Critical Perspectives in Physical Education

Module title	Critical Perspectives in Physical Education
Module code	ESS3109
Academic year	2023/4
Credits	15
Module staff	Mr Will Katene ()

Duration: Term	1	2	3
Duration: Weeks	11	11

Number students taking module (anticipated)	40

Module description

The last 20 years have witnessed a rapid expansion in research and knowledge concerning the many factors that influence Physical Education (PE). These include issues such as the context within which PE teachers work; what teachers think about when they are planning and teaching; and the knowledge that is required to teach effectively. More recently, research in the field has begun to provide insights into what PE teachers feel about their role; their lives as teachers; and what pupils themselves feel about the PE they experience in schools.

This module will provide you with an insight into recent research findings related to issues surrounding the teaching and learning of PE in primary and secondary schools, and offers opportunities for you to research, present, discuss and debate current issues such as ‘competition versus cooperation’.

Module aims - intentions of the module

To enable you to draw together the research and implications of research on topics that inform and develop effective teaching and learning in PE;
To provide you with new insights into recent research findings in PE;
To help you to identify appropriate areas for future research in the field;
To enable you to consolidate and build upon your existing knowledge, skills and experiences in PE so that you can deal with professional situations and exercise sound judgment, personal responsibility and initiative;
To support your professional development in the field of PE;
To provide you with the knowledge, skills and understandings to analyse, critique and reflect on the relationship between theory, research, policy and practice;
To enable you to develop knowledge, understanding, key skills and confidence to plan, implement and communicate educational research to your peers in professional contexts;
To provide you with the organisational and transferable skills to extend your professional development and autonomy.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. To demonstrate a critical understanding of the relationship between theory, policy and practice in PE;
2. To demonstrate an evidence-based understanding of PE in schools and its developments.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

3. To analyse and critique current issues in education
4. To present, discuss and debate current issues in education with the support of empirical research and non-empirical evidence.

ILO: Personal and key skills

On successfully completing the module you will be able to...

5. To synthesise and organise ideas to present an argument
6. To take responsibility for your own learning
7. To critically evaluate and present an argument in writing and orally

Syllabus plan

This module includes a critical consideration of critical perspectives in PE in primary and secondary schools. A range of views will be discussed from different perspectives and an interdisciplinary and interconnected approach will be followed throughout. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

1. Issues surrounding the role and educational value of PE:

Opportunities and challenges surrounding the National Curriculum for PE (1988 – present day);
Bridging the gap between physical activity/PE and academic attainment;
Making connections between PE and other subjects within the National Curriculum (e.g. Maths, Science & Modern Foreign Languages).

2. Issues surrounding the teaching and learning of PE:

‘It’s not the winning but taking part that counts isn’t it?’ Competition versus cooperation;
The warm-up and cool-down phases of PE lessons: Are they becoming a ‘road less travelled?’;
‘Skills-based/teacher-centred’ versus ‘Activity-based/pupil-centred’ approach/model to teaching PE: Problems and prospects.

3. Issues surrounding learners in PE:

Should all pupils be included in PE lessons?
How do you challenge the ‘more able’ and support ‘less able’ learners?
How do you involve disengaged or reluctant learners?

4. Issues surrounding teachers of PE:

Who is best placed to teach PE in primary schools? Generalist classroom teachers? External sports coaches? PE specialist teachers?
(b) Towards an understanding of subject knowledge in PE;
(c) Teachers as researchers.

5. Future directions in PE:

PE as a ‘core’ subject in the National Curriculum in England;

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
33	117	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching	16.5	Lectures
Scheduled learning and teaching	16.5	Seminars
Guided independent study	28	Recommended reading related to lecture content
Guided independent study	39	Seminar preparation
Guided independent study	50	Individual presentation research and preparation

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Feedback on seminar presentations/debates etc	Variable	1-7	Oral feedback

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
60	0	40

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment on a critical perspective or issue in PE	60	2000 words	1-7	Written feedback
Individual oral presentation on a critical perspective or issue in PE (NB same issue as for the assignment, above)	40	10 minute individual oral presentation with 5 minutes for questions from the module leader	1-7	Written feedback
	0
	0
	0
	0

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written assignment on a critical perspective or issue in PE	2000 words	1-7	August-September assessment period
Individual oral presentation	10 minute individual oral presentation with 5 minutes for questions (face-to-face oral presentations	1-7	August-September assessment period

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to complete a further assignment and present a further oral presentation. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

Basic reading:

The majority of reading for this module will be research papers specified at lectures for students to read around lecture content and to prepare for seminars. Students are also expected to seek out literature themselves, thus, providing an opportunity for them to read what they find most interesting about the module/lecture content, on which they will have the opportunity to be assessed on due to the freedom provided by the assessments.

The following textbooks, however, will provide useful research to learn, catch-up or consolidate PE knowledge that may be required as you move through the module.

Capel, S. and Piotwoski, S. (2000) Issues in physical education. London: Routledge.
Capel, S. and Whitehead, M. (2015) Learning to teach physical education in the secondary school. London: Routledge.
Capel, S. and Lawrence, J. (2018) Mentoring physical education teachers in the secondary school: A practical guide. London: Routledge.
Hardy, C.A. and Mawer, M. (1999) Learning and teaching in physical education. London: Falmer.
Mawer, M. (1995) The Effective Teaching of Physical Education. London: Longman.
Pope, D. (2019) Understanding subject knowledge in primary teaching. London: Sage.

Indicative learning resources - Web based and electronic resources

ELE page: http://vle.exeter.ac.uk/

Key words search

Physical education, teachers, learners, teaching, learning, primary schools, secondary schools

Credit value	15
Module ECTS	7.5
Module pre-requisites	ESS2704 Learning and Teaching in Physical Education
Module co-requisites	None
NQF level (module)	6
Available as distance learning?	Yes
Origin date	19/02/2021
Last revision date	19/02/2021