Module: Introduction to Teaching HRA in PE

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Introduction to Teaching HRA in PE
Module Code	SS129 (ITS) / SPO1000 (Banner)
Faculty	Science & Health	School	Health & Human Performance
Module Co-ordinator	Nathan Gavigan
Module Teachers	-
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

Learning Outcomes

1. Identify and explain basic classroom management strategies for teaching physical education.
2. Distinguish between good and bad practice in the field of teaching physical education.
3. Explain the importance of short- and long-term planning for teaching physical education.
4. Devise appropriate lesson plans related to age and ability that ensure continuity and progression.
5. Reflect upon practical teaching experiences and identify areas of achievement and areas to improve.
6. Differentiate between various teaching styles in physical education and explain the role of the student and the role of the teacher within various styles.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Tutorial	12	No Description
Laboratory	48	No Description
Total Workload: 84

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

An Introduction to Teaching
The role of the teacher, What makes a good teacher, teaching skills, The purpose of PE

Creating a Positive Learning Environment
Becoming an effective teacher, rules & routines, classroom management

Planning
Why we plan, Factors that affect planning, learning intentions & success criteria, lesson planning

Physical Literacy
Developing FMS, Increasing knowledge and understanding around physical activity, motivation and self-determination theory, giving feedback, differentiation

Teaching Styles
Command, Practice, Reciprocal, Guided Discovery, Divergent Discovery

Assessment Breakdown
Continuous Assessment	75%	Examination Weight	25%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Lesson Plans (Group)	25%	n/a
Assignment	Video Analysis	40%	n/a
Assignment	Reflection	10%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Graham G.: 2001, Teaching Students Physical Education: Becoming a master teacher, Human Kinetics,
Mawer, M.: 1997, The Effective Teaching of Physical Education, Longman, UK.,
Hellison, D. R. and Templin, T.J.: 1991, A reflective approach to teaching physical education, Human Kinetics,

Other Resources

0, Software, 0, Dartfish: Dartfish video solutions - Sports performance analysis, dartfish.com,