| CODE | HPP1001 | ||||||||||||
| TITLE | Movement and Physical Activity in Early Years | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||||||
| DESCRIPTION | This study-unit introduces students to movement education. They will understand movement through physical activity and its contribution to different aspects of learning – intellectual, social and emotional as well as the movement /motor aspect itself. Through hands-on experiences, students will master movement skills and therefore understand the foundation for leading physically active lifestyles. Movement is fundamental to all aspects of learning and to developing the self-confidence of young people. Macintyre (2002) highlights the pervasive influences of movement as being, developing their self-esteem and their personal care; have home coping skills; take part in practical classroom tasks and leisure activities and also learn how to communicate and articulate language. Study-unit Aims: This unit aims to provide a quality movement programme with sound educational objectives through theory and practical examples. It also aims to give students an insight on the theoretical perspectives and practical ideas to help children enjoy developing their movement abilities. Children need to learn how to move easily and skillfully, as children will gain confidence, become physically literate and will be able to participate in any kind of activities both at school and at home. This unit seeks to provide ideas for activity programmes to help Early Childhood Educators prepare young children to move better, that is more effectively and efficiently in many different environments. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - explain the movement framework education tree with roots for the four basic movement concepts to physical activity; body, space, effort and relationship; - analyse the pedagogical influence for a developmentally appropriate and FUN movement education where fundamentals of physical activity are taught through fun games and relationships; - become better acquainted with the emerging concept of Physical Literacy. Learners continually enhance their physical literacy. This is a significant outcome of effective and creative teaching and learning of Physical Education in the early years and primary school. 2. Skills: By the end of the study-unit the student will be able to: - make use of Movement Education to educate the ‘whole child’; - teach movement education through physical activity across the curriculum; - truly educate children as critical thinkers feeling movement with all their senses; - feel confident in planning and delivering movement education and physical activity within the classroom environment. Main Text/s and any supplementary readings: Main: Boorman, P (2001) Physical Education ages 5-7. Scholastic. Carroll, M.E. & Manners, H. (1995). A Framework for Physical Education in the early years. London: Routledge. Macintyre, C. (2002) Early Intervention in Movement. Practical Activities for Early Years Settings. Oxon: David Fulton Publishers Ltd. Pica, R. (2008) Physical Education for Young Children: Movement ABCs for little ones. Leeds: Human Kinetics. Tassoni, P. & Hucker, K (2005) Planning Play and the Early Years. Oxford: Harcourt Education. Supplementary: Clancy, M.E. (2006) Active Bodies, Active Brains – Building Thinking Skills through Physical Activity. Leeds: Human Kinetics. Doherty, J. & Brennon, P. (2008) Physical Education and Development 3-11 –A guide for teachers. London:Routledge. Graham, G. (2001) Teaching Children Physical Education (Second Edition)Becoming a Master Teacher. Leeds: Human Kinetics. Graham, G. (2004) Children Moving- A Reflective Approach to Teaching Physical Education. Xxxx Mc Graw Hill. Hall, J. (2003) Leapfrogs – Games for Infants. California: A & C Black Publishers Ltd. Lengel, T. & Kuczala, M. (2010) The Kinesthetic Classroom – Teaching and Learning through Movement. London:Sage. Maude, P. (2001) Physical Children, Active Teaching- Investigating Physical Literacy. Buckingham: Open University Press. McCall, R. M., & Craft, D. H. (2000) Moving with a purpose:Developing programs for preschoolers of all abilities. Champaign, IL: Human Kinetics. Pica, R. (2007) Moving and Learning Across the Curriculum. New York: Delmar- Cengage Learning. Santrockn J.W. (2001) Child Development (Ninth Edition). London: Mc Graw Hill. Wetton,P. (1997) Physical Education in the Early Years. London: Routledge. Whitehead, M.(2010) Physical Literacy throughout the lifecourse. Oxon: Routledge. Williams, A. & Cliffe, J. (2011) Primary PE – Unlocking the Potential. Maidenhead: Mc Graw Hill. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
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| LECTURER/S | Yanika Borg Paul Calleja Marvin Spiteri 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 2024/5. It may be subject to change in subsequent years. |
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