With the recent revision of the Physical Education programme in the Department of Physical Education and Sport Sciences (PESS), several modules have been reimagined to prepare pre-service teachers for the evolving landscape of physical education.
One of the most exciting transformations this year has been in the way Athletics is delivered. I had the pleasure of teaching upon the first delivery of a new module in the PESS department; PY4106 – Motor Learning and Child Development with a focus on Athletics.
Traditionally, our focus has been on ensuring students gained the technical knowledge and pedagogical skills to competently teach the core events of Track and Field. However, this year an interdisciplinary approach was adopted integrating Motor Learning, Psychosocial Development, and Qualitative Biomechanics into the teaching of Athletics. This shift created space for deeper reflection, practical application, and the development of universal teaching skills that extend far beyond the athletics track.
Under the coordination of Dr. Carmen Barquero Ruiz, a comprehensive syllabus was developed that ensured that the module’s outcomes and assessments were interwoven between the module’s four pillars. With expert delivery from Prof. Catherine Woods (Psychosocial development), Dr. Phil Kearney (Motor Learning) and Dr. Emmet McDermott (Qualitative Biomechanics)
My role within the module’s team was to bring the principles and theories delivered by to life in tutorial and lab sessions. This often manifested in spending my working afternoons on the UL athletics track rain, hail, or shine! The students were challenged to apply their newfound knowledge of psychosocial development and physical activity-based interventions to pitch to the HSÉ about the effectiveness of advocating for physical activity. I took great enjoyment out of watching the students realise the role they will play in the future as ambassadors of physical activity. It will be their responsibility to heighten the awareness of the benefits of exercise within their schools, clubs and community groups. The tutorial sessions often ran to impassioned conversations about how to foster feelings of belonging, safety and pride in their own local sports organisations.
Throughout the semester, students were introduced to key concepts in motor learning, including the cognitive, associative, and autonomous stages of skill development. We explored how different learners progress through these stages and how to adapt instruction and feedback accordingly.
Labs challenged students to analyse their own performance in a variety of Track and Field events. They identified strengths and limitations in their movement patterns, then selected developmentally appropriate games and interventions to improve their technical proficiency.
Through the lens of qualitative biomechanics, students learned how to observe, describe, and analyse movement. The links to Leaving Certificate Physical Education’s (LCPE) Physical Education Project (PAP) were established here as students learnt how best to capture content, edit and produce completed videos of their performances.
A portion of the module I enjoyed delivering most was the discussions had surrounded the use external and internal cueing effectively, adjusting their language and prompts to suit different learning contexts and abilities. These are transferable skills that can be applied to all strands of the physical education curricula, and it was interesting to hear the student’s insights as to their experiences and opinions around how the language they use affects the student’s technical improvements.
It was fascinating to watch students’ confidence grow as they began to understand how the body responds to the forces it exerts. Their natural curiosity and occasionally competitive spirit often led to some light-hearted rivalries during throwing events, as they chased improvements in technique and distance.
Together, we examined how athletics could be made more inclusive and less centred on competition. Students were exposed to alternative pedagogical approaches, exploring how to modify drills and games to meet the needs of diverse learners. Their responses were creative, thoughtful, and rooted in an understanding that physical education should build confidence and competence and not solely performance. It was great to see them establish this link from the content they were discussing the tutorials.
As a new member of staff to the PESS department, teaching upon a module’s maiden voyage was a challenging but hugely rewarding task. It pushed students outside their comfort zones, but in doing so, provided them with skills and habits that they can now apply to every aspect of their professional practice. The interdisciplinary structure gave them tools they’ll use across every strand of physical education, and more importantly, a deeper appreciation for their role in supporting the holistic development of the young people they’ll one day teach.
As we continue to adjust and adapt in how we train future PE teachers, this approach stands as an example of how we can blend multiple fields of theory, practice, and purpose into a meaningful learning experience. I look forward to seeing how these students bring their energy, insight, and skills into their School Placement in the Autumn!
Jack Hickey is a Teaching Assistant in Physical Education and Sport Sciences at the University of Limerick. Jack is a PESS graduate having studies on both the BSc Physical Education and MSc Sports Performance programmes.
Contact: Jack.Hickey@ul.ie. Follow on twitter: @_jackhickey_
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