The BA Physical Education degree aims to provide an honours level, multi-disciplinary, applied degree in physical education which integrates theoretical and practical knowledge relevant to employment opportunities.
There is a strong emphasis on the individual as facilitator, through teaching that allows students to take ownership of their own development. This enables individuals to enhance their own and others’ experience of physical education. The course places value on a cross-disciplinary approach, exploring the context and application of various key disciplines, from the physiological through to the sociological. The programme draws on contemporary research and other relevant educational literature, along with giving students the chance to experience a range of vocational settings. These include schools, health and fitness industries and the youth and voluntary sectors.
Students will have opportunities to pursue a range of nationally accredited coaching and officiating awards alongside the formal requirements of the course.
Sportspark
The University's Sportspark is one of the finest sports complexes in Britain, boasting international standard facilities. You will spend much of your time in the Sportspark working in seminar groups within the sporting environment to allow you to put into practice the theory on site. Further details about the compulsory modules in Year 1 are also available from the Course Profile tab.
Teaching, Assessment and Feedback
The degree balances a compulsory core with optional modules giving scope for students to tailor their degree programme to their own personal and/or future employment interests. Extensive independent study is also a key element of the course.
The academic year consists of two 12-week semesters, followed by a six-week examination period. In each semester, you will typically take three modules. A module structure usually consists of practical workshops, seminars and/or lectures. Small group working ensures that students can interact with lecturers and address any problems which may arise.
Students benefit from a high staff/student ratio with support provided by experienced staff in a School of Education renowned for its excellence in teaching and research.
Key skills learning is integrated into our undergraduate degree to ensure that along with subject knowledge, students gain transferable skills valued by employers, such as teamwork, communication, presentation and problem-solving, thus enhancing your self-confidence and employability.
Career Opportunities
There are a range of employment opportunities and career pathways open to graduates. The School of Education and Lifelong Learning works closely with the University Careers Centre and, together with the School's Academic Careers Adviser, we will help students to choose their career path and develop their employability skills.
Placement opportunities allow students to demonstrate how a practical placement and academic study inform one another.
Thank you for showing an interest in the Undergraduate Degree courses offered by the School of Education and Lifelong Learning at the University of East Anglia.
Our undergraduate degrees recognise the value of work-based learning and are designed to facilitate the integration of work placements with a challenging academic programme of study which will enable you to become effective, independent and proactive in your future professional roles.
By the end of your degree programme it is expected that you will have developed not only the study and communication skills, organisational abilities, research experience, learner-independence and self-reflective qualities expected of a graduate, but also the team-working, ITC and inter-personal skills and attributes which will enhance your effectiveness within the workplace.
All of our degrees provide highly transferable skills for graduate career opportunities to work in either the public, private or voluntary sectors.
Our undergraduate degrees are for those who intend to teach or provide coaching and training in their chosen field, to those who wish to pursue a career in the public services, media, publishing, sport performance or development sector, the museum and library service, business, commerce, social and educational research, managerial and administrative roles in schools and local authorities, work in early years settings, careers in youth, community and charity work, and in the caring professions more generally.
Our Open Days will give you the opportunity to experience the University of East Anglia's unique campus atmosphere. The next Undergraduate Open Days will be held on Saturday 23 June 2012 and Saturday 7 July 2012.
In addition to the above we offer a Personal Visit option, available on specific Friday afternoons throughout the year. Please contact us for further information about these.
If you are not able to visit us in person, check out our Virtual Open Day experience which we hope will help to provide you with an insight into life and study at the University of East Anglia.
Students who have been offered a place on one of our undergraduate programmes will be invited to attend one of our Visit Days.
Further Information
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION AND SPORT ROUTES. Aim: This module aims to support students in the development of successful basic and academic study skills in the context of Physical Education. The focus will be on introducing and developing study skills and techniques to help them meet both their immediate and longer-term study needs and provide them with a foundation for lifelong learning. Learning Outcomes: (a) locate, interpret, analyse and critically evaluate a more extensive range of relevant information sources; (b) recognize that personal skills and qualities may be transformed into higher level study skills and strategies to support their learning; (c) employ critical, analytical thinking strategies when carrying out academic reading and writing tasks; (d) communicate their ideas in an accurate, focused and structured manner; (e) present and analyse arguments/discussions logically and progressively; (f) engage in focused, analytical reviews of their learning processes and practices; (g) approach their learning in a reflective, self-evaluating manner. Content (Autumn Semester): Identification of personal skills and preferred approaches to learning; target setting and monitoring; effective use of reflective learning logs; development of basic study skills and strategies for effective learning; locating, using and evaluating data sources (conventional and on-line); introduction to intelligence and learning theories; development of thinking skills; preparing for assignments and examinations; independent and collaborative learning strategies; development of effective oral and written presentation and communication skills. Content (Spring Semester): Essential academic study skills; personal development planning; experiential and creative learning strategies; effective use of formative feedback; reflective learning logs; academic integrity – plagiarism; reading critically; effective note-taking; locating, using and evaluating information sources (conventional and online); learning styles and behaviours; social and emotional aspects of learning; information literacy; managing academic writing; preparing for assignments and examinations; producing resources to support learning; conducting small-scale research studies; qualitative and quantitative data; career opportunities; independent and collaborative learning strategies; effective oral and written presentation and communication skills. Assessment 100% Coursework
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION AND SPORT ROUTES. Aim: The aim of the module is to examine the nature of skill learning and some of the selected factors which influence the acquisition of motor skills. Learning Outcomes: a. Develop an understanding of some of the theoretical perspectives which inform the area of learning; b. Explain the difference between learning and performance; c. Develop an understanding of the information processing model of skill acquisition; d. Apply theoretical perspectives to skill acquisition and development in the practical setting; e. Identify some of the factors which influence motor learning. Content: An introduction to the acquisition of motor skills, stressing the processes that are in operation during learning and performance; key theorists(e.g. Skinner, Thorndike and Bandura); the progressive development of skill in a variety of contexts and the features of the different stages of learning; definitions and characteristics of skilled performance; information processing models of skill acquisition: Input - Decision-making - Output components of information processing; the nature and role of perception and attention; memory frameworks; reaction time; transfer conditions; feedback; identification and application of these principles for learning in sport and exercise; Motor learning models (e.g. Schmidt) and their application to the learning and performance of closed and open skills; the importance of different practice regimens, e.g. massed and distributed, and whole and part, and their application to the teaching and learning of motor skills; examination of different research approaches in motor skill acquisition, providing specific analyses of potential strengths and weaknesses. Assessment 100% Coursework
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module aims to examine the main concepts associated with Games activities. Specifically, it will involve the detailed analysis and critical evaluation of the structural, strategic and technical components of Games; as well as the development of the skills required to underpin the teaching and coaching of Games to young people. Learning Outcomes: a. To critically evaluate the principles, components and disciplines within Games; b. To identify, analyse and apply the tactics and strategies that are associated with Games; c. To examine the teaching and coaching requirements of the selected Games. Content: This module allows students to study a range of Games activities (Invasion, Net/Wall, Striking/Fielding), in detail, from a practical and theoretical standpoint in an applied setting. The focus is to undertake a detailed analysis of components, strategies, and principles within selected Games. Assessment: Coursework 100%
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module allows students to examine the parameters of fitness and principles of training and their application to the enhancement of sporting performance, health and well-being. Learning Outcomes: a. Understand the specific fitness requirements for selected sports; b. Acquire and develop a vocabulary of training principles to develop fitness in relation to performance, and health and well-being; c. Consider the coaching and teaching environment in relation to training theory; d. Develop an informed awareness concerning the basis for fitness testing; e. Understanding of the relationship between training, planning and performance improvement and health; f. Experience of conducting a needs analysis of a selected performer; g. Knowledge of the training needs of more able and elite athletes; h. Acknowledge the fitness levels required to participate competently in various types of physical conditioning sessions. Content: In-depth study of the fundamental parameters of fitness; principles and types of training, including circuits, resistance, fartlek, continuous, endurance and interval training; fitness testing; organisation, structure, planning, management and evaluation of a training programme; annual and long term planning development to create training programmes for performers ranging from individual sessions to four year development plans; and the benefits to health and well-being. Assessment 100% Examination
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module introduces students to the fundamental principles underpinning the psychology of sport and exercise and will allow students to understand their role and importance in influencing participation and performance in sport and exercise settings. Learning Outcomes: a. Develop an understanding of a range of interpersonal, intrapersonal and situational factors that underpin and influence participation, performance and behaviour in sport and exercise settings; b. Understand why and how psychology may be used to improve sport and exercise participation and performance; c. Apply knowledge of psychological processes influencing participation and performance. Content: History and nature of sport and exercise psychology; introduction to the study of individual, group and situational factors that influence participation and performance, such as, self-esteem, anxiety, attributions, arousal, motivation; group dynamics and leadership; introduction to psychological skills training and applied sport psychology interventions, including relaxation, imagery and goal setting; introduction to working as a sport psychologist; an examination of the stress-anxiety relationship Assessment 100% Examination
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION AND SPORT ROUTES. Aim: This module provides a thorough foundation in the principles of anatomy and physiology forming part of the underpinning knowledge of teaching and coaching for performance. Learning Outcomes: a. Factual knowledge of the structures and functions of various physiological systems; b. An understanding of the structure and function of the human body in relation to participation in sport and physical activity; c. Experience of basic laboratory- and field-based techniques in exercise physiology; d. An understanding of the basic principles governing sports movements; e. An understanding of the application of these principles to specific examples in sport. Content: Structure and function of the skeleton, joints and muscles and how these relate to the movement and musculature of the upper body, trunk and lower extremities; the role of skeletal muscle during aerobic and anaerobic performance; the concept of homeostasis, overview of organ systems and control systems theory; cardiovascular, and respiratory systems; description of movement, principles and technique; description of relevant muscle contractions; application to specific sports. Assessment: 50% Coursework 50% Standard Examination
Compulsory Study (40 credits)
Students must study the following modules for 40 credits:
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module offers an introduction to different approaches to educational research and some commonly used research methods, their different rationale and appropriateness in different research situations. Learning Outcomes: a. Understand the key approaches to educational research and their different uses; b. Appreciate basic theoretical and philosophical issues underpinning different research perspectives and methods; c. Appreciate common ethical and political issues in educational research; d. Critically appreciate the uses and pitfalls of the most commonly used research tools like interviews, observations and surveys Content: Research as knowledge production – possibilities and pitfalls: introduction to examples of different approaches to educational research, their different aims and theoretical underpinnings. Ethical issues in Educational Research. Issues in framing a research question Introduction to common research protocols – writing a proposal, doing secondary research, literature reviews, referencing, critically assessing research reports. Introduction to commonly used research tools, specifically designing questionnaires, doing semi-structured interviews, doing observations and keeping field notes. Introduction to some popular educational research methodologies and the theory behind them – action research, case study, grounded theory, ethnography. Assessment 100% coursework
Option A Study (40 credits)
Students will select 40 credits from the following modules:
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA OR BSC PHYSICAL EDUCATION. Aim: This module aims to develop knowledge and understanding of key concepts underpinning critical sociological enquiry in Physical Education by examining the way in which contemporary policies and practices of physical education influence conceptions of 'the body', 'ability' and 'health'. This module considers opportunities for and barriers to developing greater equity and inclusion in physical education. Learning Outcomes: a. Understand and critique contemporary developments in physical education and the implications for equity, inclusion and equality; b. Appraise and critically evaluate the justification of physical education on the curriculum; c. Apply principles in adapting practical activities to suit differing needs and abilities; d. Demonstrate the ability to formulate logical arguments in support of your views and beliefs concerning the nature of physical education. e. Critically reflect on observations and experiences within a professional placement through experiential learning and its relationship to underlying theory. Content This module aims to provide students with knowledge and understanding of inclusion issues as they relate to Physical Education and School Sports provision in order to gain a deeper understanding of individual differences concerning ability, gender and race. Students will critically analyse issues related to inclusion of pupils with differing abilities and needs in mainstream school, and the potential for all pupils to have access and opportunity to participate in meaningful physical activity. Students will also gain an understanding of physical education provision within Special Schools through a short placement opportunity. Assessment 50% Coursework 50% Examination
THIS MODULE CANNOT BE SELECTED AS A "FREE CHOICE" MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module develops an understanding of the nature and purpose of sports development within its historical and current landscape. Students will complete the module with a thorough understanding of where sports development and community sport has come from and the contribution it currently makes to the government’s agenda. Critically analysing the various national, regional and local partners who make up this landscape students will explore the career opportunities that exist within this sector. Integral to this module is a placement of the student’s choice, linked to the pathway. Students should complete the module being equipped to start a career in the sports industry and with the knowledge and skills to progress within the field. Learning Outcomes: a. Show an appreciation of the range and structure of provision for sports activities; b. Demonstrate assessment skills in the effectiveness of a range of providers in promoting and delivering sport in the community; c. Understand the functions and characteristics of sporting activities in the context of national politics; d. Explain and critique contemporary developments in sport and the implications for diverse communities, organisations and athletes e. Appraise multi agency approaches in their direction and critique national strategies f. Understand the inter-connection between selected industrial sectors of sport (public, private and voluntary); g. Critically reflect on observations and experiences within a professional placement through experiential learning and its relationship to underlying theory. Content: Throughout the seminars students will build up a picture of the PE and sport development spectrum from birth to life-long participation, including performance, volunteering, coaching and governance infra-structure across the East Region and the UK. Across the twelve seminars students will actively build a diagrammatical image of what they perceive sports in the UK to look like. Through their illustration students will build upon a picture of sports development influences within the UK. Sports policy since 2003 is tracked, examining the implications of delivering the ever-changing sports agendas of our governments. Focus will also be on the reflection of the marketing of physical activity to adults and young people, drawing on national campaigns and initiatives. Provision across the public, private, voluntary and commercial sectors will be explored in relation to the nature of provision and the markets served. Assessment 50% Coursework 50% Examination
THIS MODULE CANNOT BE SELECTED AS A "FREE CHOICE" MODULE AND IS ONLY AVAILABE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module aims to introduce students to the theoretical underpinnings of good practice in physical education teaching and to explore the fundamental subject specific teaching skills required for the effective delivery of physical education in schools. Integral to this module is a placement of the student’s choice, linked to the pathway. Learning Outcomes: a. Understand the importance of positive learning climates in physical education lessons; b. Be aware of strategies for organising time, pupils and space to maximise participation and learning; c. Know the principles of safe practice in physical education lessons; d. Be familiar with the key principles of planning, presenting and progression of lessons; demonstrating and intervening in the effective delivery of physical education; e. Understand the principles of different teaching & learning models and teaching styles; f. Critically reflect on observations and experiences within a professional placement through experiential learning and its relationship to underlying theory. Content: Most elements of the module will be delivered through involvement and participation in practical workshops and seminars, to include the following: safe practice and risk assessment in physical education with regard to the environment, facilities, equipment, delivery and organisation or pupils. Planning decisions such as: content, organisation, presentation and progression of material; lesson structure and information to include in a lesson plan; reflection and evaluation of teaching; elements that constitute a positive learning climate and expressing authority in the classroom; progression in the range and content across the National Curriculum for Physical Education; the use of ICT to enhance teaching and learning in physical education; the continuum of teaching styles and models of teaching & learning such as Games for Understanding and Sport Education. Assessment 50% coursework 50% examination
Option B Study (20 credits)
Students will select 20 credits from the following modules:
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module develops knowledge, skill and understanding of the fundamental principles of Athletics and Aquatics from both a conceptual and contextual perspective. The module focuses on the importance of body preparation, skill learning & progression. Learning Outcomes: a. Understand the fundamentals of technique, body training & progression in athletics & aquatics; b. Describe and apply the processes and skills required to work together in a group when learning relevant skills; c. Utilise and understand the importance of effective communication and safe practice in the activities studied; d. Develop personal performance within athletics and aquatics in order to demonstrate technical models. e. Understand and demonstrate sound officiating & judging of performance situations; f. Understand the contribution of athletics and aquatic activities to the physical education curriculum. Content: Athletics: warming up safely; track events, including sprints, relay and hurdles; jumps, focusing on high, long and triple jump; Throws, focusing on javelin, discus and shot putt. Aquatics: the theory and practice of aquatics, including fluid mechanics, buoyancy, propulsion, drag and streamlining; mechanics of strokes, stroke analysis, faults and correction of front and back crawl/ breast stroke and butterfly; contrasting activities: lifesaving, synchronised swimming and water polo. Assessment for this Module: Coursework 90% Practical Session 10%
THIS MODULE CANNOT BE SELECTED AS A “FREE CHOICE” MODULE AND IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module will provide students with an understanding of the key psychological correlates and consequences of health-enhancing physical activity and sedentary behaviour. It will introduce students to the theoretical underpinnings of this area of study. Learning Outcomes: a. Describe and understand the links between health and both physical activity/exercise and sedentary behaviour; b. Identify and evaluate the research evidence for the psychological correlates of physical activity and exercise; c. Summarise and evaluate key findings in relation to sedentary behaviour; d. Understand the behavioural epidemiological framework for the study of physical activity; e. Summarise and evaluate the key psychological theories of exercise behaviour such as Theory of Planned Behaviour, Self-Efficacy Theory, Self-Determination Theory, Social Ecological Model; f. Discuss the Transtheoretical Model of behaviour change and its application to physical activity and exercise; g. Critically analyse the research evidence for the effects of physical activity on mood and affect, anxiety, depression, self-esteem and physical self-perceptions, and cognitive functioning. Content: An introduction to psychological correlates and outcomes of physical activity and exercise; behavioural epidemiological framework; an introduction to issues associated with sedentary behaviour; theories of exercise behaviour; models of behaviour change; links between health, physical activity and sedentary behaviour. Assessment 100% Coursework
Free Choice Study (20 credits)
Students will select modules worth 20 credits from the course catalogue with the approval of their School
The content of year 3 is currently being approved by the University
Option A Study (10 credits)
Students will select 10 credits from the following modules:
Name
Code
Credits
Free Choice Study (10 credits)
Students will select modules worth 10 credits from the course catalogue with the approval of their School
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Entry Requirements
A Level:
ABB excluding General Studies
International Baccalaureate:
32
Scottish Advanced Highers:
ABB (acceptable on its own or in combination with other qualifications)
Irish Leaving Certificate:
AABBBB
Access Course:
Pass with Distinction in 36 credits at level 3 and Merit in 9 credits at level 3
HND:
Please contact edu.ug.admiss@uea.ac.uk for further information
European Baccalaureate:
75%
Entry Requirement
Candidates will be expected to have 3 A levels (see below for typical offer). Please note: We do not accept A level General Studies as one of these.
Candidates with equivalent qualifications to the A level requirement are encouraged to apply (eg International Baccalaureate; Access to Higher Education certificate). International candidates are also actively encouraged to access the University's International section of our website.
Students should also have 5 GCSEs including English, Mathematics and Science at grade C or above.
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:
IELTS: 6.5 overall (minimum 6.0 in all components)
TOEFL: Internet-based score of 88 overall (minimum 18 in the Listening and Writing components; 19 in the Reading component; and 21 in the Speaking component)
PTE: 62 overall with minimum 55 in all components
If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.
Special Entry Requirements
Criminal Records Bureau (CRB) Check
PROTECTION OF CHILDREN: Disclosure of Criminal Background for Those with Access to Children All applicants who have been offered a place to study the BA course will be required to obtain a fresh Criminal Records Bureau Enhanced Disclosure.
An application pack will be sent from the University (this usually happens from April onwards). This should be completed and returned as soon as possible.
University Fees and Financial Support: International Students
The University of East Anglia will be charging International students £11,700 for all full-time School of Education and Lifelong Learning undergraduate programmes which start in 2012.
The University offers around £1 million of Scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study.
Applications to Full-Time Undergraduate degrees at the University of East Anglia must be made through UCAS by going to www.ucas.ac.uk
UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.
Part-Time Degrees
The University of East Anglia offers some of its undergraduate degrees on a part-time basis. The application form for part-time study can be found at: http://www.uea.ac.uk/courses/parttimestudy. For further information on the part-time application process, please contact the relevant Faculty Office:
Each year we hold a series of Open Days, where potential applicants to our Undergraduate courses can come and visit the university to learn more about the courses they are interested in, meet current students and staff and tour our campus. If you decide to apply for a course and are made an offer, you will be invited to a School specific Visit Day. Applicants may be invited for interview or audition for some courses.
For enquiries about the content of the degree or your qualifications please contact Admissions at 01603 591515 or email admissions@uea.ac.uk We can then direct your enquiry to the relevant department to assist you.
If you wish to view the courses available, view our online prospectus or order a hard copy prospectus please visit www.uea.ac.uk/courses/undergraduate
The BA Physical Education degree aims to provide an honours level, multi-disciplinary, applied degree in physical education which integrates theoretical and practical knowledge relevant to employment opportunities.
Career Opportunities
Thank you for showing an interest in the Undergraduate Degree courses offered by the School of Education and Lifelong Learning at the University of East Anglia.