Awards
Target Award
Award Description:Bachelor of Arts with Honours - BAH
Alternative Exit
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
Educational Aims of the Course
The programme aims to develop individuals with a critical understanding of Physical Education, through theoretical, practical and work based learning experiences and will: Develop students' knowledge, skills and understanding of Physical Education and pedagogy and your ability to apply them in a variety of educational contexts; Build upon students' existing academic skills in order to facilitate your development as a critically reflective, autonomous, lifelong learner; Facilitate students' development of employability and high-level transferable skills and attributes in order to prepare you to be a confident, effective educational practitioner; Facilitate students' creative and critical enquiry in associated areas of study in Physical Education; Enhance students' appreciation of the importance and influence of Physical Education in lifelong participation in physical activity and sport; Encourage students to engage with the development of employability skills by completing a Self-Awareness Statement.
Learning Outcomes
1.
Demonstrate knowledge, understanding and application of teaching and learning concepts through, of and about, a range of physical activities and related theory.
2.
Understand how leadership, management and enterprise can be developed in a Physical Education community environment.
3.
Critically reflect on the development of personal and professional skills in a Physical Education context.
4.
Understand how advanced pedagogical concepts can be utilised in school or community settings.
5.
A knowledge and understanding of the function and purposes of educational and sporting structures at a local, national and global level.
6.
Demonstrate competence in Information & Communication Technology skills and be able to use this within a variety of settings.
7.
Gather, understand and critically evaluate primary and secondary evidence to support and develop theoretical and conceptual perspectives.
8.
Evaluate the National Curriculum for PE and sport programmes/initiatives for young people.
9.
Evaluate and appropriately apply relevant theories and concepts that enable an understanding of the development of Physical Education in a social and cultural context.
10.
Evaluate a range of leadership and personal development strategies based on management of themselves and groups.
11.
Demonstrate a rational, imaginative and logical approach towards the skill of thinking through solutions to challenges of understanding the development of PE and youth sport.
12.
Appreciate the social, psychological, physiological, historical and philosophical influences of the development on young people through Physical Education.
13.
Identify the importance of partnerships and networking in Physical Education.
14.
Assist in the organisation and delivery of appropriate Physical Education activities and programmes, working with small groups under supervision.
15.
Identify how policies influence practice in Physical Education.
16.
Develop a competence in a chosen specialism (for example: Primary Physical Education or 14 - 19 Physical Education) and support this knowledge in a practical way.
17.
Identify and critically appraise the range of employment and career pathways that are available within the area of Physical Education and the community.
18.
Develop practical and transferable skills which will facilitate interaction and co-operation with a range of people and provide leadership in a range of practical activities.
19.
Develop an ability to effectively co-ordinate and manage a variety and range of inputs to a successful Physical Education programme.
20.
Demonstrate the use of a range of key skills in a variety of contexts.
21.
Evaluate own and others' performance through appraisal and reflection.
22.
Work effectively and creatively as a member of a team to achieve agreed objectives.
23.
Understand the importance of inclusive Physical Education in establishing lifelong health related activity and personal development.
24.
Consider and solve problems effectively and efficiently.
25.
Work independently, co-operatively and critically using planning and time management skills.
26.
Demonstrate effective communication to audiences in written, graphical, technological and verbal forms.
27.
Show an awareness of contemporary community issues related to Physical Education.
28.
Appreciate the inclusive pedagogical approaches within Physical Education.
29.
Show an awareness of research skills related to analysis and improvement of the performer in physical activities.
30.
Appreciate the work-based environment related to the Physical Education community.
31.
Appreciate the multi-disciplinary aspects related to PE through a range of options.
32.
Appreciate research methodology in current issues within Physical Education.
Teaching, Learning and Assessment
Acquisition of knowledge and understanding is gained through a range of teaching and learning approaches that will be used depending on the nature of the subject matter, the student learning experience and the level of study. Students will be taught in a range of different sized groups depending upon the nature of the activity. Physical Education practicals will cover a range of activities and will support the students in developing their own skills, competencies and abilities within each practical activity and teaching. This knowledge will be supplemented by more theoretically focused learning to ensure a rounded and comprehensive understanding of the subjects studied. Work Related Learning (WRL) will be used to bring real life experiences into the curriculum and this will allow students a chance to either work with outside agencies in the community or schools or to work with real problems and case studies. Work Based Learning (WBL) forms an integral part of the programme and offers students the chance to engage in a placement of their choice and start to create their own connections and networks. Option choices enable students to start to design their own curriculum and match their employment needs and desires with their university study. Through Peer learning Groups (PLG),Personal Development Planning (PDP) , WBL and dissertation, students get a chance to plan own goals and actions and become pro-active in moving themselves towards their future career. Tutorial support is given on all modules through a variety of processes and support is also offered through the personal tutor system Formal assessment of knowledge and understanding is through seen and unseen examinations, assessed coursework (such as essays, reports, and portfolios) and individual and group presentations. Projects are based in the main on individual research. Intellectual skills are promoted, practiced and developed through more active learning processes and a variety of teaching methods including; case studies, work related learning opportunities, group work, reflection and at Level 6 through independent work in the dissertation and negotiated module. All modules in the programme emphasise student centred learning, involving students in task based activities followed by discussion, feedback and a wider application of the concepts. These skills will be built up on and developed as a student progresses through their programme of study. Guest lectures involve delivery of current initiatives and personal reflections of practitioners. Intellectual skills are assessed throughout the programme in unseen and seen examinations, coursework for example case studies, essays, individual and group presentations. All students receive initial generic and module specific guidance and specialist induction on the identification and use of multimedia materials in the LRC and alternative local and non-local sources. Guidance for the production of coursework-essays, oral presentations, dissertations, are provided at modular level. Criteria for assessment accompany individual assignments. Indicative and essential sources accompany course outlines. Feedback will be given to help students to appraise their own performance and development and personal tutor groups will be used as a peer support mechanism and a place to practice.
Programme Structure
Programme Structure Description
At level 5 students select 1 option modules from a choice of 2. Students select 1 option module at level 6 (also from 2). They may choose the option that progresses from level 5, though they can also choose a different option, thus allowing the freedom of choice. ADDITIONAL STUDY … For more content click the Read More button below.
Structure
Level 4
Level 5
Level 6
Entry Requirements
A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Interview required
Irish awards
Reduced offer scheme
T levels
UCAS points
Welsh awards
Extra Entry Requirements
Can this course be deferred?
Yes
Is a DBS check required?
No
OCR National Acceptability
- National Certificate: Acceptable only when combined with other qualifications
- National Diploma: Acceptable only when combined with other qualifications
- National Extended Diploma: Acceptable on its own and combined with other qualifications