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Module JXH-1026:
Pedagogy for PE 1

Module Facts

Run by School of Sport, Health and Exercise Sciences

10 Credits or 5 ECTS Credits

Semester 2

Organiser: Mr Gethin Thomas

Overall aims and purpose

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

Course content

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.

Learning outcomes

  1. Following successful completion of the module, students will be able to: Through application demonstrate a thorough understanding of the theoretical basis for an inclusive, empowering learning environment

  2. Following successful completion of the module, students will be able to: Demonstrate effective pedagogical strategies that support progression through pupil centred learning.

Assessment Methods

Type Name Description Weight

Using ‘role play’ teach a 20 min lesson that demonstrate effective pedagogical strategies that;

• are engaging, inclusive and pupil centred • demonstrate a variety of guidance • demonstrate a variety of teaching styles • differentiated, resulting in appropriate challenge

Where appropriate your lesson must facilitate learning through IT (e.g. i-pad etc) and include opportunities, when appropriate to develop Literacy (spoken language) and Numeracy

N.B. There is no need to include a warm up or cool down period in your session.

Note your microteach should be 20 minutes long (+/- 10%). Your grade will be reduced by one category (e.g. A to A-) for every whole minute that you exceed this time. For example, if your microteach was worthy of an A grade, but was 22 minutes long, your grade will be reduced to A-; if 23 minutes long, it will be reduced to B+.


Teaching and Learning Strategy

Practical classes and workshops

8 x 2 hr practicals


3 x 2 hr lectures.

Private study

Reading, and preparing micro teach.


Transferable skills

  • 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

Subject specific skills

  • 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 either: • be asked to re-sit the module in the following year. You will be charged to resit this module • be transferred off the course to another of our degree programmes. You will have to make up missing credits required for your new degree. If additional learning and assessments are required to make up these missing credits you may be charged. You will graduate with a different degree title. Important: Students who fail the module (overall module mark less than 40%) or miss module assessments, will be required to undertake a resit or first-sit assignment in the Supplementary Assessment Week (SAW). The SAW will be held in July 2019 (exact date to be confirmed nearer to the time). If you are resitting your assignment, your mark will be capped at 40%.

Reading list

Tailored readings e.g. Journal Articles will be available to students on Blackboard Learning to Teach Physical Education in the Secondary School; Susan Capel

Courses including this module

Compulsory in courses: