Latest Module Specifications
Current Academic Year 2025 - 2026
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Description 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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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