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EDH3258 Humans in Movement

Semester 2, 2019 On-campus Toowoomba
Short Description: Humans in Movement
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070303 - Education Studies
Grading basis : Graded


Examiner: Melisa Chong


Pre-requisite: BEDU (Primary) Only - EDP2111


Specialists in a variety of movement related professions need an understanding of developmental sequences in motor movement in order to plan, deliver and assess appropriately in physical performance contexts. Learning the stages of development in motor movement from infancy through to adolescence enables individuals to appreciate the importance of particular stages and informs planning for a range of creative and engaging learning experiences that support this development. Provision for opportunities to play and experience a variety of physical activities in a safe environment are needed for children and adolescents to learn the physical literacies necessary for regular engagement in activity, including fundamental and specialised movement skills. Engagement in play facilitates motor development, enables social development and increases self-confidence, while developing language, creative thinking and problem solving skills. Appropriate learning experiences in the early stages lays the foundation for children to develop the motor skills essential in the future development of more specialised movement and manipulative skills.


In this course students will learn to identify the physical, social, emotional and cognitive development and movement principles and characteristics in the physical activity of children and adolescents. They will plan, structure and sequence inclusive and safe physical activity learning that engages children and adolescents. Students will analyse fundamental and specialised motor skills of children and adolescents to identify areas for improvement and provide corrective feedback and practice through a range of learning experiences.

Students will participate in a variety of movement experiences and provide timely and appropriate feedback about the learning of fundamental and specialised motor movement skills to others. They will learn to differentiate pedagogical strategies to encourage skill acquisition for children and adolescents with diverse developmental needs and learn how modifications can be made in movement programs to facilitate safe and inclusive learning environments for all participants.


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

  1. identify the physical, social, emotional, cognitive development and movement development and characteristics of children and adolescents (APST 1.1, 1.2, 4.1, 5.1, 5.2)
  2. assess the risk and maintain wellbeing and safety of children and adolescents in physical activity and movement contexts (APST 1.1, 1.5, 4.1, 4.4)
  3. evaluate the motor behaviours of children and adolescents through feedback mechanisms (APST 1.1, 3.1, 3.2, 5.1, 5.2)
  4. plan, structure and sequence inclusive and safe physical activity programs that engage children and adolescents to meet diverse learning needs and promote learning (APST 1.1, 1.5, 2.1, 2.2, 4.1)
  5. provide timely and appropriate feedback to children and adolescents about their learning of fundamental and specialised motor skills (APST 1.1, 2.1, 5.1, 5.2).


Description Weighting(%)
1. Foundations of movement 10.00
  1. Motor development
  2. Growth and development
  3. Early childhood to adolescence
3. Learning and teaching motor skills 25.00
4. Motor performance. 25.00

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). (

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

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.
(This text should be retained from other HPE courses.)

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.
Doherty, J & Brennan, P 2008, Physical education and development 3-11: a guide for teachers, Routledge, New York.
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.
(This text should be retained from other HPE courses.)
Schmidt, RA & Lee, TD 2018, Motor control and learning: a behavioural emphasis, 6th edn, Human Kinetics, Champaigne, Illinois.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 05 Sep 2019
ASSIGNMENT 2 60 60 10 Oct 2019

Important assessment information

  1. Attendance requirements:
    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.

  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 (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:
    There is no examination 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. Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Bachelor of Education and is benchmarked against the :

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. The course objectives for EDH3258 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.