Module Details

Module Code: SPRT8016
Title: Innovations in PE Pedagogy
Long Title: Innovations in PE Pedagogy
NFQ Level: Advanced
Valid From: Semester 2 - 2023/24 ( January 2024 )
Duration: 1 Semester
Credits: 5
Field of Study: 8130 - Sports and Recreation
Module Delivered in: no programmes
Module Description: This module critically evaluates current practices in Physical Education (PE) with a view to exploring a range of alternative and innovative practices. Students will be involved in a range of experiences designed to extend their knowledge, understanding, and competencies in a variety of innovative practices, around teaching and learning, information and communication technology, differentiation, and/or assessment. The module aims to challenge conventional practice in PE and encourage students to think critically about the evolving Junior Cycle and Leaving Certificate PE curricula, as well as the changing needs and interests of pupils. It also seeks to explore who benefits from current practices in PE with a view to understanding why some pupils disengage. As such, students are encouraged to apply their knowledge of innovative practices in teaching and learning, information and communication technology, differentiation, and/or assessment, to better engage the diverse needs and interests of pupils in the context of PE.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Examine the evolution of traditional Physical Education practices, and evaluate how these have informed current practices.
LO2 Consider and debate solutions to challenge and overcome issues identified in current practices in Physical Education.
LO3 Experience and implement innovative teaching and learning practices, use of ICT, and differentiation and/or assessment in Physical Education.
LO4 Evaluate the potential impact of innovative pedagogical practices on school pupils' experiences in Physical Education.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Critical review of current Physical Education curricula in Ireland
The purpose of PE and what it is trying to achieve. A review of the current PE curricula and it’s priorities. A discourse analysis of the implicit values that the PE curricula places on certain pedagogies, curriculum areas and assessment strategies.
Current pedagogical, curricular, and assessment issues in Physical Education
Defining innovation, and specifically in the context of PE. Current pedagogical approaches for example command style teacher centered approach. Curriculum strands and activities, and the dominance of current strands in PE. Traditional approaches to lesson structure and delivery, for example the use of skills and drills. The need for innovation in PE. Current schools' pupils' perceptions on the current PE practices
Innovation in Physical Education teaching & learning
The use of models-based practice in PE. An exploration and critique of innovative models and pedagogical approaches in PE (e.g., Meaningful PE, TGfU, Sport Education, Cooperative Learning, Teaching Personal and Social Responsibility, Trauma-Aware Pedagogies). Critique of current assessment practices in PE (e.g., fitness testing). Authentic assessment in PE and the benefits (e.g., components of quality assessment, the Productive Assessment Framework). Technology and its use in the context of PE. Using technology to support pedagogical innovation in PE. Using technology to support innovative assessment practices in PE.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Project % of Total Mark 60
Timing Week 6 Learning Outcomes 1,2,4
Assessment Description
This project will seek to establish and critically evaluate the need for change in current practices in PE. Students will propose innovative solutions to overcome the issues identified.
Assessment Type Oral Examination/Interview % of Total Mark 40
Timing Week 13 Learning Outcomes 1,2,3,4
Assessment Description
Students will use their knowledge and understanding of current and innovative practices in PE teaching and learning, ICT, differentiation, and/or assessment, to verbally defend (i.e., viva voce) a range of proposed practical solutions to identified issues. This should draw from previous pedagogical experiences throughout the semester.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class based instruction. Every Week 2.00 2
Lab Contact Students will experience and critically reflect on current practices in PE in an applied setting. Students will explore what innovation in the context of PE looks like through the use of novel pedagogical approaches, ICT and/or differentiation strategies. This will be achieved through a series of interactive tutor and student designed and led practicals. Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Independent Study and Reflective Practice. Every Week 3.00 3
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 4.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class based instruction. Every Week 2.00 2
Lab Contact Students will experience and critically reflect on current practices in PE in an applied setting. Students will explore what innovation in the context of PE looks like through the use of novel pedagogical approaches, ICT and/or differentiation strategies. This will be achieved through a series of interactive tutor and student designed and led practicals. Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Independent Study and Reflective Practice. Every Week 3.00 3
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 4.00
 
Module Resources
Recommended Book Resources
  • Kirk, D.. (2012), "What is the future for physical education in the twenty-first century?” In Capel, S. & Whitehead, M. (Eds) Debates in Physical Education, 4, Routledge, London, p.220, [ISBN: 9780203100189].
  • Lund, J.L. & Tannehill, D.. (2014), Standards-based Physical Education Curriculum Development, Jones & Bartlett Publishers, [ISBN: 9781284034196].
  • Metzler, M.W. & Colquitt, G.. (2021), Instructional Models for Physical Education, 4th. Routledge, [ISBN: 978-0367532246].
Supplementary Book Resources
  • Jewett, A.E., Bain, L.L. & Ennis, C.D. (1995), The Curriculum Process in Physical Education, McGraw-Hill Humanities, [ISBN: 9780697168252].
  • Kirk, D. (2010), Physical Education Futures, Routledge, [ISBN: 9780415677363].
  • Rogers, E.M.. (2003), Diffusion of Innovations, 5th. Free Press, [ISBN: 978-0743222099].
  • Tannehill, D., Van der Mars, H., & MacPhail, A.. (2013), Building effective physical education programs., Jones & Bartlett, [ISBN: 9781449646356].
Recommended Article/Paper Resources
  • Fjellner, R., Varea, V. & Barker, D. (2022), How physical education teachers are positioned in models scholarship: A scoping review., Physical Education and Sport Pedagogy.
  • Flintoff, A. & Scraton, S. (2001), Stepping into active leisure? Young women’s perceptions of active lifestyles and their experiences of school physical education, Sport, Education and Society, 6 (1), p.5.
  • Landi, D., Fitzpatrick, K., & McGlashan, H. (2016), Models based practices in physical education: A sociocritical reflection, Journal of Teaching in Physical Education, 35, p.400.
  • Pill, S., Penney, D. & Swabey, K. (2012), Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education, Australian Journal of Teacher Education, 37 (8), p.117.
Other Resources
  • Report, Hampson, M. Patton, A. & Shanks, L. (2011), 10 ideas for 21st century education, London, Innovation Unit.