BPHY223
Contemporary Issues in Physical Education

MQF Level: 6

ECTS Value: 5 ECTS

Self Study Hours: 60

Contact Hours: 25

Assessment Hours: 40

Mode of Delivery:
Blended

 

Overall Objectives and Outcomes

PE is not static, just as much as society is not static. The world has become more dynamic and more globalised. It is important to be aware of and tackle issues which are critically affecting the lives of the learners and to offer possible solutions so that the learners can develop good coping strategies. Sexuality, gender, race, religion, social justice, special needs, girls, obesity and physical inactivity, technology and other issues are rising high on the agenda. The individuality of each learner within the community raises issues of equity. Often learners can be excluded by being included with others, as teachers do not offer pedagogical solutions but cater for mainstream learners. So there is a need to address the complexity of the classroom and consider how learners can feel valued through and in PE. PE can be part of the solution and should not be part of the problem for the benefit of the individual and for society.

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

Competences

  • Deal with challenges that are affecting learners in an effective way.
  • Use research based evidence practices to determine how to approach each issue.
  • Analyze situations in a different way to ensure professional growth.

Knowledge 

  • identify and understand the pathophysiology of a range of conditions and their influence for physical activity programs;
  • identify appropriate pedagogical strategies for students with disabilities, use assessment, and the ability to reflect on practice to improve their performance during physically active lessons;
  • identify the barriers influencing physical activity and PE participation among children with special needs.
  • Identify the different models of disability and physical activity participation.

Skills

  • Present case studies of contemporary issue and address it.
  • Advocate for more equity of learners in more inclusive classrooms.
  • Apply knowledge gained through readings and research into your everyday pedagogy.
  • Demonstrate preferred approach/es to deal with different issues.
  • Plan different strategies to deal with different contemporary issues.

 

Assessment Methods

This module will be assessed through: Reflective Task and Project Plan.

Suggested Readings

Core Reading List
  1. Araujo, R.H.O., Werneck, A.O., Silva, D.R. & Jesus, G.M. (2022) Sociodemographic inequalities in the trends of different types of leisure-time physical activity among Brazilian adults between 2006 and 2019. International Journal for Equity in Health, vol. 21, pp. 1-9.
  2. Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297–311
  3. Harrison, L.,Jr & Clark, L. (2016) Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States, Research quarterly for exercise and sport, vol. 87, no. 3, pp. 230-241.
  4. Marín-Suelves, D., Ramón-Llin, J. & Gabarda, V. (2023). The Role of Technology in Physical Education Teaching in the Wake of the Pandemic. Sustainability, vol. 15, no. 11, pp. 8503.
  5. Schick, K.L. (2021). Precarity, critical pedagogy and physical education, Choice, vol. 58, no. 5, pp. 489.
  6. Usher, W., Edwards, A., & Cudmore, L. (2016). Positioning Australia’s contemporary health and physical education curriculum to address poor physical activity participation rates by adolescent girls. Health Education Journal, 75(8), 925–938
  7. Wallace, L., Buchan, D., & Sculthorpe, N. (2020). A comparison of activity levels of girls in single-gender and mixed-gender physical education. European Physical Education Review, 26(1), 231–240
  8. Wyszyńska, J., Ring-Dimitriou, S., Thivel, D., Weghuber, D., Hadjipanayis, A., Grossman, Z., Ross-Russell, R., Dereń, K. & Mazur, A. (2020). Physical Activity in the Prevention of Childhood Obesity: The Position of the European Childhood Obesity Group and the European Academy of Pediatrics. Front. Pediatr. 8:535705. doi: 10.3389/fped.2020.535705
  9. Yell, M. L., McNamara, S., & Prince, A. M. T. (2021). Adapted Physical Education: Meeting the Requirements of the Individuals With Disabilities Education Act. TEACHING Exceptional Children, 54(1), 70–78
  10. Stirrup, J., & Hooper, O. (2021) Critical Pedagogies in Physical Education, Physical Activity and Health. Routledge.
  11. Walton-Fisette, J., Sutherland, S., Hill, J. (2019). Teaching About Social Justice Issues in Physical Education (Social Issues in Education Series). Information Age Publishing.
  12. Philpot, R., Smith, W., Gerdin, G., Larsson, L., Schenker, K., Linnér, S., Moen, K. M., & Westlie, K. (2021). Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology. European Physical Education Review.
  13. Quarmby, T., Sandford, R., Green, R., Hooper, O., & Avery, J. (2021). Developing evidence-informed principles for trauma-aware pedagogies in physical education. Physical Education and Sport Pedagogy.
Supplementary Reading List
  1. Maher AJ., (2017). “We’ve got a few who don’t go to PE”: Learning support assistant and special educational needs coordinator views on inclusion in physical education in England. 23 (2) pp.257-270.
  2. DePawu KP & Gavron SJ (2005). Disability Sports, 2, Human Kinetics, United States.
  3. Sullivan T., Slagle C., Hapshie TJ., Brevard D., Brevard V. (2012). Built It So They Can Play. Human Kinetics, United States

 

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