Physical Education and Sport Pedagogy

Course Information Form (CIF)

The CIF provides core information to students, staff teams and others on a particular course of study.

Section 1 - General Course Information

Course Title MA Physical Education and Sport Pedagogy

Qualification Masters of Arts Postgraduate Certificate Intermediate Qualification(s) Postgraduate Diploma

Awarding Institution University of Bedfordshire

Location of Delivery AB Full Time over 1 year Mode(s) of Study and Duration Part-time delivery typically over 2-3 years Distance learning typically over 2 years

Core Teaching Pattern 3

FHEQ Level 7 Professional, Statutory or Regulatory Body (PSRB) Not applicable accreditation or endorsement

PSRB Renewal Date University of Bedfordshire Employability accreditation

Route Code (SITS) MASPPAF

Subject Community Physical Education and Sport Pedagogy

UCAS Course Code Not applicable

Mapping at Masters level is difficult due to the benchmark statements being specific to undergraduate degree programmes, however mapping was completed to the sport and education specific benchmarks which Relevant External can be found at: Benchmarking

http://www.qaa.ac.uk/en/Publications/Documents/Subject- benchmark-statement-Hospitality-leisure-sport-tourism-2008.pdf

Course Information Form (CIF) - February 2014 - QAP0021 Page 1 of 12 http://www.qaa.ac.uk/en/Publications/Documents/Subject- benchmark-statement-Education-studies.pdf The MAs proposed herein build on this framework and develop clear higher level characteristics in keeping with QAA guidelines.

As the course additionally needs to meet the QAA subject benchmarking for M-level courses and there are no sport and/or education specific statements, the assessment criteria for the current degree will address the general QAA descriptors of the attributes of a graduate at Masters level.

Benchmark standards QAA Masters degree descriptors can be found at: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A1.pdf

As no Masters level subject specific benchmarks exist for Sport and/or Education related courses, benchmarks derived from the business and management field were consulted http://www.qaa.ac.uk/en/Publications/Documents/Subject- benchmark-statement-Masters-degrees-in-business-and- management.pdf

These three benchmarking documents have been utilised in the construction of appropriate learning outcomes for the current degree.

Section 2 - Published Information

Material in this section will be used on the course web site to promote the course to potential students. The text should be written with this potential audience in mind. Course Structure

The Units which make up the course are: Unit Code Level Credits Unit Name Core or option SP0XXX-6 7 30 Advanced Sport Pedagogy Core SPO021-6 7 30 Research Methods in Sport Core SP0XXX-6 7 30 Occupational socialisation: critical Core perspectives on PETE SP0XXX-6 7 30 Sport Pedagogy and Policy: theory in action Core SP0XXX-6 7 60 Physical Education and Sport Pedagogy Core Dissertation Why study this course

The MA Physical Education & Sport Pedagogy is a rigorously designed and intellectually demanding professional education and development programme. It is studied in order to become a more effective and reflective teacher or coach in school, club and other community settings. Each unit is grounded in the most recent developments in research on physical education and sport pedagogy and draws on your practical experience.

Course Information Form (CIF) - February 2014 - QAP0021 Page 2 of 12 Course Summary – Educational Aims The overall aim of the course is to provide an intellectually challenging, critically informed programme of advanced study in physical education and sport pedagogy. Specifically, the MA Physical Education and Sport Pedagogy aims:

• To broaden and deepen your knowledge of the requirements of physical education and sport pedagogy in contemporary national and international contexts. • To develop a high level of critical understanding of physical education and sport pedagogy regarding models-based practice, critical pedagogy, policy implementation and realisation, and occupational socialisation. • To provide opportunities for you to develop the skills of enquiry and to demonstrate specialist research competency in some aspects of physical education and sport pedagogy. • To strengthen your creative thinking skills and abilities to work collaboratively to enable entry into (or consolidation within) executive bodies / research agencies / consultancies / educational institutions in physical education and sport pedagogy. • To provide you with a basis for life-long learning and successful career development in your chosen professional area of physical education and sport pedagogy. • To develop graduates who will contribute in an enterprising and creative way to the field and practice of physical education and sport pedagogy.

Entry requirements Standard: Standard entry requirements for UK students – http://www.beds.ac.uk/howtoapply/ukugentryreqs Students from the European Union - http://www.beds.ac.uk/howtoapply/eu/guides International students - http://www.beds.ac.uk/howtoapply/international/apply

Additional:

Applicants for the course would be expected to have a second class honours BA/BSc (Hons) degree in the field of sport-related studies generally, with one of the following titles (indicative list only): Physical Education (with Qualified Teacher Status), Physical Education, Physical Education and Sport, Sport and Physical Education, Sport Science, Sport Studies, Sports Coaching, Sports Science and Coaching.

Special entry is available for applicants with a primary school teaching qualification with appropriate experience in physical education and sport, and for applicants with no degree but with extensive and appropriate teaching and/or coaching experience and demonstrable through Advanced Prior Experience and/or Learning (APEL).

Since this course is built upon a very broad and critical grounding in learning theory and pedagogical models overseas students will be expected to have a strong command of English with an overall score of IELTS 6.0. In-course language support will be available for those students in need of extra language support.

Students are required to have advanced disclosure prior to commencing this course due to the practical nature of some of the pedagogical activities.

PSRB details

Graduate Impact Statements

Course Information Form (CIF) - February 2014 - QAP0021 Page 3 of 12 The course has been designed to develop graduates who are able to:

• Structure and deliver exciting, engaging and educationally worthwhile pedagogical experiences for young people that are informed by contemporary research.

• Critically analyse the value and feasibility of PESS policy initiatives within their own context and collaboratively plan for change

• Examine and reflect on their own practice and pro-actively engage in appropriate continuing professional development

Higher Education Achievement Report - Additional Information

Students are required to gain at least 100 hours of relevant experience in a school, university, coaching or relevant pedagogical context over the course of their studies. In addition students benefit from interaction with members of the University’s Physical Education and Sport Pedagogy Research Group. The Research Group meets weekly from October to December and January to April, and occasionally in the Summer Term. Research seminars examine contemporary policy and research issues as well as offer advanced professional development opportunities for staff and postgraduate students to engage in collaboratively.

Learning and Teaching The MA is designed around intensive, compressed face-to-face contact time at university combined with flexible off-site guided learning to be accessible to those students who are working in a school/youth sport setting. Since the course aims to assist you to become an effective and reflective practitioner, all of the units will seek to ground theory in your practical experience, drawing on current and past experience. All units are informed by the most recent and up to date research in the field of physical education and sport pedagogy since the course team are active and regular contributors to this body of research. Active learning will be the main focus of the learning strategy and you will become a professional learner. You will take responsibility for your own development, and learning will be goal directed and oriented to your personal and professional needs. The course is supported by the virtual learning environment allowing access to resources and pedagogical tasks as well as being a medium of communication between students and staff. Blended learning will enable you to manage the pace of your learning through the use of online technology - reserving the face- to-face contact for challenge, debate and the development of critical thinking, reflection and leadership skills.

Developing your employability

The course is designed around compressed, intensive contact days at university and flexible off-site guided learning. This design allows students gain the necessary experience to apply the theoretical concepts they are examining during their studies in an applied and contextualised manner while also allowing students to gain appropriate experience to strengthen their employability. Additional employability support is available from the careers services at the university. A range of support services including CV writing, applications, interview preparation and finding work are advertised on http://careers.beds.ac.uk/. The optional PESP research seminars include a focus on professional development such as presentation and communication skills.

Department (s)

The Department of Sport Science and Physical Activity has an unbroken tradition in Physical Education and Sport and Exercise Sciences provision dating back to 1903.

Our staff have impressive backgrounds within sport, either in academia or in the professional sports world

Course Information Form (CIF) - February 2014 - QAP0021 Page 4 of 12 and their wide range of research interests is recognised nationally and internationally.

A recent multi-million pound investment in state-of-the-art facilities gives our students the best sporting education possible with high-quality opportunities for learning.

Assessment

The programme’s assessment strategy underscores the course team’s concern with the sorts of critical investigations which are increasingly required to understand physical education and sport pedagogy. It places a premium upon research competency and upon independent critical thinking. The assessment strategy reflects the pedagogical importance of communication skills and requires students to communicate effectively orally, in writing and through technology. In addition assessments draw on current and past experience to reflect the importance of applied and contextualised learning. Students will be expected to engage in self and peer feedback in formative and presentation assessments. Informed questioning will be an important element of peer and teacher-feedback in formative assessments.

After Graduation

The course is designed to prepare you for work in sport or education sectors. Within these sectors we apply knowledge to a variety of contexts including for example Physical education teaching; sports coaching (elite, performance, development and/or community); physical education teacher education; sport development; educational research

This course will provide the advanced knowledge and research training required for direct access to higher degrees by research (MPhil/ PhD). Student Support during the course

All students will be allocated a Personal Academic Tutor (PAT) at the start of the course. The tutor will provide individual academic guidance through your time at the University and will be able to act as a referee, writing references for voluntary or paid positions that you apply for during and at the end of your degree. Meetings in small groups or one to one will take place each academic year and review your academic progress, career intentions and suggest actions that you can take to improve your learning. The course operates an extended induction programme, starting with pre-course guidance, through an initial induction week and then into the course which is located within core units that all students will follow.

Lecturers are able to refer to and advise students about a range of support services including PAD (Personal and Academic Development – which offers academic support resources) SID (Student Information Desk – which offers a drop in and online service for academic and non-academic advice, for example on learning support, arrangements for students with disabilities or specific learning difficulties or guidance on mitigating circumstances for assessments). Lecturers will also refer students to the on-line resources that are able to support your learning, for example the Study Hub on-line within the University VLE (Virtual Learning Environment) called BREO (Bedfordshire Resources for Education Online) or the material that can found on the Learning Resources website. Extensive use is made of BREO to provide supporting materials for each unit that you study and to deliver interactive learning experiences.

Students with disabilities The course is fully inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course co-coordinator, individual members of the academic staff, as well as staff from the Health and Well Being Team. The course should not present any barriers to students with disabilities that cannot be overcome using the university’s policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.

The Health and Well Being Team will discuss any issues you may have and can give advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability and Dyslexia Support Team

Course Information Form (CIF) - February 2014 - QAP0021 Page 5 of 12 See http://www.beds.ac.uk/studentlife/student-support/health/disabilities and BREO disabilities site - https://breo.beds.ac.uk/webapps/portal/frameset.jsp for general information.

Support provided for students with identified disabilities includes.

• signers and note-takers, tutor microphones and fire alarm buzzers for deaf students • extra time, support tutorials and, as required, support materials for students with dyslexia and/or dyscalculia • tutorial support and special arrangements for some assessments (e.g. presentations) for students with post-traumatic stress syndrome or other relevant disabilities • potential room-changes if required for students with mobility difficulties • agreements for extra food breaks and in-class eating for students with diabetes

All applications identifying any disabilities are followed up by letter or at interview to establish support required.

Course Information Form (CIF) - February 2014 - QAP0021 Page 6 of 12 Assessment Map

Unit Weeks Code C 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 / 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 O Sport C C C Pedago W W gy and - - Policy Es Es s s Occupa C P C tional R- W socialis O - ation R Es al s Resear C P PJ ch R- - Metho O Pr ds ra oj l Advanc C W C ed R- W Sport W - Pedago B Es gy s Dissert C P ation R- O R al

*Unit start and end dates are denoted by diagnol markings. Feedback will be provided within three weeks of assessment.

Course Information Form (CIF) - February 2014 - QAP0021 Page 7 of 12

Section 3 - Academic Information This section will be used as part of the approval and review process and peer academics are the target audience. Course Learning Outcomes MA Physical Education and Sport Pedagogy: Upon successful completion of this course, students should be able to:

1. Demonstrate an extensive and up to date critically informed knowledge of theoretical concepts relating to physical education and sport pedagogy.

2. Critically evaluate how the economy, society, culture and the environment shape physical education and sport pedagogy.

3. Apply appropriate pedagogical techniques in a range of appropriate sport and physical education settings.

4. Develop practitioner research skills and implement them within a physical education and sport pedagogy context in a sustained manner.

5. Demonstrate specific abilities in the assessment of sport and physical education which are ordinarily utilised in physical education and sport pedagogy settings and contexts.

6. Communicate orally and in writing a critical awareness of cutting edge questions of equity and sustainability which arise in the local / national / international contexts of physical education and sport pedagogy.

7. Engage in a number of practice-based studies of physical education and sport pedagogy, thereby producing critical appraisals of forms of curricula, teaching and coaching strategies, assessment for learning and the place of physical education and sport pedagogy in school and community contexts.

8. Produce a number of critical reviews of the established / state-of-the-art literature on key issues in physical education and sport pedagogy such as: models-based practice, assessment for learning, physical literacy, and physical education teacher education.

9. Demonstrate a capacity to critically reflect on your own performance as pedagogues and leaders in sport and physical education.

Postgraduate Diploma Physical Education and Sport Pedagogy: Upon successful completion of this course, you should be able to:

1. Demonstrate an extensive and up to date critically informed knowledge of theoretical concepts relating to physical education and sport pedagogy.

2. Critically evaluate how the economy, society, culture and the environment shape physical education and sport pedagogy.

3. Apply appropriate pedagogical techniques in a range of appropriate sport and physical education settings.

Course Information Form (CIF2013-4) Page 8 of 12 4. Develop practitioner research skills and implement them within a physical education and sport pedagogy context.

5. Demonstrate specific abilities in the assessment of sport and physical education which are ordinarily utilised in physical education and sport pedagogy settings and contexts.

7. Engage in a practice-based study of physical education and sport pedagogy producing a critical appraisal of forms of physical education and sport pedagogy in school and community contexts.

8. Demonstrate a capacity to critically reflect on your own performance as pedagogues and leaders in sport and physical education.

Postgraduate Certificate Physical Education and Sport Pedagogy: Upon successful completion of this course, you should be able to:

1. Demonstrate an up to date critically informed knowledge of theoretical concepts relating to physical education and sport pedagogy.

2. Apply appropriate pedagogical techniques in a range of appropriate sport and physical education settings.

3. Develop practitioner research skills and implement them within a physical education and sport pedagogy context.

4. Communicate orally and in writing a critical awareness of cutting edge questions of equity and sustainability which arise in the local / national / international contexts of physical education and sport pedagogy.

5. Engage in a practice-based study of physical education and sport pedagogy producing a critical appraisal of forms of physical education and sport pedagogy in school and community contexts.

6. Demonstrate a capacity to critically reflect on your own performance as pedagogues and leaders in sport and physical education.

Course-specific regulations

Teaching, Learning and Assessment

The MA Physical Education and Sport Pedagogy employs a range of teaching and learning strategies. Thus, the teaching strategy can be summarised as follows:

• It is student-centred as it requires students to examine their past and current experience to develop a professional development plan; • It has flexible teaching and learning arrangements, making extensive use of BREO and other on-line

Course Information Form (CIF2013-4) Page 9 of 12 modes of delivery to support and facilitate learning; • The program is research-informed due to the publication records of the teaching staff; • It emphasises self-directed and independent research with reflexivity between theory and practice, known as praxis; • It necessitates effective student communication in oral and written form and through technology; • It has a teamwork component, but also encourages individual self-reflection and peer evaluation; • It requires students to keep abreast of cutting edge developments in physical education and sport pedagogy, particularly with a view to developing a focus for the Dissertation.

Assessment: The programme’s assessment strategy underscores the course team’s concern with the sorts of critical investigations which are increasingly required to understand physical education and sport pedagogy. It places a premium upon research competency and upon independent critical thinking. You are expected to have strong reading, writing and presentation skills in English and the ability to understand physical education and sport pedagogy in its very wide social, political, and philosophical multidimensionality.

Formative assessment will be used to provide you with the opportunity for feedback that is both peer and teacher directed, to enable you to review and improve your work, before summative assessment wherever possible.

There will be a range of summative assessment methods on the course that permit you to build on your strengths and address your weaknesses. Each unit will be assessed separately, using different mixes of assessment and modes of learning including: individual presentations and reports, essays, and projects. The details of these assessments are given in the individual Unit Information Forms where the connections to the Course Learning Outcomes are made clear.

To help you meet the summative assessment demands, and as part of the teaching and learning strategy which is set out to achieve the course learning outcomes, a series of formative and diagnostic assessment methods are used across the course, including oral and written presentations, writing reports, planning and review exercises. Assessment methods have been selected to support the development of pedagogical research skills and knowledge, whilst satisfying unit and course learning outcomes.

Your ability to carry out independent research will be assessed through a research project reported in a dissertation. The dissertation provides you with the opportunity to use your growing and developing knowledge and skills.

Course Information Form (CIF2013-4) Page 10 of 12 Initial Assessment

Occupational Socialisation: 1. An oral presentation which reviews your biography and how this has shaped current pedagogy – 1500 words (equivalent)

The presentation, as the first assessed piece of work, requires you to work independently and to identify how your previous experiences have shaped how you teach/coach in the present day. It will allow you to gain summative feedback and a summative mark from the unit tutor and formative feedback from your peers on how well you integrate theory and practice. This will provide a platform from which you will then be able to examine your current pedagogical practice and plan for the final summative piece.

Improving students’ learning

Students reflect on their occupational socialisation in order to plan for professional development. As part of this students will complete a self-assessment of a range of academic skills. During induction students who have been out of education for some time will be identified and an additional induction session will be organised to examine the professional development needs of these students in particular.

Academic Integrity

As this course is delivered at level 7, there is a clear expectation that students will understand the basics of academic integrity. During Academic Induction in the first week the Course Co-ordinator will introduce the importance of professionalism and academic integrity. This will be reinforced in prior to their first assessment in the occupational socialisation unit and students will complete an online checklist to ensure that they are aware of the issues related to academic integrity.

HEAR implementation

Internationalisation

The course team are fully committed to engaging with internationalised approaches to physical education and sport pedagogy and collaborate with colleagues both within Europe and more broadly. The literature on which the course draws reflects the expectation that students engage with both national and international research. The PESP research group has visiting professors from Belgium, Ireland and the United States.

Sustainability

Students gain the skills to examine contemporary policy and the feasibility of implementation to ensure that students are equipped for the contemporary educational context where the rate of change has accelerated over the last decade. Students are required to reflect on their skills and plan for their future professional development to ensure that their pedagogical practice remains current and innovative.

Course Information Form (CIF2013-4) Page 11 of 12

Section 4 - Administrative Information This section will be used as part of the approval and review process and peer academics are the target audience.

Faculty Education and Sport

Portfolio Postgraduate Sport Science and Physical Activity

Department/School/Division Sport Science and Physical Activity

Course Coordinator Dr Toni O’Donovan

Version Number 1/14

Approved by (cf Quality Handbook ch.2)

Date of approval (dd/mm/yyyy) 17/12/2104 Implementation start-date of this version 10/2015 (plus any identified end-date)

Form completed by:

Name: …Dr Toni O’Donovan…………………… Date: …..…13/11/2014……………………….

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Course Updates Date (dd/mm/yyyy Nature of Update FTQSC Minute Ref: )

Course Information Form (CIF2013-4) Page 12 of 12

Unit Information Form (UIF) UIF2014

Section 1 – General Unit Information

Changes made to section 1 of the UIF require Faculty level approval.

Unit Name RESEARCH METHODS IN SPORT Unit Code SPO0xx-6 Level 7 Credit Value 30 Location of Delivery On Campus Period of delivery Semester 2 Pre-requisites or None Restrictions This unit is intended specifically as a preparation for research on a scale that

will lead eventually to the submission of a dissertation.

This unit aims to give you an overview of the methodologies and strategies involved in attempting a sport, health or education research project, along with a grounding in techniques used for data analysis. This unit recognizes

that you will have expertise in different research methodologies depending on your undergraduate degree route. You will be supported in developing complementary methodologies and further establishing your research skills.

This unit will also critically examine potential issues arising when collecting empirical data, preparing you for the role of researcher.

Aims and Relevance This unit will assist you to:

• Understand philosophical approaches underlying the research process and evaluate the principles of quantitative and qualitative research • Gain an overview of a range of research methods used in qualitative and quantitative research and select appropriate tools for research • Develop an ability to critically evaluate the methodology of studies • Gain a knowledge and understanding of the techniques used in data analysis • Critically examine potential issues for the researcher in data collection, including ethical considerations • Critically apply knowledge gained through the development of a dissertation proposal

Research questions Syllabus Content Practitioner research

Unit information form (UIF) - 2014 - QAP0018 Philosophical approaches (the nature of knowledge and reality; research paradigms) Literature searches Methodologies and research designs Data collection tools Research populations, sampling and participant selection Issues for the researcher when ‘out in the field’ Data analysis and interpretation Drawing conclusions from data Ethics and ethical approval Validity / trustworthiness and reliability

PSRB outcomes n/a

Core learning outcomes Assessment On completion of this unit you should be able to: number 1 Produce a coherent and critically reflective literature review which identifies and 1 and 2 synthesises conceptual and empirical sources and presents a rationale and framework for future research 2 Discuss and critically evaluate relevant philosophical positions, previous research, 2 research design, methods of data collection and analysis, and ethical consideration, with reference to the aims of your study.

Threshold standards Assessment In order to pass the assessment you will need to: number

In the assessed presentation and notes pages identify key concerns relating to a 1 methodology and present these findings coherently with a clear structure.

In your assessed proposal clearly state a title or question that specifics your research focus.

Identify potential comparative studies connected to your dissertation focus and critically examine the methodologies employed.

In the assessed proposal consider the research methods to be employed 2 (quantitative/qualitative) and how these relate to philosophical approaches. Summarise and justify the research design and methods to be employed in your research, including proposed techniques for data analysis/ In the assessed proposal discuss potential issues when ‘out in the field’. Summarise ethical considerations and complete an ethical approval form.

Unit information form (UIF) - 2014 - QAP0018

Assessment methods

To complete Assessment 1 you will plan and deliver an 8 minute presentation.

You will perform a critical examination of a key concept in methodology or method connected to your chosen topic for a physical education or sport related research project. You will present the critical inquiry as a presentation to the unit leader and peers, and will also submit written notes pages (maximum 2000 words) following your presentation. You will receive feedback based on your oral presentation and the written work you have submitted.

You will then incorporate the feedback from your presentation into your research proposal (details below). The feedback you receive will also help you to develop the literature review section of your dissertation.

To complete Assessment 2 you will prepare a research proposal of 4,000 words.

Construct an appropriate research proposal for a topic of interest, complete with an ethical approval form. In completing this assignment the following should be addressed: i. Specify the research topic and justify the need for the research ii. Identify potential comparative studies connected to your dissertation focus and critically examine the methodologies employed iii. Identify and justify the research design and methods to be employed iv. Describe and justify the proposed methods of analysis v. Consider any potential issues for the research, including ethical considerations

In the appendix include a dissertation/research project time line.

Assessment Summary

i Assessment

exa

hod

No Method i Outcomes being developed and assessed

ig s

s Code i

1 PR – Oral 20 7 o & e Synthesise Evaluate Justify 2 PJ - Proj 80 14 e Question Evaluate Propose

Learner Development

This Unit focuses on the development of your abilities in the following areas:

Enquiry into a sport or physical education-related area exploring topical issues, Enquiry methodological approaches, research methods and ethical dilemmas.

Unit information form (UIF) - 2014 - QAP0018

Awareness of how to conduct an ethical research project that is relevant to an area of Contextual study aligned to the degree programme. Appreciate differences in the nature of understanding knowledge and inquiry among different sport disciplines and select appropriately to your area of study You will have an opportunity to engage in collaborative work with other students Collaboration during workshops

This unit contributes to the development of a graduate who can contribute to the Enterprise development of an academic community or an organization by enabling them to independently identify a challenge/problem, a zone of application and a research question

Unit information form (UIF) - 2014 - QAP0018

Teaching Schedule (15 week Unit)

Code Activity Hours Final Revision Assess Total period ment Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14, 15 Scheduled Learning SS Seminars 3 3 3 3 3 3 3 3 3 3 3 3 36 SA In-class Presentation 3 3 SP Supervision 1 1 2

Guided Learning GE Online Activities 1 1 1 1 1 1 1 1 2 2 2 2 2 2 20 GR Directed Reading 2 2 2 2 2 2 2 2 2 2 2 2 2 28 GOH Office Hours 1 1 1 1 1 1 2 2 2 1 1 2 2 2 20 GW Group Work 1 1 1 3 Independent Learning IR Unguided Reading 2 2 2 2 2 2 2 2 2 2 2 2 2 4 30 IA Assessment Preparation 2 2 2 2 2 4 4 6 4 4 6 6 6 6 56 IT Non-formalised Activities 2 2 2 2 2 2 2 14 Autonomous Learning AR Reading from non-specific sources 4 4 4 4 6 6 6 10 6 6 6 6 6 6 88

Total hours 17 17 18 20 17 19 24 23 21 22 25 25 25 27 300

Unit information form (UIF) - 2014 - QAP0018

Summary KIS data

KIS KIS Guided Other Scheduled Guided Independent Autonomous Total Total Hours 41 71 100 88 300 C Percentage 14% 24% 33% 29% 100%

Unit information form (UIF) - 2014 - QAP0018

Section 2 - Resources and Support

Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Recommended Resources

Set text - If you are able to buy one text then we recommend: Thomas, G. (2009). How to do your research project. London: Sage

Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site.

Armour, K. and Macdonald, D. (2012). Research methods in physical education and youth sport. London: Routledge.

Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd Edition). Thousand Oaks, CA. Sage.

Bell, J. (2014) Doing Your Research Project. (6th edition). Buckingham: Open University Press.

Berg, B. L. (2007). Qualitative research methods. (7th Edition). Boston: Pearson.

Corbin, J. & Strauss, A. (2008) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. London: Sage.

Gratton, C. & Jones, I. (2009). Research Methods for Sport Studies (2nd Edition). Oxon. Routledge.

Gravetter, F. J., & Wallnau, L. (2008). Statistics for the behavioural sciences (8th Edition). Belmont, CA. Wadsworth Cengage Learning.

Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd Edition). Thousand Oaks, CA. Sage.

Pole, C. and Lampard, R. (2002) Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Essex: Pearson Education Limited.

Thomas, J. R., Nelson, J. K., & Silverman, S. J. (2005). Research Methods in Physical Activity (5th Edition). Champaign: IL. Human Kinetics.

Independent study - to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.

Qualitative Research in Sport, Exercise and Health

Unit information form (UIF) - 2014 - QAP0018

Sociological Methods and Research

International Journal of Social Research Methodology

British Education Research Journal

SECTION 3– Administrative Information

Faculty E&S

Portfolio Postgraduate Sport Science and Physical Activity

Department Sport Science and Physical Activity

Unit Co-ordinator Joanne Hill

Version Number 1/14

Body approving this version University Approval Event

Date of University approval of this version (dd/mm/yyyy)

Shared Units – Indicate below all courses which include this Unit in their diet

MA Physical Education and Sport Pedagogy

MA Sport Development Management

Form completed by:

Name: Joanne Hill Date: 14/11/2014

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Unit Updates Date Nature of Update FTQSC Minute Ref: (dd/mm/yyyy)

Unit information form (UIF) - 2014 - QAP0018

Unit Information Form (UIF) UIF2014

Section 1 – General Unit Information

Changes made to section 1 of the UIF require Faculty level approval.

Unit Name Advanced Sport Pedagogy Unit Code SPO0xx-6 Level 7 Credit Value 30 Location of Delivery On Campus Period of delivery Semester 2 Pre-requisites or None Restrictions

This unit develops an advanced understanding of physical education and sport pedagogy. You will be engaged in studying the interacting and interdependent components that make up ‘pedagogy’ which include: knowledge and

curriculum, learners and learning, teachers/coaches teaching and/or coaching and the learning environment in which this takes place. This unit will enable you to consider how these interacting and independent elements of pedagogy

may affect the ways in which the coach/teacher may orchestrate the teaching and learning process in situ. In addition, you will develop an advanced understanding of the theories of learning (as well as psychological and social Aims and Relevance theory) that underpin models based practice. Models based practice in physical education and sport settings provides teachers/coaches with the opportunity to progress pupil/ player learning through offering a design specification for teaching, learning and the curriculum. This unit provides you with the opportunity of further broaden your perception and understanding of pedagogical models for coaching, teaching and youth development programmes. Moreover, you will critically engage with the research in models based practice, implement a unit of activity in school/ youth sport/ university based setting and analyse the application of assessment strategies in this unit.

Introduction to pedagogy and relevant theories of learning and psychological/social theories associated with teaching/coaching

Models of teaching, teaching strategies and styles which may help inform the development of a models based approach Syllabus Content Examination of the evolution of model based practice

Consideration of different ‘models’ (i.e. Sport Education, Teaching Games for Understanding, Health-Based Physical Education, Cooperative Learning etc.)

Components and dimensions of pedagogical models for physical education

Unit information form (UIF) - 2014 - QAP0018

and/or youth sport

Consideration of learning domains and objectives as rationale for selection of a pedagogical model

Unit and assessment planning

Model fidelity and the validation of pedagogical practice using teaching/coaching and learning benchmarks, elements or non-negotiables

The contextual and professional needs of implementing a models based approach

PSRB outcomes n/a

Core learning outcomes Assessment On completion of this unit you should be able to: number 1 Know and understand how a models based approach and pedagogical models offer a 1 & 2 design specification for teaching, learning, and the curriculum that that can contribute to the development of quality physical education and youth sport 2 Be able to plan for the implementation of a pedagogical model and critically reflect on 1 & 2 your experiences, students’ learning and to what extent model fidelity was planned for and achieved

Threshold standards Assessment In order to pass the assessment you will need to: number

Identify how benchmarks, elements or non-negotiables were planned for and

implemented in a series of lessons taught using a pedagogical model Reflect on your experiences of using a pedagogical model and how your use of a model 1 impacted students’ learning. Evaluate the contextual and professional learning needs for a models based approach to be considered in your practice and within your local context

Describe how a learning theory or multiple learning theories inform the design specification of a chosen pedagogical model

2 Evaluate how models based practice and pedagogical models can contribute to quality physical education and youth sport, using research literature on one chosen model to provide an example and by drawing on your personal experiences of using a pedagogical model.

Unit information form (UIF) - 2014 - QAP0018

Assessment methods

Assessment 1 (45%): You will be required to submit work-based report that includes a lesson plan (1,000 words) of a lesson taught through a pedagogical mode, a justification for how the non-negotiables (or benchmarks or elements) were planned for (500 words), and a critical reflection using a Post Lesson Analysis tool (1,000 words) on your use of a pedagogical model in a youth sport context.

Assessment 2 (55%): You will write a critical essay (3500 words) that explores how models based practice and pedagogical models can contribute to the development of quality physical education and youth sport. You will draw on your own experiences of using a pedagogical model, existing research literature and learning theory to consider the components of pedagogical models, students’ learning and the contextual and professional learning needs.

Assessment Summary

i Assessment

exa

hod

No Method i Outcomes being developed and assessed

ig s

s Code i

1 WR-WB 45% 9 o & e n/a Interpret Analyse Discover 2 CW-Ess 55% 15 e n/a Justify Debate Contrast

Learner Development

This Unit focuses on the development of your abilities in the following areas: Throughout the unit you will enquire into your own practice and specifically your Enquiry understanding of and use of a pedagogical model.

You will develop an awareness of current thinking and research in the field of physical Contextual education and sport pedagogy. You will also develop a professional awareness of the understanding role physical educators and coach’s have in providing progressive and developmentally appropriate learning experiences for young people

Your capacity to collaborate and work with colleagues and your peers to learn will strengthen. Seminar based activities will involve you working in pairs and/or small groups to develop your knowledge and understanding about pedagogy and models Collaboration based practice. During the unit you will also be required to work in a small group to plan, teach, and reflect on teaching episodes that is focussed on a specific benchmark, element or non-negotiable During the unit and in completion you will have developed an in-depth knowledge base

about current pedagogical practices in physical education and youth sport. Enterprise Consequently, you will be able to apply these to various settings and support colleagues in schools and coaching contexts learning about and developing their initial use of a pedagogical model.

Unit information form (UIF) - 2014 - QAP0018

Teaching Schedule (15 week Unit)

Code Activity Hours Final Revision Assess Total period ment Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14, 15 Scheduled Learning SS Seminars 3 3 3 3 3 3 3 3 24 SA In-class Presentation 3 3 SP Practical Class 3 3 3 9

Guided Learning GE Online Activities 2 2 2 2 2 2 2 2 2 2 2 2 2 26 GR Directed Reading 4 4 4 4 4 4 4 4 4 4 4 4 4 52 GOH Office Hours 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14 GW Group Work 4 4 4 4 16 Independent Learning IR Unguided Reading 4 4 4 4 4 4 4 4 4 4 4 4 4 52 IA Assessment Preparation 3 3 3 3 3 3 3 3 3 4 4 4 4 4 47 IT Non-formalised Activities 1 1 1 1 1 1 1 1 1 1 1 1 1 13 Autonomous Learning AP Preparation for teaching/ coaching 4 4 4 4 4 4 4 4 32 AP Teaching/coaching through a model 2 2 2 2 2 2 12 Total hours 18 18 26 26 28 28 24 24 24 25 19 19 16 5 300

Unit information form (UIF) - 2014 - QAP0018 Summary KIS data

Scheduled Guided Independent Autonomous Total Other Total Hours 36 108 112 44 300 0 Percentage 12% 36% 37% 15% 100% 0

Unit information form (UIF) - 2014 - QAP0018

Section 2 - Resources and Support

Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Recommended Resources

Set text - If you are able to buy one text then we recommend: Metzler, M. W. (2011). Instructional Models for Physical Education (3rd Ed). Scottsdale: AZ, Halcomb Hathaway.

Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site.

Casey, A. (2014). Models-based practice: great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18-34.

Dyson, B., Griffin, L.L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: theoretical and pedagogical considerations. Quest, 56(2), 226-240.

Gurvitch, R., Metzler, M. W (Eds.). (2008). Model-based instruction in physical education: The adoption of an innovation. Journal of Teaching in Physical Education (Monograph), 27(4), 447–589.

Harvey, S., Cushion, C, J., & Massa-Gonzalez, A. (2010). Learning a new method: Teaching Games for Understanding in the coaches’ eyes. Physical Education & Sport Pedagogy, 15(4), 361-382.

Rovegno, I., & Dolly, J, P. (2006). Constructivist perspectives on learning. In Kirk, D. Macdonald, D., & O’Sullivan, M. (eds.) Handbook of Physical Education (pp. 242-261). London: Sage Publications.

Ryan, R. M. & Deci, E. L. (2008). Self-Determination Theory and the Role of Basic Psychological Needs in Personality and the Organization of Behavior (pp. 654-678), in John O., Robins R.W., and Pervin L.A. eds., Handbook of Personality Psychology: Theory and Research, Guilford Press, New York.

Independent study - to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.

Physical Education and Sport Pedagogy European Physical Education Review Journal of Teaching in Physical Education Research Quarterly for Sport and Exercise Sport Education and Society Quest SECTION 3– Administrative Information

Faculty Education and Sport

Portfolio Postgraduate Sport Science and Physical Activity

Department Sport Science and Physical Activity

Unit Co-ordinator Dr Vicky Goodyear

Version Number 1/14

Body approving this version University Approval Event

Unit information form (UIF) - 2014 - QAP0018 Date of University approval of this /12/2014 version (dd/mm/yyyy)

Shared Units – Indicate below all courses which include this Unit in their diet

MA Physical Education and Sport Pedagogy

Form completed by:

Name: Dr Vicky Goodyear Date: 15/09/2014

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Unit Updates Date Nature of Update FTQSC Minute Ref: (dd/mm/yyyy)

Unit information form (UIF) - 2014 - QAP0018

Unit Information Form (UIF) UIF2014

Section 1 – General Unit Information

Changes made to section 1 of the UIF require Faculty level approval.

Unit Name Occupational socialisation: critical perspectives on PETE Unit Code SPO0xx-6 Level 7 Credit Value 30 Location of Delivery On Campus Period of delivery Semester 1 Pre-requisites or None Restrictions The unit will introduce you to the key concepts and skills, knowledge and

understanding relating to becoming a critical practitioner of physical education and sport pedagogy. It will support you in critically evaluating and researching your own biography and planning for future pedagogical and curricular development. This unit will appeal to practitioners who want to:

• Better understand the process of becoming a physical education teacher or sports coach; • Understand the concepts and theories underpinning the professional

development of coaches and teachers; • Acting as mentors, facilitate the development of colleagues as professionals in a work setting.

Aims and Relevance You will engage in reflecting on your current pedagogy and critically evaluate your role as a pedagogue. This will enable you to adopt a critical pedagogy that will inform your ongoing teaching/coaching practice.

This unit will assist you to:

• develop your understanding of occupational socialization (how we are inducted into a profession) and the subjective warrant (our perceptions of the subject/sport that attract us to it) with regards to physical education and coaching; • explore the complex issues associated with socialization into society, sport, profession, organization and bureaucracy; • develop your reflective skills to improve teaching and curriculum

Unit information form (UIF) - 2014 - QAP0018

development; • gain a knowledge and understanding of the ‘wash out’ effect; • develop skills in managing a professional dialogue /learning conversation; • evaluate changes in your role as a physical education and sport practitioner; • adopt a critical pedagogy that will inform your ongoing teaching/coaching practice which is informed by a critical understanding theories of social theory The intention of this unit is to provide students with higher order skills and

greater knowledge and understanding of autoethographical inquiry and self- study to inform future practice. In collaboration with other professionals it will support your future and continuing professional development.

This will be done by:

• introduction to the literature around occupational socialization,

Syllabus Content apprenticeship of observation and the subjective warrant. • opportunities for shared reflection of occupational socialization and autoethographical inquiry/self-study • opportunity to understand personal philosophies about teaching physical education and/or coaching and plan for future changes. • developing the independent learning required for personal professional development • examining the possibilities of critical pedagogy to advance physical education and sport practices

PSRB outcomes n/a

Core learning outcomes Assessment On completion of this unit you should be able to: number 1 Develop enhanced knowledge and understanding of physical education as informed 1 and 2 by social theory 2 Critically evaluate your occupational socialization and adherence to the subjective 2 warrant through autoethnographical inquiry and draw on this analysis to examine your ongoing professional development.

Unit information form (UIF) - 2014 - QAP0018

Threshold standards Assessment In order to pass the assessment you will need to: number

Identify the significant events in your schooling/sports coaching experiences that impacted

on your approach to teaching physical education and/or sport and critically evaluate the 1 impact of this on your current personal pedagogical practice Highlight the commonalities and the dissonance between your experience and alternative narrative accounts of occupational socialisation drawing on academic literature. Illustrate an awareness of, or possibility of developing, a personal philosophy of physical

education and/or sport.

2 From the analysis of your own teaching/coaching practice, the research literature and underpinning social and learning theories demonstrate how you will begin to adopt a critical pedagogy that will inform your ongoing teaching/coaching practice.

Assessment methods

There are two inter-related assessment tasks:

1. A 15 oral presentation which reviews biography and how this has shaped current pedagogy – (2000 word equivalent)

3. Assignment outlining how teaching/coaching might be developed with an increased awareness of theory and critical pedagogy as well as a production of action plan to make further changes to current pedagogy – 3500 words

The essay is a summative piece of assessment that will challenge your ability to write a more extended piece that develops in some detail how the learning that has been undertaken over the course of the unit has allowed you to reconceptualise your teaching/coaching practice in order that you can consider adopting a critical pedagogy in your ongoing practice.

Assessment Summary

Unit information form (UIF) - 2014 - QAP0018

i Assessment

exa

hod

No Method i Outcomes being developed and assessed

ig s

s Code i

1 PR - Oral 30 6 o&e n/a Reflect Examine Recognise 2 CW-Ess 70 12 e n/a Formulate Analyse Problematise

Learner Development

This Unit focuses on the development of your abilities in the following areas:

You will be expected to critically analyse your life history with the aim of better Enquiry understand your current beliefs about your chosen career. Assignments will challenge you to address issues of practice stereotypes.

Contextual This unit will challenge you to develop your cultural awareness in relation to the understanding equitable practice of physical education and sport.

The unit is developed with group discussion and debate at its core. You will work with Collaboration your peers in examining critical issues and exploring the development of your beliefs. Peers will be involved in providing formative feedback to each other on course work.

Enterprise This unit contributes to the development of a graduate who can engage with critical issues and can reflect on and develop their own practice.

Unit information form (UIF) - 2014 - QAP0018

Teaching Schedule (15 week Unit)

Code Activity Hours Final Revision Assess Total period ment Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14, 15 Scheduled Learning SS Seminars 3 3 3 3 3 3 2 3 3 1 3 3 33 SA In-class Presentation 3 3 SP Supervision 1 2 3

GE Online Activities 3 3 3 3 3 3 3 3 3 3 3 3 3 3 42 GR Directed Reading 4 4 4 4 4 4 4 4 4 4 4 4 4 4 56 GOH Office Hours 1 1 1 1 1 1 1 1 1 1 1 1 1 2 15 GW Group Work 2 2 2 2 8

IR Unguided Reading 4 4 4 4 4 4 4 4 4 4 4 4 4 4 56 IA Assessment Preparation 2 3 4 4 4 4 4 5 5 5 5 45 IT Non-formalised Activities

AR Reading from non-specific sources 3 3 3 3 3 3 3 3 3 3 3 3 3 39

Total hours 18 18 22 21 22 24 22 22 24 23 23 25 23 13 300

Unit information form (UIF) - 2014 - QAP0018

Summary KIS data

KIS KIS Guided Other Scheduled Guided Independent Autonomous Total Total Hours 39 121 101 39 300 C Percentage 13% 40% 34% 13% 100%

Unit information form (UIF) - 2014 - QAP0018

Section 2 - Resources and Support

Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Recommended Resources

Set text - If you are able to buy one text then we recommend:

Dowling, F., Fitzgerald, H., & Flintoff, A. (Eds.). (2012). Equity and difference in physical education, youth sport and health: A narrative approach. Routledge.

Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site.

Armour, K. & Fernandez-Balboa, J.M. (2001) 'Connections, pedagogy and professional learning', Teaching Education, 12 (1), pp.103-118.

Armour, K.M. (2010) 'The physical education profession and its professional responsibility ... or ... why '12 weeks paid holiday' will never be enough', Physical Education & Sport Pedagogy, 15 (1), pp.1-13.

Fernandez-Balboa, J. (1997) Physical education teacher preparation in the post-modern era: Toward a critical pedagogy. In, J. M. Fernandez-Balboa (Ed.), Critical Postmodernism in Human Movement, Physical Education, and Sport (pp. 121-138). Albany: State University of New York.

Friere, P. (1973). Pedagogy of the Oppressed. New York: Seabury Press.

Giroux, H.A. (1988). Teachers as intellectuals: towards a critical pedagogy of learning (Critical Studies in Education Series), Bergin & Garvey Publishers, Westport, CT: USA.

Green, K. (2000) 'Exploring the everyday 'philosophies' of physical education teachers from a sociological perspective', Sport, Education & Society, 5 (2), pp.109-129.

Green, K. (2002) 'Physical education teachers in their figurations: A sociological analysis of everyday 'philosophies'', Sport, Education & Society, 7 (1), pp.65-83.

Kirk, D. (2000) A Task-Based Approach to Critical Pedagogy in Sport and Physical Education, (pp. 201-219), In Jones, R. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice. Harlow: Pearson.

Lawson, H.A. (1986) 'Occupational socialization and the design of teacher education programs', Journal of Teaching in Physical Education, 5 (2), pp.107-116.

McLaren, P & Kincheloe, J, L. (eds) (2007). Critical Pedagogy. Peter Lang, New York: USA.

Sparkes, A.C., Templin, T.J. & Schempp, P.G. (1993) 'Exploring dimensions of marginality: Reflecting on the life histories of physical education teachers', Journal of Teaching in Physical Education, 12 (4), pp.386-398. Sykes, H. (2011) Queer Bodies: Sexualities, genders and fatness in physical education, Oxford: Peter Lang. Tinning, R., Macdonald, D., Wright, J., & Hickey, C (2001) Becoming a physical education teacher: Contemporary and enduring issues’, Frenchs Forest: Prentice Hall.

Independent study - to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.

Physical Education and Sport Pedagogy

Sport Education and Society

International Journal of Critical Pedagogy

Unit information form (UIF) - 2014 - QAP0018 British Journal of Sociology of Education

SECTION 3– Administrative Information

Faculty Education and Sport

Portfolio Postgraduate Sport Science and Physical Activity

Department Sport Science and Physical Activity

Unit Co-ordinator Dr Saul Keyworth

Version Number 1/14

Body approving this version University Approval Event

Date of University approval of this /12/2014 version (dd/mm/yyyy)

Shared Units – Indicate below all courses which include this Unit in their diet

MA Physical Education and Sport Pedagogy

Form completed by:

Name: Dr Toni O’Donovan and Dr Saul Keyworth Date: 13/11/2014

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Unit Updates Date Nature of Update FTQSC Minute Ref: (dd/mm/yyyy)

Unit information form (UIF) - 2014 - QAP0018

Unit Information Form (UIF) UIF2014

Section 1 – General Unit Information

Changes made to section 1 of the UIF require Faculty level approval.

Unit Name MA Physical Education & Sport Pedagogy Dissertation Unit Code SPO0xx-6 Level M Credit Value 60 Location of Delivery On Campus Period of delivery Semester 2 & 3 Success completion of SPO0xx-6 Research Methods in Sport unit. Pre-requisites or Restrictions Successful completion of stage 1 (taught component) of the course. The dissertation provides you with an opportunity for sustained independent

study in an area of professional interest.

The dissertation should relate to sport in a context of physical education, community, development or management that interests you. The unit requires you to define a specific research topic and an appropriate research question(s)

based on an appropriate research methodology. You need to be able to Aims and Relevance demonstrate extensive reading around the subject of interest related to the analysis of the research performed and relevant conclusions with clearly articulated recommendations.

A key aim is to be able identify and conduct a specific piece of research working within an appropriate sport context making effective use of extensive literature in the field to define a conceptual framework and determine the most appropriate means of gathering and analyse the necessary data.

Due to the independent and specific nature of the dissertation the majority of this unit subscribes to no formal shared syllabus. The majority of this unit will be Syllabus Content supported by one-to-one tutorials with a project supervisor. These may be face to face or via electronic media (e.g. email or video conferencing (e.g. FaceTime or Skype)).

PSRB outcomes

N/A

Unit information form (UIF) - February 2014b - QAP0024

Core learning outcomes Assessment On completion of this unit you should be able to: number

Demonstrate an in-depth knowledge and critical understanding of a topic (to be 1. Pr-Oral agreed with your supervisor) within the field of Physical Education and/or Sport 1 2. PJ-Diss Pedagogy and synthesise an original piece of research within this area.

1. Pr-Oral Conduct a substantial piece of conceptually and ethically sound and original research 2 and produce a written dissertation and an associated oral presentation that use 2. PJ-Diss appropriate academic and scholarly terminology and use consistent formatting and

referencing styles throughout.

Unit information form (UIF) - February 2014b - QAP0024

Threshold standards Assessment In order to pass the assessment you will need to: number

Frame a specific research question drawing upon a comprehensive review of pertinent literature in the Physical Education and/or Sport Pedagogy field (including the comprehension of associated ethical issues).

Propose an original piece of research utilising appropriate methodological tools and

assumptions for the topic in question. 1 Analyse and interpreted any findings in relation to the literature reviewed and where appropriate, place them in context.

Communicate this information to an informed academic audience in an appropriate oral presentation format subscribing to any and all conventions deemed appropriate.

Conduct an original piece of research utilising appropriate methodological tools and assumptions for the topic in question. 2 Analyse and interpret the main findings in relation to the literature used and where appropriate, placed in context. Draw conclusions and relate them, where relevant, to the vocational context in question.

Assessment methods

Assessment 1 will occur in week 15 and will comprise of an oral presentation (approximately 10 minutes) reviewing literature pertinent to your area of enquiry (20% of final mark). You will perform a literature search connected to your chosen topic. You will identify and analyse conceptual and theoretical sources and present a framework for future empirical analysis. You will also be required to submit your written notes pages (maximum 2000 words) following your presentation. Staff will assess the presentation and both verbal and written feedback will be provided to aid with the literature review section of your dissertation.

Assessment 2 will take the form of a written dissertation. An electronic copy (80% of final mark) will be submitted on or before the specified due date (week 30). This final written submission is intended to reflect a sustained and substantial commitment to your research project which has been undertaken and completed over the final two semesters of your course. The final written submission will not exceed 15,000 words in length.

The project supervisor will be closely involved with both the genesis and development of the dissertation, meeting you at regular intervals throughout the year and where appropriate reading draft sections of work. It is anticipated that this approach will militate against the risk of unoriginal work being submitted for assessment.

Unit information form (UIF) - February 2014b - QAP0024

Assessment Summary

i Assessment

exa

hod

No Method i Outcomes being developed and assessed

ig s

s Code i

1 Pr-Oral 20 15 e+o 10 Analysis Interpretation Communication Contextual 2 PJ-Diss 80 30 e N/A Analysis Synthesis understanding

Learner Development

This Unit focuses on the development of your abilities in the following areas: This unit is built around the conduct of a sustained piece of academic enquiry. It builds

upon the Research Methods in Sport unit in which you learned about methods of enquiry and the ethical issues surrounding enquiry. In this unit an area suitable for enquiry usually Enquiry emanating from within your workplace will be identified, and a suitable research question formulated. Literature will then be found and interrogated in order to draw conclusions which will be applicable to your particular context. Ideally the conclusions at which you arrive will have a positive impact upon some aspect of the setting in question.

The question, issue or practical problem, which your project will aim to answer, may well arise directly from your workplace if you are in work, or be related to your future career aspirations. Any findings, conclusions or recommendations arising from this project will Contextual therefore be directly relevant to these contexts. Furthermore the research which you will understanding undertake will directly enhance your contextual understanding of the theoretical areas under consideration. It is hoped that any conclusions arrived at might have a beneficial impact upon the placement/workplace and/or your future career.

Although the project will be predominantly your work, you will have to work closely with your supervisor and probably colleagues in your place of work, if appropriate in the genesis Collaboration and development of your work. In addition to this you may work with others within your workplace to define an area of enquiry and/or to collect data with which to answer the research question at which you have arrived. This unit should be seen as applied in nature as the research question will arise from your

workplace or future career aspirations and the conclusions you come to should have a Enterprise direct and positive impact upon these settings. As such you are learning to apply evidence- based change to an employment-based context.

Unit information form (UIF) - February 2014b - QAP0024

Teaching Schedule (30 week Unit)

Code Activity Hours Ass

t Total 25 28 - Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 - 30 27 Scheduled Activity SL Lecture 1.5 1.5 1.5 1.5 6 ST Tutorial 1 1 1 1 1 1 1 1 1 1 1 1 12 Scheduled SA in-class 2 2 assessment Guided Activity

Directed GR Reading & 7 7 7 7 7 7 7 7 7 7 7 7 7 84 research Independent Activity

Tutor- defined IP project or 11 11 11 11 11 11 11 11 11 11 16 16 16 16 16 16 16 16 16 16 16 16 16 16 45 45 424 dissertation activity

Assessment IA 4 4 4 4 4 4 24 Preparation Autonomous Activity

Unit information form (UIF) - February 2014b - QAP0024

Learner- tutor AP 4 4 4 4 4 4 4 4 4 4 4 4 48 negotiated activity Hours per 12.5 11 11 11 11 11 12.5 11 11 15 32 32 33.5 32 34 28 29.5 28 28 28 28 28 16 16 45 45 600 week

Unit information form (UIF) - February 2014b - QAP0024

Summary KIS data

Scheduled Guided Independent Autonomous Total Other Total Hours 20 84 448 48 600 0 Percentage 3.3% 14.0% 74.7% 8.0% 100%

Unit information form (UIF) - February 2014b - QAP0024

Section 2 - Resources and Support

Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Recommended Resources

Set text - If you are able to buy one text then we recommend:

Armour, K.M. and Macdonald, D. (eds.) (2012) Research Methods in Physical Education and Youth Sport. London: Routledge.

Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site.

To be negotiated with individual supervisors

Independent study - to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.

To be negotiated with individual supervisors

Unit information form (UIF) - February 2014b - QAP0024

SECTION 3– Administrative Information Faculty Education and Sport

Portfolio Postgraduate Sport Science and Physical Activity

Department Sport Science and Physical Activity

Unit Co-ordinator Charles Birtwisle

Version Number 01/14

Body approving this version Periodic Review, December 2014

Date of University approval ??/12/2014 of this version

Shared Units – Indicate below all courses which include this Unit in their diet

MA Physical Education and Sport Pedagogy

Form completed by:

Name: Charles Birtwisle Date: 10th September 2014

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Unit Updates FTQSC Minute Date Nature of Update Ref: (dd/mm/yyyy)

Unit information form (UIF) - February 2014b - QAP0024

Unit Information Form (UIF) UIF2014

Section 1 – General Unit Information

Changes made to section 1 of the UIF require Faculty level approval.

Unit Name Sport Pedagogy and Policy: theory in action Unit Code SPO0xx-6 Level 7 Credit Value 30 Location of Delivery On Campus Period of delivery Semester 1 Pre-requisites or None Restrictions

As part of this unit you will explore the ways in which theoretical argument

can support the place of physical education and sport in the school curriculum and youth sport settings. The unit seeks to assist you to develop a critically reflective perspective on the educational value of physical education and

youth sport and consider the broader social and political factors that impact on pedagogical contexts. Moreover the unit will explore pedagogical

programmes in practice and examine theoretical perspectives on the implementation of policy. You will be required to assess contemporary policy and express considered opinions on the feasibility of the policies to achieve their stated aims.

Aims and Relevance This unit will assist you to:

• Map the range of arguments commonly deployed to justify physical education’s and youth sport’s place in the core curriculum of primary and secondary schools and youth sport settings • Examine the impact of social and political factors on pedagogical practice. • Explore examples of theory in action, where forms of physical education and youth sport are supported by different theoretical traditions • Develop a critically reflective perspective on the feasibility of contemporary physical education and youth sport policy.

• Common arguments used to justify physical education and sport in Syllabus Content the school curriculum and youth sport settings

Unit information form (UIF) - 2014 - QAP0018 • Social and Political issues impacting on pedagogy (e.g. performativity, globalisation, commodification, technologisation) • Theoretical models of policy implementation and realisation including: o Social construction of pedagogic discourse o Advocacy Coalition Framework o Multiple Streams Approach o Policy Cycle Approach • Theories in action o National Curriculum Physical Education o Queensland Senior Physical Education Syllabus o Scottish Higher Physical Education o The Youth Sport Trust and UK School Sport o Physical Literacy o Socialisation and Multisport Clubs

PSRB outcomes n/a

Core learning outcomes Assessment On completion of this unit you should be able to: number 1 Articulate the range of arguments commonly deployed to justify physical education 1 and sport in the school curriculum and youth sport settings and their relative strengths and weaknesses and recognise the impact of social and political factors on pedagogical practice. 2 Critically examine physical education and youth sport policy to assess its potential in 2 achieving its stated goals drawing on pedagogical, social and policy implementation theory.

Threshold standards Assessment In order to pass the assessment you will need to: number

In an oral presentation to other class members, make a case for one perspective

commonly deployed to justify the place of physical education and youth sport and defend 1 your position it in relation to informed questioning. Critically evaluate the strengths and weaknesses of various perspectives on the educational value of physical education and youth sport

Unit information form (UIF) - 2014 - QAP0018 In an essay, provide a considered view on the feasibility and desirability of a contemporary policy for physical education and youth sport. 2 Draw on academic literature in pedagogy, social and political theory to support your argument.

Assessment methods

Prior to the first assessment you will complete a number of tasks for which you will receive formative feedback. These tasks will explore the social and political issues that impact on contemporary pedagogical practice. These tasks will inform your first summative assessment.

1. Your first summative assessment will examine the impact of social and political issues on a pedagogical context of your choice (2000 words).

2. The second summative assessment requires you to select a contemporary physical education or youth sport policy and examine its feasibility to achieve its stated aims with reference pedagogical, social and political theory (4000 words)

Assessment Summary

i Assessment

exa

hod

No Method i Outcomes being developed and assessed

ig s

s Code i

1 CW-Ess 30 5 e n/a articulate justify analyse 2 CW-Ess 70 14 e n/a Examine Critique Assess

Learner Development

This Unit focuses on the development of your abilities in the following areas:

Unit information form (UIF) - 2014 - QAP0018

You will be required to formulate an argument based on analysis of the literature. You Enquiry will apply theoretical concepts to ‘in action’ contemporary policies and formulate reasoned arguments. You will become more aware of the political context in which policies are implemented Contextual and consider the way in which power plays an important role in the realisation of understanding policy.

You will engage with your classmates through group sessions, will provide formative Collaboration feedback on their formative work and will ask informed questions about their summative presentation.

Enterprise This unit contributes to the development of a graduate who can analyse new policies and draw on relevant theory to examine their feasibility.

Unit information form (UIF) - 2014 - QAP0018

Teaching Schedule (15 week Unit)

Code Activity Hours Final Revision Assess Total period ment Week(s) 1 2 3 4 5 6 7 8 9 10 11 12 13 14, 15 Scheduled Learning SS Seminars 3 3 3 3 3 3 3 3 3 27 SA In-class Presentation 3 3 SP Supervision 1 1

GE Online Activities 3 3 3 3 3 3 3 3 3 3 3 3 3 39 GR Directed Reading 3 3 3 3 3 3 3 3 3 3 3 3 3 39 GOH Office Hours 2 2 2 2 2 2 2 2 2 2 2 2 2 4 30 GW Group Work 3 3 3 9

IR Unguided Reading 3 3 3 3 3 3 3 3 3 3 3 3 3 39 IA Assessment Preparation 1 2 3 3 3 2 2 2 3 3 3 4 4 35 IT Non-formalised Activities 2 2 2 2 2 2 2 2 2 2 2 2 2 26

AR Reading from non-specific sources 4 4 4 4 4 4 4 4 4 4 4 4 4 52

Total hours 21 22 26 23 26 22 25 20 23 23 23 21 21 4 300

Unit information form (UIF) - 2014 - QAP0018

Summary KIS data

KIS KIS Guided Other Scheduled Guided Independent Autonomous Total Total Hours 31 117 100 52 300 C Percentage 10% 39% 33% 17% 100%

Unit information form (UIF) - 2014 - QAP0018

Section 2 - Resources and Support

Once initial approval of the unit has been given, the Unit Co-ordinator may make changes to this section, following appropriate consultation

Recommended Resources

Set text - If you are able to buy one text then we recommend:

Houlihan, B. and Lindsey, I (2012) Sport Policy in Britain. London: Routledge.

Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site.

Ball, S. J. (2012). Global education inc: New policy networks and the neo-liberal imaginary. Routledge. Coalter, F. (2007). A wider social role for sport: who's keeping the score?. Routledge. Evans, J., and Penney, D. (2002). Politics, policy and practice in physical education. Routledge.

Houlihan, B., and Green, M. (2006). The changing status of school sport and physical education: explaining policy change. Sport, education and society,11(1), 73-92. Kirk, D. (2010) Physical Education Futures London: Routledge. McNamee, M. (2009) The nature and values of physical education, pp. 9-28 in Bailey, R. and Kirk, D. (Eds.) The Routledge Reader in Physical Education London: Routledge.

Independent study - to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.

Physical Education and Sport Pedagogy International Journal of Sport Policy and Politics Sport Education and Society European Physical Education Review

SECTION 3– Administrative Information

Faculty Education and Sport

Portfolio Postgraduate Sport Science and Physical Activity

Department Sport Science and Physical Activity

Unit Co-ordinator Dr Toni O’Donovan

Version Number 1/14

Body approving this version University Approval Event

Unit information form (UIF) - 2014 - QAP0018 Date of University approval of this /12/2014 version (dd/mm/yyyy)

Shared Units – Indicate below all courses which include this Unit in their diet

MA Physical Education and Sport Pedagogy

Form completed by:

Name: Dr Toni O’Donovan and Dr Helen Ives Date: 13/11/2014

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC)

Chair: ………………………………………………………… Date: …..…………………………………….

Unit Updates Date Nature of Update FTQSC Minute Ref: (dd/mm/yyyy)

Unit information form (UIF) - 2014 - QAP0018

Employability Mapping

Degree: MA Physical Education and Sport Pedagogy

Unit title Level Core/ Generic employability relevance Specific material related to employability Option Occupational socialisation: C The professional standards for teachers Assessment 1 requires students to reflect on their critical perspectives on PETE recognize the importance of reflective own occupational socialisation and the second practice in their standards. This unit assessment prompts students to examine the impact investigates narratives of physical education of this socialisation on their pedagogies. This is a and sport pedagogues occupational core skill necessary for physical education and sport socialization. pedagogues. Sport Pedagogy and Policy: C The unit examines the rise in the political Students will examine the factors impacting on the theory in action salience of physical education over the last 30 enactment of policy in a pedagogical context in their years. It provides a detailed investigation into first assessment and will consider how their own the process of policy development and pedagogical practice is impacted by continuities and enactment in the UK and internationally discontinuities between historical and contemporary ensuring students are up to date with the policy in their second assessment. Through guided political and societal influences on policy learning students will examine how contemporary development. discourses are represented and impact on the practice of physical education and youth sport. Advanced Sport Pedagogy C This unit focusses on the most current, Both assessments require students to implement a advocated, and evidence-informed pedagogical model in a physical education and youth pedagogies that comprehensively address the sport context. Specifically, and through planning, educative and health outcomes of physical reflection and critical evaluation, the assessments education and youth sport. Alongside focus on the professional skills required of coaches pedagogical knowledge, students will develop and physical education teachers. Moreover, through their planning and reflective skills and will be scheduled learning hours students will learn through able to address the implementation needs of an interactive approach that is facilitated by the use the local context to facilitate their use of of technology. In this sense, interpersonal and digital pedagogical models in physical education and literacy skills are developed alongside the subject youth sport contexts. matter.

Research Methods in Sport C This unit will model practices/skills that are Data collection in Sport and education settings important in any form of extended report often lead to employment opportunities. incorporating the analysis of data. Physical Education and Sport C This unit will model practices/skills that are Data collection in Sport and education settings often Pedagogy Dissertation important in any form of extended report lead to employment opportunities. incorporating the analysis of data. Co-curricular Students are expected to attend the Institute of

Sport and Physical Activity Research (ISPAR) research seminars in PESP on a Wednesday from 12-2pm ISPAR PESP Seminars (October –December and January – April). These seminars include a focus on professional development and transferable skills with a mixture of formal presentations and workshops led by internal and external speakers.

Employability Framework

The MA in Physical Education and Sport Pedagogy has been designed to provide students with a range of curricular, co-curricular and extra-curricular activities to enhance students’ employability. At a curricular level students will engage in an examination of the policy context and consider the impact on the fields of sport, education and health in which they will seek employment. Furthermore assessments include the application of theory in practice in a setting of students’ choice, allowing students to relate what they are learning to their employability. At a co-curricular level students are expected to attend the Institute of Sport and Physical Activity Research (ISPAR) research seminars in PESP on a Wednesday from 12-2pm (October –December and January – April). These seminars include a focus on professional development and transferable skills with a mixture of formal presentations and workshops led by internal and external speakers. The organisation and structure of the course allows students to engage in a wide range of extra-curricular activities to enhance their employability. Engagement is a pedagogical setting is necessary to complete a number of assessment points and all students are expected to utilise some of the days when they are not in university to work in schools or a sporting context. In addition a range of careers services are available to students on an extra-curricular basis.

MA PESP Benchmarking

Couse Learning Outcomes to QAA Subject Benchmarks The University of Bedfordshire has adopted the government’s Quality and Curriculum Authority (QCA) skills descriptors for all levels of studies, but the skills listed in the Quality Assurance Agency for Higher Education (QAA) subject benchmarks are also relevant.

Mapping at Masters level is difficult due to the benchmark statements being specific to undergraduate degree programmes, however the sport specific benchmarks that have been consuluted found at: http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Hospitality- leisure-sport-tourism-2008.pdf

5.2 Graduates of programmes in the HLST subject grouping will have developed a range of skills and aptitudes, including being able to: research and assess paradigms, theories, CLO4, CLO5, CLO7 principles, concepts and factual information, and apply such skills in explaining and solving problems critically assess and evaluate evidence in the CLO4, CLO5 context of research methodologies and data sources critically interpret data of different kinds and CLO1, CLO8 appraise the strengths and weaknesses of approaches adopted describe, synthesise, interpret, analyse and CLO3, CLO4, CLO7, CLO8 evaluate information and data relevant to a professional or vocational context plan, design, execute and communicate a CLO1, CLO4 sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of, appropriate data

apply knowledge to the solution of familiar and CLO5, CLO6 unfamiliar problems develop a sustained reasoned argument, perhaps CLO, CLO8 challenging previously held assumptions

demonstrate effective communication and CLO6 presentation skills work effectively independently and with others CLO7 take and demonstrate responsibility for their own CLO9 learning and continuing personal and professional development self-appraise and reflect on practice CLO9 plan, design, manage and execute practical CLO3 activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills recognise and respond to moral, ethical, CLO2, CLO6 sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

undertake fieldwork with continuous regard for CLO3 safety and risk assessment.

Similarly, there are no Masters level subject-specific benchmarks for education, but there are statements for undergraduate programmes that found at: http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Education- studies.pdf

The MA proposed herein build on these benchmarks framework and develop clear higher level characteristics in keeping with QAA guidelines.

Master's degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge, CLO1 and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

a comprehensive understanding of CLO4, CLO5 & CLO9 techniques applicable to their own research or advanced scholarship originality in the application of knowledge, CLO2, CLO6 &CLO7 together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline conceptual understanding that enables the CLO2, CLO6 &CLO8 student to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop CLO4, CLO5 critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to: • deal with complex issues both CLO2, CLO6 &CLo7 systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non- specialist audiences • demonstrate self-direction and CLO7 & CLO9 originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level • continue to advance their knowledge CLO9 and understanding, and to develop new skills to a high level.

And holders will have the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal CLO3, CLO7 responsibility decision-making in complex and CLO3, CLO7 unpredictable situations the independent learning ability required for CLO9 continuing professional development.

Characteristics of graduates Graduates of specialised/advanced study master's degrees typically have: i) subject-specific attributes an in-depth knowledge and understanding of CLO1, CLO8 the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject the ability to complete a research project in CLO4, CLO6 &CLO8

the subject, which may include a critical review of existing literature or other scholarly outputs. ii) generic attributes (including skills relevant to an employment-setting) A range of generic abilities and skills that include the ability to: use initiative and take responsibility CLO3, CLO7 solve problems in creative and innovative CLO3, CLO7 ways make decisions in challenging situations CLO3, CLO6 & CLO7 continue to learn independently and to CLO9 develop professionally communicate effectively, with colleagues CLO3, CLO6 and a wider audience, in a variety of media.

QAA Masters degree benchmarks can be found at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/MastersDegreeCharacteri stics.pdf

In a final step, as no Masters level subject specific benchmarks exist for Sport and/or Education related courses, the benchmarks below are included which are derived from the business and management field which show that Masters degrees are awarded to students who have demonstrated during their programme: a systematic understanding of relevant CLO2 knowledge about organisations, their external context and how they are managed application of relevant knowledge to a range CLO3, CLO5, CLO7 of complex situations taking account of its relationship and interaction with other areas of the business or organisation a critical awareness of current issues in CLO2, CLO6 business, sport and management which is informed by leading edge research and practice in the field an understanding of appropriate techniques CLO4, CLO5 sufficient to allow detailed investigation into relevant business, sport and management issues creativity in the application of knowledge, CLO3, CLO7 together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business, sport and management ability to acquire and analyse data and CLO4, CLO7 information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations ability to conduct research into business, CLO4, CLO5 sport and management issues that requires familiarity with a range of data, research

sources and appropriate methodologies, and for such to inform the overall learning process ability to communicate effectively both CLO6 orally and in writing, using a range of media operate effectively in a variety of team roles CLO7 and take leadership roles, where appropriate. evaluate the rigour and validity of published CLO8 research and assess its relevance to new situations extrapolate from existing research and CLO2, CLO6 scholarship to identify new or revised approaches to practice

Once you are in professional practice, you should be able to: consistently apply your knowledge and CLO9 subject-specific and wider intellectual skills deal with complex issues both systematically CLO3, CLO5, CLO7 and creatively, make sound judgements in the absence of complete data, and communicate conclusions clearly to a range of audiences be proactive in recognising the need for CLO3 change and have the ability to manage change be adaptable, and show originality, insight, CLO7 and critical and reflective abilities which can all be brought to bear upon problem situations make decisions in complex and CLO3, CLO5, CLO6 unpredictable situations evaluate and integrate theory and practice in CLO6 a wide range of situations be self-directed and able to act CLO9 autonomously in planning and implementing projects at professional levels take responsibility for continuing to develop CLO9 knowledge and skills.

QAA Masters degree benchmarks for Business and Management courses can be found at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/BusinessManagementMasters.pdf

These three benchmarking documents have been utilised in the construction of appropriate learning outcomes for the current degree. In addition students will be expected to meet the Universities M level descriptors

University of Bedfordshire Level Descriptors: Level M OPERATIONAL General Responsibility Ethical Understanding CONTEXT

At level M the Should be Should be largely Should be aware of personal responsibility Learner: working within autonomous in and professional codes of conduct where complex, planning and appropriate, and is able to formulate unpredictable managing the solutions to ethical issues as they impact and normally learning process on professional practice or research specialised fields and in reviewing through dialogue with peers, clients, demanding and meeting mentors and others. innovative work her/his own which involves learning needs. exploring the current limits of knowledge. COGNITIVE Knowledge & Analysis Synthesis/Creativi Evaluation DESCRIPTORS Understanding ty By the end of Should be able to Should be able to Should be able to Should be able to Level M the demonstrate a autonomously autonomously independently Learner: depth of analyse new synthesise evaluate current knowledge and a and/or abstract information and research, advanced systematic data and situations ideas and propose scholarship and understanding of using a wide range new hypotheses, associated his/her of techniques create original methodologies and discipline(s), appropriate to the responses to appropriately justify across specialist discipline(s) and to problems that the work of self and and applied his/her own expand or others. areas, and be research or redefine existing critically aware advanced knowledge or of and deal with scholarship. develop new complexity, gaps approaches to and changing contradictions in situations. the current knowledge base with confidence. GENERIC Needs Analysis Performance Performance Presentation & SKILLS Planning Management Evaluation By the end of Should be able to Should be able to Should be able to Should be able to Level M the explore the plan the task, and manage the task, present the outcomes Learner: demands of a meet their own adapting their of the task in a task and skill-development strategy as manner appropriate formulate viable needs, and gain necessary to to the intended proposals for the necessary achieve the audience(s) and meeting these commitment from quality of evaluate their overall demands. In others. In outcomes performance. In particular: particular: required. In particular: establish the gain commitment particular: synthesise critical features to proposals from take a lead role in information from of the task and relevant people making things relevant sources and clearly identify and establish the happen, select effective ways the outcomes expertise, sustaining of structuring this required; resources, motivation and information to suit select and schedule and effective working their purpose,

effectively use a monitoring relationships, to including use of range of procedures meet their images to clearly strategies and needed to get responsibilities; illustrate complex resources to results; monitor progress, points; explore plan how to meet interpreting and show assured, problems, their own skill- evaluating accurate and fluent research development information from use of language in different options needs, by setting a variety of presenting and formulate realistic targets sources, and information, viable proposals and negotiating critically reflect sustaining the interest for managing the effective ways of on and review of others and task and meeting these; their responding resolving and ensure that performance; and perceptively to their problems; and others are clear adapt their contributions; and assess accurately about their roles strategy, as evaluate their overall their own skill- and necessary, to approach to the task development responsibilities, resolve problems, and the effectiveness needs for and confirm meet new of their application of meeting the working demands and skills, establishing demands of the arrangements for produce the ways of enhancing task. achieving the quality of their skills in the quality of outcomes future. outcomes required. required.