CURRICULUM STUDIES IN PHYSICAL EDUCATION

Year	No.	Offer	Mode	Description			Cred. Pts
96	80238 	S12 	D 	CURRIC STUDIES IN PHYS ED 	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Texts
• Recommended References
• Student Workload
• Assessment Details

STAFFING:

RATIONALE:

To implement an alternative model of university (campus bound) teaching which goes beyond traditional expert-novive structure. Features of the intended project: - An autonomous and holistic approach to learning where direction and outcomes are negotiated. - A personal repsonsibility for learning. - Recognition of individual learning and learning needs. - A faculty team approach which transcends unit and content barriers. - Inquiry approach to university learning. - The centrality of field based professional experience as a site for theory building. Intended outcomes: - An exemplary model of professional practice. -An understanding of the integrated nature of knowledge. - An application of the nature of socially constructed knowledge. - A particular and dynamic orientation to professional growth in students/field practioners. Operationalising the project: - The site for the project is in three independent units at the third year level of a four year Bachelor of Education degree.(Curriculum Studies in Physical Education, Social Education, and Pedagogics) -The three units will be dismantled as separate entities and be reconstructed as a single offering. The academic staff of the units will function as a team and act as a learning resource. - The academic offering will be under the broad umbrella of social justice and will focus in particular on the notion of citizen, civic responsibility and conduct, and cultural identify. - The target group will be required to negotiate their own way through the program, determine their own learnings and in doing so fulfil the unit requirements. Non-Education Students: - For students from other Faculties who will not be involved in the project, and alternative route must be made available. These students will also engage in an extended project of their own design negotiated with the unit staff. Contact will be in the form of consultation time set aside each week during the second semester. It is during this time that the major assignment will be written.

SYNOPSIS:

As  part  of the physical education specialism, this unit will explore
pedagogical and curriculum issues that relate to the subject area.  An
analysis  of  pedagogy  and  curriculum  using  Shulman's  theoretical
framework will be undertaken. Students will be introduced to the  work
of  curriculum  and pedagogy theorists in physical  education.  Issues
that relate to the Australian and Queensland  context will be covered,
in    particular,  the  National  Statement  for  Physical  and  Sport
Education,  the Wiltshire Report and the Senate Inquiry into  Physical
and  Sport  Education (1992). In this unit students  will  ponder  the
nature of educational change in light of societal change and how  this
may  effect the nature of physical education in schools. The  students
will  also explore some of the broader educational and social  justice
possibilities  in physical education in the form of  a  project  based
program  which  will incorporate two other units from the  Faculty  of
Education.

OBJECTIVES:

On successful completion of this unit students will be able to:

1. Have an understanding of the nature of physical education in Australian primary schools, historically, philosophically and socially.
2. Develop an understanding of the visions of physical education that exist, including sport education, movement education, Daily Physical Education and similar programs, health related fitness and how they are located within the national Statement for Health and Physical Education.
3. To develop an understanding of quality teaching in physical education in relation to various pedagogical models in the physical education literature. Further, a pedagogy of possibility will be explored.
4. To recognise, synthesise and utilise knowledge for, of and about physical education so that it may be integrated with other discipline areas.
5. Be able to develop an independent study which will incorporate the developing understanding in physical education with two other areas in the teacher education course (B.Ed primary students only). For students not following the normal enrolment pattern (students drawn from outside the Faculty of Education) there will still be a negotiated independent project.
6. jectives will be achieved by covering the following topics: The historical and social locations of physical education in Australian schools The National Statement and Profile in Health and Physical Education Shulman's conceptualisation of knowledge and its relationship to physical education Models of pedagogy in the physical education literature Visions of physical education including `Games for Understanding'(Bunker and Thorpe 1982), health related fitness, Sport Education, Daily Physical Education and other curriculum packages. A critique.
7. Teacher knowledge, pupil learning and the nature of quality teaching in physical education.
8. A reflective approach to teaching physical education: In search of socially just means and ends.
9. Integrated nature of knowledge of primary school physical education. The second half of the course will be devoted to the special integrated project. There are no specific lecture meetings for this part of the program and the study will in large part be independent.
10. F THE PROJECT
11. ter two 1996, a teaching and research team will bring together three units of which this is one as part of a project aimed at removing what the team views as artificial barriers which exist between `university knowledge'. Provided hereunder is a summary of the project.
12. SUMMARY

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

Journal readings to be advised.

Tinning, R. (1987). Improving teaching in physical education. Geelong:
Deakin University Press.

Sparkes, A.C. (1992). Curriculum change in physical education. Geelong:
Deakin University Press.

Tinning, R. & Kirk, D. (1990). Physical education, curriculum and culture:
Critical issues in the contemporary crisis. London: Falmer Press.

Mosston, M. & Ashworth, S. (1986). Teaching Physical Education: Columbus.
Ohio:Merrill.

Siedentop, D. (1986). Developing Teaching Skills in Physical Education.

Evans, J. (ed). (1990). Teachers, teaching and conrol. London: Falmer
Press.

Carr, W. & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and
Action Research. Geelong: Deakin University Press.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Lectures                                      	12
Private Study                                 	110
Practical Experience                          	30

ASSESSMENT DETAILS:

No	*F/S	Marks		Due		Description					Wtg(%)		LBL
1 	S 	        	        	MINOR ASSESMENT-MID TERM EXAM           	25.00   	Y
2 	S 	        	        	MAJOR RESEARCH ASSIGNMENT               	75.00   	Y