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Session: 2022/23
Last modified: 19/07/2022 11:12:25
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Title of Module: Contemporary Issues in Physical Education |
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Code: SPOR09051 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Raleigh
Gowrie |
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| Summary of Module |
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This module aims to investigate and evaluate the impact of contemporary developments in physical education, physical activity and school sport (PEPAS). It considers pertinent issues that impact upon their nature and purpose, and their position and significance within the school. The module is constructed around two themes:
1. The nature and context of PEPAS
This theme considers central epistemic perspectives within PEPAS. It traces a series of salient and enduring themes evident over the contemporary era, including: the changing nature and structure of physical education; current philosophical debate around the nature and purpose of PEPAS; and critical consideration of the emergence of healthism in PEPAS.
2. New dimensions in PEPAS
This theme aims to examine critically the assumptions upon which practices in, and beliefs about PEPAS, are shaped. It does so by exploring a range of social and technological issues designed to prompt reflection on the aims, priorities, content and methods of delivery of PEPAS. Dimensions covered within this theme include: affective development through PEPAS; exploring ideas of social justice; supporting talent and giftedness; inclusion and exclusion; differentiation and polarisation in PEPAS; assessment in PEPAS; and the opportunities presented to enhance teaching through ICT. International perspectives on PEPAS are also considered.
This module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be:
Universal:
· Critical Thinker
· Collaborative
Work Ready:
· Problem-solver
· Motivated
· Potential Leader
Successful:
· Innovative
· Resilient
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Examine contemporary social and philosophical debates impacting on the status and development of PEPAS.
L2.
Reflect critically on evident practice in PEPAS.
L3.
Demonstrate knowledge and application of a range of research in PEPAS. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| 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 and school sport.
A discerning understanding of a defined range of core theories, concepts, principles and terminology.
Possessing an awareness and understanding of some major current issues and specialisms.
Demonstrating an awareness and understanding of research and equivalent scholarly/academic processes. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying knowledge, skills and understanding:
Using a range of professional skills, techniques, practices and/or materials associated with the disciplines, a few of which are advanced and/or complex.
Carrying out routine lines of enquiry, development and investigation into professional level problems and issues.
Adapting routine practices within accepted standards. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and synthesis of ideas, concepts, information and issues that are within the common understandings in the related disciplines.
Using 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.
Using a range of routine skills and some advanced and specialised skills associated with a subject/discipline, for example:
Conveying complex information to a range of audiences and for a range of purposes.
Using a range of standard applications to process and obtain data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in some activities at a professional level.
Taking significant managerial or supervisory responsibility for the work of others in defined areas of work.
Managing resources within defined areas of work.
Taking the lead on planning in familiar or defined contexts.
Taking continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Dealing 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:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The teaching and learning approach will utilise a combination of blended and face to face delivery. Core theoretical content will be predominantly delivered through a series of online materials hosted on the VLE, including activities and required reading in preparation for taught sessions. Face to face sessions will comprise applied lectures, seminars, and practical sessions. Much of the learning will be achieved through directed independent study tasks, face to face lectures, group work and/or class discussion, applied practical sessions and creative problem solving. |
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) |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| Asynchronous Class Activity | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core Text
Evans, J. (2018) PE, Sport and Schooling, Routledge, London.
Hodge, S., et al (2020) Case Studies in Adapted Physical Education, Routledge, London.
Lawson, H (2019) Re-designing Physical Education: An equity agenda in which every child matters, Routledge, London.
Journals
European Review of Physical Education.
Sport, Education and Society.
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Sport and Exercise |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Sport & Exercise L7-11 |
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| Moderator | David Meir |
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| External Examiner | M Moran |
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| Accreditation Details | N/A |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Creative output |
| Assessment 2. Article critique |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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