This module introduces students to the organisation and structure of the human body, developing knowledge of anatomical terminology and key organs within body systems. The module provides a structural foundation for later study in exercise physiology, human nutrition and human performance.

Module Aims:

• Build student confidence in using accurate anatomical vocabulary in academic and practical contexts.
• Develop observational and identification skills through the study of organs, body systems, and
  structural relationships.
• Encourage understanding of how anatomical knowledge supports further study in human movement
  and related disciplines.
• Promote independent learning and critical engagement with anatomical resources, models, and
  visual materials

Movement Education introduces students to the foundational theories, concepts, and practices underpinning how human movement is learned, developed, and taught. The module explores the interrelationship between the learner, the movement task, and the environment, highlighting how motor learning and control theories inform effective teaching and coaching strategies. Students will investigate how perceptual–motordevelopment and motor behaviour contribute to skill acquisition, performance, and progression in physical education and sport context. Students will gain both conceptual understanding and hands-on experience in analysing, teaching, and evaluating movement. Particular attention is given to the development of fundamental movement skills and movement concepts that underpin participation and performance across a range of curricular activities, including games, athletics, dance, gymnastics, adventure, and aquatics. Students are encouraged to reflect critically on their own learning and movement competence, developing professional awareness of how to design developmentally appropriate learning experiences. The module acts as a foundation for later studies establishing the knowledge and practical base necessary for effective physical education and coaching practice.

Module Aims:

• Provide students with an understanding of the theoretical and conceptual principles of movement education, motor development, and motor learning.
• Develop students’ ability to analyse and interpret movement patterns using biomechanical, psychological, and pedagogical perspectives.
• Enable students to demonstrate and teach fundamental movement skills and apply effective feedback and error-correction strategies.
• Foster students’ capacity for self-assessment and reflective practice, supporting continuous personal and professional development as future teachers and coaches.
• Encourage an appreciation of developmentally appropriate practice in planning and delivering physical education and sport experiences.

This module introduces the core principles of human physiology and applies them to physical activity, exercise, and training for health and performance. Students will build on prior anatomical knowledge to understand how major body systems function at rest, how they maintain homeostasis during exercise, and how they respond and adapt to different types and intensities of training. The module examines acute responses and chronic adaptations of the cardiovascular, pulmonary, muscular and metabolic systems, and compares physiological responses between children and adults to inform safe and effective practice in sport, exercise, and PE contexts. adult and paediatric participants in exercise.

Module Aims:

• Develop a foundational understanding of physiological processes underpinning the structure and function of the major body systems.
• Enable students to explain how body systems interact to maintain homeostasis during rest and during different exercise intensities.
• Examine acute responses and chronic adaptations of key systems to regular exercise and training in health and performance settings.
• Explore similarities and differences in physiological responses and adaptations to exercise between children and adults, with implications for practice in coaching and PE.
• Support students in applying exercise physiology principles to real-world sport, exercise, and physical education scenarios.

This module deepens students understanding of how core concepts in sports coaching and physical education play out in varied real-world settings. It focuses on using adaptable instructional approaches and strong interpersonal skills to foster engagement and learning with different groups. Students consider their
professional responsibilities around safety, risk, regulation and child protection, and explore how these would be applied in PE and coaching environments. Across the module, students develop and refine a personal coaching philosophy that underpins their methodological choices and everyday interactions with participants. Students participate in practical workshops where they design, rehearse and refine coaching and PE activities, giving them structured opportunities to practise and apply key concepts in a supported environment.

Module Aims:

• Support students to understand how core concepts in sports coaching and physical education operate across different participation and educational contexts.
• Enable students to make informed choices about coaching methodology and teaching styles, including the use of Mosston’s Spectrum, for diverse groups and activity areas.
• Develop students’ communication and group management skills so they can design and organise learning experiences that promote engagement, inclusion and positive group dynamics.
• Promote students’ awareness of professional responsibilities relating to safety, risk assessment, regulatory frameworks and child protection in PE and sports coaching.
• Encourage students recognise how reflective practice can guide their pedagogical decisions and interactions with participants.

This module adopts a sociological lens to explore how physical education and sport are socially constructed within broader relations of power, inequality, and ideology. Students critically examine the historical and philosophical foundations of PE and sport alongside contemporary cultural, political, and economic influences to evaluate how these shape access, participation, policy, and practice. Emphasis is placed on developing students’ capacity for critical reflection so that they can act as informed, ethically grounded professionals committed to inclusive, democratic, and socially just approaches in sport and physical education.

Module Aims:

• Introduce students to a range of core sociological concepts and debates relevant to understanding how PE and sport are organised in society.
• Highlight the ways PE and sport reflect and reproduce broader social patterns, including those related to power, inequality, and identity.
• Encourage students to critically question participation patterns and access to opportunities in different PE and sport contexts.
• Develop students’ capacity to examine institutional practices, policies, public narratives, and everyday routines that may enable or constrain equitable participation.
• Support students in recognising how their own values and experiences shape their interpretations of contemporary issues in PE and sport.
• Guide students towards a reflexive professional stance, in which they consider how, as emerging sports and PE professionals, they might respond ethically and constructively to social issues in their future practice.

This module supports students from Applied Health and Sports Coaching/PE programmes to develop the behaviours, attitudes and core skills needed to thrive in higher education and prepare for future professional roles. It introduces practical approaches to organising study, setting goals and engaging with academic work in ways that are realistic and sustainable. Students learn how to find, evaluate and reference information appropriately, make effective use of digital tools for learning and assessment, and participate as active, independent learners within a diverse academic community. Throughout the module, students are encouraged to reflect on their experiences and progress, laying the foundations for a confident and positive identity as higher education students.

Aims:

• Help students understand what is expected of them at degree level and support their transition into higher education. 
• Provide students with a toolkit of study strategies to support effective, independent learning across their programmes. 
• Encourage curiosity and a constructive attitude to ongoing, lifelong learning through the use of reflective and self-managed learning approaches. 
• Introduce and reinforce core academic conventions, including academic writing, use of sources and accurate referencing. 
• Build students’ confidence in using digital tools and online platforms for learning, communication and assessment. 
• Support students in developing realistic approaches to time management, goal setting and monitoring their own academic progress. 

This module examines how humans grow, develop, and age from early childhood through older adulthood, encouraging students to view physical activity, sport involvement, and health through a life course lens. Students explore physical, motor, cognitive, social, and emotional development across the lifespan, and consider how these developmental changes shape participation, performance, learning, and health related behaviours. The module will build students’ ability to interpret developmental information so they can recognise and respond appropriately to individuals’ needs, capabilities, and challenges, and support students to work confidently and professionally with different age groups in coaching, PE, and applied health contexts. 

Aims:

• Introduce key theories and concepts of human development across the lifespan. 
• Develop understanding of how physical, motor, cognitive, social, and emotional development progress from childhood to older adulthood, and how this affects participation, performance, and wellbeing. 
• Build students’ ability to interpret developmental information when considering individuals’ needs, capabilities, and challenges in sport, PE, and health settings. 
• Encourage critical awareness of how social and environmental factors across the lifespan influence physical activity patterns, health trajectories, and sport involvement. 
• Support students to reflect on their emerging professional role and responsibilities when working with different age groups in coaching, PE and applied health contexts. 

This module introduces the fundamentals of human nutrition. It establishes a shared grounding in how nutrients function in the body and how basic nutritional information can be understood and used to support everyday food choices. Students explore how dietary needs and priorities evolve from childhood through adolescence, adulthood and older age, and how these changes relate to health, participation in physical activity and wider wellbeing. The module also considers how nutrition can contribute to the prevention and basic management of common lifestyle-related conditions and how introductory nutrition principles can inform simple recommendations in sport, PE and applied health contexts. 

Aims:

• Introduce students to core nutrition concepts and the main nutrient groups, building a foundation for understanding how food supports bodily function and health. 
• Develop students’ confidence in working with basic nutritional information, such as food labels and simple data, to make and explain everyday dietary choices. 
• Enhance students’ appreciation of how nutritional needs shift across the lifespan.
• Build students’ understanding of the relationship between diet, lifestyle-related disease and health. 

This module explores how physical activity can be designed and delivered so that all participants have meaningful opportunities to take part and progress, in both educational and coaching settings. It focuses on equity, access and inclusion within the Irish physical activity and PE landscape and considers how sport and physical education can support belonging, integration and social cohesion in schools, clubs and community. Students revisit key sociological ideas and common barriers to participation and apply these insights to the planning and facilitation of inclusive and adapted physical activity. Throughout the module, students work with concepts such as universal design for learning, differentiation and inclusion-oriented teaching and coaching styles. They learn how to modify tasks, environments, equipment and rules to support full participation, and how to plan sessions and short programmes that meet diverse
needs. The module provides a foundation for further study of specific curricular activity areas, where inclusive principles will continue to underpin practice.

Module Aims:

• Examine to key concepts of equity, access and inclusion in physical activity, physical education and
  sport coaching.
• Develop understanding of how inclusive physical activity can promote belonging, integration and
  social cohesion in schools, clubs and community settings.
• Build students’ knowledge of universal design for learning, differentiation and inclusive
  teaching/coaching styles as frameworks for planning and delivery.
• Enable students to plan and adapt physical activity sessions and short programmes by modifying
  tasks, environments, equipment and rules to support participation for diverse groups.
• Support the development of professional skills for working with varied participant needs in both
  educational and coaching contexts

This module introduces students to the practical use of digital technologies in sport and physical education, with a focus on supporting learning, performance and communication in safe and responsible ways. Students learn how to choose and use a range of digital tools for performance analysis, training design and feedback, and how to integrate these tools into simple coaching and PE activities. They also develop core digital literacy skills for finding, evaluating and using online resources to create engaging, accessible technology-supported environments. Alongside technical skills, the module emphasises responsible and professional use of digital platforms. Students explore basic issues of reliability, privacy and appropriate sharing when working with digital content,
and practise creating simple digital resources for different participant groups. Throughout, they are expected to model respectful online behaviour in all digital communications, preparing them to use technology confidently and ethically in future coaching and teaching roles.

Module Aims:

• Introduce students to a range of contemporary digital applications used in sport and physical
  education settings.
• Develop students’ confidence in integrating digital tools into basic coaching and teaching tasks to
  enhance learning and performance.
• Build students’ capacity to locate and judge the usefulness and trustworthiness of online information
  and resources for practice.
• Foster responsible and safe use of digital technologies, including awareness of privacy, sharing and
  professional conduct online.
• Encourage the use of clear, audience-appropriate digital communication to support interaction with
  participants, peers and other stakeholders.

This module introduces students to the main ideas, structures and policies that shape physical education as a school subject in Ireland and in selected international systems. It explores how core concepts and principles are expressed in curriculum frameworks, curriculum models and units of learning, and provides a foundation for further study of curricular activities that will later be aligned with specific curriculum models. Students examine how the Irish PE curriculum is organised and how key concepts progress from early childhood through to senior cycle. Students also explore the development of Irish PE policy and curriculum reform alongside international examples, and work with a range of curriculum models and frameworks to design coherent units of learning. Group tasks and presentations provide opportunities to develop shared responsibility and professional communication skills relevant to future roles in education and coaching.

Module Aims:

• Introduce students to the key concepts, principles and structures underpinning the Irish physical
  education curriculum across education levels.
• Develop students’ understanding of the historical and policy contexts that have shaped Irish PE and
  enable them to relate these to selected international approaches.
• Familiarise students with a range of physical education curriculum models and support them in
  appraising their application in school-based settings.
• Enable students to use curriculum frameworks to design coherent and developmentally appropriate
  units of learning that align learning outcomes, teaching approaches and assessment strategies
• Support the development of effective group work, presentation and professional communication skills
  through collaborative curriculum analysis and design tasks.

This module introduces students to the professional world of coaching across amateur and professional sport, explored in the context of a selected sport of their choice. Students investigate key organisations involved in coach education and deployment, learn how athletes progress through participation and performance pathways, and begin to develop their own coaching behaviours, values and philosophy. Learning is supported by guest speakers, including experienced coaches and representatives from organisations and relevant national governing bodies or sport-specific associations, who share practical insights, qualification requirements and progression opportunities. Where possible, the module will incorporate site visits and organisational tours, enabling students to observe coaching environments, governance structures, and athlete development systems in practice.

Module Aims:

• Introduce students to the structures, pathways and roles that underpin coaching across participation
  and performance levels in their chosen sport.
• Develop students’ understanding of the main organisations involved in coach education and
  deployment, including how they support qualification pathways and career progression.
• Build students’ awareness of athlete development pathways and how these shape coaching
  opportunities, responsibilities and practice.
• Support students to begin forming and articulating an emerging coaching philosophy grounded in
  appropriate coaching behaviours and values.
• Provide experiential learning through guest speakers and site visits and organisational tours, enabling
  students to connect theory with real-world coaching environments and governance systems.

In this module, students apply learning from previous study in sports pedagogy, developmental psychology, nutrition, digital technologies, inclusive physical activity, and curriculum models. Building on this foundation, they develop knowledge of exercise science and training principles to explore fitness as a core concept that shapes how people experience and engage in physical activity. Students also assess and reflect on their own personal level of fitness, collecting and analysing fitness data to support understanding of individual and group training needs. The module emphasises the application of the health-related physical activity (HRPA) and personal and social responsibility (PSR) curriculum models, enabling students to design inclusive, evidence-informed fitness experiences that promote wellbeing, motivation, and sustained participation. Through these experiences, students strengthen their professional knowledge skills as developing coaches and future physical education teachers, prepared to foster lifelong engagement in physical activity.

Module Aims:

• Enable students to apply prior learning from sports pedagogy, developmental psychology, nutrition,
  digital technologies, inclusive physical activity, and curriculum models to their understanding of
  fitness and physical activity.
• Develop students’ knowledge of exercise science and training principles as they relate to fitness as a
  central concept influencing participation and performance in physical activity.
• Enhance students’ ability to assess, monitor, and analyse their own personal fitness levels to inform
  evidence-based practice.
• Support students in applying the HRPA and PSR curriculum models to design and implement
  inclusive, motivating, and developmentally appropriate fitness experiences.
• Promote understanding of how psychological, social, and environmental factors affect engagement in
  physical activity and wellbeing.
• Prepare students for progression into coaching and physical education teaching by developing
  reflective, research-informed, and socially responsible professional practices.

This module introduces students to research methodology, the stages of the research process and key aspects of research design in sport, physical education and related fields. It emphasises the importance of research for improving everyday practice, using concrete examples of how studies have shaped policy, pedagogy and performance, while focusing on the use of existing research. Students learn to source, interpret and analyse research literature on selected topics, and to critically examine other people’s methodological choices with a view to applying this knowledge in their own independent research project in the following year.

Module Aims:

• Explain why research is needed and how it impacts practice in sport, physical education and related
  disciplines.
• Introduce core concepts in research methodology, stages in the research process and aspects of
  research design.
• Develop students’ skills in sourcing, selecting and synthesising relevant secondary research literature
  on a chosen topic.
• Foster students’ ability to critically analyse the methodology, strengths, limitations and ethics of
  published studies.
• Support students to present and communicate findings from secondary research clearly and
  professionally for different audiences, and to transfer this learning to their future independent
  research project

This module provides students with supervised experience in real-world sports coaching environments. Students observe experienced coaches, assist in session delivery, and plan and lead a minimum of two coaching sessions, while engaging in structured goal setting and reflective practice.

Placement arrangements

• Placements may be sourced by students or allocated from the programme’s pool of established links.
• All placements will be quality-approved in line with institutional policies and procedures.
• A named placement supervisor (on site) and an academic contact (at the institution) will support the
  student.

Module Aims:

• Introduce students to applied coaching environments and everyday coaching practice.
• Develop students’ skills in observing, assisting and progressively leading coaching sessions.
• Support students in setting, reviewing and evaluating personal goals for professional development in
  coaching.
• Foster reflective practice through a structured learning journal that respects confidentiality and ethical
  standards

This module is designed for students on coaching, physical education and applied health science programmes and builds on Year 1 learning in human  development and nutrition. It explores key determinants of healthy lifestyles, including physical activity, sedentary behaviour, nutrition and social and environmental influences, with a focus on their implications for health promotion in school and community contexts. Students analyse contemporary trends in lifestyle behaviours and consider how different health environments can support or hinder wellbeing. They also develop skills in communicating evidence-informed health and physical activity messages for diverse audiences and in evaluating their own lifestyles to plan realistic strategies for sustained health and wellbeing.

Module Aims:

• Extend students’ understanding of how lifestyle behaviours and surrounding environments influence
  health and wellbeing across school and community settings.
• Develop students’ ability to interpret and critique current evidence and data on physical activity,
  sedentary patterns, nutrition and related health behaviours.
• Build students’ skills in designing and delivering clear, age- and context-appropriate health and
  physical activity messages for varied populations.
• Encourage informed self-evaluation of personal health practices and support the development of
  practical, sustainable strategies for improving individual wellbeing

This module critically explores leadership in sport and physical education by bringing together theory, people management practice and contemporary social, cultural and economic influences in an integrated way. Students examine and apply leadership styles, legislation and conflict resolution strategies to authentic leadership challenges, while also interrogating how issues such as commercialisation, media narratives, equality, diversity and health promotion shape decisions in real sport and PE settings. Through sustained engagement with leadership dilemmas, including their portrayal in the media, the module supports students to develop a clear, critically informed professional stance so they can progress into the world of work or further study as reflective, ethically aware leaders in sport and physical education.

Module Aims:

• Deepen students’ conceptual understanding of leadership styles and theories relevant to sport and
  physical education.
• Equip students to use people management principles, legislation and conflict resolution approaches
  to address complex situations in sport and PE settings.
• Enable students to critically appraise how contemporary social, cultural and economic factors
  influence leadership roles, responsibilities and decisions.
• Develop students’ capacity to analyse and question media narratives about leadership dilemmas in
  sport and PE.
• Support students in forming a reflective, ethically grounded leadership stance that can guide their
  future practice in employment or further study.

This module provides students with a structured, supervised introduction to school physical education settings through a work-based placement. The placement is designed to familiarise students with the environment, routines and expectations of PE in schools. The placement is exploratory in nature and does not constitute part of a recognised teaching qualification but supports students considering progression to programmes leading to recognised teaching qualifications in the future. Through observing experienced PE teachers, assisting with lesson organisation and small group activities, and gradually taking responsibility for elements of planning and delivery, students have opportunities to apply and test what they have learned across their three-year degree in an authentic, work-based context. Throughout the placement, students engage in goal setting and ongoing reflective practice, using feedback from school mentors and academic staff to develop their emerging professional skills, confidence and understanding of PE as an educational setting.

Placement arrangements
• Placements may be sourced by students or allocated from the programme’s pool of established links.
• All placements will be quality approved in line with institutional policies and procedures.
• A named placement supervisor (on site) and an academic contact (at the institution) will support the
student.

Module Aims:

• Introduce students to the organisation, culture and everyday practices of school physical education
  settings through a structured, supervised placement experience.
• Enable students to observe and begin to apply the pedagogical, subject and professional knowledge
  developed across their degree in an authentic work-based context.
• Develop students’ understanding of professional expectations in school PE, including safeguarding,
  behaviour, communication, and working within school policies and routines.
• Support students to set realistic professional development goals, monitor their progress and engage
  in critical reflective practice during and after placement.
• Help students make informed decisions about progression to programmes leading to recognised
  teaching qualifications and future roles in PE and education

This module enables students to extend and apply the research skills developed in Year2 by designing and completing a small-scale research project in sport studies, sports coaching or physical education. Building on prior knowledge of research methodology, students refine a research question, select an appropriate design, and apply suitable methods of data collection and analysis. They engage with ethical decision-making and, institutional ethical approval processes to ensure their work is conducted responsibly. The module culminates in the production of a written research report and an oral presentation, allowing students to communicate their findings and reflect critically on the research process.

Module Aims:

• Consolidate and extend students’ understanding of the research process and designs relevant to
  sport, coaching and PE.
• Support students to plan, justify and implement an ethically sound, small-scale research project.
• Develop students’ practical competence in using appropriate research methods, tools and data
  analysis techniques.
• Enhance students’ ability to interpret findings critically and relate them to existing literature and
  practice.
• Build students’ confidence in writing up and presenting research for academic and practitioner
  audiences

This module equips students with the essential knowledge, skills, and pedagogical strategies to effectively teach and coach athletics. Focusing on running, jumping, and throwing events, students will deepen their understanding of skill acquisition, progression, planning, and assessment. The module blends Sport Education and Cooperative Learning curriculum models to maximise learner engagement and promote inclusive practice. Emphasis is placed on ensuring safety, adapting for diverse needs, and using technology for performance analysis. Through immersive practical and analytical experiences, students will explore motivation, resilience, and personal growth, enabling them to support the development of both athletic performance and key life skills in their learners.

Module Aims:

• Provide students with a comprehensive understanding of athletics activities (sprints, middle/longdistance running, relays, jumps, and throws) as a curricular discipline, focusing on skill acquisition, progression, and assessment design.
• To enable students to critically reflect on how participation in athletic activities develops transferable
  personal and social skills such as persistence, resilience, self-regulation, and goal setting that support well-being, lifelong learning, and wider success beyond sport.
• Equip students with teaching and coaching strategies to deliver inclusive, engaging, and learner centred athletics lessons aligned with relevant curriculum models.
• Strengthen students’ ability to demonstrate, instruct, and provide constructive feedback, ensuring the correct execution of athletic techniques and skill development.
• Develop awareness of safety considerations, risk management, and inclusive teaching approaches to cater to diverse learners in athletics.
• Encourage the use of digital tools for performance analysis, and reflection, supporting effective coaching and teaching strategies in athletics

This module examines the teaching and learning of artistic and aesthetic and activities, focusing on gymnastics, dance, and circus skills. Students gain both theoretical insight and hands-on expertise, addressing skill progression, lesson planning, assessment and best practices for apparatus safety in these
domains. By engaging with Sport Education and Cooperative Learning curriculum models, students will learn how to foster inclusive, engaging, and learner-centred learning environments. The integration of technology will support performance analysis and instruction.

Module Aims:

• Equip students with a deep understanding of artistic and aesthetic activities (gymnastics, dance,
  and circus skills), focusing on skill acquisition, progression, and appreciation of aesthetic and
  artistic aspects.
• Enable students to apply Sport Education and Cooperative Learning models to create inclusive,
  engaging, and student-centred learning environments that support the development of movement
  and creative expression.
• Strengthen students’ ability to demonstrate, instruct, and provide constructive feedback, ensuring
  safe and effective skill development while using appropriate apparatus and technology.
• Develop students’ awareness of inclusive teaching strategies for diverse learners in aesthetic
  and expressive activities.
• Integrate digital and reflective learning to enhance performance analysis, coaching and teaching
  effectiveness.

This module provides a foundation for teaching and coaching adventure activities, equipping students with the theoretical knowledge, pedagogical approaches, and practical skills needed to deliver impactful outdoor learning experiences. Students will explore core adventure activities such as orienteering, rock climbing, kayaking, and team challenges using effective instructional strategies underpinned by digital learning tools. Throughout, the Adventure Education Curriculum Model (AEM), Social and Personal Responsibility (SPR), and Cooperative Learning approaches are integrated to foster physical, social, emotional, environmental, and technological development in learners. Experiential learning is central to the module, with students participating in and leading adventure-based activities to develop lesson planning, group management, and differentiated instruction in real-world settings. Emphasis is placed on problem-solving, teamwork, leadership, and building social and personal values through outdoor participation. Students will critically reflect on their development as leaders, examining how adventure education supports individual and group growth. Safety and risk management are prioritised, with structured training in safeguarding protocols and risk assessment procedures tailored for outdoor education. By merging hands-on experiences with analytical reflection, students graduate prepared to deliver safe, inclusive, and engaging adventure programmes that promote lifelong learning and responsible enjoyment of the outdoors.

Module Aims:

• Develop practical competence in teaching and performing adventure activities, focusing on skill
  acquisition, leadership, and risk management.
• Apply pedagogical models, particularly the model, to design and implement inclusive and engaging
  outdoor learning experiences.
• Enhance instructional skills, including demonstration, scaffolding, feedback, and digital tool
  integration, to support skill development in adventure education.
• Promote safety awareness, environmental sustainability, and ethical considerations in outdoor
  physical education.
• Encourage reflective practice to enhance decision-making and adaptability in outdoor teaching
  environments

This module provides students with the essential knowledge, pedagogical strategies, and practical skills for teaching and coaching water-based activities in physical education contexts. Emphasising the development of technical proficiency in swimming, aquatic fitness, and survival skills, it integrates effective instructional styles and digital tools for performance analysis to support learning. Throughout the module, students apply curriculum models such as Sport Education, Cooperative Learning, Personal and Social Responsibility (PSR), Health-Related Physical Activity (HRPA), and Teaching Games for Understanding to design inclusive and engaging lessons. The PSR model supports growth in leadership, teamwork, and responsibility, while HRPA highlights lifelong fitness benefits. Lesson planning, tactical understanding, group management, and differentiated instruction are developed through hands-on pool sessions and practical coaching experiences. Risk management and safeguarding protocols are embedded in all aspects of practice to ensure safe and effective aquatic education. Students develop appreciation of importance of aquatic activities for physical and mental well-being, social development, and increased participation in physical activity.

Module Aims:

• Develop practical competence in performing and teaching fundamental water-based activities,
  including swimming, survival skills, and aquatic fitness.
• Apply pedagogical models (Personal and Social Responsibility, Health-Related Physical Activity,
  Sport Education, and Cooperative Learning) to plan and deliver inclusive, structured, and engaging
  water-based lessons.
• Enhance instructional skills, including demonstration, feedback, differentiation, and digital tool
  integration, to support skill development in diverse learners.
• Promote safety awareness, risk management, and emergency response strategies in aquatic
  environments.
• Encourage reflective practice to develop critical thinking and problem-solving skills in teaching and
  coaching water-based activities

This module prepares students to teach and coach games and competitive activities in school and club environments, blending theory and practice for effective and inclusive delivery. Students develop technical and tactical proficiency, apply instructional and group management strategies, and critically analyse the use
of curriculum models such as Teaching Games for Understanding (TGfU), Sport Education, and Cooperative Learning. The course emphasises tactical understanding, strategic decision-making, and game appreciation, enabling learners to relate rules and performance to gameplay. Through integrated theory, practical teaching experiences, and reflective analysis, students will design and differentiate lesson plans, use technology to assess and provide feedback, and create engaging, learner-centred environments that support progression in both competitive and cooperative game contexts.

Module Aims:

• Develop an understanding of games classifications (e.g., invasion, net/wall, striking/fielding, target
  games) and their application in teaching.
• Apply TGfU, Sport Education, and Cooperative Learning models to enhance student engagement
  and learning outcomes in games and competitive activities.
• Demonstrate and develop game appreciation and ability to apply rules and regulations.
• Strengthen students’ practical ability to demonstrate skills, provide feedback, and manage group
  dynamics in diverse game-based settings.
• Explore methods for incorporating technology, inclusive pedagogy, and differentiated instruction in
  the teaching of games.
• Prepare students to deliver safe, developmentally appropriate, and engaging sessions in settings.
  primary and post-primary PE and club settings.