Issues in Physical and Health Education 3FHE0058 2009

Module Title
Developing Excellence in Physical and Health Education

Module Code
3FHE0058

Module Leader
IPKB
Name: Foo Ai Peng
Telephone: 60199327998 / 6019595338
Email: aziz75acs@yahoo.com

1PTI
Name: Adib Bin Sulaiman
Telephone: 60197148684
Email: adibsulaiman@hotmail.com

Introduction
This level 3 module aims to give trainee teachers a deeper understanding of topical issues in Physical
and Health Education. The trainee teachers will be engaged in lectures, seminars, practical workshops,
field trips, planning, organising, researching, presenting, reflecting and teaching throughout the course.
They will be expected to apply the knowledge gained through assigned tasks during the workshops
sessions and in their two formative and final summative assessment tasks. This module builds on the
three earlier modules taught in semesters 2, 3, and 6.

Course Aims
The aims of this module are to enable students to
• develop a deeper understanding of issues in Physical and Health Education
• examine how these issues impact on schools and classroom practice
• explore the relationship between practice and theory

Learning Outcomes: Knowledge and Understanding

Successful students will typically
• know and understand how to create and maintain positive and safe learning environments in
Physical and Health Education
• be able to apply a range of teaching strategies to support effective learning in Physical and Health
education
• be aware of assessment strategies to evaluate learning in Physical and Health Education including
the use of ICT
• have an increased awareness of how wider issues in Physical and Health Education impact on
practice
• develop a broader awareness of how planning , implementation and infrastructure impact on
practice
• understand and use the range of graduate skills level 3

Learning Outcomes: Skills and Attributes

Successful students will typically
• be able to use their enhanced knowledge and be able to apply it to their own teaching
• be reflective and demonstrate how their own learning has developed through the earlier modules in
Physical and Health Education

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Graduate Training Skills

A range of graduate skills will be addressed during the module. Particular attention will be paid to
generic, transferable study skills which you will develop as an undergraduate. To this degree
appropriate skills have been identified for each level of study. (Year 1 = Level 1; Year 2 = Level 2; Year
3 and Year 4 = Level 3.) At each level new skills will be introduced. These will build upon and
reinforce existing skills.

Level 3 skills will continue to be explored and developed in this module

The following Graduate Levels 1, 2, 3 skills will be addressed during the module in varying contexts:
• Speaking
• Listening
• Reading
• Writing
• Application of number
• Presenting
• Receiving feedback
• Foreign language
• Memorising and recalling
• Evaluating
• Summarising
• Subject knowledge and understanding
• Self-appraisal
• Self-reflection
• Teamwork
• Information gathering
• Reporting findings
• Referencing
• Questioning
• Analysing
• Time Management
• Decision making
• Interpreting Information
• Evaluating information
• Designing investigative strategies
• Responsibility
• Critical reasoning
• Creative thinking
• Synthesising
• Form hypotheses, problems, arguments
• Decision making
• Persuading, influencing, conflict resolution

Health and Safety

Please refer to the Institute Handbook.

Equal Opportunities
Please refer to the Programme Handbook.

Learning and Teaching

We believe that effective learning and teaching is underpinned by:
Active learning by students
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Reflection on learning by students
Modelling of good practice by tutors
Your tutors will refer to ARM in their teaching and you should be looking out for examples during
sessions.
You will be able to use ARM in school to support effective learning and teaching. You will want your
pupils to experience Active learning, to Reflect on their learning and you will Model good practice for
them.

ICT
In this module, students will use:
• word-processing
• power point
• internet
• video / VCD
• Photographs

Directed tasks

Students will be expected to work in small groups where appropriate to discuss tasks, share ideas and
opinions throughout most of the workshop sessions. They will be expected to show good team-work,
self- discipline and good time management in all assigned directed tasks. Trainees can access the
college ICT laboratory, use Studynet, the library, discuss ideas, share opinions and points of view with
the group tutors during or after office hours. Due dates for directed tasks will be fixed by the tutor.
Completed tasks should be of satisfactory quality and fulfilling all the task instructions

Module Session Outlines

Unit Date Title
1 21/22 June 09 Overview / Module Information
2 28/29 June 09 Developing an awareness of issues relating to PE and HE
3 5/6 July 09 Assessment in Physical & Health Education (1)
4 12/13 July 09 Assessment in Physical & Health Education (2)
19/20 July 09 Planning and organising school trips
Formative assessment (1)
5
500 words written report outlining the issues when planning and
organising school trips
6 26/27 July 09 Issues relating to the planning of PE and HE provision
2/3 August 09 Issues relating to the implementation of the PE and HE Malaysian
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curriculum
9/10 Key speakers to address the students
August 09 Formative assessment (2)
8
Discuss in relation to one of the key speakers the issues identified in their
presentation
16/17
9 Issues relating to the infrastructure, facilities and resources of PE and HE
August 09
30/31
10 The usage of ICT in PE & HE
August 09
6/7
11 Wider issues in sport and society
September 09
13/14
12 Summative assessment preparation (Poster)
September 09
27/28
13 Summative assessment presentation (Poster)
September 09
4/5 October
14 Summative assessment preparation (Essay)
09
11/12
15 Summative assessment preparation (Essay)
October 09
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18/19
Summative assessment to be handed in
October 09

Module Assessment:
Formative assessments are carried out during the module and they support your learning. You will
receive oral or written feedback from you tutor. Formative assessment does not contribute to your final
grade. Summative assessment is carried out towards the end of the module. It shows what you have
learned and is graded. The assessment overview grid for semester 8 is provided at the end of this
booklet. Please refer to it frequently so that you can plan your work load.

There are two formative assessments

Formative Assessment Task 1 (500 words)

To produce a written report outlining the issues when taking children off site including school trips and
visits.

Formative Assessment Task 2 (500 words)

Discuss in relation to one of the key speakers the issues identified in their presentation

Assessment Guidance for Task 1

• To reflect on and articulate the issues raised by the visit.
• Including health and safety and risk assessment
• General organisational issues
• Inclusion – access for all
• Need for pre-visits
• Respect for the public and the environment
• Importance of evaluation of the visit

Assessment Guidance for Task 2

• 3 external speakers to be invited to discuss their field of expertise e.g. CDD , inspections and
Malaysian Sports Council
• To expand on the points made by the presenter showing your own understanding of the issues
raised.
• To begin to reflect on how any perceived issues can begin to be overcome.

Summative assessment is in two parts

Your poster presentation will count for 30% of the overall grade and the written assignment will
count for 70% of the overall grade

Instructions

Part One
A Poster Presentation 30%
An issue you have identified as your chosen area of investigation. This will be expanded on in Part
Two which is the essay section of the assignment.

Part Two
An essay based on your own research and understanding in relation to a topical issue related to
PE and Health Education . This may cover issues examined in your previous modules.
70% (1500 words)

* Hand in date: 19 October 2009

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Assessment Guidance Task 1

Your Poster should
• be informative, clear and interesting
• be delivered at a competent level of oral and written English
• indicate what you have learnt about the issue that you have identified
• include questions you have raised that will be expanded upon in the second part
• be presented within the given time frame (10 minutes)
• include ICT if appropriate or any other medium or a combination of approaches
• have information that is well interpreted and evaluated
• be presented in an A2 format

Assessment Guidance Task 2

An essay (1500 words max – not to include references, bibliography or appendices)
Depending upon the issue chosen you may need to relate your findings/comments to how they may
impact on education in general or more specifically to the classroom.
Your assignment will
• relate to the previous units of work if appropriate
• be well presented and read well
• demonstrate your wider understanding of issues that relate to the PE and HE curriculum
• explore how your research could impact on, and make a difference to the young learner
• demonstrate what you have learnt from your lectures, seminars, practical workshops,
discussions, school placements , private study and your teaching ,where appropriate

Your individual writing should:

• heed the word count
• be delivered at a competent level of written English
• analyse your research in depth and demonstrate your learning
• make consistent reference to your chosen issue that you are focussing on
• demonstrate your understanding of curriculum content in Physical and Health
Education where necessary
• track your own learning
• focus on your own thinking and demonstrate an understanding of graduate level 3 skills
as detailed in this booklet
• Use the Harvard Referencing System

Graduate Skills (Level 3)

Taught Module Assessment
Graduate Skills Sessions Formative Summative
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 1 2
Responsibility √ √ √ √ √ √ √ √ √ √
Critical reasoning √ √ √ √ √ √ √ √ √ √ √
Creative thinking √ √ √ √ √ √ √ √ √ √ √
Synthesising √ √ √ √ √ √ √ √ √ √ √
Form hypotheses,
√ √ √ √ √ √ √ √ √ √
problems, arguments
Decision making √ √ √ √ √ √ √ √ √ √ √ √ √ √
Persuading, √ √ √ √ √ √ √ √
influencing,

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 Issues in Physical and Health Education 3FHE0058 2009
conflict resolution

Issues to be explored could include:-

1. Assessment in Physical Education (PE) and Health Education (HE)

2. The use of ICT in PE & HE
3. Technology and how it can be used to undermine officials in sport
4. Inactivity levels and health related illnesses (e.g.) heart disease, diabetes, and obesity
5. Fair Play and positive values
6. Over-aggression and management strategies
7. Planning for PE & HE
8. The role of the administrator
9. Budgets
10. Direction and vision
11. Organising
12. Co-ordinating
13. Reporting and accountability
14. Implementing PE & HE Policy
15. Human resources
16. Health & Safety
17. Cross-curricular approaches
18. The sustainable future for PE & HE
19. Teaching approaches (Traditional & contemporary)
20. Infrastructure / Facilities / Resources
21. Sustainable usage
22. Storage procedures
23. Changing facilities
24. First aid facilities and access
25. Literature sources, journals etc and informing practice
26. Wider Issues in Sport
27. Politics
28. Gender
29. Special Educational Needs
30. Inclusion
31. Social Mobility
32. Commercialism
33. Advertising
34. The role of the media
35. Betting and bribery
36. Drug abuse
37. Cheating
38. Issues relating to particular sports & games
39. Tennis
40. Cricket
41. Football
42. Hunting and Fishing
43. Basketball
44. Netball
45. Badminton
46. Boxing
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47. Kick Boxing
48. The Olympics / Asian Games / Commonwealth Games

GLOSSARY

Above Dribbling Planning

Accuracy During Politics
Across Evaluation Problem-solving
Activities Exercise Progression
Adapting Explaining Questioning
Administrator Exploring Quoting
After Facilities Receiving
Against Fitness Reflection
Aggression Following Right
Along From Running
Among Games Safety
Apparatus Group Scoring
Applying Health Selecting
Appraising Hopping Sending
Around Horizontal Sequencing
Assessing Hygiene Sharing
Attributing Imagination Shooting
Balance Implementation Skills
Batting Improving Skipping
Before Improvising Space
Behind In front of Spatial awareness
Below Inclusion Speed
Beneath Individual Stimulus
Beside Information Straight
Between Infrastructure Strategies
Beyond Inside Striking
By Interception Summarising
Catching Invasion Tackling
Centre Jumping Tactics
Challenge Knowledge Team
Circle Learning Team-work
Collaboration Left Thinking
Combining Level Through
Commercialism Marking Throwing
Consolidating Middle Time
Control Moving Towards
Controlling Near Travelling
Cool-down Negating Under
Co-operation Next Underneath
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Issues in Physical and Health Education 3FHE0058 2009
Creating Notion Understanding
Creativity Opposite Unethical
Dancing Organise Upon
Deciding Outside Using
Demonstrating Over Values
Developing Pacing Variation
Differentiation Pair Vertical
Direction Past Warm-up
Distance Pattern Worthy
Down Performing Worthless

Reading List

Larsson H Fagrell B Redelius K : January2009 Queering physical education. Between benevolence

towards girls and a tribute to masculinity Physical Education & Sport Pedagogy

Bailey R Morley D Dismore H: January 2009 Talent development in physical education: a national
survey of policy and practice in England Physical Education & Sport Pedagogy

Morgan P , Hansen V : 2008 Physical education in primary schools: Classroom teachers’ perceptions of
benefits and outcomes SAGE

Pickup I et al 2008 Learning to Teach Primary PE London Roehampton University