Undergraduate Course: Physical Education and Curriculum and Pedagogy 4: Aims and Concepts (EDUA10177)
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 | PECP4 is designed to support prospective physical education teachers' in adopting a critical perspective on education and subject specific aims. This largely contemporary-based review will focus on analysing critiques from a range of international, national and local perspectives. There is a pressing need for such review as many leading theorists advocate an assorted mix of ways in which health, sport and social justice priorities might best be realized. Accordingly, student teachers need to carefully interpret such arguments when developing their own critical perspective on education and physical education, and in determining how principled educational decisions can best be realised in future years. This is a challenging remit, especially as student teachers also need to review the overarching educational imperatives which inform national education priorities in Scotland. |
| Course description |
The 20-credit course will review critically numerous curriculum initiatives and associated pedagogy approaches aimed at improving the meaningfulness of physical education programmes. The multiple influences which often shape such intentions e.g. inclusion, citizenship, more effective games teaching, greater transfer from school to lifelong active learning and achieving higher sporting standards, will be analysed through lectures and seminars. These various types of sessions are designed to highlight appropriate curriculum issues and to review how these issues might impact on learning, teaching and assessment. In addition, students will be expected to review wider societal expectations of schools physical education programmes, and, in particular the links between participation in physical education programmes and participation beyond the extended school day.
The main teaching and learning strategy in PECP4 is to actively involve students in discussing and reviewing different aims and conceptions of physical education. For this reason the programme includes a high number of lecture informed seminars, set reading seminars and sessions where students are expected to arrange and work together on associated tasks during private study time ahead of reporting and discussing ideas at seminar sessions. In addition, there are a number of lectures and posted lecture presentations which will introduce and frame key ideas about how various forms of physical education might be justified in school curriculum in future years. Practical sessions will familiarise students with the subject knowledge and pedagogical demands of teaching various initiatives. As such, students should have the opportunity to develop their own critical perspective on viable ideas and of learning and teaching approaches which might inform physical education curriculum in future years. Students are advised to retain the references associated with PECP4 and to continue to build a portfolio of readings that can assist with their professional development in future years.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
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Lecture Hours 10,
Seminar/Tutorial Hours 20.5,
Supervised Practical/Workshop/Studio Hours 15,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
150 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Part A: The Physical Education Debate (10% of total PECP4 grade)
All students will take part in the Physical Education Debate
The debate will take place in Week 7 and will focus on key readings from the contemporary physical education literature. Details of the debate will be discussed in the first week of the course.
Part B: Physical Education Vision Essay (90% of PECP4 total grade)
All students are required to present a 3,000 word essay (+/- 10%) focussed on students¿ personal vision of physical education in the future. Details of the essay will be discussed in week one and throughout the course alongside a formative poster task in Week 10.
Total: 3000 words
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review and analyse academic papers which present a perspective on the future of physical education
- Analyse the fine detail of statements about physical education in the context of the contested curriculum
- Articulate a critical perspective about physical education with ideas informed by active participation in seminars and workshops
- Demonstrate a critically informed view on what versions of physical education are possible in school curricula and how these can be justified
- Critically examine the connections possible between physical education and wider agendas in physical activity and sport, and between the formal and extended curriculum in the current Scottish school system
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Reading List
Bailey, R. and Kirk, D. (eds.) (2009) The Routledge Physical Education Reader, Routledge: London.
Brewer, B. (2008) Physical Education and Sport, in: T.G.K. Bryce & W.H. Humes (Eds) Scottish Education, Edinburgh, University of Edinburgh Press.
Gray, S., Mulholland, R. and MacLean, J. (2012) Physical education within the Scottish context: A matter of policy, European Physical Education Review, 18 (2) 258-272.
Green, K. (2000) Exploring the Everyday ¿Philosophies¿ of Physical Education Teachers from a Sociological Perspective, Sport, Education and Society, 5 (2) 109-129.
Horrell, A., Sproule, J. and Gray, S. (2012) Health and wellbeing: a policy context for physical education in Scotland, Sport, Education and Society, 17 (2) 163-180.
Kirk, D. (2010) Physical Education Futures, London, Routledge.
Learning and Teaching Scotland (2009) Health and wellbeing Outcomes. Available online at:
http://www.ltscotland.org.uk/curriculumforexcellence/healthandwellbeing/index.asp
Learning and Teaching Scotland (2009) Health and wellbeing across learning: principles and practice. Available online at:
http://www.ltscotland.org.uk/Images/hwb_across_learning_principles_practice_tcm4- 540402.pdf
Priestley, M. and Humes, W. (2010) The development of Scotland's Curriculum for Excellence: amnesia and déjà vu. Oxford Review of Education, 36 (3) 345-361.
Scottish Executive (2004a) The Report of the Review Group on Physical Education,Edinburgh: HMSO.
Scottish Executive (2004b) A Curriculum for Excellence, Edinburgh: Scottish Executive.
Thorburn, M. and Gray, S. (2010) Physical Education: Picking up the baton. Policy & Practice in Education No.27. Dunedin Academic Press: Edinburgh.
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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 Ciara Foster
Tel:
Email: |
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