EDH2151 Practical Studies in Sport and Physical Activity
|Semester 1, 2012 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||9 December 2013|
Examiner: Sharon Louth
Moderator: Helmut Geiblinger
Sport and physical activity play important roles in Australian society. There have been many studies that indicate the need to encourage and maintain an active lifestyle for people of all ages. This course provides the opportunity to enhance the process of lifelong learning in relation to physical activity, health and wellbeing.
Health and Physical Education Programs focus on active participation in all kinds of physical activity. This course provides the opportunity for students from all university programs to undertake an elective that involves physical activity participation along with some preparation and planning considerations. Preservice teachers specialising in areas other than HPE will gain the necessary skills to deliver physical activity opportunities to their students whether in the class setting or through various programs.
All preservice teachers will benefit from completing this course given the important role they will have in supporting and/or delivering HPE programs to children and contributing to sporting and other physical activity programs in schools and the community. Many teachers will be timetabled to deliver HPE in addition to their own specialisation. This course will provide invaluable knowledge for those who find themselves in this situation.
Tertiary Institutions worldwide require students to complete physical activity courses as part of their academic programs. A majority of university students do not participate regularly in physical activity and lack the skills, knowledge and confidence to do so. This course provides an opportunity for positive learning experiences through participation and learning in a physically active social environment. Students of different abilities will have access to participation in a variety of physical activity contexts and will benefit from increasing their knowledge of the range of physical activity experiences and options available.
This practically based course seeks to provide the opportunity for students from all backgrounds to engage in a variety of physical activities and gain some understanding and proficiency in these. It caters for people with a wide range of experience and skill and is designed for preservice teachers; those who wish to become involved as sports professionals; or any student seeking to complete a physical activity based elective as part of their study program. Students will become more knowledgeable about various physical activities, enjoy participating in these for the social, emotional and physical benefits and be able to apply some of the knowledge to personal and/or professional contexts. To ensure a more complete experience and provide the opportunity to specialise in a particular activity the course participants will be required to undertake roles in coaching, officiating, health and/or teaching in the community, through a commitment of time outside course attendance this has been factored into the course requirements.
This course provides the opportunity to develop an understanding of the role of physical activity in quality of life and appreciate the wide range of possibilities and benefits of personal and group participation. For those wishing to become Sports and HPE professionals the course will be invaluable in developing an analytical understanding of the consequences of certain pedagogical models used in the course.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate skills and competencies in a variety of physical activities (Assessment 1 and Assessment 2)
- organise, manage and/or officiate at local sports events and/or assist at sports practices (Assessment 2)
- recognise the relationship and interplay between physical activity and social and emotional well-being (Assessment 2)
- apply appropriate pedagogical skills, movement principles and safety considerations to a variety of physical activities (Assessment 1 and Assessment 2)
- identify and implement a variety of pedagogical approaches – such as the TGfU approach and sport education (Assessment 1 and Assessment 2)
- demonstrate and practice the effective use of various class management skills such as the use of time, space and equipment in the context of a teaching/coaching episode (Assessment 1 and Assessment 2)
- undertake a specialised teaching, coaching and/or officiating course and reflect on teaching episodes and utilise the information gained to adjust subsequent teaching (Assessment 2)
- recognise the need in the teaching learning process for educational partnerships between the family, the learner, and the community in a range of cross-cultural contexts (Assessment 2)
- value the importance of physical activity as part of a healthy lifestyle and appreciate the role of social factors as they apply to participation and enjoyment in physical activities (Assessment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assessment 1 and Assessment 2)
Practical aspects of motor development and overview of physical activity
1.1. Body Handling, Fundamental and Manipulative Skills
1.2. Minor games and mini-games (such as 3vs3 basketball)
1.3. Traditional indigenous games and international games
Models for Teaching and Coaching – incorporated/integrated into the course
2.1 Traditional approaches (skill practices and game play)
2.2 Contemporary approaches: e.g. Games Sense and Sports Education
Physical Activities (selection to be conducted in compulsory practical sessions)
3.1. Major Games and Sports (includes skills, game play, tactics)
a. touch football and/or speedball and/or ultimate disc
b. tennis or badminton and/or volleyball
3.2. Dance and/or gymnastics
a. Dance (Latin, social, mixer, bush, folk, square, creative etc.)
b. Gymnastics (movement patterns, tumbling and apparatus, rhythmic gym skills and/or educational gymnastics)
3.3. Physical fitness – fitness games and activities; gym classes – pump, weights/strength training; and, track and field – examples from track and field events.
3.4. Outdoor education (examples from fun games and camp games, canoeing, abseiling, orienteering, camping, initiative tests)
3.5. Aquatics (strokes, games)
3.6. Other: Self-defence etc.
Coaching and/or Officiating Sport course requirements (in student time)
• Coaching Principles (online)
• Level 1 Coaching and/or officiating
• Aquatics (Ausswim or similar for preservice teachers)
Sports Organisation and Administration (in student time or organised practical sessions)
5.1. Sports carnival or fun day: (student organised and conducted).
5.2. Attendance at sports carnival (track and field, cross country, swimming, traditional games) or sports training
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDH2151)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no set text for this course.
Colvin, A. V., Egner Markos, N. J., & Walker, P. J 2008, Teaching the nuts and bolts of physical education: ages 5 to 12, 2nd edn, Human Kinetics, Champaign, IL.
Fronske, H. A 2003, Teaching cues for sport skills, Benjamin Cummings, San Francisco, CA.
Green, K 2008, Understanding physical education, Sage Publications, London.
Lines, A 2004, Sport covered: all you need to know to teach more than 20 sports, McGraw-Hill Australia Pty. Ltd, North Ryde, NSW.
Schempp, P. G 2003, Teaching sport and physical activity: insights on the road to excellence, Human Kinetics, Champaign, IL.
Siedentop, D 2000, Developing teaching skills in physical education, 4th edn, Mayfield Pub, Mountain View.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGN 1 MULTIMEDIA PRESENTAT||40||40||16 Apr 2012|
|ASSIGN 2 JOURNAL AND RESOURCE||60||60||04 Jun 2012|
Important assessment information
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.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and complete the Aquatic Workshop.
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 assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations 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 http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments 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. http://www.usq.edu.au/library/referencing
Submit assignments in EASE.
Students will require access to e-mail and have Internet access to UConnect for this course.
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 WEB offering and advised of this change before semester commences.
Risk Management: This course involves active participation in physical activity. The course examiner should be informed of any medical conditions which may be exacerbated by involvement in 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. You are required to use appropriate sun safety behaviours and to wear protective clothing – shirts with sleeves, headwear sunscreen, and sunglasses. There are no other risks beyond the ordinary. Arrival in inappropriate attire will be considered as non-participation.