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  2. Analysing Curriculum and Instruction in Physical Education [HPE4010]

Faculty of Regional Professional Studies (Bunbury)

School: Regional Professional Studies

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Analysing Curriculum and Instruction in Physical Education

  • Unit Code

    HPE4010

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This research-based unit examines strategies for enhancing teaching effectiveness and student learning outcomes in Physical Education (PE). Topics covered include: the study of recent developments in health and physical activity research; observation and analysis of the instructional process; review of a range of available teaching resources, including examples in practice, within a framework of how PE teaching decisions are made in schools; school and class organisational structures for PE; and school/community relationship opportunities.

Non Standard Timetable Requirements

Some off-site activities.

Prerequisite Rule

Students must pass 1 unit from HPE1010

Equivalent Rule

Unit was previously coded ERH3220

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse and evaluate a range of resources available for teaching PE.
  2. Demonstrate an awareness of the range of tasks involved in the role of PE coordinator in a school.
  3. Describe a range of measures and procedures used to assess student performance and demonstrate progress towards and achievement of learning outcomes.
  4. Describe current research findings and trends for health and physical activity.
  5. Describe current research findings for PE teacher effectiveness.
  6. Describe school and class organisational structures for PE in primary and middle schools.
  7. Describe ways of linking school PE programs to activity opportunities in local communities.
  8. Explain the concept of academic learning time (ALT-PE) and the instruments used to collect data.
  9. Observe and analyse the instructional process using both traditional and systematic observation.

Unit Content

  1. Current research on health and physical activity.
  2. Defining and researching academic learning time (ALT-PE).
  3. PE class and organisational structures in primary and middle schools.
  4. PE school/community links opportunities.
  5. PE teaching resources.
  6. Research findings for teacher effectiveness.
  7. Study and evaluation of measures and procedures used to assess student performance and achievement of outcomes in PE.
  8. The nature and scope of the role of the PE coordinator in primary and secondary schools.
  9. Use and analysis of various traditional and systematic observation data collection methods in observing and analysing the PE instructional process.

Additional Learning Experience Information

Teaching and learning methods will be varied and will include lectures, seminars, school visits, discussions, practical workshops, ICT, peer teaching, group work, class presentations and problem-based learning. Students will be required to link the theory from this unit to their observations and experiences in school settings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentResearch assignment & Oral presentation50%
ExaminationFinal Examination50%

Text References

  • ^ Siedentop, D. & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, California: Mayfield.
  • Tinning, R., Kirk, D. & Evans, J. (1993). Learning to teach physical education. Sydney: Prentice Hall.
  • Tinning, R., MacDonald, D., Wright, J. & Hickey, D. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Sydney: Prentice Hall.
  • Taggart, J. (Ed.) (1997). Fundamental movement skills: Assessment manual. Perth: Education Department of Western Australia.
  • Rink, J. (2012). Teaching physical education for learning. (7th ed.). New York, NY: McGraw-Hill.
  • Pangrazi, R.P. & Beighle. A (2012). Dynamic physical education for elementary school children. (17th ed.). San Francisco, CA: Pearson.
  • Mitchell, S.A, Oslin, J.C.,& Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical games approach. (2nd ed.). Champaign, Il: Human Kinetics.
  • Graham, G., Holt/Hale, S.A. & Parker, M. (2012). Children moving: A reflective approach to teaching physical education. (9th ed.). New York: McGraw-Hill.
  • Gallahue, D.L. (2003). Developmental physical education for today's children. (4th ed.). Champaign, IL: Human Kinetics.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE4010|1|1

Faculty of Regional Professional Studies (Bunbury)

School: Regional Professional Studies

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Analysing Curriculum and Instruction in Physical Education

  • Unit Code

    HPE4010

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This research-based unit examines strategies for enhancing teaching effectiveness and student learning outcomes in Physical Education (PE). Topics covered include: the study of recent developments in health and physical activity research; observation and analysis of the instructional process; review of a range of available teaching resources, including examples in practice, within a framework of how PE teaching decisions are made in schools; school and class organisational structures for PE; and school/community relationship opportunities.

Non Standard Timetable Requirements

Some off-site activities.

Prerequisite Rule

Students must pass 1 unit from HPE1010

Equivalent Rule

Unit was previously coded ERH3220

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse and evaluate a range of resources available for teaching PE.
  2. Demonstrate an awareness of the range of tasks involved in the role of PE coordinator in a school.
  3. Describe a range of measures and procedures used to assess student performance and demonstrate progress towards and achievement of learning outcomes.
  4. Describe current research findings and trends for health and physical activity.
  5. Describe current research findings for PE teacher effectiveness.
  6. Describe school and class organisational structures for PE in primary and middle schools.
  7. Describe ways of linking school PE programs to activity opportunities in local communities.
  8. Explain the concept of academic learning time (ALT-PE) and the instruments used to collect data.
  9. Observe and analyse the instructional process using both traditional and systematic observation.

Unit Content

  1. Current research on health and physical activity.
  2. Defining and researching academic learning time (ALT-PE).
  3. PE class and organisational structures in primary and middle schools.
  4. PE school/community links opportunities.
  5. PE teaching resources.
  6. Research findings for teacher effectiveness.
  7. Study and evaluation of measures and procedures used to assess student performance and achievement of outcomes in PE.
  8. The nature and scope of the role of the PE coordinator in primary and secondary schools.
  9. Use and analysis of various traditional and systematic observation data collection methods in observing and analysing the PE instructional process.

Additional Learning Experience Information

Teaching and learning methods will be varied and will include lectures, seminars, school visits, discussions, practical workshops, ICT, peer teaching, group work, class presentations and problem-based learning. Students will be required to link the theory from this unit to their observations and experiences in school settings.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentResearch assignment & Oral presentation50%
ExaminationFinal Examination50%

Text References

  • ^ Siedentop, D. & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, California: Mayfield.
  • Taggart, J. (Ed.) (1997). Fundamental movement skills: Assessment manual. Perth: Education Department of Western Australia.
  • Rink, J. (2012). Teaching physical education for learning. (7th ed.). New York, NY: McGraw-Hill.
  • Pangrazi, R.P. & Beighle. A (2012). Dynamic physical education for elementary school children. (17th ed.). San Francisco, CA: Pearson.
  • Mitchell, S.A, Oslin, J.C.,& Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical games approach. (2nd ed.). Champaign, Il: Human Kinetics.
  • Graham, G., Holt/Hale, S.A. & Parker, M. (2012). Children moving: A reflective approach to teaching physical education. (9th ed.). New York: McGraw-Hill.
  • Gallahue, D.L. (2003). Developmental physical education for today's children. (4th ed.). Champaign, IL: Human Kinetics.
  • Tinning, R., MacDonald, D., Wright, J. & Hickey, D. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Sydney: Prentice Hall.
  • Tinning, R., Kirk, D. & Evans, J. (1993). Learning to teach physical education. Sydney: Prentice Hall.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

HPE4010|1|2