Subject Leadership in Physical Education
The module will explore movement-based work related to primary physical education curricula and planning, including the design of lesson plans and progressional schemes of work. Students will have opportunities to link theory to practice within a physical education field experience where the focus is on planning collaboratively for and co-teaching children’s physical education in a primary school. Students will be supported in this work by mentoring undertaken by primary physical education teacher educators (PPETEs) and their peers. Building on this experience, exploration of teachers’ development of leadership identities will be examined through interrogating different qualities of leaders and critically analysing the work of physical education teacher leaders. Questions that prompt students to engage with ongoing debate about issues related to the teaching of physical education are discussed: How might teachers be supported to deepen their subject knowledge? How might teachers be prompted to reflect so that they learn from practice? How might teachers work together to teach quality physical education lessons? How might teachers work with external providers? Application of theory of leadership to practice is discussed to enable students to lead an aspect of professional development with a PE focus. Students examine whole school planning and school self – evaluation for physical education. A particular emphasis will be on the role of the subject leader working with external providers and embedding assessment and inclusive practice in their programmes. Leaders’ ability to promote the wellbeing of the child through their leadership of physical education underpins this module while reflective practice is recognised as a significant competency.
MODULE LEARNING OUTCOMES
- LO1: Describe and critically reflect on the physical education curricula with reference to the debate on wellbeing;
- LO2:Identify appropriate pedagogy for teaching physical education e.g., demonstrate, explain, give feedback, use key questions
- LO3: Plan a unit of work collaboratively using formal school placement planning materials and co-teach in a local school setting;
- LO4:Reflect on their development as teachers and their learning through a school field experience
- LO5: Identify the qualities and competencies of subject leaders of physical education;
- LO6: Describe key areas of focus for subject leaders of physical education with reference to a school plan and the process of self-school evaluation
- LO7: Reflect on their personal capacity, qualities, and competencies as subject leaders in physical
education - LO8:Critique whole school planning and evaluation for physical education adopting the lens of a subject leader
- Bowles, R., & O’Sullivan, M. (2020). Opportunity knocks: The intersection between schools, their teachers and external providers of physical education and school sport. Discourse: Studies in the Cultural Politics of Education, 41(2), 251–267. https://doi.org/DOI: 10.1080/01596306.2020.1722428
- Carse, N. (2015). Primary teachers as physical education curriculum change agents. European Physical Education Review, 21(3), 309–324. https://doi.org/10.1177/1356336×14567691
3. Reflective Practice Toolkit Cambridge University Libraries https://libguides.cam.ac.uk/reflectivepracticetoolkit/models
| RESOURCE(Expansion of Indicative Content Content)Note: This module resource is based on a structure of 11 weeks x 2 hours |
| 1.Part A: Reflective Practice in Physical Education Theory-Based Lecture Models of reflection: ERA Cycle; Driscoll’s What Model; Kolb’s Experiential Learning Cycle; Gibb’s Reflective Cycle https://libguides.cam.ac.uk/reflectivepracticetoolkit/models Reflective Writing Part B: Exploring, developing and mastering fundamental movement skills (FMS) Movement-Based Consolidation of work related to development of locomotor skills, body management skills, object control skills including selection of activities to facilitate children’s practice of FMS Pedagogy Focus: using task cards to consolidate teaching points for skills; self-assessment |
| 2.Part A: Identifying Specific Sports Skills and Selecting Activities to Promote Mastery (Group Tasks) Movement-Based Exemplar skills:shooting skills (set shot in basketball); carrying skills (dribbling in football, dribbling in basketball, solo run in Gaelic Football); rolling skills (gymnastics); jumping skills (for distance/height) Part B: Explaining, demonstrating specific sports skills and activities to develop these skills Movement-Based Pedagogy Focus: explain, demonstrate, using multiple means of representation | |
| 3.Deepening Subject and Content Knowledge related to outdoor and adventure activities Part A: Teaching Physical Education through Cooperative Challenges Outdoors Theory-Based Lecture Preparation of materials for teaching orienteering on a school site Explaining, demonstrating and teaching: Photo Star Orienteering and Photo Orienteering including filling a control card Following a short route on a map of a school yard/hall Following a route using an orienteering map of a school site Part B: Movement-Based Explaining, demonstrating and teaching: Photo Star Orienteering and Photo Orienteering including filling a control card Following a short route on a map of a school yard/hall Following a route using an orienteering map of a school site Pedagogy focus: processing, experiential learning, debrief, demonstrate, explain, providing feedback, using key questions, application of UDL principles to include all children | |
| 4.5.6.Field Experience: Reflection on and Co-teaching children Movement-Based Part A Co-teaching Photo Star Orienteering, Photo Orienteering, Filling a Control Card, and Cooperative Challenges Outdoors Theory-Based Lecture Part B: Reflection on co-teaching children and preparation for subsequent lessons Pedagogy focus: processing, experiential learning, debrief, demonstrate, explain, providing feedback, using key questions, application of UDL principles to include all children | |
| 7.8.Part A: Planning for teaching physical education: Theory-Based Lecture The progressional scheme, the lesson plan; planning for and assessment of children’s learning Part B: Using i-Pads video app to support assessment of game play (uni-hoc) in senior classes Pedagogy focus: using digital learning to support assessment 9.10. Part A: Leading Development of physical education within a wellbeing framework: Theory-Based Lecture School self-evaluation (six-step process) with wellbeing through physical education as a focus using a scenario approach through the lens of a ‘lesson development’ section of a lesson Working with external providers Communicating with parents Listening to subject leaders Part B: The lesson development: embedding learning outcomes Theory-Based Lecture Pedagogy focus: questioning to prompt achievement of learning outcomes 11.Part A & Part B Theory-Based Lecture Student Presentations: Reading informing practice
https://ncca.ie/en/resources/ncca-primary-curriculum-framework-2020pdf
Ní Chróinín, D. (2018). Primary PE in the global context: Republic of Ireland/ Éire. In The Handbook of Primary Physical Education. Routledge [e-book]
Carse, N. (2015). Primary teachers as physical education curriculum change agents. European Physical Education Review, 21(3), 309–324. doi:10.1177/1356336×14567691
Bowles, R., & O’Sullivan, M. (2020). Opportunity knocks: The intersection between schools, their teachers and external providers of physical education and school sport. Discourse: Studies in the Cultural Politics of Education, 41(2), 251–267. https://doi.org/DOI: 10.1080/01596306.2020.1722428
Ní Chróinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219–233. https://doi.org/10.1080/17408989.2012.666787
DES (2020). Guidelines for school self-evaluation https://assets.gov.ie/25262/f4a6f2a21e1c4c26a55234511085d5a3.pdf |