Undergraduate Course: Health and Wellbeing - Philosophical and Sociological Perspectives 4 (EDUA10208)
|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 4 Undergraduate)
||Availability||Not available to visiting students
|Summary||This course provides students with the opportunity to develop a practical and research informed contemporary perspective on health and wellbeing and its relationship with physical education, physical activity. Drawing on relevant and recent contributions in philosophy and sociology students will analyse and develop an appreciation of the factors that affect and influence participants' engagement with physical education, physical activity and sport. There are also tutor and student led practical workshops where students will explore practical applications of the ideas addressed through the lecture and seminar programme.
This course endorses the supposition that there are a variety of valid accounts that can illuminate professional practice in schools, and, in particular, the ways teachers and pupils engage in physical education and areas of the curriculum related to health and wellbeing. The multi-various demands made of PE teachers in a rapidly evolving climate of curriculum change and in particular discourses of health and wellbeing, suggests a need for study grounded within a comprehensive synthesis of knowledge based on specialist study of physical education which is informed by professional practice and research in the field. This premise of deploying inter-disciplinary accounts give credence to a form of enquiry now required by teachers in their curriculum decision making which goes beyond a surface knowledge of their subject area (Teaching Scotland's Future, 2010).
This course offers students an opportunity to draw on contemporary research in philosophy and sociology to develop a research informed perspective on how knowledge can contribute to the promotion of health and wellbeing.
- Drawing on informing disciplinary knowledge from philosophy and socio-cultural studies will enable student teachers to develop a wider appreciation of factors that can influence professional practice in schools and support their preparation for creating practical contexts for teaching and learning.
- The course explores the ways in which an understanding of phenomenology and the personal aesthetic could enhance professional practice and facilitate pupils' engagement, active participation and life-long learning in physical education, physical activity and sport.
- The socio-cultural element of the course focuses on embodiment and lived experience by examining sociological, psychological and socio-psychological perspectives on individuals and society and their implications for physical education and health and wellbeing.
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:
- Explore the ways in which a knowledge and understanding of how a philosophical and/or socio-cultural perspective on physical education, physical activity and sport can inform professional practice.
- Critically analyse the relationships that exist between factors that influence teaching and learning within the context of physical education and health and wellbeing.
- Develop an appreciation and critically review the factors that affect and influence participants¿ engagement with physical education, physical activity and sport.
- Communicate research informed approaches for practice that could productively address contemporary issues in teaching and learning within the context of physical education and health and wellbeing.
|1. Allen-Collinson, J and Leledaki, A. (2015) Sensing the outdoors: a visual and haptic phenomenology of outdoor exercise embodiment, Leisure Studies, 34:4, 457-47|
2. Brown, T.D. and Payne. P.G. (2009) Conceptualising the Phenomenology of Movement in Physical Education: Implications for Pedagogical Inquiry and Development, Quest, 2009, 61, 418-441
3. Connolly, M. (1994). Phenomenology, Physical Education and Special Populations, Human Studies, 18, 25-4
4. Maivorsdotter, N. and Lundvall, S. (2009)'Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers', Sport, Education and Society,14(3) 265 - 279
5. Standal , O.F. and Gunn Engelsrud, G (2011): Researching embodiment in movement contexts: a phenomenological approach, Sport, Education and Society, 1-13.
|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)
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
1) be able to communicate using oral and written methods to specialist (e.g., staff, fellow students) and non-specialist audiences (e.g., schools, research participants)
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.
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)
|Keywords||Physical Education,Health and Wellbeing,Physical Culture,Sociological,Philosophical
|Course organiser||Mrs Justine MacLean
Tel: (0131 6)50 9779
|Course secretary||Ms Barbara Kucharska
Tel: (0131 6)51 1196