Module: Subject Leadership in Physical Education

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Subject Leadership in Physical Education
Module Code	AP401
School	73
Module Co-ordinator	Semester 1: Frances Murphy Semester 2: Frances Murphy Autumn: Frances Murphy
Module Teachers	Frances Murphy
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None
Assignment: Essay 2500 words

Description

This module investigates how teachers develop leadership identities through examination of different qualities of leaders and by critically analysing the work of physical education teacher leaders. Questions that prompt students to engage with ongoing debate about issues related to the teaching of physical education are discussed: How might teachers be supported to deepen their subject knowledge? How might teachers be prompted to reflect so that they learn from practice? How might teachers work together to teach quality physical education lessons? Students work to deepen their personal content and subject knowledge through engagement in practical tasks related to elements of physical education programmes and applying this learning as they co-teach children mentored by staff and peers. Application of theory of leadership to practice is discussed before students lead an aspect of professional development with a PE focus. Students examine whole school planning for physical education with reference to the role of the subject leader and with a particular focus on working with external providers and embedding assessment and inclusive practice in their planning of programmes and as they support others to plan. Leaders’ ability to promote the wellbeing of the child physically, socially and emotionally through their leadership of physical education underpins the work on this module with particular emphasis on prompting reflection and creative responses to challenges related to leading physical education as part of the wellbeing area.

Learning Outcomes

1. Identify the qualities and competencies of a subject leader of physical education.
2. Describe key areas of focus for a subject leader of physical education with reference to a school plan for physical education in the wellbeing area.
3. Reflect on his/her personal capacity, qualities and competencies as a subject leader in physical education.
4. Critique whole school planning and evaluation for physical education adopting the lens of a subject leader.
5. Adopt the role of a subject leader working within a group to plan and teach children a unit of work informed by content and subject knowledge of physical education.
6. Design a personal or group action plan indicating how to lead development of physical education within a wellbeing framework and relating the plan to a particular school context.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	8	Focus on leadership of physical education: personal qualities of leaders and leading development of a school plan
Workshop	16	Application of theory of subject leadership to practice: Planning and teaching a unit of work to children
Independent Study	101	Reading, group collaboration to plan unit of work, completion of assessment
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

Indicative Content
- Identifying the role of the school leader of physical education. - Examining the qualities of the subject leader. - Listening to the voices of subject leaders. - Writing a personal statement related to subject leadership qualities. - Leading development and revision of school plans. - Applying theory to practice: Leading and supporting a primary orienteering event. - Deepening personal subject knowledge: teaching children gymnastics.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Report(s)	Individual: Mid-semester. Report of work undertaken with children/peers to deepen subject knowledge where differentiation, inclusion and wellbeing are highlighed as application of theory to practice is reported.	30%	n/a
Assignment	Group: End of semester Students develop an action plan for leading an element of physical education illustrating how it can contribute to the wellbeing of the child. They adopt the role of a subject leader and illustrate how a subject leader would drive this element within a particular school context.	70%	n/a

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

Graham, G., Holt/Hale, S. A., & Parker, M. (2010).: 2010, Children moving a reflective approach to teaching physical education, 8th, McGraw-Hill, Boston, 978-007762653
Capel, S. & Blair, R.: 2019, Debates in Physical Education, 2nd, Routledge,

Other Resources

52508, Website, Bowles, R., 2013, The role of the coach in the primary school: Making a lasting impact., Online, GAA, https://learning.gaa.ie/research#RBowles, 52837, podcast, Clohessy, L., 2020, Playing with Research in Health and Physical Education: The Irish Primary PE Curriculum, https://podcasts.apple.com/gb/podcast/81-the-irish-primary-pe-curriculum/id1434195823?i=1000467319284,

Programme or List of Programmes

BED	Bachelor of Education

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