| CODE | HPP5003 | ||||||||
| TITLE | Contemporary Issues in Physical Education | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||
| DESCRIPTION | This study-unit will engage students in identifying a series of contemporary issues from the global to the local impacting upon the objectives, place and role of physical education and sport in schools. Such challenges range from the philosophical to the practical including but not limited to inclusion and integration. Effective strategies of how some of these issues can be overcome will be discussed in class. This study-unit also tackles current issues and challenges being faced by physical education teachers especially in the light of developing more inclusive measures to a wide range of culturally diverse students such as when it comes to gender, ethnicity, and disability, and how these can be engaged more effectively. The code of practice, laws and trends that are impacting directly physical education activities will also be elaborated on. Students will also be given the opportunity to reflect critically on timely research and academic literature and see how these are informing the laws, policy and practice on curriculum planning and participation. More specifically the Teachers' Code of Ethics and Practice (compiled by the Ministry of Education and Employment by the Government of Malta, and by the European Association of Physical Education) will be introduced together with other laws that are affecting physical education activities directly. Finally, current trends and implications for the future are also explored. Study-unit Aims: The aim of the study-unit is to: 1) Define the contemporary issues and challenges that physical education teachers are being faced with locally and also on an international level; 2) Identify best-practice measures of how some of these concerns are being dealt with in different countries and how these measures can be implemented to the local context; 3) Reiterate the importance of adopting an inclusive approach for all school kids (regardless of ethnic background, gender and ability) and should be the underpinning principle, when it comes to curricular provision and teaching in physical education; 4) Recognise the impact that policies and laws have on their daily practice and are able to identify future trends in this sector. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Reflect critically on contemporary philosophical and social debates impacting on the status and development of physical education that are highlighted in the academic literature; - Analyse the role of government policy and laws in informing decision-making and professional practice within physical education; - Recognise the educational, social and cultural barriers impacting on physical education participation among school children; - Identify a range of appropriate strategies to overcome such barriers. 2. Skills By the end of the study-unit the student will be able to: - Develop analytical skills on the issues surrounding PE teaching; - Synthesise large amounts of data when reading empirical research (especially current research from professional and academic journals); - Apply theoretical concepts to practice, as demonstrated through planning, teaching and reflecting critically during group work. Main Text/s and any supplementary readings: Main texts: Armour, K. & Macdonald, D (2012) Research Methods in Physical Education and Youth Sport. Oxon: Routledge. Capel, S., &Pitrowski , S (2013) Issues in Physical Education. London: Routledge. Capel, S., & Whitehead, M (2012) Debates in Physical Education. London: Routledge. Dyson, B., & Casey, A (2014) Cooperative Learning in Physical Education: A research based approach. London: Routledge. Kirk, D (2013) Physical Education and Curriculum Study London: Routledge. Stidder, G., & Hayes, S. (2012) Equity and Inclusion in Physical Education and Sport. London: Routledge. Tannehill, D., MacPhail, A., Halbert G., & Murphy, F (2012) Research and Practice in Physical Education. London: Routledge. Whitehead, J., Telfer, H., & Lambert, J (2013) Values in Youth Sport and Physical Education. London: Routledge. Piper, H. (2015) Touch in Sports Coaching and Physical Education: Fear, Risk and Moral Panic London: Routledge. Piper, H., Garratt, D., & Taylor, B (2015) Moral Panic in Physical Education and Coaching. London: Routledge. Rossi, T., Hunter, L., Christensen, E & Macdonald, D (2014) Workplace Learning in Physical Education: Emerging Teachers’ Stories from the Staffroom and Beyond. London: Routledge. Supplementary Reading: Bailey, R & Kirk, D (2009) The Routledge Physical Education Reader. London: Routledge. Green, K (2008) Understanding Physical Education London: Sage. Hardman, K., & Green, K (2011) Contemporary Issues in Physical Education: International Perspectives. Maidenhead: Meyer & Meyer. O’Sullivan, M., & MacPhail, A (2010) Young People’s Voices in Physical Education and Youth Sport. London: Routledge. Ovens, A., Hopper, T & Butler, J (2012) Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research London: Routledge. Rouse, P (2009) Inclusion in Physical Education. Leeds: Human Kinetics. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Kevin Joseph Azzopardi Andrew Darmanin Andrew Decelis Marvin Spiteri Lara Tonna (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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