Course Overview
This BA (Hons) in Physical Education degree aims to develop your critical understanding of physical education, through theoretical, practical and work-based learning. You will have the opportunity to qualify and work in professional sports coaching and pursue PE teaching with our MSc Physical Education & PGCEi route.
This three-year degree is equipped to meet the demands of the growing market for specialist-trained PE teachers.
This BA (Hons) in Physical Education is the first step for those looking to start a pathway to PE teaching.
Portobello Institute has an established network of connections with many schools and clubs seeking PE teachers and coaches. The work placement on this programme allows students to gain practical experience and engage with those connections following graduation.
This degree provides you with the required credits to be eligible to apply for post-graduate qualifications in teaching for PE within Irish and UK universities or progress to postgraduate study with our MSc in Physical Education combined with the Postgraduate Certificate in Education International & QTS package.
Upon completing this level 8 degree, you will hold a BA (Hons) Physical Education awarded by Liverpool John Moore’s University (LJMU), one of the leading universities globally for sports science and physical education. Upon successful completion of the programme, a graduation ceremony will be arranged by Portobello Institute. You can view this course on LJMU’s course catalogue here.
*CATS Credits Displayed. 2 CATS points = 1 ECTS point.
This module will enable students to consider and appreciate how physical education
can provide a positive learning environment for the development of a wide range of
skills and attributes. These include movement, sport-specific skills, leadership, and
teamwork. This module will allow for reflection on how pedagogy can impact on the
physical, affective, cognitive, and social development of individuals.
Learning Outcomes
After completing the module the student should be able to:
1 Critically appraise theories of teaching and learning commonly deployed in a
physical education context and discuss factors that influence the learning process.
2 Apply pedagogical theories to varied Physical Education learning environments
3 Critically evaluate safe practice conventions to practical activities and identify
appropriate adaptations for inclusive PE practice for students with disability
Learning Outcomes of Assessments
The assessment item list is assessed via the learning outcomes listed:
Portfolio
This module aims to develop a conceptual understanding of a broad range of issues in physical education and sport. Students will analyse these issues using philosophical and sociological perspectives.
After completing the module the student should be able to:
- Evaluate the significance of Physical Education and sport in contemporary society
- Identify a range of social issues and concepts relating to Physical Education and sport
- Examine social issues and concepts in Physical Education and sport using sociological perspectives
The aim of this module is for individuals to develop an understanding of the physiological developments, principles and energy systems required in relation to practical performance to support physical education. Individuals will also develop an awareness of the different stages of physical development through infancy, childhood, and adolescence. An understanding of theoretical knowledge and application will support the ability of individuals to devise and deliver appropriate practical sessions.
After completing the module the student should be able to:
- Demonstrate knowledge of exercise and physiology principles that support practical learning experiences and development.
- Understand the relationship between physiology and physical performance during infancy, childhood, and adolescence.
- Deliver practical learning activities that include exercise physiology principles and development, relevant to age and the physical education curriculum.
This module introduces students to the applied field of sports psychology and its application to physical education. Students will learn psychological principles and theories that they can use to explain behaviour within their domain of physical education.
After completing the module the student should be able to:
- Illustrate the key principles of psychology and the relationship with Physical Education
- Demonstrate how key theories of motivation link to student engagement in Physical Education.
- Demonstrate knowledge of methods used to evaluate and assess psychological characteristics in a physical education setting.
This option module aims to provide students with the opportunity to understand and analyse the role of physical education in terms of planning, teaching, learning and assessment in the primary school years age range.
After completing the module the student should be able to:
- Reflect on and analyse physical education planning and curriculum across the phases of learning
- Develop an appreciation of teaching, learning and assessment approaches and assessment in physical education across the phases of learning
- Analyse and evaluate the use of teaching and learning and assessment resources in physical education across the phases of learning
This module will develop students’ understanding of a range of research methodologies and methods typically used within social science research. Students will create a research project proposal that will prepare them for further research study in level 6.
After completing the module the student should be able to:
- Explain methodological approaches to social science research
- Design and plan a research proposal
- Analyse and evaluate the use of teaching and learning and assessment resources in physical education across the phases of learning
The module builds on previously gained knowledge and research skills. It fosters student’s ability to plan, deliver and collate an individual research project relating to an area of their particular interest and make a contribution to the research base of the sector. Students identify research topics based on the threads picked up from previous modules and engage in wide reading to formulate the research questions and propose methodology and research tools for their dissertation. The project can be carried out through secondary or combination of primary and secondary research, however the students must justify their decisions about the use of methodological approaches and research tools.
Aims
The module aims to enable students to:
- Develop professionally by pursuing a line of enquiry arising from their personal or professional interest.
- Develop a critical understanding of the relationship between research and practice.
- Exercise autonomy and judgement in applying professional knowledge and skills in context of professional practice and study.
- Develop knowledge about research theory and research methodology relevant to business research.
- Consider ethical frameworks and challenges when designing a piece of research and apply ethics throughout the research process.
- Gain a practical experience in designing a piece of research, selecting appropriate methodology and research tools, gathering, and analysing data.
- Prepare for entry to post-graduate programmes.
Learning Outcomes
On successful completion of this module students will be able to:
- Draw on a wide range of sources to conduct a literature review into a specific area to describe, analyse and constructively critique theoretical perspectives and contexts relevant to the research question.
- Demonstrate competence in research skills through the use of appropriate tools for data gathering consistent with the chosen methodology.
- Draw on theory to analyse data and discuss research findings to develop credible arguments and generate appropriate conclusions/recommendations.
- Apply ethical frameworks throughout the research process.
- Demonstrate an ability to communicate and share knowledge by structuring and presenting content effectively
This option module will provide students with the opportunity to critically evaluate physical education (12-18) in relation to teaching, learning and assessment.
After completing the module the student should be able to:
- Critically research and evaluate the effects of transition on pupil’s performance and personal development in physical education.
- Critically evaluate methods used to ensure progression and continuity with regards to teaching, learning and curriculum planning in relation to physical education.
- Critically evaluate the current philosophy behind the provision for learners by associated agencies within the 12-18 phase of education in relation to personal experience.
Anthony Sheriff
“I very much took the scenic route to education,” Anthony Sheriff, Programme Lead.
After leaving school in Ireland, Anthony spent a year in Australia before returning to Ireland before then going to college in Liverpool. From there he found his way to different cities in the United Kingdom before spending two years as a teacher in Dubai.
Travelling the world may or may not have been a goal for Anthony that he was always aware of but it definitely would have been a surprise to his younger self that he was travelling as a teacher.
“When I was a teenager absolutely I was sports mad. Right back as far as I can remember as a child, my mam always says that I was kicking a football before I could walk. You’d probably struggle to find a sport that I haven’t played or competed in at one stage.
“I was never the academic type. I was never the type to be massively interested in school apart from PE. When I was in school all I wanted to do was to be out playing sport really. It’s not that I hated school, I got the work done that had to be done but I think my mind was just on sport the whole time so I was never massively interested,” he said.
Initially after leaving school, Anthony worked in different jobs. He was a greenkeeper, worked in a bar and in construction. He moved to Australia for a year on a whim when his friend asked him if he wanted to go.
Anthony openly admits that he didn’t know what he wanted to do at that stage of his life.
College didn’t become an option for him until he was 22 years of age after leaving secondary school at 18. It was all that time he spent on building sites in Australia that made him realise what he really wanted to pursue in life.
“I was doing a lot of these labouring jobs and it was a bit of craic and all on the site, it was enjoyable at times but I realised it wasn’t what I wanted to do long term. That’s when I started to have a deep think about what I wanted to do with the rest of my life.”
Following his passion for PE, Anthony began searching through online courses to see what qualification he could actually earn and what career he could build. That led him to Liverpool John Moores University in England.
Once he started studying in Liverpool, Anthony no longer had to figure out what he wanted to do. His career outlined itself in front of him.
“Liverpool was where the opportunity was…an absolutely excellent college. It’s just a fantastic place. The tutors the way they worked with us so closely because going into it I was worrying you’d be going into a class of 100 people the way you see college on television and there’s these big lecture halls. It’s very impersonal.
“But that wasn’t the experience at all. They focus on each individual. They’re just very, very helpful and the course they put on was excellent.”
After finishing his degree at LJMU, Anthony became a qualified PE teacher in England and earned his master’s degree in Sports and Exercise Psychology. Working in Manchester and studying in Leeds after going to college in Liverpool, Anthony was able to broaden his connections within the sports industry.
Since then he has worked with top level athletes to help them in sports psychology while also starting his own podcast that features some big names across different sports.
The balance between his two areas of expertise, sports psychology and teaching, have helped Anthony to become a very approachable tutor who encourages discussions in lectures to maximize the time he has with his students.
“I believe strongly in working together with the students n my class and will always encourage students to share their opinions to help create interesting discussions. I am also a strong believer in reflective practice and believe that this approach will allow me to improve continuously which will then maximize the student’s potential to achieve their goals,” he said.
The broad nature of Anthony’s skill set and the fact that he has worked internationally in different roles at high levels made him an appealing tutor for Portobello Institute.
Our students continually benefit from his ability to connect with the individual and understand their needs.
“I’m used to working with children, teenagers, adults, whatever it may be. But also when I see students coming in and they’re studying PE, I can better understand them because I’ve taken the scenic route.
“A lot of people come in straight from school, straight to college and then back into a classroom teaching whereas I very much didn’t do that. I know what it’s like to finish school and not really have a clue about what you want to do.
“I’m one of those people who did every job in the world and I found out what I didn’t want to do before I found out what I did want to do. That’s definitely helped me understand students coming from different areas of life,” he said.
| Qualifications
BA(Hons) Education Studies and Physical Education PGCE Primary Education with PE Specialism MSc Sport and Exercise Psychology |
The timetable is condensed to be delivered through a blend of online webinars, practical skills classes delivered at the weekend, accommodating travel, work, and study-life balance. You can catch up on classes online at ePortobello.
SMART assessments – we use a range of assessments for each module designed to support a broad range of learning styles, giving you the opportunity to excel.
Blended Learning Spring Schedule 2026
The spring academic year of the blended learning delivery mode of this degree commences on 07/02/26. A provisional class schedule is available here. This is subject to change.
The academic year for full-time delivery commences on 29/09/25, running until 31/08/26. It is delivered in person on weekdays, which means 12 to 16 hours of in-person lectures per week.
The course timetable is condensed to be delivered with onsite classes 2-3 days per week over two semesters for 3 academic years.
Timetables are considerate of students’ travel and accommodation arrangements, part-time working and study-life balance.
SMART assessments – we use a range of assessments for each module designed to support a broad range of learning styles, giving you the opportunity to excel.
Work Placement
As part of your BA (Hons) in Physical Education, you will gain practical skills and experience through placements. While school settings are recommended, placements can also be completed in sports clubs and community settings.
Year 1: 5 days, primarily observing and assisting.
Year 2: 15 days, gradually taking on more responsibilities.
Year 3: 15 days (two separate placements), independently leading classes.
These placements allow you to apply classroom learning in real-world settings. Graduates have found this experience advantageous when applying for Masters programmes in Education to become PE teachers.
To become a teacher, we offer an MSc in Physical Education combined with the Postgraduate Certificate in Education International & QTS package. QTS is a UK teaching qualification, application for registration with the Teaching Council of Ireland can subsequently be made through the “qualified abroad route” and is reviewed by the council on a case-by-case basis.
Alternatively, many of our past students have used qualifications gained from Portobello Institute to gain entry to other universities to study post-graduate qualifications for PE teaching.
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1Complete the online application form.
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2Review of application and confirmation of eligibility criteria and entry requirements.
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3An "Offer" issued based on meeting criteria or a "Conditional Offer" issued based on successful achievement of LC requirements
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4Confirm acceptance of a place and pay deposit as detailed
All fees are payable to Portobello Institute
Course: €4,850 + Exam Body Reg. Fee: €335.00
Course: €5,150 + Exam Body Reg. Fee: €335.00
All fees are payable to Portobello Institute
Option 1
33% deposit payment (€1,831.50), followed by 8 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €365.
- €464.81 due in month 1
- €464.81 due in month 2
- €464.81 due in month 3
- €464.81 due in month 4
- €464.81 due in month 5
- €464.81 due in month 6
- €464.81 due in month 7
- €464.81 due in month 8
Option 1
40% deposit payment (€2,312.00), followed by 6 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €295.
- €578.00 due in month 1
- €578.00 due in month 2
- €578.00 due in month 3
- €578.00 due in month 4
- €578.00 due in month 5
- €578.00 due in month 6
