Critically evaluate how principles of contemporary pedagogical frameworks, Nonlinear Pedagogy, and the Athletic Skills Model, can be used to design learning environments that will foster physical literacy through adventure activities. 10 minutes.

Assessment Item 1: Presentation (worth 50% of module mark) 10 minutes 

Critically evaluate how principles of contemporary pedagogical frameworks, Nonlinear Pedagogy, and the Athletic Skills Model, can be used to design learning environments that will foster physical literacy through adventure activities. 

Criteria for assessment: 

·  Introduction and background principles of contemporary pedagogical frameworks 

·  How they can encourage and facilitate physical activity and motor learning in children of different ages 

·  Explain how they can provide the foundational skills needed for leading active lives 

·  Support the development of young athletes in elite sports programmes in an ethical, enriching, and supportive manner. 

·  Use and range of appropriate academic and supporting literature 

·  Presentation delivery style and content (including writing style and referencing) 

·  Evidence and reflection on individual contribution to the completion of the assessment

Oral Presentation

Critically plan and deliver two sequential lessons in aquatic activities built upon non-linear pedagogy. Submit lesson plans alongside a 500-word evaluation.
Criteria for assessment: 

·  Planning aligned to non-linear pedagogy lesson 

·  Lessons clearly highlight a non-linear approach 

·  In-depth and rigorous evaluation of two lessons 

·  Use and range of appropriate academic and supporting literature 

·  Presentation delivery style and content (including writing style and referencing) 

·  Evidence and reflection on individual contribution to the completion of the assessment

Lesson Plans

Non-linear pedagogy approach to physical education underpinned by dynamical systems theoretical framework. 

Representative learning design and constraints-based teaching. 

Skill acquisition and development in aquatics 

What makes challenge and adventure games different in PE 

Choosing and adapting adventure games for different abilities 

Building on abilities and skill development 

Where to start with adventure activities 

Special needs 

Balancing risk and adventure Games 

Designing new games to include adventurous outcomes 



Supervision and assistance; 

Deciding on appropriate levels to maximise autonomy and involvement Orienteering 

International rules, designing your programme, choosing your venue, running your course 

Accessing resources, maps controls O Cards 


School based Orienteering Adapted Adventure sports as are practiced globally 

Sailing 

Canoeing 

Rock climbing 

Trail walking 



Practical Assisting and supervising Adventure Education programmes 

Working with skilled Outdoor Instructors 

Managing risk 

Adapting equipment 

Emergency procedure practices 

Skill execution in adventure activities 

Motivational and emotional impact of non- linear pedagogy on children and adolescents development. 

Swimming Stroke Development: front crawl, breaststroke, backstroke, sidestroke, sculling, butterfly, treading water, surface diving, diving and associated stroke laws. Aquatic Play with purpose and fundamentals; 

Basic water survival strategies and emergency procedures; 

Swimming endurance development; 

First aid Aquatic Teaching: Theory and Practice Aquatic teaching - practice and theory benefits and lifelong involvement Education/ teaching/coaching/structure. Health and Safety, risk assessment 

Basic principles of skill analysis - body position, leg action, arm action, breathing and timing. 

Basic Teaching/coaching methods including play with a purpose, whole part whole, part whole, guided discovery, multi-stroke, multi- disciplined, single stroke, shallow and deep water. 

Principles of teaching and coaching pool communication, organisation, motivational methods and feedback. 

Acquisition of skill Teaching and learning, learning cycle, domains of learning styles, factors influencing learning. 

Aquatic teaching observation, reflective practice and review

Skill Acquisition 2 - 6509SPOPID

Skill Acquisition 2

Critically evaluate models of skill acquisition and discuss how these models can be deployed for teaching core components of the PE curriculum (aquatics and adventure activities)

Design and deliver physical education activities which meet the needs of all learners

Critically evaluate the physical, social and psychological skills developed through physical education in aquatics and adventure activities.