Registry

Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module provides an insight into inclusion and the teaching of the Physical Education Curriculum (DES, 1999) with a particular focus on the games strand. Inclusion and differentiation are illustrated as the strand is explored with special reference to children with special needs and children who are gifted and talented. Teaching games for understanding (TGfU) is explored as an example of a Curriculum model. Building on the work undertaken on 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.

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 and rules that could be adapted to meet the needs of children with poorly developed skills and the needs of children who are gifted with a particular emphasis on progression.
3. Plan a games unit of work that incorporates inclusive practice 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 the achievement of children in games.
6. Perform a range of games skills proficiently and teach these skills describing adaptations and progressions.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	2-hour Inclusion, APA, TGfU and associated theory
Workshop	1	Skills Practical and Oral Assessment
Independent Study	100	Reading, Planning, researching, evaluation of resources, assignment preparation, skills practice, group collaboration, skills practical and oral presentation assessment
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

Indicative Content
(*indicates subject to timetabling/availability of site centres and personnel; **optional evening courses) - 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. - 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 inclusive practice. - 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. - *Site visit (e.g. CRC, IWA) to observe and assist with teaching of children with disability. - *Site visit to explore and experience how physical education lessons may be adapted for children with physical disability (e.g. Irish Wheelchair Association). **Optional: Supporting the PE programme in a co-curricular capacity linked to National Governing Body guidelines through evening courses (e.g. soccer, basketball).

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Gallahue, D., & and Donnelly, F. 4th ed., pp. 24-59). .: 2003, Developmental physical education for all children, 4th, 2 & 3, Human Kinetics, Champaign: IL:,
Graham, G., Holt/Hale, S A. & Parker, M.: 2010, Children moving a reflective approach to teaching physical education., 8th, McGraw-Hill, Boston,
Jones, R. and Cope, E. In Hardman, K. & Green, R.: 2011, Contemporary Issues in Physical Education. Teaching Games for Understanding: an Inclusive Teaching Model, Meyer & Meyer, Maidenhead,
Lund, J., & Tannehill, D.: 2015, Standards-based physical education curriculum development, 3rd, 9, Jones & Barlett, Boston,
MacPhail, A., Tannehill, D., Halbert, G., & Murphy, F.: 2012, Research and practice in physical education., 13, Taylor & Francis, New York,
Lund, J. and Tannehill, D.: 2015, Standards-Based Physical Education Curriculum Development, 3rd, Jones & Bartlett, MA,

Other Resources

None

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