| Semester 1, 2020 On-campus Springfield | |
| Short Description: | HPE Discipline Studies 2 |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or BSED.
Enrolment is not permitted in EDH3154 if EDH2254 has been previously completed.
Other requisites
This course is only available to BEDU Secondary students undertaking a major teaching area in Health and Physical Education.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Rationale
Pre-service educators strengthen their capacities to teach through investigating and practising the multiple roles of teachers and continuing to develop their knowledge of how children learn in health and physical education environments. Understanding how children learn enables teachers to identify diverse needs and make informed decisions for effective teaching, evidenced in planning.
Health and physical education (HPE) are dynamic areas where knowledge is fluid and constantly changing or evolving. It is crucial for health and physical education pre-service educators to develop thorough, current knowledge and skills in a range of instructional strategies.
Students will critique research and practices to determine the most appropriate instructional strategies and teaching styles for the demographic, content and context, in order to enhance pedagogy for improved instructional and movement outcomes.
Synopsis
Students will review, reshape, reconstruct, and apply current instructional strategies revealed in relevant research. They will learn how to implement a wide variety of instructional strategies to achieve specific targeted outcomes in a variety of movement and physical activity and personal, social and community health contexts.
Students will analyse, experience and evaluate traditional and contemporary theories and models relevant to inclusive instructional strategies in health and physical education that meets diverse student needs. They will learn to provide effective feedback to peers and how to utilise feedback to improve practices.
They will focus on developing knowledge and skills that promote understanding and effective instruction through planning. They will apply a variety of relevant instructional strategies for a diverse range of developmental levels, ethnicities, cultural and religious backgrounds, socioecological environments and age demographics whilst taking into account contextual factors and legislative requirements to ensure a safe and accessible learning environments for all learners.
Objectives
On successful completion of this course students should be able to:
- evaluate current scholarship and traditional and contemporary instructional strategies to determine qualities and practices for effective learning (APST 1.2, 2.1, 2.2, 2.3, 3.3);
- apply a variety of appropriate pedagogical strategies to planning and implementation in a range of sport, exercise, physical education and health promotion contexts and settings (APST 1.1, 2.2, 3.2, 3.3, 3.6);
- apply systemic and legislative safety and equity requirements (APST 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4);
- critically reflect on practice to receive and provide feedback and refine planning and instruction in a range of contexts and settings (APST 2.3, 3.2, 3.6, 6.3, 7.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. |
Research current scholarship and explore traditional and contemporary instructional models for the effective instruction of movement and physical activity contexts. 鈥� Analyse and evaluate the qualities of effective instruction. 鈥� Indirect and direct interceptive activity |
10.00 |
| 2. |
Implementing effective instructional strategies. 鈥� Improving communication and instructional performance 鈥� Organisation and management of learning environments and experiences 鈥� Creating and maintaining inclusive, supportive and safe learning environments that comply with legislative, settings and systemic requirements Indirect and direct interceptive activity |
10.00 |
| 3. |
Analyse and evaluate Mosston and Ashworth鈥檚 Spectrum Theory. 鈥� Apply Spectrum Theory movement performance and health promotion contexts 鈥� Receive and provide feedback on application of theory in experiential scenarios 鈥� Indirect and direct interceptive activity |
30.00 |
| 4. |
Analyse and evaluate Instructional Models for Physical Education 鈥� Metzler 鈥� Apply Instructional Models theory to planning and teaching in physical performance and health promotion contexts 鈥� Receive and provide feedback on application of theory in experiential scenarios Indirect and direct interceptive activity |
20.00 |
| 5. |
Analyse and evaluate Teaching Games for Understanding (TGfU)/Games Sense, Play Practice and Constraints Based theories 鈥� Apply the instructional strategies in movement and physical performance contexts 鈥� Receive and provide feedback on application of theory in experiential scenarios Indirect interceptive activity |
20.00 |
| 6. |
Hellison and Silverman鈥檚 Teaching Physical and Social Responsibility (TPSR) instructional model. 鈥� Apply the instructional strategies in movement and physical performance contexts 鈥� Receive and provide feedback on application of theory in experiential scenarios 鈥� Indirect and direct interceptive activity |
10.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDH3154)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
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Student workload expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Independent Study | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 02 Apr 2020 | |
| ASSIGNMENT 2 | 50 | 50 | 28 May 2020 |
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must obtain at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
NO EXAM: There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
NO EXAM: There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment notes
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Assessment items are designed to determine the extent to which the course objectives have been achieved. A full assessment outline and appropriate assessment criteria will be provided.
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
Evaluation and benchmarking
In meeting the University鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the internal USQ accreditation/reaccreditation processes which include:
(i) stringent standards in the independent accreditation of its academic programs;
(ii) close integration between business and academic planning;
(iii) regular and rigorous review; and
the professional accreditation standards of the Queensland College of Teachers (QCT) and the Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Students will require access to e-mail and have Internet access to UConnect for this course.
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The course objectives for EDH3154 define the student learning outcomes in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST) which need to be evident in education courses.
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Risk management: This course involves active participation in physical activity. The course examiner should be informed of any medical conditions which may be impacted by involvement in movement and physical activity. You need to wear clothing and athletic shoes appropriate to the conditions. In many cases the practical sessions will be run in an outdoor environment. Appropriate consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen, and sunglasses. There are no other risks beyond the ordinary. Incorrect gear will be considered as non-participation.
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NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the online offering and advised of this change before semester commences.