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Session: 2021/22

Last modified: 02/06/2021 09:49:27

Title of Module: Sport Education

Code: SPOR09047 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Raleigh  Gowrie

Summary of Module

This module provides understanding to the dimensions of physical education, school sport and leisure for young people. It identifies how young people develop their self-identities and how they accept or reject sport and physical activity in this process. The module is constructed around three themes:

The nature and context of physical education: This theme explores philosophical, pedagogical and sociological perspectives on central issues and enduring themes in physical education. It traces a series of continuities and changes within the subject over the contemporary era including the changing structure of physical education, the growth of health-related fitness, and pupils’ attitudes towards physical education.

Sport in schools: This theme explores the nature and provision of school sport and examines the value systems within it. It considers the fundamental issue of the extent to which the process of schooling cultivates some pupils’ interests in sport yet stifles the interests of others. Furthermore, recent policy issues in school sport are addressed.

Young people’s leisure and lifestyles: The third part of the module explores and seeks to explain patterns of participation in sport by young people. It identifies the condition and characteristics of adolescence and youth culture. A description and comparison of the major bio-psychological and sociological approaches to adolescence are offered. These theoretical understandings are then used to explain the meanings and values that young people attach to their leisure (sporting) choices and to identify particular features of their leisure patterns.


Module Delivery Method
Face-To-FaceBlendedFully Online
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. To describe the nature and functions of physical education and school sport.

L2. To analyse critically the effect that schooling has on young people’s participation in sport.

L3. Reflect critically on evident practice in PE & school sport

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.


Demonstrating knowledge of the scope, defining features, and main areas of the related disciplines of physical education, school sport and youth culture.
A discerning understanding of a defined range of core theories, concepts, principles and terminology.
Awareness and understanding of some major current issues and specialisms.
Awareness and understanding of research and equivalent scholarly/academic processes.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Apply knowledge, skills and understanding:
In using a range of professional skills, techniques, practices and/or materials associated with the disciplines, a few of which are advanced and/or complex.
In carrying out routine lines of enquiry, development and investigation into professional level problems and issues.
To adapt routine practices within accepted standards.

Generic Cognitive skills SCQF Level 9.

Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues that are within the common understandings in the related disciplines
Use a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined problems and issues.

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a range of routine skills and some advanced and specialised skills
associated with a subject/discipline, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress
and achieve goals/targets.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise autonomy and initiative in some activities at a professional level.
Take significant managerial or supervisory responsibility for the work of others in defined
areas of work.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Take continuing account of own and others’ roles, responsibilities and
contributions in carrying out and evaluating tasks.
Deal with ethical and professional issues in accordance with current
professional and/or ethical codes or practices, under guidance.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery12
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity12
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Capel, S. & Piotrowski, S. (eds) (2000) Issues in Physical Education. London: Routledge

Capel, S. & Whitehead, M. (eds) (2013) Debates in Physical Education. Abingdon: Routledge

Giardina, M & Donnelly, M. (2012) Youth Culture & Sport: Identity, Power & Politics. Abingdon: Routledge

Gildart, K. et al (2017) Youth Culture & Social Change: Making a Difference by Making a Noise. London: Palgrave Macmillan

Harvey, S. & Light, R. (2012) Ethics in Youth Sport: Policy & Pedagogical Applications. Abingdon: Routledge

Hay, P. & Penney, D. (eds) (2013) Assessment in Physical Education: A Sociological Perspective. Abingdon: Routledge

Hayden-Davies, D. & Kaitell, E. (2010) Physical Education: Beyond the Curriculum. London: Coachwise

Kirk, D (2011) Defining Physical Education: The Social Construction of a School Subject in Postwar Britain. London: Routledge Falmer.

Laker, A. (2000) Beyond the Boundaries of Physical Education: Educating Young People for Citizenship and Social Responsibility. London: Routledge Falmer

Sparkes, A. (ed) (2002) Research in Physical Education & Sport: Exploring Alternative Visions. London: Falmer Press

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Attendance Requirements

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

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Supplemental Information

Programme BoardSport and Exercise
Assessment Results (Pass/Fail) No
Subject PanelSport & Exercise L7-11
ModeratorJulie Mason
External ExaminerK McEwan
Accreditation Details
Version Number

1.05

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment 1. Written essay. (Weighting 60%, LO 1 & 2)
Assessment 2. Creative output.(Weighting 40%, LO 3)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck mark 600

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Creative output/ Audiotapes/ Videotapes/ Games/ Simulations check markcheck mark400
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module is aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/


UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.