Course Overview
The Graduate Diploma in Applied Physical Education Studies (full award title Graduate Diploma in Physical Education Curriculum Based Activities) at Portobello Institute is a professionally focused pathway programme designed for graduates who wish to pursue a career in Physical Education (PE) teaching or related physical activity and sport settings.
Delivered through a flexible blended learning model, the programme combines online lectures with face-to-face practical sessions in Dublin, making it ideal for learners who are balancing study with work and personal commitments.
The Graduate Diploma in Physical Education Curriculum Based Activities at Portobello Institute responds directly to the growing demand for qualified PE teachers and specialists across Ireland and beyond.
Designed for graduates from a wide range of academic backgrounds, the programme provides a structured and supported route into physical education through a focused, professionally relevant curriculum grounded in contemporary educational practice.
Students benefit from a combination of online academic delivery and on-campus practical sessions, allowing you to engage fully with both the theoretical and applied dimensions of physical education while balancing work, family, and other commitments. This accessibility makes the programme particularly well suited to career changers and working professionals.
The curriculum is deliberately broad and inclusive, ensuring graduates gain exposure to all mandatory areas of physical education, from games and athletics to aquatics, outdoor learning, creative movement, and health-related physical activity.
Alongside this practical breadth, students develop a strong understanding of curriculum planning, coaching methodology, skill acquisition, and the effective use of technology in sport and education. The emphasis throughout is on applied learning that reflects real school, community, and coaching environments.
The programme also prioritises professional readiness. Assessment is designed to support practical competence, reflective practice, and employability, with students building a digital ePortfolio that captures their learning, planning work, and applied teaching or coaching skills. This portfolio can be used to support applications to postgraduate teacher education programmes or to demonstrate capability to employers in education and sport-related sectors.
While the course is primarily intended as preparation for progression to a Professional Master of Education (PME) in Physical Education, it also offers clear value in its own right. Graduates may use the qualification to enhance their professional standing or pursue opportunities in community and public-sector sport.
Studying at Portobello Institute means joining a learner-focused academic community with a strong track record in delivering flexible, career-oriented programmes. With small class sizes, responsive lecturers, and a practical approach to learning, the Graduate Diploma in Applied Physical Education Studies offers a credible, modern pathway into one of the most in-demand subject areas in education today.
This course focuses on developing content knowledge in physical education as an academic discipline. It is not an Initial Teacher Education (ITE) programme and is therefore not subject to accreditation by the Teaching Council of Ireland. Completion of this course does not lead to a teaching qualification in Ireland or Qualified Teacher Status (QTS) in the UK.
The programme has been designed with reference to the Teaching Council’s Curricular Subject Requirements for Physical Education (2025). Admission to a Professional Master of Education (PME) programme based on completion of this programme is determined by individual PME course providers.
Eligibility for registration as a teacher in Ireland is assessed separately by the Teaching Council. Each application is considered on an individual basis as part of the qualifications verification and recognition process, in accordance with the Teaching Council Registration Regulations (2024).
Why Study Applied Physical Education Studies at Portobello Institute?
- Curricular Subject Requirements for PE (2025)
- Blended delivery based in Dublin, improving regional access and flexibility
- Strong focus on applied learning, coaching pedagogy, and curriculum planning
- Modules designed to support employability and postgraduate progression
- Development of a professional ePortfolio to evidence learning and skills
- Supportive learning environment with small class sizes and accessible academic staff
Awarded by University of Essex, graduates will hold an instantly recognised qualification. Upon successful completion of the programme, a graduation ceremony will be arranged by Portobello Institute.
*CATS Credits Displayed. 2 CATS points = 1 ECTS point.
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 learnercentred 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 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.
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
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 Graduate Diploma in Physical Education Curriculum Based Activities is tailored for online learning, offering tutor guidance and webinars to guide you through each module. Ideal for busy professionals, it allows flexibility while pursuing your postgraduate qualification.
Each module starts with an induction webinar, providing an opportunity to meet your lead lecturer. With the convenience of online access, you can attend lectures remotely and revisit them later.
Summer Intake 20th June 2026
The Summer intake commences on Saturday, 20th June ’26 and runs until 10th January ’27.
To facilitate students with athletic commitments, we run a double schedule so you may choose to attend practical classes on either a Saturday or Sunday. You will be assigned to either Group 1 (Saturday classes) or Group 2 (Sunday classes) and transferring between groups can not be facilitated.
A provisional schedule is available here. This is subject to change.
Autumn Intake 3rd October 2026
The autumn intake commences on Saturday, 3rd October ’26 and runs until 9th May ’27 (TBC).
To facilitate students with athletic commitments, we run a double schedule so you may choose to attend practical classes on either a Saturday or Sunday. You will be assigned to either Group 1 (Saturday classes) or Group 2 (Sunday classes) and transferring between groups can not be facilitated.
A provisional schedule is available here. This is subject to change.
Graduates of the Graduate Diploma in Physical Education Curriculum Based Activities at Portobello Institute have career opportunities across education, sport, and physical activity settings.
The programme supports progression into Physical Education teaching and roles that promote participation in sport, physical activity, and wellbeing.
Career Opportunities
This programme prepares you for roles across education, coaching, and sport development.
Typical career pathways include:
- Physical Education Teacher (following PME)
- Sports Coach
- School-Based Physical Activity Coordinator
- Community Sports Development Officer
- Youth Sport Development Coach
These roles involve delivering physical education, promoting participation, and supporting physical activity across different age groups.
Employers Recruiting Our Graduates
Graduates work across:
- Schools and educational settings
- Sports organisations and governing bodies
- Community sport programmes
- Leisure and recreation services
These organisations value graduates who can deliver structured physical activity and support participation.
Why Applied Physical Education Graduates Are in Demand
There is increasing focus on physical activity, health, and wellbeing across education and communities.
Professionals who can deliver physical education and promote participation are in demand across a range of settings.
What You Will Develop
Through this programme, you will develop:
- Knowledge of physical education and curriculum delivery
- Skills in coaching and activity planning
- Experience working with different age groups
- Understanding of participation and development pathways
- Practical teaching and communication skills
This prepares you for progression into teaching and sport-related roles.
Progression to Further Study
Graduates may progress to:
- Professional Master of Education (PME)
On successful completion of this programme, you will be academically prepared to:
- Apply for a Professional Master of Education (PME) in Physical Education (subject to provider requirements)
- Enhance employability across education, sport, coaching, community, and health-related sectors
- Use this qualification as part of a pathway towards teaching opportunities
This provides a clear progression route toward qualification as a Physical Education teacher.
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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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3You will be "Provisionally Accepted" and offered a place by email.
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4Confirm acceptance of a place and pay deposit as detailed.
All fees are payable to Portobello Institute.
Course: €5,150 + Exam Body Reg. Fee: €335.00
All fees are payable to Portobello Institute.
Option 1
33% deposit payment (€1,930.50), 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.
- €489.94 due in month 1
- €489.94 due in month 2
- €489.94 due in month 3
- €489.94 due in month 4
- €489.94 due in month 5
- €489.94 due in month 6
- €489.94 due in month 7
- €489.94 due in month 8
