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The current and official versions of the course specifications are available on the web at //www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDH2254 Pedagogy in Sport, Health and Physical Education

Semester 2, 2016 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ
Student contribution band : National Priority - Teaching
ASCED code : 070303 - Education Studies

Contents on this page

Staffing

Examiner: Brendan SueSee

Requisites

Pre-requisite: EDC1400 or EDU1010

Other requisites

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.
Students must have successfully completed the entire previous year?s Professional Experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a 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 practica/researching with children under the age of 18, in the state of Queensland must hold a valid Blue Card http://www.bluecard.qld.gov.au/volunteers/doineedabluecard.html OR Exemption Card http://www.bluecard.qld.gov.au/faqs/exemption-card-faqs.html
If undertaking placement outside of Queensland you must ensure that all relevant checks are completed and evidence of this is provided to the Professional Experience Team //www.usq.edu.au/current-students/assessment/professional-experience

Rationale

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.

Synopsis

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.

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. 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 (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
  2. establish and maintain a supportive and safe classroom learning environment in conjunction with the mentor teacher and in line with the policies of the host school (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 4.1, 4.2, 4.3, 4.4, 4.5)
  3. conduct a review of professional literature, action research and/or designated experiments that relate to teaching and learning in sport, health and physical education (Professional Experience; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 6.1, 6.2, 6.3, 6.4)
  4. synthesise sport, health and physical education literature into a coherent format and evaluate its relevance in developing effective teaching and learning (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4)
  5. 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 (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 5.1, 5.2, 5.3, 5.4, 5.5, 7.1, 7.2, 7.3, 7.4)
  6. identify and evaluate pedagogical approaches in sport, health and physical education and justify the selection and use of these (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5)
  7. reflect on teaching and/or coaching episodes and utilise the information gained to adjust subsequent teaching and/or coaching (Assignment 2 and Assignment 3; Professional Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5)
  8. demonstrate and/or outline the effective use of various class management skills and activities that address issues of responsibility and self-esteem (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5)
  9. 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 (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4)
  10. recognise, synthesise and utilise pedagogical knowledge about sport, health and physical education in the professional setting (Professional Experience, Assignment 2 and Assignment 3; Professional Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 7.1, 7.2, 7.3, 7.4)
  11. appreciate the degree of commitment required for effective teaching and learning in sport, health and physical education (Professional Experience, Assignment 2 and Assignment 3; Professional Standards (not assessed) 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 7.1, 7.2, 7.3, 7.4)
  12. demonstrate competence in and appropriate use of language and literacy, including spelling. (Assignment 2 and Assignment 3; Professional Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 5.1, 5.2, 5.3, 5.4, 5.5)

Topics

Description Weighting(%)
1. Overview of pedagogy in sport, health and physical education
  1. Overview of conceptions of HPE (traditional and postmodern)
  2. Identity of sport and HPE professionals (includes self-esteem)
  3. Effective teaching and learning in sport, health and physical education (includes positive networks, and good relationships with all stakeholders)
10.00
2. Professional learning aspects
  1. Review of professional literature and research
  2. School inventory and action research
  3. Personal philosophy of HPE teaching and sports coaching
  4. Reflective practitioner
  5. Professional ethics and responsibilities (includes professional associations)
20.00
3. Qualities of effective teachers and coaches
  1. Improving communication and teaching performance in health and physical activities (includes classroom management)
  2. Implementing effective teaching techniques and practice - application of pedagogical approaches to SHPE
  3. Classroom and coaching session organisation and management
  4. Workplace health and safety issues in SHPE - create and maintain a supportive and safe learning environment
20.00
4. Pedagogical aspects in sport, health and physical education
  1. Discourses, perspectives, problems, issues and trends (trends may include use of ICT)
  2. Teaching approaches: Metzler (focus on use of inquiry approach)
  3. Contemporary approaches: TGfU/ game sense and sport education (Sidentop)
  4. Teaching styles: Spectrum of teaching by Mosston and Ashworth
  5. Teaching for student responsibility through physical activity: Hellison
  6. Pedagogy and relationship to curriculum planning (includes consideration of positivity, social justice, catering for students from a diverse range of abilities and needs/backgrounds)
50.00

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=2016&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.

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.
  • Bailey, R & Kirk, D (eds) 2008, The Routledge physical education reader, Routledge, London, UK.
  • Metzler, MW 2011, Instructional models for physical education, 3rd edn, Allyn & Bacon, Needham Heights, Massachusetts.
  • Mosston, M & Ashworth, S 2008, Teaching physical education, Online (free) edn,
    <http://www.spectrumofteachingstyles.org/ebook>.
  • Rink, J 2010, Teaching physical education for learning, 6th edn, McGraw-Hill Higher Education, New York, NY.
  • Siedentop, D & Van Der Mars, H 2012, Introduction to physical education, fitness, and sport, 8th edn, McGraw-Hill, New York, NY.
  • Tinning, R, McCuaig, L & Hunter, L (eds) 2006, Teaching health and physical education in Australian schools, Pearson Education, Frenchs Forest, New South Wales.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information //www.usq.edu.au/library.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 12 Jul 2016 (see note 1)
ASSIGNMENT 1 49 49 08 Sep 2016
ASSIGNMENT 2 50 50 20 Oct 2016

NOTES
  1. 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

  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 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.

  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 and must satisfactorily complete the sector-based professional experience.

  5. 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.

  6. Examination information:
    Candidates complete the questions set for the Take home Test and submit the work electronically at the designated time and manner.

  7. 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.

  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. 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.

  2. 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. 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.

  3. 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.

  4. 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 or Exemption 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' or EXEMPTION CARD. For further information: //www.usq.edu.au/current-students/assessment/professional-experience/blue-card
    • If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.