Teaching Responsibility
LJMU Schools involved in Delivery:
Sport and Exercise Sciences
Learning Methods
Lecture
Tutorial
Module Offerings
7506SPOPID-APR-PAR
7506SPOPID-FEB-PAR
7506SPOPID-OCT-PAR
Aims
- To provide students with the knowledge and skills to understand, discuss and evaluate physical education policy in Ireland and to comparatively analyse international PE policies
- To provide students with the opportunity to advance their development of pedagogy through the synthesis of theory and practice.
- To develop research skills required to undertake research to inform practice.
Learning Outcomes
1.
Critically evaluate the role of national and international governments in implementing PE policy, provision and practice.
2.
Critically explore pedagogical knowledge, understanding and skills in PE and identify how theory and practice relate to one another
3.
Critically explore research methods and how research approaches can be used to improve standards of policy, provision and practice in PE
Module Content
Outline Syllabus:
Exploration of the rationale for the involvement of governments in physical education policy.
Patterns of government involvement in physical education Nationally and Internationally
Collaborative research, planning, teaching and evaluation with mentor, tutors and peers.
Action research exploring different approaches to teaching, learning and feedback in the PE class
Innovative practices in PE (e.g Models-based practices, peer teaching, cooperative learning, teaching games for understanding)
The role of targets and standards in PE and the use of research to inform targets and standards
Evidence informed curricular design Leaving Certificate in Physical Education (LCPE) and Junior Certificate in Physical Education (JCPE) curricular design and development in Ireland and international equivalents.
Identifying learner needs and action-based research and intervention
Exploration of the rationale for the involvement of governments in physical education policy.
Patterns of government involvement in physical education Nationally and Internationally
Collaborative research, planning, teaching and evaluation with mentor, tutors and peers.
Action research exploring different approaches to teaching, learning and feedback in the PE class
Innovative practices in PE (e.g Models-based practices, peer teaching, cooperative learning, teaching games for understanding)
The role of targets and standards in PE and the use of research to inform targets and standards
Evidence informed curricular design Leaving Certificate in Physical Education (LCPE) and Junior Certificate in Physical Education (JCPE) curricular design and development in Ireland and international equivalents.
Identifying learner needs and action-based research and intervention
Module Overview:
The module aims to provide students with the critical knowledge and skills to understand, discuss and evaluate physical education in Ireland and internationally. It will provide students with an advanced knowledge and understanding of current and innovative pedagogical practices as highlighted by the JCPE and LCPE and international equivalents. Students will have the opportunity to critically compare best-practice research evidence with current policy and practice nationally and internationally. Students will have the opportunity to develop evidence informed practice and needs based action research and intervention to inform their own professional development as reflective practitioners.
The module aims to provide students with the critical knowledge and skills to understand, discuss and evaluate physical education in Ireland and internationally. It will provide students with an advanced knowledge and understanding of current and innovative pedagogical practices as highlighted by the JCPE and LCPE and international equivalents. Students will have the opportunity to critically compare best-practice research evidence with current policy and practice nationally and internationally. Students will have the opportunity to develop evidence informed practice and needs based action research and intervention to inform their own professional development as reflective practitioners.
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 videocalls.
While online nature of this module will afford flexibility, it is advisable that you 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 videocalls.
While online nature of this module will afford flexibility, it is advisable that you 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.