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Module Descriptors

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Session: 2022/23

Last modified: 23/03/2022 14:17:10

Title of Module: Pedagogy of Primary Physical Education

Code: EDUC11101 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:E  Wotherspoon

Summary of Module

This module aims to provide participants with opportunities to critically reflect on their current practice and pedagogy within primary physical education. The module willdevelop participants’ knowledge of the pedagogy of primary physical educationexploring areas such as sport education and teaching games for understanding. Other current trends (nationally and internationally) within primary physical education and their application in the school environment and their implications for practice will be explored through discussion, debate and personal responses.

Participants will engage in reflective practice; identifying their own teaching philosophy, development needs and planning next steps for professional development.Participants will enhance their knowledge of Mosston’s spectrum of teaching styles forphysical education and critically evaluate the application of the teaching styles within their context.

The module focuses on the development of knowledge, understanding and teachingskills directly related to the participants’ needs and those of the primary school, local cluster and educational authority the work within.

As the first module for the Pg. Cert in Primary PE, Module 1 incorporates an induction programme for the entire course.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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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.

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

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.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


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. Demonstrate a critical understanding of pedagogy in the context of Primary Physical Education

L2. Demonstrate competence in critically reflecting on their own pedagogy in Primary Physical Education

L3. Critically appraise and examine relevant aspects of pedagogy within Primary Physical Education

L4. Demonstrate application of pedagogy appropriate for identified curricular areas and stage of learner.

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 11.

Demonstrate and/or work with:
• Knowledge that covers and integrates most, if not all, of the main areas of a subject discipline – including their features, boundaries, terminology and conventions.
• A critical understanding of the principal policies, theories, principles and concepts.
• A critical understanding of a range of specialised policies, theories, principles and concepts.
• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline and one or more specialisms.

Practice: Applied Knowledge and Understanding SCQF Level 11.

• Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry.
• Plan and execute a significant project of research, investigation or development.
• Demonstrate originality or creativity in the application of knowledge, understanding and/ or practices.
• Practise in a wide and often unpredictable variety of professional level contexts.

Generic Cognitive skills SCQF Level 11.

• Apply critical analysis, evaluation and synthesis to issues that are at the forefront of, or informed by, developments at the forefront of a subject/discipline.
• Identify, conceptualise and define new and abstract problems and issues.
• Develop original and creative responses to problems and issues.
• Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline.
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.

Communication, ICT and Numeracy Skills SCQF Level 11.

Use a range of advanced and specialised skills as appropriate to a subject/discipline, for example:
• Communicate, using appropriate verbal and non-verbal methods, to a range of audiences with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness.
• Undertake critical evaluations of a wide range of numerical and graphical data.

Autonomy, Accountability and Working with others SCQF Level 11.

• Exercise substantial autonomy and initiative in professional and equivalent activities.
• Take responsibility for own work and/or significant responsibility for the work of others.
• Take responsibility for a significant range of resources.
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development.
• Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
• Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

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
Through interactive lectures, seminars and tutorials participants will be introduced to the content of this module. The University’s VLE will also form an integral part of the learning journey.

Participants will develop their knowledge and understanding of the subject area through extended personal reading (including e-books where appropriate). There will also be tutor initiated practical work including group work, presentations and workshops as well as independent skills development to improve the participants professional practice. This will include formative assessment tasks such as group presentation tasks and engagement with the effective learning team and subject librarians that will support participants in submitting the summative assessment for this module.

Module information and other detailed materials will be made available to participants. These will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled participants’ sessions. This will clarify expectations for timetabled sessions, as well as expectations for the overall balance of learning and teaching methodologies to be used during the module.
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 Delivery20
Asynchronous Class Activity25
Independent Study155
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:

Books/E-books*

*Griffin, L. L. & Butler, J. (2005). Teaching games for understanding: Theory, research, and practice. Human Kinetics.

*Mosston, M & Ashworth, S. (2008) Teaching Physical Education (Online Edition), USA: The Spectrum Institute for Teaching and Learning

Jess, M., Dewar, K. and Fraser, G. (2004) Basic Moves: Developing a Foundation for Lifelong Physical Activity. British Journal of Teaching in Physical Education. 35(2) 23-27.

Hastie, P. (2010) Student-Designed Games: Strategies for Promoting Creativity, Cooperation, and Skill Development, USA: Human Kinetics.

Thorburn, M., Carse, N., Jess, M. and Atencio, M. (2011), Translating change into improved practice: analysis of teachers’ attempts to generate a new emerging pedagogy in Scotland, European Physical Education Review.

Griffin, L. L. & Butler, J. (2005). Teaching games for understanding: Theory, research, and practice. Human Kinetics.

Ward, G., & Griggs, G. (2011). Principles of Play: a proposed framework towards a holistic overview of games in primary physical education. Education 3-13, 39(5).

Websites
Education Scotland

Journals:
Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills. The following are relevant journals for this module:

Child Development
European Physical Education Review
Journal of Teaching in Physical Education
Physical Education Matters
Physical Education and Sport Pedagogy
Quest
Sport, Education and Society

(**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)

Engagement Requirements

In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and- regulations/regulatory-framework/

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
ModeratorL Barrett
External ExaminerN Passenger
Accreditation DetailsGTCS (Professional Recognition)
Version Number

1.06

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Assessment: (also refer to Assessment Outcomes Grids below)
The summative assessment for this module will consist of one assignment. This assignment comprise of a written evaluation of pedagogy within Primary Physical Education and evaluation of the practical application of pedagogy within participants own practice.

Written Evaluation: 4000 word written evaluation focusing on pedagogy within Primary Physical Education and the practical application of pedagogy within the participants own practice. This will account for 100% of the grade for the module.

To achieve module credit, a pass must be achieved in the assessment. The pass mark for this module is 50%.

Throughout this module, participants will complete formative tasks for which they will receive feedback. Module handbooks, and other detailed materials made available to participants, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that participants can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, participants will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, participants will also receive detailed information on how feedback will be provided for summative assessment.
(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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark1001
Combined Total For All Components100% 1 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
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/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.


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.

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