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Session: 2022/23

Last modified: 17/06/2022 11:39:23

Title of Module: Physical Education

Code: UGED08009 SCQF Level: 8
(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 will extend student learning in the area of Physical Education. It will focus on developing content knowledge across a wide range of areas to underpin student teacher practice in Physical Education. This module will explore the physical benefits of movement as well as develop the students’ understanding of the concepts required to be physically literate and how they link to learning. During the module students will develop their personal knowledge across a range of activities / contexts and expand their understanding of the principles of movement and physical literacy. Students will apply this knowledge to the current context within Scottish Education and engage with appropriate curricular documentation such as the Benchmarks for Physical Education. 

As well as theoretical inputs this module is practically based and will require students to be physically active throughout the duration of the course. The physical aspect of the course will also be expected to continue out with any University based workshops. 

This module will support students to work towards the following areas of the SPR: Professional Commitment (1.2), Have knowledge and understanding of Curriculum Design (2.1.3); Read and critically engage with professional literature, educational research and policy (3.3.1), Engage in reflective practice to develop and advance career-long professional learning and expertise (3.3.2). It will also underpin many of the areas contained within Professional Skills and Abilities (3) and students will be expected to apply learning from this module to future practice in Physical Education

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

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.

Online with mandatory face-to-face learning on Campus

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 1


Term 2check markTerm 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 broad knowledge and understanding of Physical Education within the current Scottish Educational context.

L2. Apply knowledge & understanding of the skills and related issues in Physical Education using a range of communication modes such as graphical representations, concept mapping, audio-visual media, blogs etc.

L3. Analyse the ways in which Physical Education, Physical Activity and Sport can impact academic performance and pupil’s ability to learn.

L4. Critically analyse their personal development of skills relevant to Physical Education

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 8.

Demonstrate specialist Knowledge and Understanding of the main concepts involved in physical education including physical literacy and the principles of movement. Demonstrate an awareness and understanding of some of the major contemporary issues explored and the multiple perspectives that impinge on them.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Apply knowledge, skills and understanding in using a range of skills, techniques, practices and materials associated with Physical Education.

Generic Cognitive skills SCQF Level 8.

Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in Physical Education.

Communication, ICT and Numeracy Skills SCQF Level 8.

Convey complex information via face to face and online group discussion with peers using a range of ICT applications.

Autonomy, Accountability and Working with others SCQF Level 8.

Exercise autonomy and initiative in personal research undertaken during the module and demonstrate ability to support others via peer assessment. Show awareness of own and others’ roles and responsibilities when carrying out group tasks.

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

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, the main methodologies include collaborative working, problem-based learning, real-world tasks, research-based learning, placement-based learning, enquiry-based learning, student presentations and practical participation in physical activity. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st-century skills such as communication, collaboration, creativity and critical thinking as well as your practical ability in some sports / physical activities. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as choice of groups, choice of sporting / physical activity and choice of response format to tasks, where appropriate.
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 Delivery7
Laboratory/Practical Demonstration/Workshop14
Tutorial/Synchronous Support Activity7
Asynchronous Class Activity7
Independent Study165
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:

Bouchard, C, Blair, S, Haskel, W (2007) Physical Activity and Health. Human Kinetics

Carlson S, Fulton J, Lee S, et al. “Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study.” American Journal of Public Health, 98(4), 721–727, February 2008.

Education Scotland (2009). Curriculum for Excellence Physical Education: Principles and Practice. URL:

Education Scotland (2017) Physical Education Benchmarks.

Faucette, N., Nugent, P., Sallis, J. F., & McKenzie, T. L. (2002). "I'd rather chew on aluminum foil." Overcoming classroom teachers' resistance to teaching physical education. Journal of Teaching in Physical Education, 21, 287-308.

*Lawrence, J (2012) Teaching primary physical education London: SAGE

Pickup, I and Price, L (2007) Teaching physical education in the primary school : a developmental approach. New York, NY : Continuum International Pub. Group,

Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70, 127-134.

Alongside these resources students will be expected to engage in research related to developing content knoweldge across a range of activiites in Physical Education.

(**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:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
External ExaminerF Hendry
Accreditation DetailsGeneral Teaching Council for Scotland
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment consists of seminar papers, VLE tasks and activities. The development of practical skills and the reflective evaluation of these skills will also be formatively assessed.

Summative assessment consists of two components:
• Students will produce and share a presentation that critically analyses their own personal development in Physical Education. The oral presentation comprises 40% of the total module assessment.
• Students will produce a written assignment (2000 words) in which they will reflect on their knowledge and understanding of physical education within the current Scottish Education context. The written assignment comprises 60% of the total module assessment.

Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for summative assessments.

(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 mark 601
Presentation check mark check mark401
Combined Total For All Components100% 2 hours

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

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  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:

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.