THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2017/2018

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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: 3-14 Physical Education: Setting the Context (EDUA11190)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis 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
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed:
Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, Not available to visiting students (SS1) 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 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
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:
  1. 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.
  2. Enhance their capacity to critically reflect on the contribution of 3-14 physical education in curricular, extra-curricular and community contexts
  3. Critically evaluate the impact of key biological, cognitive and affective factors on young people's involvement in physical education
  4. Practise in ways that show a clear awareness of their own and others' professional roles and responsibilities
  5. Review the developmental appropriateness of PE practices in their own school.
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
Additional Information
Graduate Attributes and Skills Not entered
KeywordsNot entered
Contacts
Course organiserMr Mike Jess
Tel: (0131) 312 6001x278
Email:
Course secretaryMs Marie Hamilton
Tel: (0131 6)51 6678
Email:
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