Module
Current Issues in Physical Education (PE)
| Module title | Current Issues in Physical Education (PE) |
|---|---|
| Module code | EFPM374 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Mr Will Katene (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 11 |
| Number students taking module (anticipated) | 12 |
|---|
Description - summary of the module content
Module description
The last 20 years have witnessed a rapid expansion in research and knowledge concerning the many factors that influence Physical Education (PE). These include issues such as the context within which PE teachers work; what teachers think about when they are planning and teaching; and the knowledge that is required to teach effectively. More recently, research in the field has begun to provide insights into what PE teachers feel about their role; their lives as teachers; and what pupils themselves feel about the PE they experience in schools.
This module will provide you with an insight into recent research findings related to issues surrounding the teaching and learning of PE, and offers opportunities for you to research, present, discuss and debate current issues such as ‘competition versus cooperation’. There are no prerequisites for this module, however, it is recommended that you have some experience in teaching PE in primary and/or secondary schools.
This module is available in blended and distance learning modes. Students enrolled on the blended route will be expected to attend three days of taught seminar/workshops during the course of the module. Students enrolled on the distance learning route will be expected to access these seminars online and complete relevant directed study tasks.
Module aims - intentions of the module
The aims of the module are:
1. To enable you to draw together the research and implications of research on topics that inform and develop effective teaching and learning in PE;
2. To provide you with new insights into recent research findings in PE;
3. To help you to identify appropriate areas for future research in the field;
4. To enable you to consolidate and build upon your existing knowledge, skills and experiences in PE so that you can deal with professional situations and exercise sound judgment, personal responsibility and initiative;
5. To support your professional development in the field of PE;
6. To provide you with the knowledge, skills and understandings to analyse, critique and reflect on the relationship between theory, research, policy and practice;
7. To enable you to develop knowledge, understanding, key skills and confidence to plan, implement and communicate educational research to your peers in professional contexts;
8. To provide you with the organisational and transferable skills to extend your professional development and autonomy.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a critical understanding of the relationship between theory, policy and practice in PE.
- 2. Demonstrate an evidence-based understanding of PE in schools and its developments.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Analyse and critique current issues in education.
- 4. Present, discuss and debate current issues in education with the support of empirical research and non-empirical evidence.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Synthesise and organise ideas to present an argument.
- 6. Take responsibility for your own learning.
- 7. Critically evaluate and present an argument in writing and orally.
Syllabus plan
Syllabus plan
This module includes a critical consideration of current issues in PE. A range of views will be discussed from different perspectives and an interdisciplinary and interconnected approach will be followed throughout. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
1: Issues surrounding the role and educational value of PE in primary and secondary schools:
(a) Opportunities and challenges surrounding the National Curriculum for PE.
(b) Bridging the gap between physical activity/PE and academic attainment.
(c) Making connections between PE and other subjects within the National Curriculum (e.g. Science & Modern Foreign Languages).
2. Issues surrounding the teaching and learning of PE in primary and secondary schools:
(a) ‘It’s not the winning but taking part that counts isn’t it?’: Competition versus cooperation in PE.
(b) The warm-up and cool-down phases of PE lessons: Are they becoming a ‘road less travelled?’
(c) ‘Skills-based/teacher-centred’ versus ‘Activity-based/pupil-centred’ approach/model to teaching in PE:
Problems and prospects.
3. Issues surrounding learnersin PE in primary and secondary schools:
(a) Should all pupils be included in PE lessons?
(b) How do you challenge the gifted and talented learners?
(c) How do you involve disengaged or reluctant learners?
4. Issues surrounding teachersof PE in primary and secondary schools:
(a) ‘PE specialist teachers in primary schools’: The shape of things to come?
(b) Innovative ways of developing pre-service and in-service teachers’ knowledge, skills and understandings of teaching and learning in PE.
(c) Teachers as researchers
5. Future directions in PE in primary and secondary schools.
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 21.5 | 278.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 2.5 | Suite of 5 online preparatory lectures of 30 minutes duration available through ELE |
| Scheduled Learning and Teaching Activities | 18 | Attendance at three days of taught seminars For distance learning students, these seminars will be available online with accompanying directed study tasks. |
| Scheduled Learning and Teaching activities | 1 | Individual supervision by academic tutor, face to face or online. |
| Guided independent study | 1 | Completion of a knowledge, skills and experiences audit. |
| Guided independent study | 21.5 | Completion of directed study tasks as indicated in the preparatory lectures |
| Guided Independent Study | 78 | Directed study: Preparatory work for taught sessions including set readings; research tasks; collaborative tasks; contribution to online discussions. |
| Guided Independent study | 78 | Completion of school based directed study tasks including keeping a record of activities with structured reflection. |
| Guided Independent study | 20 | Completion of formative assignment, including reading of relevant literature. |
| Guided Independent Study | 80 | Completion of summative assignment, including reading of relevant literature and completion of school based mentoring activities |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment: Review of literature in relation to current issue in PE. | 1,500 words | 1-7 | Written Feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 0 | 50 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment on a current issue in PE | 60 | 4,000 words | 1-7 | Written Feedback |
| Individual Oral Presentation | 40 | 10 minute individual oral presentation with 5 minutes for questions (face-to-face oral presentations for blended students; distance students to submit recorded oral presentations) | 1-7 | Written Feedback |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment on a current issue in PE | 4,000 words | 1-7 | 6 weeks |
| Individual oral presentation | 10 minute individual oral presentation with 5 minutes for questions (face-to-face oral presentations for blended students; distance students to submit recorded oral presentations) | 1-7 | 6 weeks |
Resources
Indicative learning resources - Basic reading
Basic reading list:
Capel, S. and Whitehead, M. (2015) Learning to Teach Physical Education in the Secondary School. London: Routledge.
Capel, S. and Piotwoski, S. (2000) Issues in Physical Education. London: Routledge.
Hardy, C.A. and Mawer, M. (1999) Learning and Teaching in Physical Education. London: Falmer.
Keay, J.K. (2006) What is a PE teacher’s role? The influence of learning opportunities on role definition. Sport, Education & Society, 11 (4), 369-383.
Lewis, K. (2014) Pupils’ and teachers’ experiences of school-based physical education: A qualitative study. British Medical Journal, 4, 1-8.
Mawer, M. (1995) The Effective Teaching of Physical Education. London: Longman.
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
Shulman, L.S. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
Indicative learning resources - Web based and electronic resources
Exeter Learning Environment (ELE): http://vle.exeter.ac.uk/
Module Drop Box for sharing resources and materials
Module has an active ELE page
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 24/07/2017 |