| Module Title |
Subject Leadership in Physical Education |
| Module Code |
EDP1081 (ITS: AP401) |
|
Faculty |
Arts Education & Movement |
School |
DCU Institute of Education |
|
NFQ level |
8 |
Credit Rating |
5 |
|
|
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.
|
| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| 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 |
|
|
| Section Breakdown | | CRN | 10412 | Part of Term | Semester 1 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Frances Murphy | Module Teacher | |
|
| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| 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;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
|
|
Pre-requisite |
None
|
|
Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
|
|
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.
|
Indicative Reading List
Books:
- 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,
Articles:
- Clohessy, Liam; Bowles, Richard & Ní Chróinín, Deirdre: 2020, Follow the leader? Generalist primary school teachers ’ experiences of informal physical education leadership, Education 3-13, May 2020, https://www-tandfonline-com.dcu.idm.oclc.org/doi/full/10.1080/03004279.2020.1765835, 51321
- 2020: Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education, European Physical Education Review, Vol 26, Issue 2, 2020, 571, https://journals-sagepub-com.dcu.idm.oclc.org/doi/10.1177/1356336X19877195, 51322, 1
- Specialising in Primary Physical Education: primary teachers “fit” to enhance well-being of children.: Ireland's Yearbook of Education: Education Matters, 164, https://issuu.com/educationmattersie/docs/irelands_yearbook_of_education_2018_3d4de465beaa2a/38, 51323, 1, Coulter, Maura; Kealey, Fintina; Langan, Sarah; McGarvey, John; Padden, Serena
- European Physical Education Review: 26, 159, https://journals-sagepub-com.dcu.idm.oclc.org/doi/pdf/10.1177/1356336X19839412,
|
Other Resources
- 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
- 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
|
|
|
|
|
