Pedagogy for PE 2
Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Mr Gethin Thomas
Overall aims and purpose
This module aims to develop your understanding of Pedagogical approaches, building upon you experiences in Pedagogy for Physical Education (1). You will be encouraged to critically reflect upon approaches relevant to the delivery of an inclusive Physical Education programme 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
• how carefully planned, challenging, differentiated tasks result in achievement
• supporting the progress of learners through regular, relevant and supportive feedback • the relationship between learning and teaching, and the role of assessment of learning, assessment for learning, assessment as learning • emphasis is placed on individual learning preferences and the need to plan the delivery of AS/A level theory accordingly • we will explore a variety of Specifications specific to the GCSE and AS/A level qualification awarded by a variety of examination boards • literacy and numeracy and ICT in Physical Education • lesson planning and organisation
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 develop your application of evidence based pedagogical approaches that emphasises ‘task mastery’ as a measure of achievement and progress. You will develop your understanding and ability to apply theory into practice, discovering how to create an inclusive learning environment that supports a sense of autonomy, belonging and competence that nurtures intrinsically motivated and self-sufficient learners.
Adequate answer to the question, largley based on lecture material. No real development of arguments.
Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material.
Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues.
Following successful completion of the module, students will be able to: 1 Demonstrate critical reflection of effective pedagogical strategies resulting in a learning environment that is; inclusive and pupil centred, engaging, appropriately challenging and progressive, through practical application.
Following successful completion of the module, students will be able to: 2 Recognise and incorporate opportunities to develop Literacy, Numeracy and/or ICT
Following successful completion of the module, students will be able to: 3 Produce detailed lesson plan in accordance with current effective practice
100% Micro Teach
Learning Outcome 1,2,3
Using ‘role play’ plan (using the frame provided) team teach (in pairs) a 20 min lesson that demonstrate effective pedagogical strategies that are:
• inclusive and pupil centred • progressive and engaging • differentiated, resulting in progress through appropriate challenge • incorporate literacy and numeracy (planning/evaluation) • incorporate ICT to facilitate learning
Your lesson plan will be required at the beginning of the session and will contribute towards the assessment (weighting 25%).
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||
5 x 2 hr practicals
Private study including reading and preparing for microteach
6 x 2 hr lectures
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- 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.
- 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%.
Tailored readings e.g. Journal Articles will be available to students on Blackboard Learning to Teach Physical Education in the Secondary School; Susan Capel
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- C651: BSC Sport- Health & Physical Educ year 2 (BSC/SHPE)