Undergraduate Course: Health and Wellbeing - Philosophical and Sociological Perspectives 4 (EDUA10208)
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 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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. |
| Course description |
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 15,
Seminar/Tutorial Hours 15,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
166 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Students will be required to undertake two assessment tasks.
1. An assignment (2000 word equivalent) - 50% weighting
2. An individual action plan and reflection - 50% weighting |
| Feedback |
Summative Assessment:
Written feedback is provided for summative assessments. All written feedback will follow the MA (Hons) PE assessment guidelines.
Formative Assessment:
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 |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically analyse current contemporary issues within society examining the role of power and inequality.
- Develop knowledge and understanding of the significance of self, identity and the body in social interactions within the context of physical education and health and wellbeing.
- Critically analyse theoretical models of change and explore how teachers might demonstrate innovation, resilience and agency.
- Apply a critical perspective when analysing day to day interactions within the school environment to develop research informed relational responses.
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Reading List
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
Masten, A.s. & Barnes, A.J (2018) Molnar, G., Kelly, J., 2013. Sport, Exercise and Social Theory, Abingdon: Routledge.
Qing, G., Day, C (2013) Challenges to teacher resilience: Conditions count. BERA Vol 39(1) pp22-24
Quennerstedt, M. (2013) Practical epistemologies in physical education practice. Sport, Education and Society. 18:3, 311-33
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 |
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)
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 |
Contacts
| Course organiser | Dr Justine MacLean
Tel: (0131 6)50 9779
Email: Justine.MacLean@ed.ac.uk |
Course secretary | Dr Florenc Mene
Tel: (01316) 516449
Email: fmene@ed.ac.uk |
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