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

EDH2254 HPE Curriculum Studies 2

Semester 1, 2019 On-campus Springfield
Short Description: HPE Curriculum Studies 2
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
Grading basis : Graded

Staffing

Examiner: Brendan SueSee

Rationale

Pre-service educators strengthen their capacities to teach through investigating and practising the multiple roles of teachers and continuing to develop their knowledge of how children learn in health and physical education environments. Understanding how children learn enables teachers to identify diverse needs and make informed decisions for effective teaching, evidenced in planning.

Health and physical education (HPE) are dynamic areas where knowledge is fluid and constantly changing or evolving. It is crucial for health and physical education pre-service educators to develop thorough, current knowledge and skills in a range of instructional strategies and teaching styles.

Students will critique research and practices to determine the most appropriate instructional strategies and teaching styles for the demographic, content and context, in order to enhance pedagogy for improved instructional and performance outcomes.

Synopsis

Students will recognise the multiple roles of a teacher and learn how to apply a wide variety of instructional strategies and teaching styles to achieve specific targeted outcomes.

HPE pre-service educators and others will review, reshape, reconstruct, and apply current pedagogical practices revealed in relevant research. They will analyse, experience and evaluate traditional and contemporary theories and models relevant to inclusive teaching and learning in health and physical education that meets diverse student needs.

HPE pre-service educators will focus on developing knowledge and skills that promote understanding and effective teaching through planning. They will apply a variety of relevant pedagogical strategies for a diverse range of developmental levels, cultural backgrounds and age demographics whilst taking into account contextual factors and legislative requirements to ensure a safe and accessible learning environment for all learners.

Objectives

On successful completion of this course, students should be able to:

  1. evaluate current scholarship and traditional and contemporary pedagogical strategies to determine qualities and practices for effective teaching or coaching (APST 1.2, 2.1, 2.2, 2.3, 3.3)
  2. apply a variety of appropriate pedagogical strategies to planning and implementation in a range of sport, exercise, physical education and health promotion contexts and settings (APST 1.1, 2.2, 3.2, 3.3, 3.6)
  3. apply systemic and legislative safety and equity requirements (APST 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4)
  4. critically reflect on practice to receive and provide feedback and refine planning and instruction in a range of contexts and settings (APST 2.3, 3.2, 3.6, 6.3, 7.4).

Topics

Description Weighting(%)
1. Research current scholarship and explore traditional and contemporary pedagogical strategies for effective teaching and coaching
  • Analyse and evaluate the qualities of effective teaching and coaching
  • Indirect and direct interceptive activity
10.00
2. Implementing effective pedagogical approaches
  • Improving communication and teaching performance
  • Organisation and management of learning environments and experiences
  • Creating and maintaining inclusive, supportive and safe learning environments that comply with legislative, settings and systemic requirements
  • Indirect and direct interceptive activity
10.00
3. Analyse and evaluate the Spectrum of Teaching Styles Theory – Mosston and Ashworth
  • Apply Spectrum Theory to planning and teaching in physical performance and health promotion contexts
  • Receive and provide feedback on application of theory in experiential scenarios
  • Indirect and direct interceptive activity
30.00
4. Analyse and evaluate Instructional Models for Physical Education – Metzler
  • Apply Instructional Models theory to planning and teaching in physical performance and health promotion contexts
  • Receive and provide feedback on application of theory in experiential scenarios
  • Indirect and direct interceptive activity
20.00
5. Analyse and evaluate Teaching Games for Understanding (TGfU)/Games Sense, Play Practice and Constraints Based theories
  • Apply the concepts from these theories to plan and teach in physical performance contexts
  • Receive and provide feedback on application of theory in experiential scenarios
  • Indirect interceptive activity
20.00
6. Teaching personal and social responsibility in physical education - Hellison and Silverman
  • Apply the concepts from this theory to plan and teach in physical performance contexts
  • Receive and provide feedback on application of theory in experiential scenarios
  • Indirect and direct interceptive activity.
10.00

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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EDH2254)

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

Mosston, M & Ashworth, S 2008, 'Teaching physical education', Online (free) edn,
<http://www.spectrumofteachingstyles.org/ebook>.

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.
Miller, J, Wilson-Gahan, S & Garrett, R 2018, Health and physical education: preparing educators for the future, 3rd edn, Cambridge University Press, Port Melbourne, Victoria.
Rink, J 2014, Teaching physical education for learning, 7th edn, McGraw-Hill Higher Education, New York.
Siedentop, D & Van Der Mars, H 2012, Introduction to physical education, fitness, and sport, 8th edn, McGraw-Hill, New York.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 28 Mar 2019
ASSIGNMENT 2 50 50 30 May 2019

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.

  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:
    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. 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 http://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. The course objectives for EDH2254 define the student learning outcomes in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST) which need to be evident in education courses.

  3. 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.

  4. 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.