Undergraduate Course: Physical Education Curriculum and Pedagogy: An Introduction to 3-14 Physical Education (EDUA08102)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | This introductory course, informed by contemporary professional, academic and research literature, helps students develop an understanding of the complex nature of children and adolescents¿ learning in physical education. The course investigates how physical education contributes to children¿s and adolescents¿ broader learning whilst also acting as the foundation for current and lifelong engagement in different forms of physical activity. In preparation for the professional requirements related to Standard for Provisional Registration the course includes opportunities for students to observe and apply their knowledge and understanding during the PEP school visits and a four week block placement in a primary, and possibly preschool, school setting. |
| Course description |
The PECP 1 course comprises four major components:
1.Curriculum, Pedagogy and Professional Learning
2.Developmental Physical Education
3.Professional Experience and Practice (PEP) -School Experience
4.PECP 1 also focuses on the major Scottish educational developments governing the curriculum in primary schools i.e. Curriculum for Excellence
Consideration will be given to contemporary research informing students¿ knowledge and understanding of curriculum and pedagogy, the rationale for lifelong developmental physical education , developmentally appropriate and connected experiences in early years and upper primary physical education curriculum, developing children¿s basic movement competence and core learning in physical education and inter disciplinary developments in preschool and primary physical education
The course will develop students understanding of the key role that the pre and primary contexts plays in laying the foundation for children¿s engagement with lifelong and life wide physical activity as well as exploring how preschool & primary school physical education contributes to children¿s broader learning in education. The course will contextualise current physical education thinking within an ecological framework and will focus on developing students¿ knowledge and understanding of the current approaches to developmentally appropriate curriculum and pedagogy skills and practice
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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 2015/16, Not available to visiting students (SS1)
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Quota: 10 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 20,
Seminar/Tutorial Hours 20,
Supervised Practical/Workshop/Studio Hours 80,
Feedback/Feedforward Hours 4,
Formative Assessment Hours 4,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 80,
Directed Learning and Independent Learning Hours
184 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Feedback |
Semester 1
Formal and informal feedback will be provided during lectures and seminars prior to the first piece of summative work submitted end of semester 1
Semester 2 the formative assessment task will take the form of either
1. An introduction to the assignment
2. An outline plan
3. A literature review
Students can expect feedback within 15 days
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate knowledge and understanding of key principles underpinning lifelong learning in physical education, with particular reference to the role of the pre-school and primary years.
- Display a detailed understanding of contemporary developments within preschool and primary physical education curriculum and pedagogy
- Apply contemporary theories of child development, learning and teaching in physical education through the planning, delivery and evaluation of developmentally appropriate preschool and primary learning experiences
- Work collaboratively with fellow students and teachers within the preschool and primary school context
- Articulate a detailed knowledge and understanding of contemporary sociocultural and national discourses influencing developments in preschool and primary school physical education
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Reading List
Alexander, R.J. (2008) Essays on Pedagogy, , London: Routledge
Armour, K (2010) Sport Pedagogy An Introduction for Teaching and Coaching: Becoming an Effective Primary School Physical Education Teacher
Association for Physical Education (2008). Safe Practice in Physical Education. afPE
Bailey, R., & Macfadyen, T. (eds) (2000). Teaching Physical Education 5-14, Continuum.
Casey & Peter A. Hastie (2011) Students and teacher responses to a unit of student-designed games. Physical Education & Sport Pedagogy
Colvin, Markos and Walker (2000) Teaching the nuts and bolts of Physical Education -
Docherty, J (2007), Physical Education & Development 3-11: A Guide for Teachers; Abingdon, Oxon: Fulton
Gabbard C (2000), Lifelong Motor Development (3rd Edition), Dubuque, IA: Brown & Benchmark.
Gagen, L. & Getchell, N. (2006). Using ¿Constraints¿ to Design Developmentally Appropriate Movement Activities for Early Childhood Education, ECE Journal, 34, 227 ¿ 232.
Gallahue, D.L & Ozmun J (1998), Understanding Motor Development, (4th Edition), Boston, McGraw-Hill.
Graham, G., Holt/Hale, S. & Parker, M. (2001), Children Moving, (5th Edition), Mountain View, Mayfield
Gerald Griggs(2012) An introduction to primary physical education: London,: Routledge
Hastie, P., (2012) ¿The Nature and purpose of Sport Education as an educational experience.¿ from Sport Education International Perspectives. Routledge
Haywood & Getchell (2009). Lifespan Motor Development (3rd Edition). Champaign, IL: Human Kinetics.
HMIE (2001), Improving Physical Education in Primary Schools, Edinburgh, HMSO
Jess, M., (2012) "The future of primary physical education" from Gerald Griggs (ed), An introduction to primary physical education pp.37-53, London,: Routledge
Jess M, Dewar K and Fraser G (2004), Basic Moves: Developing a Foundation for Lifelong PE, British Journal of Teaching Physical Education, 35,2
Jess and McIntyre. (2009) Move on; Nursery World
Kirk D., Macdonald, D. & O'Sullivan, M. (Eds.) (2006) Handbook of Physical Education, London: Sage.
Metzler, M. Instructional Models for Physical Education, Holcomb Hathaway 2005.
NASPE, (2000), Appropriate Practices in Movement Programmes for Young Children ages 3-5, AAHPERD
Paine, L. Complete Guide to Primary Dance, Human Kinetics 2014
Payne & Isaacs (1999) Human Motor Development - A Lifespan Approach
Pickup I & Price L (2007), Teaching Physical Education in the Primary School, Continuum
Scottish Executive (2004), The Report of the Physical Education Review Group, Edinburgh,
Rink, J.E. 2006. Teaching physical education for learning, 5th ed. New York: McGraw-Hill.
Thelen E (1995), Motor Development: A New Synthesis, American Psychologist, 50/2, 79-95
Journals :
European Physical Education Review; Physical Education & Sport Pedagogy; Physical Education Matters; Quest; Sport Education & Society
Web Sites: http://www.scotland.gov.uk The Scottish Executive;
http://www.Itscotland.com Learning and Teaching Scotland;
http://www.afpe.org.uk/ Association for Physical Education
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Additional Information
| Graduate Attributes and Skills |
1.Research and Enquiry; search for, access, critically analyse, evaluate and synthesise relevant literature and information in order to develop their knowledge and understanding relating to physical education
2.Skills and abilities in Personal and Intellectual Autonomy: be open to new perspectives, methods and creative ideas in understanding physical education; be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
3.Skills and abilities in Communication: be able to communicate using oral and written methods to specialist (e.g., staff, fellow students); be able to use communication as a means for collaborating and relating to others including staff, fellow students, research participants
4.Skills and abilities in Personal Effectiveness: be able to effectively work collaboratively with others, recognising the diversity of contributions individuals can make
5.Technical/practical skills: read purposefully and record what is relevant from a range of academic and professional literature and resource material
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| Keywords | Not entered |
Contacts
| Course organiser | Mrs Wilma Irvine
Tel: (0131 6)51 6002
Email: Wilma.Irvine@ed.ac.uk |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk |
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