Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

This module aims to evaluate and develop your understanding of Pedagogical approaches relevant to inclusive Physical Education that contributes to the development of Physically Literate future citizens.

We will explore:

• the National Curriculum (NC) throughout the Age Phases/Key Stages, focusing specifically on the Welsh NC requirement for Physical Education • teaching styles and strategies that result in appropriate challenge and support, progression and engagement • the relationship between teaching and learning, and the role of assessment of learning and assessment for learning. • how carefully planned, challenging, differentiated tasks result in achievement • supporting the progress of learners through regular, relevant and supportive feedback

The focus of the module will be on discovering the most effective methods for the delivery of a dynamic pupil-centred Physical Education program that results in a confident, self motivated and engaged learner. We will explore an evidence based pedagogical approach that emphasises ‘task mastery’ as a measure of achievement and progress. You will discover how to create an inclusive learning environment that supports a sense of autonomy, belonging and competence that nurtures intrinsically motivated and self-sufficient learners.

good

-B / -60%>

The micro teach session demonstrates good use of a variety of teaching styles from the M and A spectrum. Evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed to a good standard. The students positioning and movement around the teaching space was good for specific tasks. The teaching includes the appropriate amount of support, guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were good. The students teaching is engaging with evidence of energy and enthusiasm maintained throughout.

threshold

-D / 40%>

The micro teach session demonstrates basic use of some teaching styles from the M and A spectrum. Little evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed. The students positioning and movement around the teaching space was adequate for specific tasks. The teaching includes basic use of guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were adequate. The students teaching is fairly engaging with some energy and enthusiasm maintained throughout.

excellent

-A / 70%>

The micro teach session demonstrates excellent use of a variety of teaching styles from the M and A spectrum. Strong evidence of pedagogical models such as TGFU, differentiation using the STEP approach, and positive skill transfer (conceptual and psycho-motor) were displayed. The students positioning and movement around the teaching space was excellent for specific tasks. The teaching includes the appropriate amount of support, guidance and feedback. Evidence of the modules theoretical content linked to the session e.g., sharing learning intentions/success criteria were excellent. The students teaching is highly engaging with energy and enthusiasm maintained throughout.

1. Demonstrate basic pedagogical strategies through a variety of teaching styles, providing learners with guidance and an engaging learning environment.

2. Demonstrate effective use of time, equipment and space, organise individuals and groups effectively

		Hours
Private study	A minimum of 10 hours will be required to prepare for assessments	78
Practical classes and workshops	This will be delivered via 11 x 2 hour lecture/practical slots	22

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

• research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
• plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
• demonstrate effective written and/or oral communication and presentation skills
• work effectively independently and with others
• take and demonstrate responsibility for their own learning and continuing personal and professional development
• self-appraise and reflect on practice
• plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
• recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
• undertake fieldwork with continuous regard for safety and risk assessment.
• communicate succinctly at a level appropriate to different audiences.
• develop effective learning aids

Resource implications for students

To ensure your degree learning outcomes are met and health and safety is maintained, practical sessions are compulsory. If you miss more than one practical session without genuine mitigating circumstances you will fail the module (due to not meeting the learning outcomes) and will be asked to resit the module. You may be charged to resit this module or be transferred off the course.

Reading list

Sample Reading List

Capel, S. (2005). Teachers, Teaching and Pedagogy in Physical Education. Sage Publication.

Capel, S. (2005). Learning to Teach Physical Education in The Secondary School. A companion to School Experience. Second Edition. Routledge Falmer.

Morgan, K. (2018). Successful Futures: making Sense of the pedagogical principles. A Welsh Physical Education Perspective: Physical Education Matters. Spring 2018.

Kirk, D., Macdonald. D., O′Sullivan. M. Handbook of Physical Education. Sage

Quennerstedt. M. (2019). Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy. Journal of Sport, Education and Society: Creating Thriving and Sustainable Futures in Physical Education, Health and Sport, Vol 24, 2019 - Issue 6

Compulsory in courses:

• C617: BSc Sport Science, PE & Coaching year 1 (BSC/SSCPE)
• C64P: BSc Sport Science, PE and Coaching with Placement Year year 1 (BSC/SSCPEP)