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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Physical Education & Well-Being
Module Code AP212
School 73
Module Co-ordinatorSemester 1: Frances Murphy
Semester 2: Frances Murphy
Autumn: Frances Murphy
Module TeachersFrances Murphy
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
Assessment will be through an extended essay of 3,000 words

The module has a dual focus (a) Examination of the nature of quality physical education including the development of movement competencies and how children learn them (b) Teaching children physical education in local schools. The module will be underpinned by discussion on the nature of quality physical education and its contribution to the wellbeing of the child. Particular emphasis will be placed on interrogating why teachers teach the way they do, informed by socialisation theory. Students will be challenged to reflect on pedagogy including teaching strategies and skills (e.g. demonstration and questioning), assessment and differentiation as elements of their study of movement competencies and of their teaching. They will have opportunities to link theory to practice within a physical education school experience in a local school where they will be required to plan collaboratively and co-teach a unit of work in physical education. Mentoring undertaken by physical education staff will support students in this work. A key element of this experience will be the provision of reflection opportunities for students including debriefing following teaching to allow them to consolidate new learning.

Learning Outcomes

1. Describe and critically reflect on the Physical Education Curriculum (1999) with reference to the debate on wellbeing as a lens for curriculum redevelopment.
2. Analyse the factors that determine quality physical education.
3. Co-plan and co-teach a unit of work focusing on a strand of the Physical Education Curriculum (1999) (e.g. gymnastics) in a local school setting.
4. Identify and apply guidelines for best practice in teaching physical education lessons including the role of the teacher in skill development and mastery contributing to the physical literacy and wellbeing of the child.
5. Plan for teaching physical education using university school placement templates to present plans that focus on meeting the developmental needs of the child through physical education.

Workload Full-time hours per semester
Type Hours Description
Lecture24Students working individually and in small groups on tasks related to the learning content
Independent Study41Reading and viewing multimedia resources before and after workshops; Planning to teach preparation
Assignment Completion30Essay: Understanding Quality PE and its application in Practice Reflective Diary
Total Workload: 95

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content and Learning Activities
Introduction Specialism Physical Education: Structure and Focus Student introduction and sharing of profiles Professionalism of a primary teacher teaching PE Theory Defining Primary Physical Education, Wellbeing, Physical Literacy, Physical activity, Sport, Fundamental Movement Skills (FMS) Links to ED1015/ED2019. Practical Working and playing together through exploration of team relay/cooperative games/outdoor challenges What is Quality Physical Education? Theory Examination of UNESCO definition; exploration of principles of quality teaching of physical education; influence of socialisation on how teachers teach physical education; defining clear learning outcomes Practical Pedagogy focus: Group teaching: Planning and design of station teaching with a focus on development of learning outcomes across domains of learning; use of task cards in station teaching Teaching skills in the context of teaching FMS and sports skills (1) Practical Pedagogy focus: the role of teacher demonstrations, observation and feedback to develop and master skills Teaching skills in the context of teaching FMS and sports skills (2) Practical Pedagogy focus: teacher observation, feedback and analysis of development of FMS and sport specific skills Application of theory to practice through peer teaching Teaching Gymnastics (1) Examination of exemplar videos with a focus on identification of learning outcomes, teacher observation and feedback, class organisation including effective use of space Practical Peer teaching, with a focus on teaching in small spaces, adapting to teaching indoors/outdoors, analysis of physical activity levels, using PDST resources. Recording using a lesson plan. Teaching Gymnastics (2) Theory: Why do teachers teach the way they do? Practical: peer teaching gymnastics (Travel with a focus on jumping and rolling) and discussion with a focus on lesson development Teaching Gymnastics (3) Practical: peer teaching gymnastics (Balance with a focus on creating sequences) and discussion with a focus on lesson development Planning to Teach (1st/2nd Class) Professionalism of the teacher of physical education, models of reflection, reflection and the physical education school experience (PESE) school visit; planning to teach lesson 1. PESE Teaching Children #1 Debrief including writing key points for reflection; planning lesson 2. 10. PESE Teaching Children #2 Debrief including writing key points for reflection; planning lesson 3. 11. PESE Teaching Children #3 Debrief including writing key points for reflection 12. Conclusion of module Consolidation of learning; class design of infographic representing key messages from the module

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentSection A: 1500 words Essay50%Week 9
Reflective journalSection B: 1500 words Reflective Diary50%Week 10
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Capel, S. & Blair, R.: 2019, Debates in Physical Education, 2, Routledge, London, 9780429504365
  • Graham, G.: 2008, Teaching Children Physical Education: Becoming a master teacher., 3, 6, Human Kinetics., Champaign IL,
  • Graham, G., Holt-Hale, S., & Parker, M.: 2020, Children Moving: A reflective approach to teaching physical education.,, McGraw Hill,
Other Resources

0, Position Statement, CEPEC, 0, Fundamental Movement Skills in Primary Physical Education., https://www.irishprimarype.com/teppen/, 0, Website document, UNESCO, 2015, Quality Physical Education (QPE): Guidelines for policy makers, https://unesdoc.unesco.org/ark:/48223/pf0000231101, 0, Website document, PDST, Move Well Move Often, 2017, Move Well, Move Often: Developing the physically literate child through the lens of fundamental movement skills: Book 1, Book 2, Ireland, PDST, https://www.scoilnet.ie/pdst/physlit/, 0, Website, Primary school sports initiative, 2006, Primary school sports initiative resource materials for teaching physical education (PSSI), https://pssi.pdst.ie/, 0, Website, University of Cambridge Study Skills: Reflective Practice, 0, Reflective Practice Toolkit, https://libguides.cam.ac.uk/reflectivepracticetoolkit, 0, Website, Irish Primary Physical Education Association, 0, Assessment Resource, https://www.irishprimarype.com/,
Programme or List of Programmes
BEDBachelor of Education

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