Module: Applied Studies in Teaching & Learning in PE

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Applied Studies in Teaching & Learning in PE
Module Code	SS332 (ITS) / SPO1034 (Banner)
Faculty	Science & Health	School	Health & Human Performance
Module Co-ordinator	Brendan Egan
Module Teachers	Eimear Holland, Mika Manninen
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Equivalent task to assess failed outcomes

Description

A) This part of the module aims to provide students with the knowledge and skills to understand, discuss and evaluate physical education and sport policy in Ireland. It will also include a comparative analysis of policies in these areas in a number of other western developed countries. B) This part of the module aims to provide students with the opportunity to advance development of pedagogy through the synthesis of theory and practice. It will provide students with an advanced knowledge and understanding of current and innovative pedagogical practices as highlighted by the JCPE and LCPE and / or current research literature. It will provide students with a platform for identifying their pupils and / or pupils' ability to identify their areas of strength and their areas for development and design a purpose lead action plan for improving standards. They will be introduced to evidence informed practice developing their ability to needs based action research and use assessment to inform their own professional development as reflective inquirers. It will provide students with the opportunity to independently link with and network with schools and practising teachers preparing them with career searching skills.

Learning Outcomes

1. A1) Define the role and pattern of government involvement in physical education and sport in Ireland and the forces and factors that have contributed to the shaping of them since the foundation of the Irish state.
2. A2) Identify the role and pattern of government involvement in sport and physical education in the UK, Sweden and Australia.
3. A3) Discuss, judge, compare and contrast sports policy initiatives from a variety of agencies and countries.
4. B4) Demonstrate deeper pedagogical knowledge, understanding and skills and identify how theory and practice relate to one another
5. B5) Use a number of strategies to identify areas of strength and areas for development in their own pedagogical practices and set focused targets within an action plan and evaluate development of standards
6. B6) Begin to develop the following transferable skills: independent inquiry, target setting, decision making, problem solving, progress analysis (qualitative and / quantitative), creative thinking, critical thinking, leadership skills including the ability to communicate, organise and manage and the ability to work as part of a group

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Practical Lectures A) 12 and B) 12
Seminars	4	A) Prepare and Present Seminar
Seminars	6	A) Group Student Lead Seminars
Tutorial	2	B) Tutorial Assessment tutorial
Independent Study	72	A) 36 and B) 36: All work required to prepare for the module
Group work	17	B) Time spent working with peers co-operatively and collaboratively
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

A) Background and rationale
Background to and rationale for the involvement of governments in physical education and sport.

A) Structures and patterns
Structures and patterns of government involvement in physical education and sport in Ireland and in a number of western developed countries.

B) Critical Reflection
Reflecting upon strengths and emerging needs using observation tasks and audits

B) Target setting and action planning
Setting targets against audits and tasks

B) Evaluating progress
Evaluating the depth of progress made against set targets and identifying progress by comparing baseline data to end of module data (audits and tasks etc) and identifying implications for future best practice in the light of the surrounding literature

B) Current Innovative Pedagogical Practices
A range of current innovative pedagogical practices will be presented for students to independently review and investigate

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Report(s)	A) Report/Review of paper or article	15%	Week 24
Presentation	A) Student group seminar presentation	10%	Every Week
Portfolio	B) CPD Tasks	20%	Once per semester
Reflective journal	B) Reflection of Pedagogy Observed and Implications for practice	30%	Once per semester

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

A): 0, Reading for Part A,
Collins, M.: 2003, Sport and Social Exclusion., Routledge, London,
Delaney, L. and Fahey, T.: 2005, Social and Economic Value of Sport in Ireland, ESRI and ISC, Dublin,
Green, M and Houlihan, B.: 2005, Elite Sports Development: Policy Learning and Political Priorities, Routledge, London,
Fahey, T., Delaney, L. and Gannon, B.: 2005, School Children and Sport in Ireland, Economic and Social Research Institute and Irish Sports Council, Dublin,
Fahey, T., Layte, R. and Gannon, B.: 2004, Sports Participation and Health Among Adults in Ireland, ESRI and Irish Sports Council,
Houlihan, B.: 2003, Sport and Society: A Student Introduction, Sage Publications, London,
Lunn, P.: 2007, Fair Play? Sport and Social Disadvantage in Ireland,
Stewart, B. and Nicholson, M.: 2004, Australian Sport: Better by Design? The Evolution of Australian sport policy, Routledge,
B): 0, Reading for Part B,
Almond, L. (Ed): 1999, The place of physical education in schools, 2nd Edition, Kogan Page, London,
Capel, S.: 1997, Learning to teach physical education in the secondary school. A companion to school experience, Routledge,
Capel, S. and Piotrowski, S. (Eds): 2000, Issues in physical education., Routledge Farmer, London,
Cohen, L., Manion, L. and Morrison, K.: 2000, A guide to teaching practice, 4th Edition, Routledge,
Dillon, J. and Maguire, M. (Eds): 2001, Becoming a teacher, Open University Press, Buckingham,
Hardy, C. A. and Mawer, M. (Eds): 1999, Learning and teaching in physical education,, Falmer Press,
Graham, G.: 1991, Teaching children physical education: becoming a master teacher, Champaign, Human Kinetics Books,
Green, K. and Hardman, K.: 2005, Physical Education: Essential issues, Sage publications, London,
MacFadyen, T. and Bailey, R.: 2002, Teaching physical education 11-18: perspectives and challenges, Continuum, London,
Mawer, M.: 1995, The effective teaching of physical education, Longman, London,
Metzler, M. W.: 2004, Instructional models for physical education, 2nd Edition, Holcomb Hathaway Publishers,
Rink, J. E.: 1992, Teaching physical education for learning,, Times Mirror / Mosby College Publishing, St Lois,

Other Resources

None