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Undergraduate Module Descriptors 2012/13

SPE314: PE, School Sport and Community Links

Module Title PE, School Sport and Community Links
Module Code SPE314
Module Tutor Matthew Lloyd
School Sport and Exercise
CAT Points 15
Level of Study 6
Pre-requisites None
Co-requisites None
Restrictions None
Brief Description This module examines the changing political salience of school sport and Physical Education. It provides opportunities to critically analyse the impact of a range of policy documents published by professional bodies and government departments. In addition the module examines the links between Physical Education, School Sport and Community links through a critical examination of practice both locally and nationally.
Indicative Syllabus Policy development and change and its impact on Physical Education and School Sport. An exploration of links with Sports Development and other partnerships. Case studies of policy into practice in the local community and national models of practice.
Learning Outcomes

i. Knowledge and understanding
On successful completion of the module the student should be able to:
a) critically evaluate the development of policy for Physical Education and School Sport
b) examine the impact of policy on practice within Physical Education, School Sport and its links with community and sports development
c) evaluate examples of the application of national policy and its impact on partnerships within Physical Education and the community



ii. Skills
The learning activities associated with this module are intended to develop the following:
Transferable skills:
a) communication and literacy
b) problem solving

Learning and Teaching Activities

Staff/student contact: 20%
Student private study: 80%

Assessment (For further details see the Module Guide) 001: 100% Coursework: Standard (3000 words)
Special Assessment Requirements None
Indicative Resources

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.

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