Registry
Module Specifications
Archived Version 2019 - 2020
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Description The curriculum model, teaching personal and social responsibility, will underpin all work in outdoor and adventure activities. The theory of outdoor and adventure education with particular reference to the experiential learning model will be explained and illustrated as students engage in activities related to the primary curriculum. Walking activities, outdoor challenges and orienteering will provide the medium for exploration of the adventure philosophy including risk, challenge, problem solving, cooperation and trust. Students will gain experience of activities that can be implemented in a school setting and those that are undertaken off-site in natural environments. Theories of play will be explored with the focus on the important role of outdoor physical play. Further work can be undertaken on development of personal and social responsibility through engagement with the aquatics strand. Students will gain experience of implementing play activities that promote confidence of children in water as they develop water skills. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. LO1 Demonstrate an understanding of Hellison’s model of personal and social responsibility applied to physical education 2. LO2 Apply and reflect on the concept of experiential learning within outdoor and adventure education 3. LO3 Describe the benefits of outdoor play underpinned by reference to key theories of play 4. LO4 Analyse and critique playgrounds and parks as a places for learning in physical education 5. LO5 Plan creative and motivating outdoor and adventure activities that focus on children’s development and learning. 6. LO6 Demonstrate a personal understanding of the role of the class teacher in implementing an aquatics programme | |||||||||||||||||||||||||||||||||||||
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 n/aTeaching Personal and social responsibility Applying Hellison’s model of personal and social responsibility; integration of personal and social responsibility goals into physical education and outdoor education; teaching responsibility by empowering students; implications of the model for practice in teaching outdoor and adventure activities. Experiential learning in outdoor and adventure education Examining the rationale for introducing children to walking activities, outdoor challenges and orienteering. Researching and designing outdoor activities for children. Development of basic orienteering skills for children: map reading leading towards point to point orienteering. Management of risk taking. The importance of debriefing following engagement in adventure activities. Outdoor Play Benefits of play in the natural environment: play for physical activity, enjoyment of the outdoors, learning about the world. Meeting the child’s need for freedom, adventure, experimentation, risk-taking. Using playgrounds: selection of playgrounds and play activities. Aquatics in physical education The importance of aquatics within a balanced physical education curriculum. Key issues around development of water skills through play. Games played in water. Water safety: in, on, near water. Engaging in aquatic activities: water play, swimming strokes, personal survival , aqua-fitness activities. Organisation and implementation of an aquatics programme. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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