Module: Personal and Social Responsibility in PE

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Personal and Social Responsibility in PE
Module Code	AP302
School	73
Module Co-ordinator	Semester 1: Maura Coulter Semester 2: Maura Coulter Autumn: Maura Coulter
Module Teachers	Frances Murphy Maura Coulter
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only
A written assignment will be undertaken including a rationale for the inclusion of O&AA in the curriculum and how O&AA and outdoor play contribute to the holistic development of the child.

Description

The curriculum model, teaching personal and social responsibility, will underpin all work in outdoor and adventure activities. The theory of outdoor and adventure education with reference to social justice matter will be explained and illustrated as students engage in activities related to the primary curriculum. Walking activities, outdoor challenges and orienteering will provide the medium for exploration of the adventure philosophy including risk, challenge, problem solving, cooperation, debriefing (reflective practice) and trust. Students will be expected to work collaboratively to plan lessons that can be implemented in a school setting and those that are undertaken off-site in natural environments. Theories of play will be explored with the focus on the important role of outdoor physical play for all children.

Learning Outcomes

1. Demonstrate an understanding of Hellison’s model of personal and social responsibility applied to physical education
2. Apply and reflect on the concept of experiential learning within outdoor and adventure education
3. Describe the benefits of outdoor play underpinned by reference to fundamental movement skill development and physical activity
4. Analyse and critique playgrounds (school and off-site) and parks as a places for learning in physical education
5. Plan creative and motivating outdoor and adventure activities that focus on children’s development and learning utilising the principles of Universal Design for Learning

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	16	Theoretical and practical workshops exploring TSPR, Outdoor Education and Adventure Education and Play.
Field Trip	8	Playgrounds and Park settings for orienteering and outdoor play exploration
Independent Study	71	Reading, studying completing pre/post trip activities
Assignment Completion	30	Planning, drafting and completing e-portfolio
Total Workload: 125

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

Personal and Social Responsibility in O&AA in PE
Applying Hellison’s model of personal and social responsibility; Integration of personal and social responsibility goals into physical education including outdoor education and outdoor physically active play; Teaching responsibility by empowering students; Implications of the model for practice in teaching outdoor and adventure activities. Experiential learning in outdoor and adventure education. Examining the rationale for introducing children to walking activities, outdoor challenges and orienteering. Researching and designing outdoor activities for all children. Development of basic orienteering skills for children: map reading leading towards point to point orienteering. Management of risk taking. The importance of debriefing (reflection) following engagement in adventure activities. Outdoor Play: Benefits of play in the natural environment: play for physical activity, enjoyment of the outdoors, learning about the world. Meeting the child’s need for freedom, adventure, creativity, experimentation, risk-taking. Using playgrounds: selection of playgrounds and play activities, undertaking risk benefit analyses.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	Students will create an e-portfolio reflecting on their learning from the module with particular reference to Outdoor and Adventure Activities, Outdoor Play and TPSR	100%	Week 12

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

Lund, J., & Tannehill, D.: 2014, Standards-Based Physical Education Curriculum Development, Jones & Bartlett Publishers,
Griggs, G., & Randall, V.: 2022, An Introduction to Primary Physical Education, 2nd, Routledge, London,
Gill, T., Power, M., & Brussoni, M.: 2019, Risk Benefit Assessment for Outdoor Play: A Canadian Toolkit, Child & Nature Alliance of Canada, Canada,

Other Resources

52018, Report, The Heritage Council, 0, Children and the Outdoors, Kilkenny, 52019, Resource, Irish Wheel Chair Association, 0, Great Outdoors: A Guide for Accessibility, Dublin, 52020, Resource, Irish Orienteering Association, 0, Orienteering: A complete introduction, Dublin, 52021, Resource, Play Safety Forum, 0, Managing Risk in play provision: A position statement, 52022, Resource, Barnardos, 2014, Outdoor Play Matters, Dublin, 52023, Resource, Play Wales, 2018, Reflective Practice: What it is and why it is so important, Wales, 52024, Website, Leave No Trace Ireland, 2021, Leave No Trace, Mayo, https://www.leavenotraceireland.org/, 52025, Website, Professional Development Service for Teachers and DCU, 2020, Teaching Outdoor and Adventure Activities - PE at Home, Dublin, https://www.scoilnet.ie/pdst/peathome/,

Programme or List of Programmes

BED	Bachelor of Education

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