New Handbook Pe

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: [email protected] 1PTI Name: Telephone: Email:

Adib Bin Sulaiman 60197148684 [email protected]

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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Issues in Physical and Health Education 3FHE0058 2009 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 2

Issues in Physical and Health Education 3FHE0058 2009 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 Date Unit 21/22 June 09 1 28/29 June 09 2 5/6 July 09 3 12/13 July 09 4 19/20 July 09 5 6 7 8 9 10 11 12 13 14 15

26/27 July 09 2/3 August 09 9/10 August 09 16/17 August 09 30/31 August 09 6/7 September 09 13/14 September 09 27/28 September 09 4/5 October 09 11/12 October 09

Title Overview / Module Information Developing an awareness of issues relating to PE and HE Assessment in Physical & Health Education (1) Assessment in Physical & Health Education (2) Planning and organising school trips Formative assessment (1) 500 words written report outlining the issues when planning and organising school trips Issues relating to the planning of PE and HE provision Issues relating to the implementation of the PE and HE Malaysian curriculum Key speakers to address the students Formative assessment (2) Discuss in relation to one of the key speakers the issues identified in their presentation Issues relating to the infrastructure, facilities and resources of PE and HE The usage of ICT in PE & HE Wider issues in sport and society Summative assessment preparation (Poster) Summative assessment presentation (Poster) Summative assessment preparation (Essay) Summative assessment preparation (Essay) 3

Issues in Physical and Health Education 3FHE0058 2009 18/19 October 09

Summative assessment to be handed in

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 4

Issues in Physical and Health Education 3FHE0058 2009

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) Graduate Skills 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 6

Issues in Physical and Health Education 3FHE0058 2009 47. Kick Boxing 48. The Olympics / Asian Games / Commonwealth Games

GLOSSARY Above Accuracy Across

Dribbling During Evaluation

Planning Politics Problem-solving

Activities

Exercise

Progression

Adapting

Explaining

Questioning

Administrator

Exploring

Quoting

After Against

Facilities Fitness

Receiving Reflection

Aggression Along Among Apparatus Applying Appraising Around

Following From Games Group Health Hopping Horizontal

Right Running Safety Scoring Selecting Sending Sequencing

Assessing Attributing Balance Batting Before Behind Below Beneath Beside Between Beyond By Catching Centre Challenge Circle

Hygiene Imagination Implementation Improving Improvising In front of Inclusion Individual Information Infrastructure Inside Interception Invasion Jumping Knowledge Learning

Sharing Shooting Skills Skipping Space Spatial awareness Speed Stimulus Straight Strategies Striking Summarising Tackling Tactics Team Team-work

Collaboration Combining Commercialism Consolidating Control Controlling

Left Level Marking Middle Moving Near

Thinking Through Throwing Time Towards Travelling

Cool-down Co-operation

Negating Next

Under Underneath

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Issues in Physical and Health Education 3FHE0058 2009 Creating

Notion

Understanding

Creativity Dancing Deciding Demonstrating Developing Differentiation Direction Distance Down

Opposite Organise Outside Over Pacing Pair Past Pattern Performing

Unethical Upon Using Values Variation Vertical Warm-up Worthy 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

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