Undergraduate Course: Health and Wellbeing: Philosophical and Sociological Perspectives 3 (EDUA10207)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||This course enlists accounts of discipline-based knowledge familiar to students from their first two years of study namely: Physical Culture and Health and Wellbeing (HWB). Building on philosophical and sociological forms of enquiry, this course will enable students to critically reflect on HWB with a view to developing their understanding of the socially constructed mechanisms at work in everyday interactions. Students will critique; apply and embed such specialist knowledge within their everyday professional practice.
Health and Wellbeing will be examined through theoretical perspectives that will contribute to the student teacher's own learning and the learning of others in the factors that can influence professional practice in schools.
- This course fosters informed debate about self, relationships, personal life, social change, power and socialisation using sociological and philosophical theories and concepts.
- The course considers current contemporary issues in social interactions and examines the role of power in society, self and identity, the sociology of the body, the relationship between pupils and teachers, and emerging forms of inequality.
- Negotiated with students the topics may include for example; the healthism discourse; self and stigma; developing self-efficacy, confidence, resilience and risk-taking behaviour; identity and agency; how to approach challenges and manage change; the impact of social media; celebrating diversity and promoting equality.
The course will include various lecture informed seminars, set reading tasks and group tasks to be completed during independent learning and within workshops.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Use their knowledge to critically evaluate the relationships that exist and explain their influence on teaching and learning within the context of physical education
- Analyse the significance of negotiating relationships in social interactions in the shaping of selves, colleagues, pupils and social worlds in contemporary times.
- Develop an appreciation of the factors that impact on participants' engagement with physical education, physical activity, sport and health and wellbeing.
- Communicate the ways in which a knowledge and understanding of how philosophical or sociological perspectives on physical education, physical activity and sport can inform professional practice.
|1. Harding, S., Morris, R., Gunnell, D., Tamsin, F., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Rowan., Brockman, R., Ricardo, C., Simon, A., Murphy, J. (2019) Is teachers' mental health and wellbeing associated with students' mental health and wellbeing? Journal of Affective disorders 242 pp180-187|
2. Masten, A.S. & Barnes, A.J (2018) Molnar, G., Kelly, J., 2013. Sport, Exercise and Social Theory, Abingdon: Routledge.
3. Qing, G., Day, C (2013) Challenges to teacher resilience: Conditions count. BERA Vol 39(1) pp22-24
4. Quennerstedt, M. (2013) Practical epistemologies in physical education practice. Sport, Education and Society. 18:3, 311-33
5. Verhoeven, M., Poorthuis, A.M.G. & Volman, M. The Role of School in Adolescents' Identity Development. A Literature Review. Educ Psychol Rev 31, 35-63 (2019). https://doi.org/10.1007/s10648-018-9457-3
|Graduate Attributes and Skills
||Graduates 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 health and wellbeing.
Graduates 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.
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 health and wellbeing.
4) be 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 health and wellbeing.
Graduates 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.
5) be able to seek and value open feedback to inform genuine self- awareness.
Graduates Attributes: Personal effectiveness
5) be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make.
|Keywords||Health and Wellbeing,Sociological and Philosophical,Physical Culture,Physical Education
|Course organiser||Mrs Justine MacLean
Tel: (0131 6)50 9779
|Course secretary||Ms Barbara Kucharska
Tel: (0131 6)51 1196