| CODE | PHE1149 | ||||||||||||
| TITLE | Physical Literacy and Applied Movement Literacy | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 6 | ||||||||||||
| DEPARTMENT | Institute for Physical Education and Sport | ||||||||||||
| DESCRIPTION | This study-unit sets out to explore concepts related to the development, implementation and measurement of children's physical and psycho-motor development. The concept of physical literacy (PL) and its philosophical foundations, attributes to foster PL and its value will be presented. This emerging concept is important for professionals to be aware of as it is relevant to all throughout life. The concept of PL is beyond the promotion of fundamental movement skills (FMS) but has an implication on the relationship between PL, FMS and pedagogical practices. The philosophy of Movement Education and its delivery method for PE is also explored through different practical sessions employing movement. Such philosophies will not only foster motor success, but also develop cognitive knowledge and creativity. The emerging model of teaching described as 鈥淭eaching Dance for Understanding" (TDFU) will also be presented. Study-Unit Aims: - Empower students to acquire diverse skills and an understanding of physical literacy and applied movement literacy; - Translate knowledge, comprehension and application of movement education within physical literacy components and physical activity; - Stress the importance of the acquisition of the fundamental movement skills (FMS) and basic motor skills for PE and Sport; - Relate and apply movement education theory into practice; - Look into the stages of LTAD and explore how thee stages relate to the three main outcomes of this model; Lifelong participation, improved skills and Physical Literacy; - Explore practical ways how the concepts related to LTAD are applied in practice through practical sessions. LTAD -long term athlete development model developed by Balyi, which takes place over a series of stages. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Acknowledge that physical literacy and applied movement literacy are as important as numeracy and literacy in order for children to develop their physical competence so that they will be able to move efficiently, effectively, and safely understand what they are doing; - Understand the relationship between the philosophical foundations, the definition and the attributes of PL and PL in practice; - Classify the different tasks and activities to develop a very wide base on skill development when executing different types of movement used within physical activity and sport; - Understand that movement education should be developmentally appropriate and culturally sensitive; - Acknowledge that movement patterns play a key part in developing physical literacy; - Translate the philosophical underpinnings of PL into an approach that includes learning FMS and strategies through games and activities as well as exploring individual pursuits (creative movement, gymnastics and low-organisation games); - Recognise the foundations for healthy habits and active lifestyles; - Translate the outcomes of LTAD in applicable experiences through practical activities. 2. Skills By the end of the study-unit the student will be able to: - Develop programmes designed to develop physical literacy, and applied movement literacy and composition; - Define the different elements of a physical literacy journey (motivation, competence, physical competence, knowledge and understanding) and be able to chart them and apply them in practice; - Use the right tools in order to plan for progressive learning to take place; - Implement programmes both physical activity-related and health-related which develop physical literacy; - Translate movement education with an emphasis on the need of the student鈥檚 knowledge on the basic movement concepts; - Implement and apply the necessary basic movement patterns; - Apply theory into practice through performances within the movement category; - Apply theory into practice through the administration and implementation of events (such as field days and displays) within an institution; - Identify how to develop students鈥� movement skills, provide them with tools to develop appropriate activities that promote the successful performance within movement. Main Text/s and any supplementary readings: Main Texts: - Abels, K., & Bridges, J.M. (2010) Teaching Movement Education. Leeds: Human Kinetics. - Garnder, H. Physical Literacy on the Move: Games for Developing Confidence and Competence in Physical Activity. Leeds: Human Kinetics. - Whitehead, M. (2019) (Ed) Physical Activity across the world. Oxon: Routledge. - Whitehead, M. (2010) (Ed) Physical Literacy throughout the lifecourse. Oxon: Routledge. Supplementary Readings: - Lavin, J. (2008) (Ed) Creative Approaches to Physical Education: Helping Children to achieve their full potential. Oxon: Routledge. - Lengel, T. & Kuczala M. (2010) The Kinesthetic Classroom. London: Sage. - Morrison, M. & Weicker, D (eds) (2008). Long term athlete development. Canada: Athletics Canada. - Pica, R. (2006). A Running Start. New Hampshire: De Capo Press. - Pica, R. (2008). Physical Education for young children: Movement ABCs for the little ones. Leeds: Human Kinetics. |
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| STUDY-UNIT TYPE | Lecture and Practical | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Natasha Galea Lara Tonna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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