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
Teaching Physical Education 2Unit Code
PHE4263Year
2016Enrolment Period
1Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit explores curriculum and task design in HPE including a specific focus on the assessment of tasks, improving the quality of instruction, class management, selection of activities and the quality and quantity of feedback. To this end models of appropriate teaching and learning in Health and Physical Education (HPE) will be analysed and implemented. In addition students will examine organisational and teaching strategies for the conducting of tournaments, tabloids and carnivals and be brought up to date with post compulsory developments in Physical Education studies.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse strategies to motivate students to be involved in a program that extends into extra curricula, time with participants developing independent learning skills and an affiliation with a team or group.
- Integrate the Curriculum Framework HPE learning outcomes into curriculum and task design, and assessment procedures and protocols.
- Observe and evaluate peer group teaching episodes, lessons at schools and during practicum for effective task communication, quality of learning experiences and their alignment with objectives/outcome statements, quality and quantity of feedback, active supervision, and for effective teaching strategies to modify behaviour, to increase appropriate behaviour and decrease inappropriate behaviour.
- Plan and develop a teaching and learning programme in HPE including a needs analysis/outcome and content identification/task and assessment design process.
- Plan and implement in HPE lessons the factors relating to research findings on effective teaching, expectations and roles, meaningful tasks and level of challenge, pacing and momentum, accountability, enthusiasm and a warm positive climate.
- Plan and implement organisational and teaching strategies for the conducting of tournaments, carnivals and tabloid activities.
Unit Content
- Basic strategies for developing and changing behaviour, increasing appropriate behaviour and decreasing inappropriate behaviour.
- Effective task communication through verbal instructions and visual demonstrations.
- Feedback with the emphasis on the quality and quantity and the role of active supervision.
- Further consideration of the Curriculum Framework and the HPE learning area outcomes.
- Improving the quality of learning experiences and aligning them with the stated objectives/outcomes.
- Instructional design of a HPE programme including the identification of appropriate outcomes and planning of contexts and associated tasks.
- Major factors that affect programme planning in HPE, including specific reference to the WA Curriculum Framework and outcomes based education.
- Monitoring and evaluation of student performance within HPE lessons.
- Organisation and teaching strategies associated with tabloids, carnivals and tournaments, including duty of care, regulatory requirements, models of delivery and awareness of system sector programmes available in schools.
- Post compulsory developments.
Additional Learning Experience Information
Lectures, practical workshops, peer teaching episodes, school teaching experiences.
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 |
|---|
| Examination | Final Examination | 40% |
| Assignment | Assignment/Presentation | 60% |
Text References
- ^ Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountain View, California: Mayfield.
- ^ Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Teaching Health and Physical Education in Australian Schools. Frenchs Forest, NSW: Pearson.
- Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountain View, California: Mayfield.
- Alexander, K., Taggart, A., & Thorpe, S. (1996). A spring in their steps? Possibilities for professional renewal through sport education. Sport, Education and Society, 1(1), 23-46.
- Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mountain View, CA: Mayfield.
- Curriculum Council of Western Australia (2005). Curriculum Framework Progress Maps-Health and Physical Education. Perth, WA: Author.
- Curriculum Council of Western Australia (2005). Curriculum Framework. Curriculum Guide-Health and PHysical Education. Perth, WA: Author.
- Hunter, L. (2000). Health and physical education in middle schooling: Implciations and possibilities. ACHPER Healthy Lifestyles Journal, 47(3-4), 21-24.
- Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills (2nd ed.). SA: Human Kinetics.
- Siedentop, D., Hastie, P. A. & Van der Mars, H. (1994). Complete guide to sport education. Champaign, Illinois: Human Kinetics.
- Taggart, A., Browne, T., & Alexander, K. (1993). Three schools' approaches to assessment in sport education. ACHPER National Journal, 40(1), 21-15.
- Tinning, R., McDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Frenchs Forest, NSW: Pearson.
- Alexander, K., Taggart, A., Medland, A., & Thorpe, S. (1995). Sport education in physical education program. Canberra: Australian Sports Commission.
Journal References
- European Physical Education Review
- The ACHPER Healthy Lifestyles Journal
- Journal of Teaching Physical Education
- Sport, Education and Society
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.
PHE4263|1|1
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
Teaching Physical Education 2Unit Code
PHE4263Year
2016Enrolment Period
2Version
1Credit Points
10Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit explores curriculum and task design in HPE including a specific focus on the assessment of tasks, improving the quality of instruction, class management, selection of activities and the quality and quantity of feedback. To this end models of appropriate teaching and learning in Health and Physical Education (HPE) will be analysed and implemented. In addition students will examine organisational and teaching strategies for the conducting of tournaments, tabloids and carnivals and be brought up to date with post compulsory developments in Physical Education studies.
Non Standard Timetable Requirements
Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse strategies to motivate students to be involved in a program that extends into extra curricula, time with participants developing independent learning skills and an affiliation with a team or group.
- Integrate the Curriculum Framework HPE learning outcomes into curriculum and task design, and assessment procedures and protocols.
- Observe and evaluate peer group teaching episodes, lessons at schools and during practicum for effective task communication, quality of learning experiences and their alignment with objectives/outcome statements, quality and quantity of feedback, active supervision, and for effective teaching strategies to modify behaviour, to increase appropriate behaviour and decrease inappropriate behaviour.
- Plan and develop a teaching and learning programme in HPE including a needs analysis/outcome and content identification/task and assessment design process.
- Plan and implement in HPE lessons the factors relating to research findings on effective teaching, expectations and roles, meaningful tasks and level of challenge, pacing and momentum, accountability, enthusiasm and a warm positive climate.
- Plan and implement organisational and teaching strategies for the conducting of tournaments, carnivals and tabloid activities.
Unit Content
- Basic strategies for developing and changing behaviour, increasing appropriate behaviour and decreasing inappropriate behaviour.
- Effective task communication through verbal instructions and visual demonstrations.
- Feedback with the emphasis on the quality and quantity and the role of active supervision.
- Further consideration of the Curriculum Framework and the HPE learning area outcomes.
- Improving the quality of learning experiences and aligning them with the stated objectives/outcomes.
- Instructional design of a HPE programme including the identification of appropriate outcomes and planning of contexts and associated tasks.
- Major factors that affect programme planning in HPE, including specific reference to the WA Curriculum Framework and outcomes based education.
- Monitoring and evaluation of student performance within HPE lessons.
- Organisation and teaching strategies associated with tabloids, carnivals and tournaments, including duty of care, regulatory requirements, models of delivery and awareness of system sector programmes available in schools.
- Post compulsory developments.
Additional Learning Experience Information
Lectures, practical workshops, peer teaching episodes, school teaching experiences.
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 |
|---|
| Examination | Final Examination | 40% |
| Assignment | Assignment/Presentation | 60% |
Text References
- ^ Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountain View, California: Mayfield.
- ^ Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Teaching Health and Physical Education in Australian Schools. Frenchs Forest, NSW: Pearson.
- Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed.). Mountain View, California: Mayfield.
- Alexander, K., Taggart, A., & Thorpe, S. (1996). A spring in their steps? Possibilities for professional renewal through sport education. Sport, Education and Society, 1(1), 23-46.
- Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mountain View, CA: Mayfield.
- Curriculum Council of Western Australia (2005). Curriculum Framework Progress Maps-Health and Physical Education. Perth, WA: Author.
- Curriculum Council of Western Australia (2005). Curriculum Framework. Curriculum Guide-Health and PHysical Education. Perth, WA: Author.
- Hunter, L. (2000). Health and physical education in middle schooling: Implciations and possibilities. ACHPER Healthy Lifestyles Journal, 47(3-4), 21-24.
- Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills (2nd ed.). SA: Human Kinetics.
- Siedentop, D., Hastie, P. A. & Van der Mars, H. (1994). Complete guide to sport education. Champaign, Illinois: Human Kinetics.
- Taggart, A., Browne, T., & Alexander, K. (1993). Three schools' approaches to assessment in sport education. ACHPER National Journal, 40(1), 21-15.
- Tinning, R., McDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Frenchs Forest, NSW: Pearson.
- Alexander, K., Taggart, A., Medland, A., & Thorpe, S. (1995). Sport education in physical education program. Canberra: Australian Sports Commission.
Journal References
- European Physical Education Review
- The ACHPER Healthy Lifestyles Journal
- Journal of Teaching Physical Education
- Sport, Education and Society
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.
PHE4263|1|2
