Awards
Target Award
Alternative Exit
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
Sandwich Year Out
F2F-JMU-SEP
Educational Aims of the Course
Provide an honours-level multidisciplinary study across Physical Education that is in line with professional body requirements.
Develop scientific thinking and practice in relation to using and undertaking empirical research in the context of Physical Education and prepare students for further academic study within the field.
Ensure graduates are aware of issues related to professional conduct, ethics, and performance in relation to Physical Education and prepare them for Postgraduate study in Physical Education.
Develop students' critical appreciation of the importance and influence of Physical Education in the promotion of lifelong participation in physical activity and sport.
Develop graduates with intellectual, transferable, scientific, and practical skills to make improvements to professional practice through Physical Education, exercise, and sport.
Provide students with work-related learning opportunities, which enable them to develop their professional identities in a range of Physical Education related contexts and apply their skills in the world of work.
Develop employability skills and mindset throughout the programme that are aligned to the LJMU Employability Strategy.
Transform student employability skills, self-awareness, agency, and aspirations to be able to make a difference to professional practice through Physical Education, exercise, and sport.
Provide opportunities for students to engage in peer-to-peer co-operative learning thereby cultivating and participating in communities of practice.
Encourage an appreciation and reflection on how protected characteristics (such as ethnicity, gender, religion, sexuality, socioeconomic status), and intersections thereof, contribute to experiences in Physical Education and what action can be taken to promote a more equitable society.
Learning Outcomes
Teaching, Learning and Assessment
Teaching and assessment on the programme is underpinned by a set of educational practices that have been shown to have most impact on student learning. This includes active learning strategies, use of formative feedback, collaborative and peer-to-peer learning, research-based teaching and use of authentic tasks. Such practices are weaved into the various teaching methods including lectures, workshops, practical activities, seminars and online activities. Certain aspects are foregrounded at different points throughout the programme.
For example, at Level 4 collaborative learning, formative feedback and peer-to-peer learning are a focus to help
with transition into the programme.
Research informed teaching is a significant strength of the programme. A range of staff research outputs and live projects/applied work have supported the development of the curriculum and teaching on the programme. There are clear links between staff research activity and specific modules, particularly the Professional Practice in Physical Education in Action 1 and 2; Learning and Physical Education and Sport Contexts 1, 2 and 3 and Human Movement that draw on expert statements, systematic reviews and empirical papers that staff have published.
Assessment on the programme is through a range of different methods including portfolios, reports/essays, examinations, presentations, reports, portfolios, poster presentations and a dissertation. These have been mapped to ensure that there is progression in terms of both the subject content and also the form of assessment. Therefore, feedback on a particular assessment will help students to develop their skills in order to enhance their work for a similar type of assessment in a subsequent module. Within the assessment methods identified a range of novel and authentic strategies are used by including case studies and empirical data collection.
In 2021, an ‘inclusive curricula team’ was formed and this working group successfully secured internal funding to enable student interns to lead an audit of our programmes in relation to decolonising the curriculum, with the support from our academic team. We recognise that a colonial curriculum is an inaccurate curriculum, characterised by an unrepresentative, inaccessible, and privileged nature. Decolonising the curriculum is about being more accurate, more inclusive, and more interculturally responsive. Equity, diversity and inclusion (EDI) is an increasingly important focus for our School (the School also have Athena SWAN Bronze status). We recognise that to deeply embed EDI into the fabric of what we do, we need to focus our curricula. The curricula are, truly, the heart of our School and involves everyone, all our staff and students. As a project team, we agreed very quickly that this needs to be considered in three ways- i) what we teach, ii) how we teach and iii)
how we assess. This process has both provided broader insights into issues around EDI within the curricula, both in relation to content and inclusive delivery. Outcomes from this have informed programme development and have led to the creation of a programme-level learning outcome. Furthermore, module teams have audited module content on EDI topics to ensure appropriate coverage of this theme including: (1) a diverse curriculum, (2) representation, (3) critical thinking, (4) discussing perspectives, (5) historical context, (6) bias in real world outcomes, (7) active learning, (8) EDI assessment. Ultimately, this has resulted in diversification of our module/programme design, delivery, and assessments.