The present case study reflects a creative and synergistic approach to undergraduate
degree reaccreditation, within the applied subject area of Physical Education,
between 2021 and 2024. This case study involved a sample of six Physical Education
Teacher Education (PETE) degree colleagues, specifically coming together as part of
the strategic vision of the university, and the wider national accrediting body for
teachers in Ireland i.e. The Teaching Council.
This specific case study sought to investigate the proposed measures of change
required for sport-specific practical area modular offerings, under the domain of
research informed teaching and learning within Physical Education. Our academic
full-time colleagues within an established degree completed a SWOT (strengths,
weaknesses, opportunities and threats) examination through the existing modular
offerings in the sport-specific practical areas. The following dimensions of PETE
academic delivery were considered: contact hours required, assessment strategies,
facilities, resources, expertise and personnel.
The findings that will be presented at this case level show how a PETE programme
managed to successfully get national Teaching Council accreditation in 2023 for a
Level 8 240-credit configured pathway in Physical Education. This element of the
programme entails a suite of five 5-credit modules (sport-specific practical areas)
taught to 150 students across 3 years of the programme, with 14 different tutors and
lecturers for the same number of sports and physical activities, which are coherently
approached through flexible pedagogical and assessment protocols. More
specifically, the case study will explore at a finer level the intricacies involved in
local strategic thinking at programme level within Higher Education. The revised sport-specific practical areas within CK125 presently offer a heightened
experiential degree component in the current academic year, in which students are
thinking, feeling and doing the sports-related components of the degree. All fulltime academic staff on the CK125 programme are delivering such material in a
unified and consistent approach. The strategic thinking and practical rollout of this
new degree pathway component is a complement to the institutional and external
constraints of online and blended learning. This SWOT examination has heightened
PETE colleagues understanding of applied contact learning experiences, for
meaningful third-level teacher education delivery.