Physical Education (PE)
The semester of Physical Education (PE) is a part of the introductory segment of the PE-course.
The primary content areas are:
- Basic Movements
- Basic Ballgames
- Basic Nature and Outdoor Education
In addition, there is also a emphasis on PE-didactics – didactics of practice-based teaching and learning, the history of school PE in both a Danish and Nordic perspective, and basic anatomy and biomechanics.
The PE curriculum at Københavns Professionshøjskole (KP) is based on the overall objectives and goals of the subject in primary school. It covers a wide range of varied content areas that reflect the competences required in school PE.
Teaching is organised thematically after theoretical perspectives on the subject’s physical and cultural content areas. The subject has a clear theoretical and practical/physical dimension covering a range of scientific and epistemological positions. Theory and practice are integrated in practice-based teaching, where humanist, social- and natural science theory offer perspectives on the subject of PE. We emphasize the extensive transferability of physical education theory from teaching in teacher education to work as a PE teacher at primary school level. A dual-didactic perspective is employed throughout the course, where PE-didactics are employed as both a pre-requisite and as a tool for the planning, implementation, evaluation and development of physical education.
Didactics of practice-based teaching and learning are central to physical education. The subject fundamentally involves a high degree of physicality, not just within the practice of specific sports, but also in work with the theoretical aspects of the subject. In addition, creative processes are often deployed in the development and testing of ideas, and physical demonstrations are a fundamental product form. The interplay between theory and practice is highlighted through the use of central subject-related concepts and reflection breaks in daily practical teaching. Sustainability is a key focus in physical education, aiming to develop students’ ability to reflect on their values and their roles and responsibilities in a more sustainable society. Conservation of nature is integrated into PE field trips, and relevant topics such as the impact of PE on the climate are addressed and translated into actionable opportunities in the school setting.
In PE, students work with digital technology and technological understanding as an integral part of the subject. Technologies are used to enhance students’ abilities, such as using video for movement analysis, multimodal technologies for presenting and analyzing aspects of PE, and possibly pulse watches to illustrate physiological relationships. Throughout the course, there will be opportunities to discuss the importance of technology and its impact on body image, identity, health, etc., in the context of digitally empowering students. Research and development are integrated into teaching through literature, assignments, and study products. The students will experience a progression in work with research and development that follows teacher education.
International students will complete two study products during the semester. These two products are assessed using a pass/fail evaluation followed by feedback.