Teaching Responsibility
LJMU Schools involved in Delivery:
Sport and Exercise Sciences
Learning Methods
Lecture
Tutorial
Module Offerings
7505SPOPID-APR-PAR
7505SPOPID-FEB-PAR
7505SPOPID-OCT-PAR
Aims
- To enable students to critically appraise and understand the role of models in physical education policy and curricular design.
- To explore the evidence-based research underpinning commonly deployed models in physical and sports education.
- To critically explore the concept of physical literacy, to understand the model of physical literacy and the role of physical literacy within the wider, cross-disciplinary curriculum.
Learning Outcomes
1.
Critically review the evidence base underpinning models used in physical education settings.
2.
Critically examine the role of physical literacy in the wider education context.
3.
Demonstrate confidence in designing lessons that promote physical literacy across the life-span
Module Content
Outline Syllabus:
- International models of Physical Education
- The role of evidence-based practice in model development
- Physical literacy as a universal model
- Exploring what being physically literate means
- Exploring the evidence base underpinning physical literacy
- Challenges and benefits physical literacy and it’s implementation in school settings
- Evidencing effectiveness of physical literacy curricula
- Future developments in physical literacy
- Digital assessment approaches.
Module Overview:
The purpose of this module is to develop a critical understanding of the importance of universal and international approaches to physical education. Physical Literacy is a universal model that has received traction in Australia and Canada as an evidence based approach to developing the physical and psychological concomitants required to maintain a physically active lifestyle outside of the structured or mandated physical education setting. The model aims to inspire forward thinking, passionate advocates for becoming physically literate and the importance of physical education remaining a protected, valued and resourced form of education in Government policy.
The purpose of this module is to develop a critical understanding of the importance of universal and international approaches to physical education. Physical Literacy is a universal model that has received traction in Australia and Canada as an evidence based approach to developing the physical and psychological concomitants required to maintain a physically active lifestyle outside of the structured or mandated physical education setting. The model aims to inspire forward thinking, passionate advocates for becoming physically literate and the importance of physical education remaining a protected, valued and resourced form of education in Government policy.
Additional Information:
Mode of Study.
The module will be delivered in a blended learning mode through a combination of synchronous and asynchronous learning opportunities. Synchronous learning takes place online or in the classroom in real time, while asynchronous learning enables students to engage with the course content online at their own time and pace. Following an introductory synchronous lecture, the theoretical material will be accessed online asynchronously through engagement with the course notes, pre-recorded lectures, and guided reading. Reflection and discussion are key elements to teaching and learning and will be promoted through a series of participatory online workshops. All students are encouraged to take part in group activities where critical incident sharing and collective discussion of solutions will take place. The online materials will also include self-assessment exercises and reflective tasks to promote consolidation of learning and encourage real-life application of knowledge and skills As the proposed module is at a postgraduate level, a large proportion of learning will be independent and self-directed. However, all students will have access to an allocated tutor who will be available to support them online and through video calls While online nature of this module will afford flexibility, it is advisable that students set regular times each week to engage with the content and complete the tasks, participate in synchronous activities, and contribute to discussions and group activities Regular communication with the academic staff and peers will support successful completion of the module.
Lecture Hours;
Theoretical input for students taking the course in the blended mode will consist of a 3-hour lecture and 27-hour equivalent of guided online learning.
Note: Module duration is 4-8 months dependent upon mode of study i.e., FT or PT respectively.
Mode of Study.
The module will be delivered in a blended learning mode through a combination of synchronous and asynchronous learning opportunities. Synchronous learning takes place online or in the classroom in real time, while asynchronous learning enables students to engage with the course content online at their own time and pace. Following an introductory synchronous lecture, the theoretical material will be accessed online asynchronously through engagement with the course notes, pre-recorded lectures, and guided reading. Reflection and discussion are key elements to teaching and learning and will be promoted through a series of participatory online workshops. All students are encouraged to take part in group activities where critical incident sharing and collective discussion of solutions will take place. The online materials will also include self-assessment exercises and reflective tasks to promote consolidation of learning and encourage real-life application of knowledge and skills As the proposed module is at a postgraduate level, a large proportion of learning will be independent and self-directed. However, all students will have access to an allocated tutor who will be available to support them online and through video calls While online nature of this module will afford flexibility, it is advisable that students set regular times each week to engage with the content and complete the tasks, participate in synchronous activities, and contribute to discussions and group activities Regular communication with the academic staff and peers will support successful completion of the module.
Lecture Hours;
Theoretical input for students taking the course in the blended mode will consist of a 3-hour lecture and 27-hour equivalent of guided online learning.
Note: Module duration is 4-8 months dependent upon mode of study i.e., FT or PT respectively.