MPRE105
Physical Education for the Primary Classroom

ECTS Value: 2 ECTS

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16

 

Overall Objectives and Outcomes

This module explores the fundamental principles of teaching physical education in primary classrooms, emphasizing the holistic development of young learners through engaging and inclusive physical activities. With a focus on physical literacy, the module promotes a “Sport for All” approach that prioritises participation, skill development and enjoyment over competition. Course participants will learn how to design and implement developmentally appropriate physical activities that foster motor skills, teamwork and overall well-being. This module complements broader educational principles, ensuring a well-rounded and inclusive learning experience for all students.

By the end of this module, the learner will be able to:

Competences

  • a)Design and evaluate physical education lessons that address the full spectrum of learner abilities, ensuring inclusivity and progression for all students;
  • b)Adapt and integrate physical activities to empower students with physical disabilities;
  • c)Foster and sustain a lifelong commitment to health and wellbeing by embedding principles of active living and physical literacy within classroom practice;
  • d)Apply and refine evidence-based classroom management and instructional strategies to cultivate a safe, supportive, and engaging environment for physical activity and movement learning;
  • e)Evaluate systematically students’ motor skill development and participation in physical activities, providing data-informed, constructive feedback to promote continuous improvement.

Knowledge

  • a)Critically examine key motor skills, movement patterns and fundamental physical activities appropriate for young learners;
  • b)Evaluate evidence-based strategies for designing engaging, developmentally appropriate and safe physical education lessons;
  • c)Analyse diverse pedagogical strategies and approaches used in teaching different physical education content areas;
  • d)Appraise methods for assessing student progress and engagement in physical education while promoting a positive learning environment;
  • e)Critically discuss the “Sport for All” approach and its benefits in fostering inclusive and non-competitive physical education.

Skills

  • a)Develop and deliver engaging and research-informed physical education lessons that align with curricular standards and promote physical literacy;
  • b)Employ and adapt advanced instructional techniques including modelling, scaffolding and differentiated instruction to enhance diverse learners in physical activities;
  • c)Implement and monitor comprehensive risk management and safety frameworks that ensure a secure and positive physical education environment;
  • d)Facilitate teamwork, cooperation and social skill development through structured physical activities and games;
  • e)Analyse and interpret observational and assessment data to inform and adjust pedagogical decisions, ensuring responsiveness to learners’ evolving needs and abilities.
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Assessment Methods

This module will be assessed through: Assignment and Presentation

Suggested Readings

Core Reading List

  1. Armour, K. (Ed.). (2018). Pedagogical cases in physical education and youth sport.
  2. Block, M. E. (2022). A teacher’s guide to including students with disabilities in general physical education (5th ed.). Routledge.
  3. Ennis, C. D. (2016). Routledge handbook of physical education pedagogies. Routledge.
  4. Ministry of Education and Employment (2015). The Learning Outcomes framework http://www.schoolslearningoutcomes.edu.mt/en/
  5. Ministry for Education. (2015). Cross-curricular physical education. Malta: MEDE.
  6. (2019). Quality physical education: Guidelines for policy-makers. UNESCO Publishing.
  7. Whitehead, M. (Ed.). (2019). Physical literacy across the world. Routledge.

Supplementary Reading List

  1. Ennis C. D. (2017). Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning. Research quarterly for exercise and sport, 88(3), 241–250. https://doi.org/10.1080/02701367.2017.1342495
  2. McCartney, S. C. (2015). Physical literacy: 12 steps pledge ambassadorship. Human Kinetics.
  3. Kirk, D. (2019). Precarity, critical pedagogy and physical education. Routledge.
  4. Schempp, P. G. (2003). Teaching sport and physical activity. Human Kinetics.
  5. Wright, P. M., & Richards, K. A. R. (2022). Social and emotional learning as an integrated part of physical education. Journal of Physical Education, Recreation & Dance, 93(2), 5-7.

 

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