Faculty of Education and Arts
School: Education
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
Performance and Perspectives in Physical Education and SportUnit Code
HPE4030Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit aims to extend practical and theoretical knowledge and understanding in teaching, coaching and performing in a range of games, sports and fitness activities. Emphasis will be on more than the physical for example development of self-management and interpersonal skills, strategic thinking, decision-making - and on inquiry-based approaches to teaching sport and games. Issues including safety, teaching students with special needs and ethical and moral perspectives in sport will be covered.
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate competency in planning, teaching, assessing and reflecting upon a sequence of PE lessons.
- Demonstrate development of personal skills and understanding of strategies, tactics and knowledge of a selection of sports.
- Examine and analyse a variety of physical activity curriculum models in relation to Health and Physical Education (HPE) learning outcomes.
- Locate and utilise a range of PE resources, support materials and services.
- Plan appropriate strategies to ensure safe, inclusive practices in HPE settings.
Unit Content
- Curriculum models for school HPE.
- Involvement in practical, sports-specific teaching-coaching methodology, including accreditation for selected sports.
- Methods and practices relating to safety, ability grouping, gender equity and co-education in HPE.
- PE references, resources and support materials, personnel and agencies.
- Strategies for PE lesson planning, teaching, assessment and reflection for HPE learning outcomes.
Additional Learning Experience Information
Texts, journals, ICT, video, music, PE equipment.
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| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 30% |
| Assignment | Assignment 2 | 30% |
| Examination | Final examination | 40% |
Text References
- Australian Sports Commission. (2003). AFL sport education.
- Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, California: Mayfield.
- Rink, J.E. (2010). Teaching physical education for learning. (6th ed.). New York, NY: McGraw-Hill.
- Penney, D., Clarke, G., Quill, M., & Kinchin, G.D. (Eds.). (2005). Sport education and cross curricular learning: Aport education in physical education. London: New York: Routledge.
- Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign, Illinois: Human Kinetics.
- Launder, A. (2001). Play practice: The games approach to teaching and coaching sports/ Champaign, Illinois: Human Kinetics.
- Landy, J.M. (2002). PE teachers' pre-sport skill lessons, games and activities for grades 4-6. Paramus, NJ: Parker Pub. Co.
- ACHPER WA. (2006). Active schools: Active kids. WA: Author.
- Alexander, K., Taggart, A., Medland, K., & Thorpe, S. (1995). Sport education in physical education program. Belconnen, ACT: Australian Sports Commission.
- Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Considerations in management and control in PE settings: Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Prentice Hall.
- Future Movement Education Pty Ltd. (2000). Outcomes and standards in physical education and sport: Monitoring and assessment support materials. Hillarys, W. Aust.: Author.
- Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, Illinois: Human Kinetics.
Website References
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.
HPE4030|1|1
Faculty of Education and Arts
School: Education
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
Performance and Perspectives in Physical Education and SportUnit Code
HPE4030Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit aims to extend practical and theoretical knowledge and understanding in teaching, coaching and performing in a range of games, sports and fitness activities. Emphasis will be on more than the physical for example development of self-management and interpersonal skills, strategic thinking, decision-making - and on inquiry-based approaches to teaching sport and games. Issues including safety, teaching students with special needs and ethical and moral perspectives in sport will be covered.
Learning Outcomes
On completion of this unit students should be able to:
- Demonstrate competency in planning, teaching, assessing and reflecting upon a sequence of PE lessons.
- Demonstrate development of personal skills and understanding of strategies, tactics and knowledge of a selection of sports.
- Examine and analyse a variety of physical activity curriculum models in relation to Health and Physical Education (HPE) learning outcomes.
- Locate and utilise a range of PE resources, support materials and services.
- Plan appropriate strategies to ensure safe, inclusive practices in HPE settings.
Unit Content
- Curriculum models for school HPE.
- Involvement in practical, sports-specific teaching-coaching methodology, including accreditation for selected sports.
- Methods and practices relating to safety, ability grouping, gender equity and co-education in HPE.
- PE references, resources and support materials, personnel and agencies.
- Strategies for PE lesson planning, teaching, assessment and reflection for HPE learning outcomes.
Additional Learning Experience Information
Texts, journals, ICT, video, music, PE equipment.
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| Type | Description | Value |
|---|
| Assignment | Assignment 1 | 30% |
| Assignment | Assignment 2 | 30% |
| Examination | Final examination | 40% |
Text References
- Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Considerations in management and control in PE settings: Teaching health and physical education in Australian schools. Frenchs Forest, NSW: Prentice Hall.
- Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education. (4th ed.). Mountain View, California: Mayfield.
- ACHPER WA. (2006). Active schools: Active kids. WA: Author.
- Alexander, K., Taggart, A., Medland, K., & Thorpe, S. (1995). Sport education in physical education program. Belconnen, ACT: Australian Sports Commission.
- Australian Sports Commission. (2003). AFL sport education.
- Future Movement Education Pty Ltd. (2000). Outcomes and standards in physical education and sport: Monitoring and assessment support materials. Hillarys, W. Aust.: Author.
- Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, Illinois: Human Kinetics.
- Landy, J.M. (2002). PE teachers' pre-sport skill lessons, games and activities for grades 4-6. Paramus, NJ: Parker Pub. Co.
- Rink, J.E. (2010). Teaching physical education for learning. (6th ed.). New York, NY: McGraw-Hill.
- Penney, D., Clarke, G., Quill, M., & Kinchin, G.D. (Eds.). (2005). Sport education and cross curricular learning: Aport education in physical education. London: New York: Routledge.
- Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign, Illinois: Human Kinetics.
- Launder, A. (2001). Play practice: The games approach to teaching and coaching sports/ Champaign, Illinois: Human Kinetics.
Website References
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.
HPE4030|1|2
