Undergraduate Course: Physical Culture: Philosophical and Sociological Perspectives 1 (EDUA08120)
|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 1 Undergraduate)
||Availability||Available to all students
|Summary||This course provides students with the opportunity to develop knowledge and understanding of the concept of physical culture from both a philosophical and sociological perspective. Through the course students will critically engage with debates within contemporary research in relation to physical culture from aesthetic and sociocultural perspectives to consider meaningfulness, identity, embodiment and social justice.
Physical culture is a term with historical origins, which is now being used in contemporary analyses focused on understanding institutionalised forms of physical activity. Understanding the historical and contemporary relationship between, physical activity, physical exercise, physical recreation, leisure, dance, health and sport is necessary for informed professional practice in physical education and sports pedagogy.
A key part of the course is the critical analysis of how physical culture is evaluated, appreciated and engaged in within contemporary society. Through critical analysis of relevant and recent research, students will consider how experiences of physical culture influence the formation of identity and the implications that this may have for professional practice in physical education and sports pedagogy.
This course has been designed to be a professionally authentic experience, aligning itself with, and pushing forward, current research and policy thinking in Scotland and internationally. Through the course, students will develop knowledge and understanding of the concept of physical culture in relation to physical education and sports pedagogy from a philosophical - aesthetic perspective. This means that students will critically engage with concepts such as embodiment, meaningfulness, play, sustainability and inclusion. Students will also critically engage with the discourses surrounding physical education ¿ health, physical activity and sport. In linking theory and practice students will engage with curriculum policy to consider the ways in which it relates to aesthetic perspectives of physical education, physical activity and sport pedagogy.
The course content is delivered in a variety of ways i.e. whole group lectures, small seminar group discussions, student led tasks and practical experiences. The pedagogical approach to the course is underpinned by constructivist and critically-informed teaching which reflects the critical engagement that we wish our students to enact. In addition to the taught lecture and seminar programme, students will learn independently e.g. undertaking set reading prior to each session, self-study tasks, and formative and summative assessment tasks.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 11,
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
1. A coursework assignment (1500 word equivalent) 50% (LO1, LO2)
2. A multimedia presentation 50% (LO3, LO4)
Each assignment is equally weighted towards the final mark. To successfully complete this course, students must complete both assignments, and achieve an aggregate mark of at least 40%.
||Feedback and Feedforward
Written feedback is provided for summative assessments. All written feedback will follow the MA (Hons) PE assessment guidelines.
Throughout the course, each week in seminars students will have the opportunity to work on cumulative assessment tasks to support preparation for the assessment and to receive peer and tutor formative feedback. Students will be able to bring an extract for the coursework assignment to a seminar to receive peer and tutor verbal feedback.
Seminars and practical workshops will afford students the opportunity to receive regular verbal feedback on any questions and ideas arising from tasks, discussions and reading undertaken.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate an understanding of the historical and contemporary conceptions of physical culture informed by relevant philosophical and aesthetic concepts and perspectives.
- Analyse research literature to identify and discuss how experiences and perceptions of physical culture influence the formation of identity and individuals sense of self.
- Evaluate the contribution that a philosophical/aesthetic perspective of physical education, physical culture and institutionalised forms of physical activity makes to professional practice.
- Communicate a developing awareness of how physical culture and the interconnected nature of bodily experiences can inform physical education and professional practice.
|Fletcher, T., Chróinín, D. N., Gleddie, D., & Beni, S. (Eds.). (2021). Meaningful Physical Education: An Approach for Teaching and Learning. Routledge.|
Green, K. (2008). Understanding physical education. Sage Publications Ltd. E-book
Haegele, J. A., Hodge, S. R., & Shapiro, D. R. (Eds.). (2020). Routledge handbook of adapted physical education. Routledge. E-book
Azzarito, L. & Kirk, D. (2013) Pedagogies, Physical Culture, and Visual Methods. [Online]. London: Routledge.
Kirk, D., (1999) Physical culture, physical education and relational analysis. Sport, Education and Society, 4(1), pp.63-73.
Thorburn, M. (Ed.). (2017). Transformative learning and teaching in physical education. London: Routledge. E-book
|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
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
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 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.
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
|Course organiser||Dr Nicola Carse
Tel: (0131 6)51 6614
|Course secretary||Miss Lorraine Nolan
Tel: (0131 6)51 6571