SPOR08008 2016 Sport Pedagogy

General Details

Full Title
Sport Pedagogy
Transcript Title
Sport Pedagogy
75 %
Subject Area
SPOR - Sport/Rec/Leisure
MKTS - Marketing, Tourism & Sport
08 - NFQ Level 8
05 - 05 Credits
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Patricia McCaffrey
Programme Membership
SG_BSPOR_H08 201900 Bachelor of Business (Honours) in Sport with Business SG_BSPOR_K08 202100 Level 8 Honours Degree Add-on in Sport with Business SG_BBMTS_K08 202100 Bachelor of Business (Honours) in Business L8 (Add-on) DoMTS SG_BSPOR_H08 202100 Bachelor of Business (Honours) in Sport with Business

The aim of this module is to provide a comprehensive introduction to sport pedagogy for those who aspire to offer children and young people high-quality learning experiences and effective programmes in and through sport. The aim will be to provide students with knowledge and understanding about ‘sport pedagogy’, defined as a multidimensional, multi-layered term that represents the complex learning processes in providing for effective teaching and coaching in physical education and youth sport, that meets the diverse needs of children and young people.

Learning Outcomes

On completion of this module the learner will/should be able to;


Examine the theory and practice of sport pedagogy.


Understand and demonstrate the key principles of sport pedagogy related to the diverse needs of children and young people.


Demonstrate and evaluate a knowledge of skill related behaviours related to effective
teaching /coaching.


Plan and execute a project that investigates and engages in a problem-based learning
(PBL) group project, through a real-world community context, related to the concept
of sport pedagogy.


Create, compile and write a reflective personal learning portfolio related to teaching
and coaching, in both electronic and hard copy formats.  

Teaching and Learning Strategies


Students will be encouraged to reflect critically and reflectively upon their own experiences and those of their peers, alongside theoretical and contextual issues in sport pedagogy, to meet the diverse needs of children and young people as learners. Students will work on a group Problem-based learning (PBL), and an individual ‘Personal Learning Portfolio’, related to the concept of sport pedagogy. These strategies acknowledge the students’ role as co-constructors of knowledge and the expectation that students will take control of their learning to actively foster student engagement, along with active and independent learning, but also to promote the use and value of peer feedback. The portfolio approach to assessment, requires integration, reflection, indexing and mapping of evidence, allows for a diverse set of skills, competencies, knowledge and understanding. Self and peer assessment helps build the students’ understanding of the quality of work being sought, while also building group cohesion and a community of supporting fellow learners, with group members playing to their strengths, and building their expertise alongside supporting one another.

Module Assessment Strategies

Personal Portfolio: Electronic and Hard Copy Formats.

Problem Based Learning Group Project: Poster Presentation: Self, Peer and Tutor Feedback.


Repeat Assessments

As above

Indicative Syllabus

Indicative Syllabus:

1. Pedagogy in physical education and youth sport

  • What is ‘sport pedagogy’ and why study it?
  • A historical overview of children learning in physical education and youth sport
  • Critical health pedagogy: whose body is it anyway?
  • Youth sport policy: an international perspective
  • Personalised Learning


2. Disaffected youth in physical education and youth sport

  • Dissaffection, disengagement and disruption: defining the problem.
  • Re-engagement through physical education and youth sport
  • Two sport / physical activity re-engagement programmes.
  • Implications for programme design

 3. Children and young people; diverse learners in physical education and youth sport

  • A Pedagogy of Play: Learning through physical play
  • Effective Practices for Structuring Early Years Physical Play
  • Materiality and the environment of physical play
  • Fundamental Motor Skill Development


4. Young people, sporting bodies, vulnerable identities

  • Young bodies and identities in sport
  • Media as a site of young people’s embodied learning about sporting bodies
  • Young people’s embodiment of ‘sporting bodies’: sites of vulnerability.


5. Being a professional teacher or coach in physical education or youth sport

  • Effective Teaching, What research tells us.
  • Effective Coaching, What research tells us.
  • A Community of Practice





Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Personal Portfolio Continuous Assessment Individual Project 50 % Week 7 1,2,4
2 Problem Based Learning Continuous Assessment Group Project 50 % Week 12 3,5

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Lecture Tiered Classroom Theoretical 1 Weekly 1.00
Practical MPC Hall Teaching / Coaching 1 Weekly 1.00
Design Projectwork Flat Classroom Project 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Sport Pedagogy

An Introduction for Teaching and Coaching

Editor Kathleen Armour (2011)

Other Resources


Physical Education and Sport Pedagogy

Sport, Education and Society