Course Details

Delivered through blended learning, you can work full-time and study for this Graduate Diploma in Physical Education. If you are already working as a teacher, this qualification gives you the opportunity to upskill and add PE to your professional remit.

Fee
€4,995.00
Start Date
1st October 2022
Qualification
Level 8 Honours Degree
Level
Postgraduate
Location(s)
Portobello Institute
Course Duration
8 months

Overview

The introduction of PE as a Leaving Certificate exam subject has increased the demand for qualified PE teachers. We recognise that there are many teachers qualified and teaching other subject specialisms who may be interested in upskilling and adding PE to their professional remit as an additional subject. This 8-month course is designed for those wishing to enter the PE teaching profession and will equip you with an in-depth knowledge of physical education.

Accessible route to PE teaching with this programme.

Our students can use this Graduate Diploma in Physical Education as an entry pathway to becoming a PE teacher. Portobello Institute offers a Post Graduate Certificate in Continuing Education (PGCEi) with an MSc in Physical Education available from October ’23. These programmes combined are delivered over 2 academic years, offering graduates the qualifications they require to pursue a career in PE teaching. 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.

Combine working full-time with study

This graduate diploma has been designed by Portobello Institute for blended learning so you can study in your own time. This blended learning option gives mature students and those working or training full-time, the opportunity to access this degree qualification that can lead to a career in physical education or coaching. Seminars are delivered over the weekend with one to one support available to you throughout your learning journey.

Accessible, affordable, achievable

There is an easy payment plan designed to make this degree affordable for you. These factors, together with the one to one tutorial support, offer you the opportunity to access a career in physical education, with a qualification that is accessible, affordable and achievable.

Here are some reasons to choose to study with Portobello:

  • Accelerated programme completing your qualification in eight months, getting you out into the world of work faster.
  • Career focused qualifications – our courses lead to awards that offer you the opportunity of immediate employment upon graduation.
  • Notable university partners – our university partners are among the top-ranking universities in the UK offering you access to a qualification from a renowned university.
  • Realistic entry requirements – our entry requirements are reflective of the academic ability needed to successfully complete this course. These are clearly stated and remain static regardless of demand for places.
  • Individualised support – we fit your learning model with support available when you need it throughout your learning journey.
  • 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.
  • Industry expert tutors – our tutors are all industry practitioners connecting research and theory with industry practice throughout their lectures.
  • Flexible delivery – we deliver theory sessions on-site, online whilst also recording the session simultaneously offering you a choice of when and how you learn.
  • City Centre Location – Commuting to Portobello is very accessible – the Luas stops outside our door, and we are located within minutes from the major transport hubs.
  • Affordable payment options – all our courses offer you the option to choose an easy payment plan supporting you to spread the cost out over your learning journey.

Why should I study this course?

Upon completing this level 8 programme, you will hold a Graduate Diploma in Physical Education awarded by Liverpool John Moore’s University (LJMU).

The programme design, content and philosophy draws on existing physical education syllabus and pedagogy, and significant knowledge and expertise in the School of Education at LJMU. The School has a reputation for excellence, regionally and nationally, with a growing profile for innovative research and quality in teaching internationally. The most recent inspection by OFSTED rated LJMU as ‘Outstanding’ in Primary Teaching and ‘Good, with Outstanding features’ in Secondary.

Portobello Institute’s Graduate Diploma in Physical Education gives you the opportunity to study alongside your working and family life. You will have the opportunity to learn from a range of experts in the field of sport and physical education.

You will have the option, like many of our past pupils, to use this qualification to supplement your existing qualifications and gain entry to a Professional Masters in Education in PE (PME PE). This qualification will be available through Portobello Institute commencing October ’22.

 

Who will recognise my qualification?

Upon completing this programme, you will hold a Graduate Diploma in Physical Education awarded by Liverpool John Moore’s University (LJMU).

The programme design, content and philosophy draws on existing physical education syllabus and pedagogy, and significant knowledge and expertise from LJMU. The university has a reputation for excellence, regionally and nationally, with a growing profile for innovative research and quality in physical education teaching internationally.

You will be registered as a student of LJMU for the duration of your studies.

Qualifications Frameworks in Ireland and the UK

The Irish and UK qualifications authorities have collaborated on initiatives that promote the transparency, recognition and mobility of qualifications between our respective jurisdictions. The qualifications authorities in the UK and Ireland have agreed the qualifications frameworks in operation, Brexit will not impact this agreement. Further guidance on this framework is available here.

What will I study during this Graduate Diploma in Physical Education -Top-Up for Non-Sport Graduates – Starts in October ’22 course?

During this programme, you will study a range of modules considering learning and teaching alongside practical skills relating to work as a physical education teacher.

You will learn how to facilitate the enhancement of physical education through effective teaching. You will understand principles and limitations of measurement and assessment strategies in sport, exercise and physical education.

  • Skills Acquisition 1

    This module will introduce students to key concepts related to skill acquisition and
    motor development throughout childhood and adolescents. Students will develop
    their critical understanding of motor skill development and acquisition and apply this
    knowledge to core elements of the physical education curriculum delivery (e.g.
    gymnastics, dance, games and athletics). Students will critically appraise different
    motor skill development and acquisition theory and demonstrate practical proficiency
    in applying these theories to the lesson planning and delivery in gymnastics, dance,
    games and athletics.

    Learning Outcomes
    After completing the module the student should be able to:
    1 Critically evaluate key concepts of skill acquisition and stages of motor
    development
    2 Critically apply skill acquisition knowledge concepts in the design and delivery of
    gymnastics, dance, games, and athletics lessons.

    Learning Outcomes of Assessments
    The assessment item list is assessed via the learning outcomes listed:
    Critical literature review
    Lesson plan and practical

  • Skills Acquisition 2

    This module aims for students to develop a critical understanding of non- linear
    pedagogy models and how to apply them to improve motor skills and psychosocial
    skills during physical education lessons. This will be based upon a dynamical
    systems framework and include a constraints-based approach to teaching
    specifically using adventure activities and aquatics to explore physical literacy
    development.

    Learning Outcomes
    After completing the module the student should be able to:
    1 Critically evaluate models of skill acquisition and discuss how these models can be
    deployed for teaching core components of the PE curriculum (aquatics and
    adventure activities)
    2 Design and deliver physical education activities which meet the needs of all
    learners
    3 Critically evaluate the physical, social and psychological skills developed through
    physical education in aquatics and adventure activities.

    Learning Outcomes of Assessments
    The assessment item list is assessed via the learning outcomes listed:
    Oral Presentation
    Lesson Plans

  • Applied Pedagogy

    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
    Page 3 of 4
    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

  • Applied Pedagogy 2 (20 credits)

    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, leadership, teamwork.

    This module will allow for critical reflection on how pedagogy can impact on the physical, affective, cognitive, and social development of individuals. Conceptual models such as Teaching Games for Understanding and Physical Literacy will be explored.

    After completing the module the student should be able to:

    • Apply pedagogical models to practical teaching situations
    • Explain, using learning theories, how varied pedagogical approaches enable young people to develop skills
    • Demonstrate how creating positive physical education learning environments enable young people to develop physical, affective, cognitive, and social skills
  • Applied Pedagogy 3

    This module aims to critically analyse the needs and performance of learners. By
    providing students with a conceptual understanding of pedagogical and talent
    development theory.
    Learning Outcomes
    After completing the module the student should be able to:
    1 Critically evaluate talent development theory
    2 Use ICT to critically analyse more advanced skills, tactics, or concepts in physical education activities.
    3 Using established learning theories, design solutions to pedagogical issues
    Learning Outcomes of Assessments
    The assessment item list is assessed via the learning outcomes listed:
    Critical Report  – 4500 words

  • Contemporary Issues in Physical Education

    This module aims to develop a deeper understanding of the role physical education
    plays in promoting physical activity, health, and well-being of young people. Students
    will also critically reflect on the challenges, choices, and constraints that young
    people experience within the complexity of the educational environment and wider
    society using a range of philosophical and sociological perspectives.

    Learning Outcomes
    After completing the module the student should be able to:
    1 Critically examine the processes and structures in physical education that
    contribute to the development of physical activity in young people.
    2 Reflect on and critically analyse the provision, policy and practice of Physical
    Education and the impact this has on young people.
    3 Critically examine the role of physical education in promoting health and well-being.

    Learning Outcomes of Assessments
    The assessment item list is assessed via the learning outcomes listed:
    Portfolio

Who will I learn from?

Programme Manager

Dr Liam Clohessy

“I aim to support students, exposing them to different ideas and helping them to
identify things that would be aligned to their beliefs and values. Highlighting that
there are lots of different areas, different approaches and different ways of going
about it and helping them to come up with their own teaching philosophy and their
own beliefs about what is quality PE.” – Liam Clohessy, Programme Lead BA (Hons)
Physical Education, Portobello Institute.

About

As a child, Liam Clohessy wanted to grow up to be a sports commentator. With an
innate interest in sports, getting into coaching and summer camps as a teenager
gave him the buzz for helping others to progress, leading him to a career that
perfectly combines teaching, PE and leadership.

Liam holds a Bachelor of Education in Primary Teaching specialising in PE, a PhD in
the area of Leadership in Physical Education as well as experience as the former
Chairperson of the Irish Primary PE Association (IPPEA) and PE Advisor for the
Department of Education Professional Development Service for Teachers Health and
Well-being team (PDST).

Liam brings this wealth of experience and passion for educating others who want to
pass the baton in developing the role of PE throughout education in Ireland to
Portobello Institute’s sports department as the Programme Lead for the LJMU BA (Hons) Physical Education.

“Having worked as a teacher and worked in a variety of different settings I have the
experience to share with people. I also really enjoy teaching and working with people
and supporting them to develop themselves, to facilitate and point them in the
direction they want to go.

“It’s great to see people going on and flourishing and getting into something that
they really enjoy working at,” he said.

As a passionate educator, Liam values the one-to-one student support
provided at Portobello Institute.

“The biggest highlights include working with teachers, and maybe you are working
with somebody who is not that confident with a particular topic or maybe struggling
with a particular class or issue and working together and helping them to come up
with solutions is probably the most satisfying thing and seeing the positive outcome
for the students involved.

“The biggest thing is actually seeing the impact for that learner,” he said.

With his PhD covering leadership in PE, Liam works to support and share the positive
impacts of PE in education in Ireland.

“When you think about leadership, I think about influencing others leading to
positive changes so basically it’s about looking at how you can work with people to
have a positive influence on other people.

“That can be with your students but perhaps if you are working in a school maybe
there are other teachers you could share new ideas with or share the things that
have worked well for you?

“It’s about sharing the ways we work whereby all the students in the school are
going to benefit from that expertise rather than maybe just the group that you are
working with.

“Are there simple ways we can share and maximise the positive impacts and
expertise of the particular person within the school context, within the club or within
the sporting organisation and look at strategies to help spread that positive impact?”
he said.

He aims to guide his students on their education journeys through Portobello
Institute.

“I aim to help support the students as they are exploring the world of PE for the first
time and to help facilitate their own learning and their own exploration of it.

“Highlighting that there are lots of different areas, different approaches and
different ways of going about it and helping them to come up with their own
teaching philosophy and their own beliefs about what is quality PE.

“Supporting them around how they could help the people that they are going to be
working with in a school context or maybe in a physical activity context either and to
have really positive experiences that lead to meaningful experiences for their
students.

“I aim to support students, exposing them to different ideas and helping them to
identify things that would be aligned to their beliefs and values in terms of working
with young people or working with people in this area,” he said.

With his academic research and publications and his roles with the IPPEA and
Department of Education, as well as teaching experience, Liam is practice-based and
research-led in his position leading the BA in PE programme.

Qualifications

• Mary Immaculate College, Limerick PhD PhD in the area of Leadership in
Physical Education

• Higher Diploma Probated by Department of Education.

• Mary Immaculate College, Limerick – Bachelor of Education – Education
Specialism: Physical Education

Publications and Selected Conference Presentations

• Clohessy, L, Bowles, R & Ní Chróinín, D (2021): Follow the leader? Generalist
primary school teachers’ experiences of informal physical education
leadership, Education 3-13, 49 (6): 661-673
• Clohessy, L, Bowles, R & NíChróinín, D (2020). “Playing to our Strengths:
Generalist Teachers’ Experiences of Class Swapping for Primary Physical
Education.” European Physical Education Review 26 (2): 571–586. Doi:
10.1177/ 1356336X19877195
• Clohessy, L, (2020), Teaching circus skills for PE using self-paced progressions,
Irish Primary Physical Education Association Conference, Mary Immaculate
College (practical workshop)
• Clohessy, L, (2019), Teaching social skills in physical education, Irish Primary
Physical Education Association Conference, Watershed Kilkenny (practical
workshop)
• Clohessy, L. & Cosgrave, C, (2017) Cooperative games, Irish Primary Physical
Education Association Conference, Croke Park Dublin (practical workshop)
• Clohessy, L. (2016). Quality Primary Physical Education. InTouch. Jan/Feb,158,
49
• Clohessy, L, Bowles, R & NíChróinín, D., (2016), Class swapping for Physical
Education in Irish Primary Schools: Effectively Utilising Generalist Teachers’
Talents, PEPAYS Ireland Annual Forum, Institute of Technology Tralee (Oral
presentation)
• Clohessy, L, Bowles, R & NíChróinín, D., (2016), Playing to our strengths:
Leading physical education in Irish primary schools, European Conference on
Educational Research, University College Dublin from 22-26August, 2016 (Oral
presentation)
• Clohessy, L, Bowles, R & NíChróinín, D (2015) Physical Education in Irish
Primary Schools: Generalist Classroom Teachers Experiences of Subject
Leadership. Oral presentation at AIESEP International Conference, Universidad
Europe Madrid
• Clohessy, L. (2014). Outdoor and Adventure Centres as Part of a PE
Programme. InTouch. Jan/Feb, 141, 63-65

Personal Academic Tutor

Each student is assigned a personal academic tutor to support you throughout your learning journey. They are available to offer you telephone and email support at any time. You can arrange to meet them for further one to one guidance at a time convenient to you.

Many of our past graduates have found it is the opportunity to ask a simple question, seek direction and submit a draft of their assessment that supported them most to successful completion. Emailing your tutor at any stage during your programme to ask a query or submit a draft of your assessment supports you to achieve your personal best throughout your studies with Portobello.

This level of one to one support is a particular benefit to choosing Portobello as your Institute of choice to complete your studies.

Anthony Sheriff

“I very much took the scenic route to education.”

Anthony Sheriff isn’t joking. After leaving school in Ireland, he 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.”

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 realize 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 realized 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.”

Since PE was the only thing he had any care for during his time in school, 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.”

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.”

 

Qualifications 

BA(Hons) Education Studies and Physical Education

PGCE Primary Education with PE Specialism

MSc Sport and Exercise Psychology

 

Barry Roe

Barry Roe started out his career in what he calls one of the big three (Business, Medicine, Law).

“Nobody ever really entertained the possibility of a real career in sports, even though there were a lot of serious athletes involved, people who were hugely successful in their sporting lives, got scholarships and everything. They never took sport seriously in terms of seeing it as an actual career path.”

He landed that coveted corner office in a tall building managing pension funds. Barry had what most would consider a perk. His office literally overlooked the Leinster training ground. If Leinster scored a try off a set piece move on Friday night, Barry had seen it happen on Tuesday. He knew who the next superstar talent was and got to watch him everyday.

But that’s not what Barry wanted. Instead of a perk, it was only adding to his misery in his office job.

“It was only my wife really who sat me down and said ‘Look you’re obviously miserable.’

Having studied something like business and marketing, it was a great experience…but if I could go back I would definitely have just gone through the sporting route. If I could talk to my teenage self I would say what do you actually really like to do and what would you like to do with the rest of your life as opposed to what do you think you should be doing.

Forget what you think you should be doing, just go do what you like to do and you’ll succeed in it. You’ll make more successful leaps and bounds far quicker than you would slogging it out during a recession in finance.”

With a very understanding wife at his side, Barry gave up his career in finance and became a personal trainer. He earned his MSc Sports Performance from the University of Limerick before becoming a strength and conditioning coach and nutrition advisor for Munster Rugby.

“When you’re sitting there thinking ‘I’m here working in pension funds until I potentially start drawing my own pension.’ Nah, that was not happening. No. Game over.”

Having worked with elite athletes and having set up his own personal training business, Barry then sought out to satiate his desire to educate. That’s how he wound up at Portobello Institute.

“My philosophy is to always be open to new challenges and opportunities. In doing so, I feel that I will maintain a fresh perspective and continue to grow professionally and personally. My goal as an educator in the undergraduate program is to provide students with the knowledge and skills to become professionally competent in their chosen pathways.

My teaching philosophy takes a student-centric approach. I strive to create a collaborative and interactive learning environment; one that allows our diverse student body to share their own unique experiences and perspectives. My overall aim is to equip my students with the skills and confidence to make a seamless transition from their academic studies into their chosen careers.”

Becoming an educator was a natural fit for Barry as he has continually sought out education himself as a student. His initial degree in marketing wasn’t ultimately what he wanted to build his career in but it didn’t mar his passion for education. Since then he has earned his Masters from UL but also completed the National Qualifications in Suspension Training, Pre & Post Natal Exercise, Indoor Cycling and Kettlebell Training and further qualifications with the IRFU, U.K. Anti Doping, ISAK and Les Mills.

Dr Liam Clohessy

“I aim to support students, exposing them to different ideas and helping them to
identify things that would be aligned to their beliefs and values. Highlighting that
there are lots of different areas, different approaches and different ways of going
about it and helping them to come up with their own teaching philosophy and their
own beliefs about what is quality PE.” – Liam Clohessy, Programme Lead BA (Hons)
Physical Education, Portobello Institute.

About

As a child, Liam Clohessy wanted to grow up to be a sports commentator. With an
innate interest in sports, getting into coaching and summer camps as a teenager
gave him the buzz for helping others to progress, leading him to a career that
perfectly combines teaching, PE and leadership.

Liam holds a Bachelor of Education in Primary Teaching specialising in PE, a PhD in
the area of Leadership in Physical Education as well as experience as the former
Chairperson of the Irish Primary PE Association (IPPEA) and PE Advisor for the
Department of Education Professional Development Service for Teachers Health and
Well-being team (PDST).

Liam brings this wealth of experience and passion for educating others who want to
pass the baton in developing the role of PE throughout education in Ireland to
Portobello Institute’s sports department as the Programme Lead for the LJMU BA (Hons) Physical Education.

“Having worked as a teacher and worked in a variety of different settings I have the
experience to share with people. I also really enjoy teaching and working with people
and supporting them to develop themselves, to facilitate and point them in the
direction they want to go.

“It’s great to see people going on and flourishing and getting into something that
they really enjoy working at,” he said.

As a passionate educator, Liam values the one-to-one student support
provided at Portobello Institute.

“The biggest highlights include working with teachers, and maybe you are working
with somebody who is not that confident with a particular topic or maybe struggling
with a particular class or issue and working together and helping them to come up
with solutions is probably the most satisfying thing and seeing the positive outcome
for the students involved.

“The biggest thing is actually seeing the impact for that learner,” he said.

With his PhD covering leadership in PE, Liam works to support and share the positive
impacts of PE in education in Ireland.

“When you think about leadership, I think about influencing others leading to
positive changes so basically it’s about looking at how you can work with people to
have a positive influence on other people.

“That can be with your students but perhaps if you are working in a school maybe
there are other teachers you could share new ideas with or share the things that
have worked well for you?

“It’s about sharing the ways we work whereby all the students in the school are
going to benefit from that expertise rather than maybe just the group that you are
working with.

“Are there simple ways we can share and maximise the positive impacts and
expertise of the particular person within the school context, within the club or within
the sporting organisation and look at strategies to help spread that positive impact?”
he said.

He aims to guide his students on their education journeys through Portobello
Institute.

“I aim to help support the students as they are exploring the world of PE for the first
time and to help facilitate their own learning and their own exploration of it.

“Highlighting that there are lots of different areas, different approaches and
different ways of going about it and helping them to come up with their own
teaching philosophy and their own beliefs about what is quality PE.

“Supporting them around how they could help the people that they are going to be
working with in a school context or maybe in a physical activity context either and to
have really positive experiences that lead to meaningful experiences for their
students.

“I aim to support students, exposing them to different ideas and helping them to
identify things that would be aligned to their beliefs and values in terms of working
with young people or working with people in this area,” he said.

With his academic research and publications and his roles with the IPPEA and
Department of Education, as well as teaching experience, Liam is practice-based and
research-led in his position leading the BA in PE programme.

Qualifications

• Mary Immaculate College, Limerick PhD PhD in the area of Leadership in
Physical Education

• Higher Diploma Probated by Department of Education.

• Mary Immaculate College, Limerick – Bachelor of Education – Education
Specialism: Physical Education

Publications and Selected Conference Presentations

• Clohessy, L, Bowles, R & Ní Chróinín, D (2021): Follow the leader? Generalist
primary school teachers’ experiences of informal physical education
leadership, Education 3-13, 49 (6): 661-673
• Clohessy, L, Bowles, R & NíChróinín, D (2020). “Playing to our Strengths:
Generalist Teachers’ Experiences of Class Swapping for Primary Physical
Education.” European Physical Education Review 26 (2): 571–586. Doi:
10.1177/ 1356336X19877195
• Clohessy, L, (2020), Teaching circus skills for PE using self-paced progressions,
Irish Primary Physical Education Association Conference, Mary Immaculate
College (practical workshop)
• Clohessy, L, (2019), Teaching social skills in physical education, Irish Primary
Physical Education Association Conference, Watershed Kilkenny (practical
workshop)
• Clohessy, L. & Cosgrave, C, (2017) Cooperative games, Irish Primary Physical
Education Association Conference, Croke Park Dublin (practical workshop)
• Clohessy, L. (2016). Quality Primary Physical Education. InTouch. Jan/Feb,158,
49
• Clohessy, L, Bowles, R & NíChróinín, D., (2016), Class swapping for Physical
Education in Irish Primary Schools: Effectively Utilising Generalist Teachers’
Talents, PEPAYS Ireland Annual Forum, Institute of Technology Tralee (Oral
presentation)
• Clohessy, L, Bowles, R & NíChróinín, D., (2016), Playing to our strengths:
Leading physical education in Irish primary schools, European Conference on
Educational Research, University College Dublin from 22-26August, 2016 (Oral
presentation)
• Clohessy, L, Bowles, R & NíChróinín, D (2015) Physical Education in Irish
Primary Schools: Generalist Classroom Teachers Experiences of Subject
Leadership. Oral presentation at AIESEP International Conference, Universidad
Europe Madrid
• Clohessy, L. (2014). Outdoor and Adventure Centres as Part of a PE
Programme. InTouch. Jan/Feb, 141, 63-65

How will I learn?

Delivery Mode

This Graduate Diploma in Physical Education has been specifically designed for delivery by online learning, with one to one tutorial support and modular webinars designed specifically to prepare you to complete the module. It is very suited to you if you are working full-time with limited spare time yet you want to achieve your postgraduate qualification.

Each module commences with an induction webinar and you will meet your lead lecturer during this session.  You will be able to log-in and “attend” the lecture even if you are off-site or you can re-visit the lecture at a later date through our online portal. You can upload your assessments and your lecturer will give you feedback on whether you are on the right track before you submit the final version.

What is a webinar?

A webinar, in the context of online learning, is a lecturer delivering a presentation or class online to a group of students. We use specifically designed e-learning software so you can participate in the class just as if you were present in the same room. You can ask a question of the lecturer at any stage during the class.

Interactive break-out rooms

The software is designed with “break-out rooms” where you can discuss a topic or complete a group exercise with a smaller group from your class. You will need a computer, laptop, tablet or smartphone that has internet connection, an audio facility so you can hear and speak during the class and a camera so your lecturer and fellow class participants can see you.

Secure online learning environment

The webinar is a secure online environment and only those permitted entry by the lecturer can gain access to the “classroom”. Webinars are recorded during each session and should you miss a session, you can catch up with the recorded session at a later date. You will only be able to access Webinars of the group you are assigned to.

Course Structure

This course is delivered over 8 months with supported seminars held at weekends an exact schedule is not available yet, however, you can view a similar schedule here.

During this course, you will complete eight modules. You will study four academic year long modules that run over both semesters and an additional two modules each semester.

All online only lectures are recorded for you to catch up later. Where lectures are delivered onsite – these will simultaneously be delivered online and will also be recorded so you can customise your learning journey – attend on-site, online, or catch-up later.

Having the flexibility to choose whether you attend a lecture as it is taking place or to catch up later means you can seamlessly access and fit education into your life whilst still continuing with your everyday life.

Peer to Peer Support

Learning from the experience of other students is often cited as an integral part of any learning journey through a programme. This programme is conducted primarily online and to achieve peer to peer learning, we create study groups. This is a group of students either with a similar research interest or located regionally for ease of “meeting up”. Many graduates tell us that the relationships they build in their study group, offers them a professional network to tap into through out their careers as well as some lifelong friendships.

Tutor Support

You can email your tutor during the module to ask a simple query or submit a draft of your assessment. Our programme management team are available to offer you telephone and email support and if you need to, you can arrange to meet them for further one to one guidance.

For more information about our team, click here. Portobello Institute has invested in a team of programme managers and tutors who are experienced early years practitioners as well as qualified and knowledgeable educators. They are available to assist you during your learning journey through this programme.

Online Learning Portal

During the induction webinar, we will show you how to navigate and find what you need with all of the information you need to complete this programme uploaded on to the learning portal. The content of this programme is set out in an easy to follow format with a combination of notes, articles, podcasts and other materials that will help you to understand the subject and complete your assessment. You will need basic computer skills to search the internet and type a word document to complete your assignment.

The Academic Calendar

The academic year of this course runs from 01/10/21 – 26/05/23

A Flexible Learning Journey

Classes are delivered on scheduled Saturdays or Sundays. Theory classes are delivered simultaneously onsite and online by Webinar whilst practical classes are delivered on site.

Webinars are recorded so you may catch up later if you are unable to attend offering you further flexibility during your learning journey.

The schedule for this programme will be released shortly.

How will I be assessed?

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.

The primary aim of the varying assessment styles is to support you to demonstrate your knowledge of theory and practical as a result of a range of assessments.

All these methods are seeking to support you to combine theory with scenario-based learning and encourage and guiding you for future implementation into your career as a physical education teacher.

Speak to an expert

Choosing a course that will lead you to your career of choice is a significant decision. Understanding the delivery modes, supports available, career opportunities and further study options are all key considerations when making your choice. Our course adviser team are experts in the courses Portobello offers, the employment prospects and possible progression routes to Masters programmes – they will guide you through the detail and support you with any queries you may have.

It is important you make the right choice for you and choose the Institute and course that will best suit your needs.

Your Consultant

Johanna Shaw

About Johanna 

Johanna is Portobello Institute’s Sports Development and Admissions Advisor. Prior to working with us Johanna worked in TCD and Kingston College in the UK. Johanna completed a MPhil in Physical Activity for Health and a BSc in Sport & Exercise Science.

How long are you working in Portobello?

I started working at Portobello in August 2020.

What do you enjoy about working in Portobello?

I enjoy working with the other staff here at Portobello, everyone is so friendly and happy to help there are no stupid questions or ideas.

What inspires you about working in education?

I love being able to make a huge difference to so many students lives and helping them progress towards the career they want to do or didn’t know they could do before they talked to me.

Have you a story that you recall that touched you/made you laugh/made you cry?

I am always touched when you meet or hear from a past student and hear all the amazing achievements they gained after completing the course you helped put them on or helped get them through.

How do you feel when you have helped a student reach a decision on their course choice?

My role is so rewarding when you know you have helped a student get one step closer to the career they are interested in.

Book a consultation

How do I apply?

Entry to this course is by direct application to the college.

Entry on to this course requires you to hold an undergraduate degree in a relevant field to teaching.

If you do not meet the above requirements, please contact us and we will review on a case by case basis.

Application Process

Step 1

Complete the online booking form.

Apply Now

Step 2

Applicants will be contacted for confirmation of the entry criteria.

Step 3

Confirmation of a place will be given to applicants immediately meeting the criteria.

 

Applicants who do not meet the criteria, may be required to attend an interview with an offer of a place on the programme issued following assessment of suitability. Applicants confirm acceptance of offer by returning acceptance form.

Please note places on this course are only confirmed once tuition fees have been received.

Fees & Payment Options

Fees

Course Price

Per academic year.

€4,995.00

Exam Body Reg. Fee

Per academic year - due at start of academic year.

€325.00

Full Payment

Total amount payable.

€5,320.00

Easy Payment Plan

Deposit of 30%. Balance payable in 6 equal instalments commencing the 1st of the month after the course commences. All additional fees such as exam body registration fees are included in the easy payment plan detailed.

Deposit + 1 Instalment

30% deposit payment, due on application of your course (€1,596.00).

Settle final balance (€3,724.00) by 1st November 2022.

Deposit + 6 Instalments

Deposit payment (€1,684.50), followed by 6 scheduled payments every 1 month(s). Includes one off instalment fee of €295.00.


  • €655.08 due on 1st November 2022.
  • €655.08 due on 1st December 2022.
  • €655.08 due on 1st January 2023.
  • €655.08 due on 1st February 2023.
  • €655.08 due on 1st March 2023.
  • €655.08 due on 1st April 2023.