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Physical Education, Sport and Activity (PESA) FdA

Attendance UCAS code Year of entry
2 years full time X113 2018

Come to an Education Open Day

If you are interested in becoming a teacher in early years, primary (5-11) or secondary or are looking to find out more about our Education MRes programme, come along to our Open Day on Saturday 20 January 2018 10.00am–1.00pm.

Why choose this course?

The Physical Education, Sport and Activity (PESA) Foundation Degree (FdA) is unique in that it enables practitioners working with children and young people to continue in related employment whilst engaging in academic study during the evenings and with occasional weekend attendance.

You will attend scheduled teaching and learning sessions that have been planned to minimise disruption to the typical working week, whilst being able to implement what you are learning in your day to day role.

As an employment-based course the authentic and innovative PESA FdA enables you to learn and apply the skills and knowledge you will acquire as an integrated element of the course. Your developed knowledge and skills will provide you with the grounding to take on enhanced roles within the workplace and can lead to career opportunities within leadership and management of your chosen field.

You must be in work for a minimum of 16 hours to enrol on this degree. Work can be paid or unpaid. There are opportunities to work abroad with our partners in Spain, Greece, India or USA.

What you will study

You will critically evaluate the appropriateness of different approaches to problem solving in physical education and sport and be able to apply these in a work context. The course is pedagogically focused and you will examine effective strategies for teaching and learning in the PESA context. Through engagement in the course you will develop appropriate academic skills to graduate as independent learners and thinkers.

Teaching on the course is undertaken by lecturers and tutors who are actively engaged in national and international research projects. This ensures that you are fully involved with ‘cutting edge' theories and emerging issues that impact upon practice, making this an exciting and dynamic programme of study. The course design will ensure that you have the opportunity to develop your own skills to become practitioner researchers in a chosen aspect of your working practice.

Module listing

Please note that this is an indicative list of modules and is not intended as a definitive list. Those listed here may also be a mixture of core and optional modules.

Year 1

  • This module introduces students to the principles and practices underlying Physical Education, Sport and Activity (PESA). Students are given opportunities to explore and reflect upon their previous experiences and to examine their own beliefs and values about the very purpose of Physical Education, Sport and Activity for children and young people. Students will examine the multiple agendas pursued by different agencies and understand how these shape policy and practice. To support this knowledge acquisition, the historical context will be explored and students will have the opportunity to contextualise Physical Education, Sport and Activity within their field. This introductory module also introduces students to the expectations of higher education study and students will be supported in developing academic skills. This module is expected to lay the foundations for all future study on the course.

     

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  • This module is designed to support students in examining all aspects of the active environment. The term 'active environment' is used in its broadest sense to describe any space that children and young people are engaged in physical education, activity or sport. Students will examine research and theory that reviews various active environments and explores some of the related benefits and challenges. Students will begin to engage in discussion concerning different aspects of the effective active environment such as inclusion and diversity as they relate knowledge to their own practice. Students will be encouraged to explore and reflect on how the active environment impacts upon the learning experiences of children and young people engaged in PESA.

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  • This is the first of two modules that seek to introduce and deepen students' knowledge of the physical and movement development of children and young people. In this module students will begin to examine the developmental stages and milestones of physical and movement development specifically for children between the ages of 3 and 11 years. The module builds on Managing the Active Environment by looking specifically at notions of age appropriateness and how these manifest in activity programmes, activities and tasks. Students will explore theoretical models of development and how these relate to practice. Detailed examination of movement will be explored in order to enhance students' ability to observe and identify progress in children's movement and physical development. Students will relate their learning to practice responsibilities and consider how they might improve their planning and delivery of activities to meet children's needs at different developmental stages.

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  • This module examines the role of purposeful play when planning for physical and movement development for children. Students will focus specifically on activity design, session content and progression between sessions and over a period of time. Students will further develop their skills to plan and deliver effective activity sessions for children that support the physical literacy journey of all children and that are suitable for all abilities. Students will examine and review commercially available resources that promote their effectiveness for learning in the field of PESA. Students will develop the skills of evaluation in order to become discerning users of commercially available resources and they will be supported in developing their own resources to meet the needs of the children with whom they work.

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Year 2

  • This module extends students' understanding of health as a complex, multi-faceted construct. It examines the relationship between health and PESA. Students are supported to critically examine the discourse prevalent in key policy. By so doing students will be able to evaluate initiatives and practices that are designed to improve children's health. Students will be introduced to theory and practices that help us understand health-related behaviour change. They will return to examining their own practice to better understand the ways in which activity may impact on children's health and how children experience PESA. In order to do this, students will be introduced to ethics and methods of hearing and capturing children's voices.

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  • There has been ongoing debate and discussion as to how children should be taught to increase the chances of engaging and retaining them in PESA. This module introduces students to a range of pedagogical approaches that are used in the fields of physical education and sport. The approaches will be used to look at more generic learning theories that have shaped pedagogical thinking.

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  • This is the second module looking at the movement journey of children and young people. This module explores the psycho-social and physical aspects of engagement in PESA for young people aged 11-16. Students will explore the shifting meanings associated with movement, look at the specific challenges facing young people of this age and look at how emerging identities affect participation. Literature is consulted about diverse and meaningful activity forms for 11-16 year olds and students will consider what the key components of PESA should be to increase the likelihood of more young people staying in PESA through this period of their lives.

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  • This module draws on a range of academic disciplines to examine issues of social equity and inclusion in PESA and health. Students will consider the range of benefits offered by PESA (different types of capital and privileges) and explore data as to which populations are more or less active. Students will then be introduced to a range of sociological theoretical frameworks that are widely applied in the field, such as feminist theory. These theories help students further their understanding of the discrepancies that appear in the active participation data.

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You will have the opportunity to study a foreign language, free of charge, during your time at the University on a not-for-credit basis as part of the Kingston Language Scheme. Options currently include: Arabic, French, German, Italian, Japanese, Mandarin, Portuguese, Russian and Spanish.

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School of Education
Tel: +44 (0)20 8417 5145
Email us

Location

St George's, University of London, Kingston Hill and Tolworth Court

Ask a question about this course

School of Education
Tel: +44 (0)20 8417 5145
Email us

Location

St George's, University of London, Kingston Hill and Tolworth Court

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