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EDH3258 Humans in Movement

Semester 2, 2013 On-campus Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 21 July 2014

Contents on this page


Examiner: Sharon Louth
Moderator: Helmut Geiblinger


People are designed to move and need to move. Current research studies indicate that the general level of movement skills in Australian children has decreased, particularly in the core skills such as catching, throwing and jumping, and that children are not as proficient in movement as in past generations. Provision of opportunities for play and physical activity experiences as part of schooling can be pivotal in teaching children the physical literacies for an active life. At issue is whether our children are learning basic gross motor movements, skipping, hopping, jumping, throwing, catching, etc. HPE is seen as providing significant health and social benefits in the school setting. Well-developed HPE programs can contribute to improved movement skills and higher levels of participation in physical activities as well as a positive life course towards health.

This course will provide an overview of the stages in development of movement from the early years through adolescence to school leaving age, to enable students to gain insights into the full range of movement development to appreciate the importance of particular stages and also a range of creative and fun experiences to support this development. Often there is only a small window of opportunity to develop body awareness, neural pathways and motor skills. Some children have developmental delays and disabilities that need to be understood with regards to movement experiences.

Using the medium of 'human in movement' the course will explore factors in skill learning and skilled performance. Students will investigate and analyse the links between the processes of skill acquisition as they are understood under the different theoretical models of teaching physical activity, from direct to indirect methods. The course will provide information that will allow those involved with children and adolescents to develop programs that provide for healthy, positive and developmentally appropriate ways to engage in movement activities.


This course is designed to develop competency, knowledge and skills pertaining to children and adolescents in movement related experiences. The course will provide core information and a variety of movement experiences designed for preservice teachers, child care workers, coaches and others involved with sport and physical activity programs for children and adolescents.
This course provides important learning experiences for those completing specialisation or electives in HPE. Students will become familiar with the implementation of pedagogies, strategies and learning experiences that are appropriate to the development of movement skills and game competencies for children for varying ages.

Humans in movement is a fundamental state and people are designed to (and need to) move. This course will include participation in a variety of physical activity experiences. Emphasis is also placed on the ability to analyse skill development and movement to identify areas of difficulty for learners and on providing corrective feedback and practice through a range of suitable learning experiences.

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.


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:

  1. identify movement principles and analyse issues underpinning the development of movement skills from the early childhood to year 12 levels (Assessment 1)
  2. design, implement and evaluate developmentally appropriate movement experiences for different age groups (Assessment 1 and Assessment 2)
  3. develop practical performance and teaching skills and competencies in a range of movement settings and environments and identify appropriate resources (Assessment 1 and Assessment 2)
  4. explain the safety procedures and policies associated with various movement experiences (Assessment 1 and Assessment 2)
  5. reflect on teaching episodes or movement experiences and utilise the information gained to adjust subsequent teaching performance and support methods (Assessment 1 and Assessment 2)
  6. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assessment 1 and Assessment 2)
  7. explain the connection between knowledge of how skill is acquired and various pedagogical approaches/models of instruction in physical activity (Assessment 1)
  8. design learning experiences to meet identified movement patterns for different levels of skill ability (Assessmnet 1 and Assessment 2)
  9. identify movement principles appropriate to effective performance and design leanring experiences to link movement principles with performance (Assessment 1 and Assessment 2)
  10. identify the various movement development stages and their characteristics and analyse movement patterns and biomechanical principles (Assessment 1 and Assessment 2)
  11. appreciate the variety of movement experiences and what they can offer learners in terms of physical, social and emotional development (Assessment 1 and Assessment 2)
  12. recognise incorrect techniques and difficulties and to correct these with the use of feedback and teaching cues (Assessment 1 and Assessment 2)


Description Weighting(%)
1. 1.1 Humans in Movement - the need to move
* Movement, the brain and the body
2. 2.1 Motor Development
* Developmental milestones and movement
* Motor development delays
2.2 Early Years and Movement
* Body management and control skills
2.3 Children and Fundamental Motor Skills
* Younger years - teaching and learning fundamental motor skills
* Older ages refining and teaching fundamental motor skills
*The movement continuum
* The hierarchy of motor learning
3. 3.1 Learning & Teaching Motor Skills
* Theories of motor learning
* Teaching motor skills
4. 4.1 Motor Performance
* Refining & adapting motor programs
* Skilled performance

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). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Callcott, D., Miller J., Wilson-Gahan, S 2012, Health & Physical Education: Preparing Educators for the future, Cambridge University press, Melbourne, VIC.
  • Dienstmann, R 2008, Games for Motor Learning: 111 Fun activities for growing brains, Human Kinetics, Champaigne, IC.
  • Doherty, J., & Brennan, P 2008, Physical education and development 3-11: a guide for teachers, Routledge, New York.
  • Gallahue, D.L., & Ozmun, J.C 2006, Understanding motor development: infants, children, adolescents, adults, 6th edn, McGraw Hill, Boston, MA.

Student workload requirements

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 02 Sep 2013
ASSIGNMENT 2 60 60 21 Oct 2013

Important assessment information

  1. Attendance requirements:
    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 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.

  2. 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.

  3. 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 10 working days at which time a mark of zero may be recorded. No assignments will be aceepted after model answers have been posted. Extensions will be given only extenuating circumstances and formal applications for consideration must adhere to the requirements outlined on the form.

  4. 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.

  5. Method used to combine assessment results to attain final grade:
    The final grades will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. 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.

  8. 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

  1. 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.

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.

  2. Risk Management: This course may involve 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.