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Session: 2022/23
Last modified: 12/05/2022 14:42:26
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Title of Module: Physical Education: Policy and Practice |
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Code: SPOR08030 |
SCQF Level: 8
(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: | David
Meir |
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| Summary of Module |
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The aim of the module is for students to enhance their awareness and understanding of Physical Education (PE) in schools. The module provides the opportunity for students to explore continuities and changes within the subject over the contemporary era including: attitudes towards PE; contemporary government policy; curriculum development; the value system within PE; the key components of pedagogical practice; the role of the PE teacher; and the extent to which the process of schooling cultivates some pupils’ interests in sport, yet stifles the interests of others.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Socially Responsible
- Inquiring
Work Ready
- Knowledgeable
- Potential Leader
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
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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.
Describe the nature and functions of physical education;
L2.
Appraise the role of the physical education teacher;
L3.
Evaluate current Government policy for physical education;
L4.
Explore the impact of physical education on lifelong participation. |
| 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 8.
Demonstrate and/or work with:
A broad knowledge of the scope, defining features, and main areas of a Physical Education Policy and Practice.
Detailed knowledge in areas such as policy, curriculum and inclusion.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of routine skills, techniques, practices and/or materials associated with Physical Education Policy and Practice, a few of which are advanced or complex.
Adapt routine practices within accepted standards
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of Physical Education Policy and Practice.
Evaluate evidence-based solutions/responses to defined and/or routine problems/issues and/or routine problems/issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced and specialised skills associated with Physical Education Policy and Practice, for example:
Convey complex information to a range of audiences and for a range of purposes.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
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.
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.
Work in support of current professional practice, under guidance within a Physical Education Policy and Practice context.
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| 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 use a combination of lectures, practical classes and seminars. Lectures to provide information on each of the disciplines involved in supporting student understanding of policy and practice within physical education. In addition, some of the learning will be achieved through practice, group and/or class discussion and evaluation. Additional information, resources and directed learning materials will be provided on Moodle. |
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
Stidder, G. & S, Hayes. (2012). Equity and Inclusion in Physical Education and Sport, Routledge, London
Recommended Reading
Capel, S., & P, Brekon. (2010). A Practical Guide to Teaching Physical Education in the Secondary School. Routledge, London.
Grout, H., & G, Long. (2009). Improving Teaching and Learning in Physical Education. Open University Press, London.
Lavin, J. (2008). Creative Approaches to Physical Education. Routledge, London.
Physical Education and Sports Pedagogy
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 | Drew Wallace |
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| External Examiner | M Moran |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group Presentation (50%) |
| Written Report (50%) |
(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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