The course examines qualitative research design from the perspectives of phenomenology, ethnography, grounded theory, ethnomethodology through practical approaches to data collection, analysis and reporting. It also considers practical computer applications as well as ethical issues in qualitative research.
The course examines qualitative research from design (phenomenology, ethnography, grounded theory, ethnomethodology, etc.) through practical approaches to data collection, analysis and reporting. It also considers practical computer applications as well as ethical issues in qualitative research.
This course examines the philosophical (axiological, ontological, epistemological and aesthetic) bases of research. Approaches, methodologies and designs to research resulting from the different philosophical thoughts are examined in relation to various disciplines. Students are expected to design research projects and justify the philosophical underpinnings of the proposed methodologies.
Thesis Report Seminars
Two seminars are required in year 3. In the first seminar, the student is given the opportunity to present the analysis of data, preliminary results and reflections from the field. The second seminar is an oral defence of the entire thesis report (viva voce) after the thesis has passed.
Thesis Proposal Seminars
Two seminars are required in year 2. The first seminar is essentially a report of an initial literature review in the student’s chosen specific area of research. It affords students the opportunity to explore the theoretical foundations of the research problem and justify its viability. Students produce a concept paper of their research and an annotated bibliography of potential literature for the study. The second seminar is the presentation and defence of the thesis proposal.
The role of leadership in planning, implementing and evaluating the Physical Education curriculum is the focus of this course. Students will examine general leadership theories and models and apply them to curricular functions such as strategic planning, resource mobilisation and management, quality assurance, curriculum alignment, ethical practice and accountability.
This course focuses on theories and models, and their application in measurement and evaluation in Physical Education. Issues in learner assessment in Physical Education at different levels of education are examined with the view to developing appropriate models for each level. The course also discusses educational programme evaluation models that can be applied in evaluating the Physical Education programme. Examples of models that will be applied are Stufflebeam’s CIPP, Kirkpatrick’s Four Levels and Eisner’s Educational Connoisseurship.
An intensive field or laboratory experience in training, exercise physiology, exercise leadership, sports management, biomechanics, or sports and exercise psychology would be undertaken. Emphasis would be on independent fieldwork in which the student is attached to a sports team or fitness club in order to receive, practical experience in management, coaching or research. This will be done under the direction and supervision of expert practitioners as well as academics.
This course is an intensive examination of the critical components of successful and ethical professional practice and career building in sports performance. It examines the psychosocial determinants of high level performance and factors that affect maintenance of advance level performance. Issues to be discussed will include motivation, professional sports development practices, role of corporate bodies and management of social and psychological pressure.
This course reviews pedagogical trends in Physical Education in the emerging technologies and contemporary ways of doing things. This course examines contemporary pedagogical theories and their application in Physical Education. It examines the prospects and challenges of implementing practical Physical Education curricula in the era of Information Technology, distance learning and e-learning.
