thursday mornings
(Aesthetics & Biomechanics not running in 2014/15) |
| Keywords | Physical Education Perspectives Elective |
Contacts
| Course organiser | Ms Rosemary Mulholland
Tel: (0131 6)51 6680
Email: Rosemary.Mulholland@education.ed.ac.uk |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk |
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