Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module provides an deeper insight into inclusive practice in Physical Education and the teaching of the Physical Education as part of the Wellbeing Specification Curriculum (Department of Education and Youth, 2025) with a particular focus on the games activity area. Inclusion and differentiation are illustrated as the activity area is explored with special reference to children with additional needs and children who are gifted and talented. The principles of Universal Design for Learning will be a key pedagogy that will be promoted using the Disentangling Inclusion in Primary PE online resource for teachers. Teaching games for understanding (TGfU) is explored as an example of a Curriculum model. Building on the work undertaken on the development of fundamental movement skills, students will demonstrate their personal proficiency related to a wide range of games skills and their application in particular settings. They will be able to describe how they can adapt tasks, activities and the environment to meet the different needs of children. Students are provided with opportunities to experience the application of TGfU in planning and teaching a unit of work to a group of children in a local school setting while being supported by mentoring undertaken by physical education lecturers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Define inclusion, adapted physical activity (APA) and Teaching Games for Understanding (TGfU) related to physical education and to the games strand in particular. 2. Describe games tasks, activities, equipment that can be used to support multiple means of representation , engagement action and expression in Physical Education to meet the needs of all children with a particular emphasis on progression. 3. Plan a games unit of work that incorporates the principles of Universal Design for Learning and illustrates differentiation using a Teaching Games for Understanding approach. 4. Teach children a particular sport in a local school setting applying the principles of inclusion and the Teaching Games for Understanding model. 5. Describe how to assess, record and report to children and parents the achievement of children in games. 6. Perform a range of games skills proficiently and teach these skills describing adaptations and progressions. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 Define inclusion, adapted physical activity (APA) and Teaching Games for Understanding (TGfU) related to physical education and games in particular. - The TREE (Teaching style, Rules, Equipment, Environment) Framework, and the principles of Universal Design for Learning in PE - Examination of equipment and environments that support children in developing their games skills. - Integration and inclusion of children with disabilities in schools and communities: some examples of practice. - Identification of the gifted and talented child. - Design activities within physical education for the gifted and talented child. - Participate in examples of invasion, shared court, net games and striking and fielding games with an emphasis on Teaching Games for Understanding (TGfU) through a range of the following activities: e.g. tennis, badminton, volleyball, rounders, hurling/camogie and basketball. - Plan and teach a unit of work to a group of children underpinned by TGfU and principles of Universal Design for Learning. - Teacher skill development: observational skills, organisational skills, performance skills related to games teaching. - Application of assessment modes and tools to enhance teaching and learning in games. International collaboration online, if feasible, to explore inclusion in Physical Education in different countries in schools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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