Postgraduate Course: 3-14 Physical Education: Setting the Context (EDUA11190)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This introductory course will help teachers develop their understanding of key contextual factors influencing 3-14 physical education. These factors will be considered at three interrelated but contextually different levels: the developing child; the school/local authority and the national context. |
| Course description |
The course will focus on the complex nature of nested context in which 3-14 physical education develops. The course will focus on the key ecological factors impacting on teachers' capacity to offer quality learning experiences in preschool, primary and early secondary school contexts. As such, the course will focus on the following:
The Developing Child: Children's psychomotor, cognitive, social and emotional development and PE.
Local and National Influences: Contemporary developments in education, health and sport; Different local approaches to the development of 3-14 PE; Class teachers, specialist teachers and related professionals in 3-14 PE
Curriculum: the complex nature of a developmental PE curriculum; Curriculum for Excellence and Active Schools developments;
The Role of the Teacher in 3-14 PE: Teacher's capacities and long term learning
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 6,
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
170 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
This course will be assessed by a 4000 word or equivalent assignment. The assignment will require students to analyse links between the underpinning course content and practice within their class, school and/or cluster context. The assignment will require course members to evaluate the key contextual factors impacting upon 3-14 physical education and to undertake a critical self and/or school evaluation in relation to these key factors. |
| Feedback |
Students will be offered a range of face-to-face and online support mechanisms throughout the course, particularly in planing phase of their assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical awareness of contemporary socio-cultural and national discourses influencing developments in 3-14 physical education - Enhance their capacity to critically reflect on the contribution of 3-14 physical education in curricular, extra-curricular and community contexts - Develop a detailed and critical understanding of the underlying reasons for the developing changes in children's physical activity and movement performance - Critically evaluate the impact of key biological, cognitive and affective factors on young people's involvement in physical education - Practise in ways that show a clear awareness of their own and others'; professional roles and responsibilities - Review the developmental appropriateness of PE practices in their own school.
- Enhance their capacity to critically reflect on the contribution of 3-14 physical education in curricular, extra-curricular and community contexts
- Critically evaluate the impact of key biological, cognitive and affective factors on young people's involvement in physical education
- Practise in ways that show a clear awareness of their own and others' professional roles and responsibilities
- Review the developmental appropriateness of PE practices in their own school.
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Reading List
Bailey, R. P., Armour, K., Kirk, D., Jess, M., Pickup, I. & Sandford, R., (2009) The Educational Benefits Claimed for Physical Education and School Sport: an Academic Review. Research Papers in Education, 24/1, 1-27.
Griggs, G., (2012) An introduction to primary physical education: London,: Routledge
Haywood, K & Getchell, N. (2011), Lifespan Motor Development, 5th Edition, Champaign, Ill, Human Kinetics
HMIE (2001), Improving PE in Primary Schools, Edinburgh, HMSO
Jess, M., 2011, Becoming an Effective Primary School PE Teacher in Armour,K (Ed) Introduction to Sport Pedagogy for Teachers and Coaches., London, Prentice-Hall
Jess, M., Keay, J., & Carse, N., (2014): Primary physical education: a complex learning journey for children and teachers, Sport, Education and Society,
Ovens, A., Hopper, T., & Butler, J., (2012), Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research, London, Routledge
Pickup, I & Price,L, (2008) Teaching Physical Education in the Primary School: A Developmental Approach, London, Continuum
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Mike Jess
Tel: (0131) 312 6001x278
Email: |
Course secretary | Ms Marie Hamilton
Tel: (0131 6)51 6678
Email: |
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