The rationale for this module is to provide students with an understanding of the key concepts that underpin health and performance related fitness. Specifically these key concepts include functional anatomy, the study of human movement, physiology, nutrition, and the teaching of Health-Related and Performance-Related fitness (HRF/ PRF) in Physical Education (PE). Furthermore, students will explore and critically examine the pedagogies used in the teaching of HRF/PRF and how health-related learning is situated in educational contexts, in Ireland and internationally. In addition, the module will develop students' ability to apply relevant technological knowledge of health-related physical activities in an applied context. The centre focus of this module is to prepare students to teach strands, topics and learning outcomes related to HRF and PRF in the wellbeing, junior cycle PE, senior cycle PE and LCPE currciula.

Anatomy/ Kinesiology: Anatomical terms and definitions. Identification and functions of the musculo-skeletal system. Structure and type of bones and muscles. Kinesiological analysis of simple joint movements and analysis of posture. Forms of motion. Introduction to injury prevention and analysis. Physiology: Detail of the function of key human physiological systems that support and adapt to physical activity and exercise to maintain health and wellbeing. The nervous system, the brain and their role in control of movement. Musculoskeletal structure and function to enable muscle contraction in support of movement. The structure and function of the cardiovascular system to deliver gases and nutrients to the working muscle in support of movement. The structure and function of the respiratory system to enable gas exchange in support of movement. Nutrition: Nutritional considerations for before, during and after performance. Importance of hydration. Nutrition and energy systems. Design of dietary plan for selected physical activity. HRF/ PRF: Role and value of HRF / health-related learning in educational contexts. Components of HRF and PRF. Principles of Training, Warm-up and cool-down design. Principles of effective measurement and assessment of HRF and PRF. Health appraisals and screening. Resistance Training with focus on weight training modalities. Pedagogies and curriculum models to support health-related learning, specifically the Health-related Physical Activity curricular model. Development of specific HRF and PRF components, such as cardiorespiratory endurance, muscular endurance, strength, power and speed. Development of a personal health-related and/or performance-related fitness profile and plan. Students will be introduced to the concept of a personal profile and all related issues that combine to create such a synopsis of an individual's physical status (needs analysis, assessment results, change over time, training log, etc.). Design of HRF/ PRF fitness battery and plan for fitness demands of a selected activity.

On successful completion of this module, students will be able to: 1. Demonstrate a sound understanding of the physiology and functional anatomy of the human body as they relate to physical activity participation. 2. Understand the function of key human physiological systems (cardiovascular, respiratory, nervous and musculoskeletal) that support and adapt to physical activity and exercise to maintain health and wellbeing. 3. Examine the nutritional considerations for, before, during and after performance in physical activity. 4. Demonstrate an understanding of the components of health-related and performance-related fitness as they relate to the wellbeing, junior cycle, senior cycle and leaving certificate PE curricula 5. Understand the principles of effective measurement of HRF/ PRF data and how to evaluate, plan, and teach HRF/ PRF programmes 6. Critically examine practices and policies relating to health and performance related fitness.

On successful completion of this module, students will be able to: 7. Demonstrate an appreciation of the different levels of physical fitness in a typical group of individuals (e.g. a typical P.E. class) by modifying any testing procedures where appropriate, and using appropriate adaptations and progressions to programme/class designs.

On successful completion of this module, students will be able to: 8. Carry out and analyse HRF/ PRF exercises that apply to both anatomy and physiology. 9. Participate and attain proficiency in various assessments and forms of activity related to HRF and PRF. 10. Through physical activity, experience implementation of the HRPF curricular model 11. Participate in and subsequently reflect and evaluate on personal HRF and/ or PRF programmes designed to address goals devised from students' own personal profiling of their HRF and/ or PRF fitness levels.

The module will be taught through lectures, laboratory and practical learning sessions. The lectures will be used to engage the students in the related theoretical concepts and these will be elaborated on during the laboratory/ practical based sessions. At all times, the focus will be on the application of knowledge to the applied practical teaching environment and the modelling of best practice for these pre-service PE teachers. Student engagement will be at the forefront of the pedagogical approach in this module as well learning by doing. Assessments will focus on assessment for learning as opposed to assessment of learning and will use an authentic rich-task based approach. The Junior cycle, senior cycle and LCPE specification has been consulted for this module. With respect to LCPE, the module aligns with Stand 1 - Towards Optimum Performance, which "focuses on the complex interrelationship between performance in physical activity and the range of factors that shape that performance." (LCPE, 2017, pg.18). The module also aligns to the LCPE specification objectives, such as "knowledge and understanding of the factors which influence performance and participation in physical activity" (2017, pg. 8). The UL graduate attributes also were consulted when researching and designing this module. In particular, this module focuses on creating an environment that supports students becoming Knowledgeable and Articulate, Creative, and Responsible. The Céim Standards for Initial Teacher Education relating to 'professional knowledge and understanding' were consulted when researching the module and, in particular, promote students analytical, critical thinking, problem-solving, reflection and evaluation skills (Teaching Council, 2020, p.23).