The proposed Single (Honours) BSc Physical Education programme is designed as a balanced academic and vocationally relevant programme that enhances students’ employability in the changing employment context for (Physical Education) teachers. The degree will enable students to improve their knowledge of the core disciplines that underpin Physical Education consistent with the vision for teacher training outlined by the Coalition government.
At Level 4 modules will provide students with an introduction to the main theoretical areas (e.g. teaching styles, planning, feedback, etc.) and some of the key issues within education and PE (e.g. national curriculum) and this will be developed via modules at Levels 5 and 6.
The practical modules will be designed to not only develop subject knowledge but gain experience of delivering lessons to both peers and local school pupils.
Applied experience and experiential learning modules will provide all students with the opportunity to apply the knowledge gained in lectures to real school situations.
Graduates should be well prepared for careers in coaching and even sports development as well as teaching.
Knowledge and Understanding:
Demonstrate knowledge and synthesis of prominent features of current literature on the teaching process and teaching policy (National curriculum) (SS4030, SS4070. SS5070, SS5030, SS6030, SS6071, SS6022).
Develop knowledge and demonstrate application of teaching theory to actual practice (SS4030, SS5030, SS5072, SS6030, SS6072).
Thinking or Cognitive Skills:
Identify strength and weakness in specific area of their own teaching through reflective practice (SS4030, SS5030, SS5072, SS6030, SS6072).
Reflect upon teaching and make action plans for future progress (SS4030, SS5030, SS5072, SS6030, SS6071, SS6072).
Critically analyse and evaluate current research relating to teaching and educational policy (SS4030, SS4070. SS5070, SS5030, SS6030, SS6071, SS6022).
Develop physical and teaching competence in a variety of sports/activity skills specifically related to the national curriculum (SS4030, SS4071, SS5030, SS5071, SS5072, SS6030, SS6071, SS6072).
Demonstrate an ability to work collaboratively (All modules).
Transferable Professional Skills:
Pedagogical skills developed through PE, Sports Coaching and education modules (SS4030, SS5030, SS5072, SS6030, SS6071, SS6072).
Laboratory skills developed in Exercise Physiology/ Sports Psychology (SS4001, SS4010).
Report writing across all aspects of the degree programme (All modules)
Reflective writing and synthesis of theoretical literature (All modules)
Competence in a range of practical activities (SS4030, SS4071, SS5030, SS5071, SS5072, SS6030, SS6071, SS6072).
Communicate effectively with others (performers, tutors, teachers, peers) (All modules).
Demonstrate application of theory to practice in a variety of teaching environments (university and school based) (SS4030, SS5030, SS5072, SS6030, SS6071, SS6072).
Skills Communication (SS4030, SS5030, SS5072, SS6030, SS6072).
Application of Number/Information Literacy and Technology (All modules)
Improving own learning and performance (SS4030, SS5030, SS5072, SS6030, SS6072).
Working with others (All modules)
Problem solving (All modules)
As the curriculum for the course is made up from a range of new and existing in modules across two areas a great deal of work has gone in to avoiding repetition or replication across modules. At level 4, modules will provide students with an introduction to the main theoretical areas of pedagogy (e.g. teaching styles), key issues within education and PE (e.g. national curriculum) and students will gain an understanding of broader areas of sports science (Psychology and Physiology) and research methods. Therefore, at level 4, all students will gain the knowledge of the underlying concepts and principles associated with PE and sport science. They will develop their ability to evaluate and interpret these within the context of this area.
Throughout level 4 students will be tasked to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgments in accordance with basic theories and within PE and sport science. The students will develop transferable skills necessary for employment within a structured and managed environment. Knowledge and experience gained at Level 4 will be developed via modules at Levels 5 and 6.
At level 5, across all of the modules, students will develop their knowledge and critical understanding of the well-established principles of their Physical Education pedagogy and teaching and learning, psychology/physiology and research methods. They will also be develop their ability to apply these to more PE teaching based contexts. The students will further develop their ability to evaluate area-based literature and theories critically.
At level 6, students will have a systematic understanding of key aspects of the pedagogy of PE and the contemporary issues surrounding teaching and learning within PE. At level 6, the students will be able to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). Within the dissertation module, students show their ability to deploy accurately established techniques of analysis, thus demonstrating their ability to synthesis current literature, devise and sustain arguments, and research aspects of the area, some of which are at the forefront, in greater depth.
Decisions on applications will be made mostly by the University’s undergraduate admissions team working to a set of agreed entry criteria, with the exception of those applications whereby they do not fully meet the minimum entry criteria for the programme; in these instances the Programme Team will be required to make the final decision.
Our ideal candidates will have: 1. An AS/A2 level PE background to a grade that matches the entry requirements 2. Mention some purposeful time (minimum of a week) spent within a secondary school PE department 3. Have some coaching qualifications and relevant coaching experience (e.g. swimming teacher/coach). Therefore, an ideal candidate would have completed AS/A2 level PE to the desired level and be actively working in a teaching or coaching environment or be able to demonstrate meaningful experience in a relevant school for a prolonged period of time (five full days minimum).
The ideal candidate would therefore have demonstrated an ability to cope with the academic rigour of the course as well a clear awareness of the issues and demands of working with a range of young people across a variety of curriculum areas and key stages. There may be scope for some students to be offered places on the course with less than the stipulated 120 UCAS points, however, these candidates would need to demonstrate a strong level of previous coaching and/or teaching experience and be able to evidence a range and depth of experience of working with young people across a variety of different sporting or PE environments. This could include a long term coaching commitment, lengthy spells spent assisting in a school environment, or work in specialist school (e.g. SEND school). As a result, the slight drop in academic background would be supplemented by a strong personal statement and supporting evidence.
The design of the programme has taken account of, and, where appropriate, incorporated the recommendations of the Quality Assurance Agency for Higher Education (QAA) benchmarks for programmes broadly concerned with sport and eduaction.
The structure and content of all new modules have taken into account both the general QAA benchmark statements as well as specific standards relating to Education Studies. In relation to this, the overall programme itself has been designed to enable students to understanding how people develop and learn (2.2) as well as providing opportunities for all students to development their knowledge and understanding of physical education acrossa range of cultural, societal, political and historical contexts (2.2). In addition, theory/practical lectures and assessments have been designed in order to enable students to analyse and synthesise relevant perspectives on subjects covered, and to be able to justify their different positions on a range of educational and PE-specific matters (2.4). Finally, throughout the programme an acknowledgement has been made regarding the need to prepare all students for a wide range of employment opportunities now available in educational institutions, as well all teacher training options (2.5).
In relation to course content more specifically, the programme draws on a wide range of intellectual resources, theoretical perspectives across a range of PE contexts and subsequently provides students with a broad and balanced knowledge and understanding ofthe principal features of education (4.1). Efforts have been made across modules to encourage students to engage with fundamental questions concerning the aimsand values of physical education (4.1) and all students will be actively encouraged to analyse educational issues systematically, evaluate education policy in an informed and systematic way, and accommodate new principles and knowledge (5.4)
For each module notional student learning will be approx. 200 hours. This will take the form of lectures, tutor led practical sessions, student delivered sessions, professional teaching/coaching practice, seminars, tutorials, expert practitioners from the industry. Practical sessions throughout all three years will provide students with strong subject knowledge across a range of practical activities. Students will develop their ability to plan and deliver lessons in line with curriculum requirements in more traditional areas such as team games, gymnastics and swimming as well as non-traditional areas in order to broadening the skill set of our students so that they are more able to engage as broad a range of pupils in schools as possible (e.g. street dance, canoeing).
The practical modules will be designed to not only develop subject knowledge but gain experience of delivering lessons to both peers and local school pupils. Applied experience and experiential learning modules will provide all students with the opportunity to apply the knowledge gained in lectures to real school situations. Staff will work closely with Physical Education staff from local secondary schools in order to ensure any time spent in school is as beneficial as possible for the students as well as the school themselves. Student directed-learning will take place through directed reading tasks, reflection of theory through professional practice, self-study, completion of assessment tasks (formative and summative).
Across all three years a variety of assessments are utilized. The assessments include a range of methodologies which are both appropriate for the module aims and purpose, but also for the wider student development throughout their academic journey.
A written examination is utilized at Level 4 to assess student knowledge of basic pedagogical theories (SS4030), introductory physiology (SS4001), sport psychology (SS4010) and research methods knowledge. Oral presentations are utilized at Level 4 (SS4030, SS4050, 4070) and Level 6 (SS6030, SS6071, SS6072) to assess practical and theoretical knowledge as well as presentation delivery skills, often required for prospective career interviews. Written coursework assessments are included in the form of essay format, action plans, laboratory reports, and reflective writing across all levels. Practical assessments are utilised in the form of assessed teaching assessments (SS6030, SS6071), as well as personal competence in practical elements of the programme (SS4071, SS4001)
Teaching (PE) - Secondary education via PGCE, Schools direct, SCITT Teaching - Primary education via PGCE, Schools direct, SCITT Sports development roles Community sports coaching
Whilst the BSc (Honours) in Physical Education does not lead to qualified teacher status, it will contribute to the University’s mission by promoting relevant academic, vocational and personal development, thereby preparing students for careers within Physical Education and/or places on relevant teaching training routes or courses (e.g. Schools Direct). In relation to this all students will be made aware of the range of graduate teacher options available to them upon graduation and will also be provided with guidance throughout the course on how, and when, to apply for such opportunities.
Links with local training providers/schools within both the primary and secondary sector will be an important focus of the course, as well as the possibility of students taking up employment within the increasing number of academies around the country upon the completion of their studies. Overall, therefore, students and staff involved with the programme will collaborate with schools locally and regionally, in preparing all students to make a positive contribution in the social and economic context in which they are employed, hope to work, or seek to serve.
The University of Chester is committed to the active promotion of equality of opportunity both as an employer and an education institution; for this purpose it has an Equal Opportunities Policy and appropriate codes of practice. The University has four approved Equal Opportunities Policies relating to: Freedom of Speech; Multicultural Education; Gender; and Disability. It also has a code of practice and guidance notes on recruitment. The Equal Opportunities Committee is responsible for monitoring the operation of the policies.
The aim of the policy is to ensure that all students and all members of staff at the University of Chester have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate unlawful or unfair discrimination. In particular, the University will ensure that no member of the community will be disadvantaged or discriminated against on the grounds of: sex; age (subject to University of Chester retirement policy); marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnic or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union, or socio-economic background. It also aims to ensure that disabled people, or those with special needs, do not experience unfair discrimination and are able to achieve their full potential.
The objective of the policy is a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and all its students can participate fully and equally for the benefit of the University of Chester. The programme, specifically, is designed to be open to all who are sufficiently qualified to engage within it. As such, there are support mechanisms in place for students from the moment they enter the programme.
The Department instigates a well established system of support, most noticeably, though not exclusively, through the Personal Academic Tutor system. In addition, students are represented on the Undergraduate Programme Team, which meets twice per academic year, where issues regarding diversity and equality can be discussed. In addition, Teaching, Learning and Assessment strategies are deliberately varied in order to be as accessible as possible. Practical work can be appropriately altered to ensure that students of all physical abilities can engage appropriately with the intended learning outcomes. Aspects of the programme are also deliberately designed to discuss the myriad of ways in which race, gender, disability and age impact upon sporting involvement and performance.
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