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EDH3258 Humans in Movement

Semester 2, 2015 On-campus Springfield
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ

Contents on this page

Staffing

Examiner: Annette Bromdal
Moderator: Susan Wilson-Gahan

Rationale

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.

Synopsis

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.

Objectives

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 physical, social and intellectual development and movement principles and characteristics in physical activity of children and adolescents (Assignment 1; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  2. understand how students learn and develop motor skills (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  3. differentiate teaching to meet the specific learning needs of students across the full range of abilities in movement and physical activity (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  4. understand content and teaching strategies of movement and physical activity, including fundamental motor skills, motor learning, rhythmic and expressive movement and physical skills (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  5. organise fundamental movement skills into a coherent and well sequenced physical activity program, using a variety of resources and consideration of the environment (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  6. establish challenging learning goals for developmentally appropriate movement and physical activity skills (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  7. plan, structure and sequence learning of physical skills that engage students and promote learning (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  8. evaluate and improve teaching and learning of physical skills using evidence including feedback and assessment data to inform planning (Assignment 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  9. ensure student well-being and safety whilst undertaking movement and physical activity (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  10. develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student motor learning (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  11. demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning of physical skills (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)
  12. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignments 1 and 2; Professional Standards 1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 4.1, 4.4, 5.1, 5.2)

Topics

Description Weighting(%)
1. 1.1 Humans in movement - the need to move
* Movement, the brain and the body
10.00
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
30.00
3. 3.1 Learning and teaching motor skills
* Theories of motor learning
* Teaching motor skills
30.00
4. 4.1 Motor performance
* Refining and adapting motor programs
* Skilled performance
30.00

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=2015&sem=02&subject1=EDH3258)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Pangrazi, RP & Beighle, A 2014, Dynamic physical education for elementary school children, 17th edn, Pearson Education Ltd, Essex, UK.

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.
  • Carnell, D, Ireland, J, Jones, C, Mackreth, K & van Wely, S 2002, Advanced PE for OCR AS, Heinemann Educational, Oxford, UK.
  • Doherty, J & Brennan, P 2008, Physical education and development 3-11: a guide for teachers, Routledge, New York.
  • Schmidt, RA & Lee, TD 2011, Motor control and learning: a behavioural emphasis, 5th edn, Human Kinetics, Champaigne, Illinois.
  • Schmidt, RA & Wrisberg, CA 2008, Motor learning and performance: a situation based learning approach, 4th edn, Human Kinetics, Champaigne, Illinois.

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 07 Sep 2015
ASSIGNMENT 2 60 60 29 Oct 2015

Important assessment information

  1. Attendance requirements:
    On-campus: 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: 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:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  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:
    Not applicable.

  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 http://policy.usq.edu.au.

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 at //www.usq.edu.au/library/referencing.

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.