Duration
30h Th
Number of credits
| Master of education, Section 4: Physical education | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The teaching unit "Special Didactics in Physical and Health Education" aims to lead students to develop in-depth didactic and pedagogical reflection related to the design, implementation, and analysis of teaching and learning situations in physical education.
Through around ten predominantly practical sessions, students will explore the fundamental principles of building coherent instruction, drawing mainly on various activities within the field of team sports. The situations proposed will draw on both traditional team sports, such as basketball or handball, and less traditional practices.
The course will address in particular:
- analysis of the curriculum framework and identification of the competencies and learning outcomes to be developed in students;
- reflection on the concept of the learning cycle in physical education and the construction of a pedagogical progression across several sessions;
- identification and selection of priority learning outcomes based on the target audience;
- the definition and formulation of clear, relevant, and operational learning objectives;
- the design and selection of learning situations consistent with the objectives pursued;
- the identification and manipulation of the various variables that allow a pedagogical situation to be adapted or developed;
- the development of instructions that foster students' understanding of and engagement in learning;
- the definition of success criteria and indicators for observing the learning achieved;
- the analysis of coherence between the targeted competencies, learning objectives, proposed situations, success criteria, and assessment methods.
Learning outcomes of the learning unit
- Analyze the prescriptions and curriculum frameworks related to physical and health education in order to identify the competencies, expected outcomes, and learning objectives to be developed in students.
- Identify and select relevant learning content based on the target audience, students' level, and the competencies to be developed.
- Formulate learning objectives that are clear, precise, and operational, in line with the targeted learning outcomes and the characteristics of the teaching context.
- Design a structured pedagogical progression spanning several sessions and coherently articulate the different stages of a learning cycle.
- Choose, design, and justify learning situations suited to the objectives pursued, particularly in the field of cooperative and oppositional activities.
- Identify and draw on various didactic and pedagogical variables in order to adapt, differentiate, and evolve the proposed situations based on students' responses.
- Define success criteria and observable indicators for assessing the learning achieved and guiding students in their progress.
- Observe and analyze students' activity in order to identify the difficulties encountered, the strategies used, and the learning taking place.
- Propose and implement relevant pedagogical adjustments to support students in their learning and to evolve teaching situations accordingly.
- Analyze the coherence of a pedagogical approach by relating the targeted competencies, learning objectives, proposed progression, implemented situations, success criteria, and methods of observation and assessment.
- Draw on a reflective and transferable approach to designing, analyzing, and regulating instruction, applicable to different physical and sporting activities and to different teaching contexts within physical and health education.
Prerequisite knowledge and skills
None
Planned learning activities and teaching methods
- Alternation between practical sessions and periods of pedagogical and didactic reflection.
- Discovery and practice of various traditional and less traditional team sports: basketball, handball, tchoukball, pouleball, kin-ball, etc.
- Analysis of learning situations experienced in practice.
- Identification of the competencies and learning outcomes targeted, based on the curriculum framework.
- Definition of learning objectives and reflection on how they are formulated.
- Construction of a pedagogical progression across several sessions.
- Design and analysis of learning situations linked to the objectives pursued.
- Reflection on instructions, success criteria, and indicators for observing learning.
- Use of various pedagogical and didactic variables to adapt and evolve situations.
- Placing students in the roles of teacher, student, and observer.
- Observation and analysis of student behavior and difficulties encountered.
- Proposal of regulations and adaptations to situations based on the observations made.
- Progressive construction of a learning cycle in physical education.
- Collective analysis and discussion around the situations experienced, in order to develop a reflective approach to teaching.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Attendance is mandatory at every session in order to be eligible to sit the final exam.
An unjustified absence will result in failure of the teaching unit.
Course materials and recommended or required readings
Platform(s) used for course materials:
- MyULiège
Further information:
The necessary documents will be shared with students via MyULiège.
The core content will be delivered on the field and orally. Periods for note-taking will be permitted and structured. Individual note-taking is essential for success and constitutes the core of the course material.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
- Assessment in the form of an individual oral exam.
- The student presents a team-sports learning cycle and defends the pedagogical choices made within that cycle.
- Presentation of the competencies and learning objectives pursued.
- Justification of the choice of learning situations and their place within the progression.
- Justification of the instructions, didactic variables, and success criteria proposed.
- Ability to explain pedagogical choices based on students' level and needs.
- Ability to analyze the targeted learning outcomes and propose relevant adaptations or regulations.
- Assessment of the overall coherence between the targeted competencies, objectives, proposed situations, and success criteria.
- Assessment of the student's ability to argue for their choices, step back and reflect, and defend them clearly and in a structured manner.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Nicolas.Franck@hepl.be