EDH2254 Pedagogy in Sport, Health and Physical Education
|Semester 2, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Kenneth Edwards
Moderator: Susan Wilson-Gahan
Pre-requisite: EDC1400 or EDU1010
Students must be available for a fifteen day period of time to undertake a specialist Health and Physical Education professional experience placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/educational/profexp/bluecard.
There is an expectation that all sports coaches and teachers of Health and Physical Education are knowledgeable and capable with regards to teaching and learning processes. Developments in Sport, Health and Physical Education pedagogical knowledge have provided new challenges for teaching and learning practices. For example, in some areas of Health and Physical Education teaching there has been a move away from the traditional dichotomies of theory and practice to promote the integration of knowledge aspects with physical performance.
Sport, Health and Physical Education are dynamic areas. Knowledge is fluid and constantly changing. It is crucial to develop advanced knowledge and skills, to remain current and informed. This course delivers a thorough outline and understanding of pedagogical issues and approaches as they relate to the areas of Sport, Health and Physical Education.
Physical educators need to be able to critique, review and reconstruct traditional and contemporary interpretations of pedagogy and develop an understanding of pedagogical practices that may be applied in Sport, Health and Physical Education settings. The personal exploration offered in this course provides the opportunity to clarify thinking regarding the motives and role of Sport, Health and Physical Education within wider society.
This course is designed for HPE teachers, Sports Coaches, Personal Trainers and associated Sports Professionals, to construct tangible links between theory and practice related to teaching and learning.
The course will explore the nature of Sport, Health and Physical Education teaching and investigate a wide range of information on teaching and learning practices. This course is focused on presenting an advanced level of knowledge of pedagogical information promoting higher level mastery of teaching and learning strategies across all ability levels and age groups. Relevant pedagogical approaches to teaching and learning in Sport, Health and Physical Education will be outlined and evaluated.
Students will examine traditional and contemporary pedagogical issues related to sport, Health and Physical Education through multiple and varied learning experiences. This course will explore contemporary literature as well as personal and peer practices for teaching and learning in Sport, Health and Physical Education contexts. This course seeks to encourage the review, reconstruction and reshaping of current practices in light of relevant research.
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:
- plan for teaching and learning sequences utilising a variety of pedagogical approaches relevant to the delivery of Sport, Health and Physical Education in classroom and practical settings in conjunction with the mentor teacher. (Assessment 1, Assessment 2 and Assessment 3)
- establish and maintain a secure classroom learning environment in conjunction with the mentor teacher and in line with the policies of the host school. (Assessment 1, Assessment 2 and Assessment 3)
- conduct a review or literature, action research and/or designated experiments that relate to teaching and learning in Sport, Health and Physical Education.(Assessment 1)
- synthesise Sport, Health and Physical Education literature into a coherent format and evaluate its relevance in developing effective teaching and learning. (Assessment 1, Assessment 2 and Assessment 3)
- develop critical reflection skills in a range of physical activity contexts and seek to model this in personal practice as a teacher and/or coach. (Assessment 1, Assessment 2 and Assessment 3)
- identify and evaluate pedagogical approaches in Sport, Health and Physical Education and justify the selection and use of these. (Assessment 1, Assessment 2 and Assessment 3)
- reflect on teaching and/or coaching episodes and utilise the information gained to adjust subsequent teaching and/or coaching. (Assessment 2 and Assessment 3)
- demonstrate and/or outline the effective use of various class management skills and activities that address issues of responsibility and self-esteem. (Assessment 1, Assessment 2 and Assessment 3)
- establish positive relationships with students at a School, and educational partnerships between the family, learner, and the community in a range of cross-cultural contexts. (Assessment 1, Assessment 2 and Assessment 3)
- recognise, synthesis and utilise pedagogical knowledge about Sport, Health and Physical Education in the professional setting. (Assessment 1, Assessment 2 and Assessment 3)
- appreciate the degree of commitment required for effective teaching and learning in sport, health and physical education. (Assessment 1, Assessment 2 and Assessment 3)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assessment 1 and Assessment 2)
Overview of Pedagogy in Sport, Health and Physical Education
1.1 Overview of conceptions of HPE (traditional and postmodern)
1.2 Identity of Sport and HPE professionals (includes self-esteem)
1.3 Teaching and learning in Sport, Health and Physical Education
2.1 Review of professional literature and research
2.2 School inventory and action research
2.3 Personal Philosophy of HPE teaching and Sports coaching
2.4 Reflective Practitioner
Qualities of Effective Teachers and Coaches
3.1 Improving performance in physical activities
3.2 Teaching techniques and practice
3.3 Classroom and coaching session organisation and management
Pedagogical Aspects in Sport, Health and Physical Education
4.1 Discourses, perspectives, problems, issues and trends
4.2 Teaching Approaches: Metzler
4.3 Contemporary Approaches: Game Sense and Sport Education
4.4 Teaching Styles: Spectrum of Teaching by Mosston and Ashworth
4.5 Teaching for student responsibility through physical activity: Hellison
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=2013&sem=02&subject1=EDH2254)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no set text for this course.
Bailey, R., & Kirk, D. (Eds.) 2008, The Routledge physical education reader, Routledge, London, UK.
Metzler, M. W 2000, Instructional Models for Physical Education, Allyn & Bacon, Needham Heights, MA.
Mosston, M., & Ashworth, S 2002, Teaching physical education, 5th edn, Merrill, NY.
Rink, J 2009, Teaching physical education for learning, McGraw-Hill Higher Education, Boston, MA.
Siedentop, D 2009, Introduction to physical education, fitness, and sport, McGraw-Hill, Boston, MA.
Tinning, R., McCuaig, L., & Hunter, L. (Eds) 2006, Teaching health and physical education in Australian schools, Pearson Education Australia, French's Forest, NSW.
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|
|PROFESSIONAL EXPERIENCE||1||1||16 Jul 2013||(see note 1)|
|ASSIGNMENT 1||49||49||09 Sep 2013|
|ASSIGNMENT 2||50||50||28 Oct 2013|
- A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
ONC MODE: 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.
ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion forums 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:
Penalties for late submission of 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 must satisfactorily complete the sector-based professional experience.
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.
Candidates complete the questions set for the Take home Test and submit the work through EASE at the designated time and manner.
Examination period when Deferred/Supplementary examinations will be held:
Any Deferred or Supplementary Take home Test for this course will be organised within one week of the due date or held during the next examination period.
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.
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.
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
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 ONLINE 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 influenced by physical involvement. 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.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ‘BLUE CARD’. For further information: http://www.usq.edu.au/educational/profexp/bluecard and http://www.ccypcg.qld.gov.au/bluecard/index.html
*If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.