Undergraduate Course: Physical Culture: Philosophical and Sociological Perspectives 2 (EDUA08119)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Physical Culture 2 enlists accounts of discipline-based knowledge familiar to students from their first year of study within Physical Culture 1.
Physical Culture 2 aims to develop more specialised knowledge and understanding of the knowledge underpinning theoretical disciplines as they relate to practice in education, physical education, sport and physical activity. The course 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 agency. 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). |
| Course description |
Philosophical Perspective
The philosophical perspective critically evaluates theory and concepts as they apply to physical education, physical activity and Sport to develop student understanding of how this perspective can enhance teaching, learning and assessment and promote lifelong learning and engagement in physical activity.
- Contemporary research, literature, concepts and theories are analysed to explore the implications for policy, schooling and pedagogy within physical education.
- Student's will analyse performance from a qualitative perspective which will provide a framework to equip students to analyse, develop and interpret quality performance in a number of activities.
Sociological Perspective
The socio-cultural perspective critically evaluates historical and contemporary sociological, psychological and socio-psychological perspectives of people and society.
- Theorising relationally the ways in which groups of people and individuals act within society.
- The course explores how wider social processes such as social order and social change shape individual lives and influence our sense of self.
- This course is designed to explore a number of issues of contemporary concern in modern society. It examines basic sociological assumptions explaining the different forces that shape our lives and revealing the complex relationships between the individual and society.
The students will actively engage in discussing and reviewing different perspectives on education. The programme will include various lecture informed seminars, set reading tasks, group tasks and a number of small-scale research tasks to be completed during their independent learning.
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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
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop their knowledge and understanding of competing discourses in society, education and physical education from philosophical and sociological perspectives.
- Identify 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.
- Develop a knowledge and understanding of perspectives in physical education and explain the links between teaching, learning and assessment by reference to relevant literature and research.
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Reading List
1. Lacerda, T. and Mumford, S. (2010) The Genius in Art and in Sport: A Contribution to the Investigation of Aesthetics of Sport, Journal of the Philosophy of Sport, 37:2, 182-193.
2. Lambert, K (2020) Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure in movement Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2019.1700496.
3. Markula, P. (2018) The Intersections of Dance and Sport, Sociology of Sport Journal, 35:2, 159-167.
4. Molna, G & Kelly, J. (2013) Sport, Exercise and Social Theory : An introduction. Abington: Routledge. |
Additional Information
| Graduate Attributes and Skills |
Graduate Attributes: Research and Enquiry
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 well-being.
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)
3) identify and define problems relating to education, physical education, physical activity, sport and well-being research methods to address these
6) recognise the importance of reflecting on the learning experience.
Graduate Attributes: Personal and intellectual autonomy
1) be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
3) be open to new perspectives, methods and creative ideas in understanding education, physical education, physical activity, sport and well-being
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 well-being.
Graduate Attributes: Skills and abilities in communication
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.
4) be able to identify and effectively communicate with relevant individuals and organisations beyond their immediate environment
5) be able to seek and value open feedback to inform genuine self- awareness
Graduate Attributes: Personal effectiveness
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 |
| Keywords | Physical Education,Physical Culture,Health and Wellbeing,Philosophical,Sociological |
Contacts
| Course organiser | Mr Murray Craig
Tel: (0131 6)51 6043
Email: mcraig2@exseed.ed.ac.uk |
Course secretary | Ms Barbara Kucharska
Tel: (0131 6)51 1196
Email: v1bkucha@ed.ac.uk |
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