Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit presents an introduction to the concepts, philosophy, language and culture of physical education. It gives an exploration of the basic curriculum components as they apply to the planning, teaching and assessment practice in the Health and Physical Education key learning area.

It provides you with a range of understandings and competencies for interpreting and managing the Health and Physical Education environment for teaching and learning. It assists you in developing competencies needed for developing learning experiences, conceptualising lesson plans and making informed pedagogical decisions in your classroom. It promotes the development of confidence and competence in class management skills, and facilitating the use of post-lesson reflection and evaluation. . The personal exploration offered in the unit provides you with the opportunity to clarify your own thinking regarding the motives and role of Physical Education as a medium for education.

Aims

The aim of this unit is to provide you with competency in the effective planning and implementation of relevant learning experiences. It is expected that you will develop skills and confidence in effective teaching practices specifically related to the teaching of Health and physical Education and will increasingly become independent and reflective learners.

Objectives

On completion of this unit, you should be able to:

1. Identify principles of, analyse issues within, and synthesise Health and Physical Education literature that underpins the development of current Health and Physical Education curriculum and pedagogy (Standards 3 and 10).
   
2. Identify the unique features that characterise teaching Health and Physical Education (Standard 10)
   
3. Identify, implement, and select appropriate strategies and pedagogical approaches to develop well-scaffolded learning experiences within the context of a lesson (Standard 1)
   
4. Reflect upon teaching episodes and utilise the information gained to adjust subsequent teaching thereby appreciating the breadth of knowledge and understanding and degree of commitment required to be an effective Health and Physical Education teacher (Standard 10).
   

Content

HPE Core Content

• Planning for Teaching and Learning:
  
• Philosophical underpinnings of Health and Physical Education
  
• Health and Physical Education as a medium for learning (including international trends/issues)
  
• Nature of the Health and Physical Education class environment

Teaching Approaches

• Teaching Approaches and Styles
  
• Teaching considerations
  
• Modelling and teaching practice

Planning Meaningful Learning Experiences

• Learning experiences, pedagogy and assessment
  
• Lesson planning design and considerations

Development of Teaching Competencies

• Class management (organisation/formations)
  
• Questioning skills
  
• Assessment techniques within the context of of Health and Physical Education lessons
  
• Providing feedback
  
• Safety
  
• Behaviour management

Professional practice preparation

• Relationships with supervising teacher, students
  
• Involvement in the school community
  
• Dress codes and behaviour standards
  
• Expectations

Approaches to Teaching and Learning

This unit will explore the links that exist between the practice teaching session and the theoretical bases highlighted in this unit. Through this you will develop both theoretical and practical knowledge within the discipline. Learning will take place in an environment in which you not only develop a reflective approach but also learn to value thinking and research. A range of teaching approaches will be modelled and incorporated into tutorials and practical sessions. A group lecture will be part of the unit delivery. Reflection and autonomous learning are encouraged throughout the implementation of the unit, with students developing the capacity for self-assessment. The following learning experiences are incorporated in the subject and are designed to provide ongoing challenges.

• Planning and justifying learning experiences for students
  
• Identifying, clarifying and solving problems related to teaching a Health and Physical Education lesson in the outdoor environment
  
• Comparing and contrasting the teaching environments of classroom and outdoor Health and Physical Education lessons
  
• Practising selected teaching competencies in a variety of set tasks
  
• Examining professional reading and determining key ideas
  
• Presenting key ideas and reflecting on key ideas to make inferences and generalisations
  
• Evaluating inferences and generalisations from observations of teaching practice/ performance.
  

Assessment

Assessment includes both formative and summative assessment items.

Formative
Description: Formative assessment occurs continuously during the unit and includes teacher and student feedback, both in oral and written modes, on a variety tasks. These include group and individual teaching episodes, teacher and student directed discussions and participation in a number of performance based activities and tasks. Where possible, feedback is given at the conclusion of the task.

Assessment name: Portfolio
Description: A student compilation of work including analysis, evaluation and justified recommendations pertaining to the H&PE literature and tutorial experiences to gain an appreciation of what constitutes effective physical education pedagogy (teaching and learning process)
Relates to objectives: All
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Ongoing

Assessment name: Professional Plans
Description: Demonstrate your competence in lesson planning for Health and Physical Education by constructing sequential lesson plans.
Relates to objectives: All
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week 9

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

References:

Tinning, R., Macdonald, D., Kirk. D. & Hickey, C. (2001). Becoming a Physical Education teacher- contemporary and enduring issues. Frenchs Forest, NSW: Pearson Education Australia, c2001.

Fronske, H. A. (2003). Teaching cues for sport skills (2nd ed.). Boston, MA: Allyn and Bacon.

Griffin, L., Mitchell, S., & Oslin, J. (1997). Teaching sport concepts and skills: A tactical games approach. Champaign, Il: Human Kinetics.

Hellison, D., & Templin, T. (1991). A Reflective approach to teaching Physical Education. Champaign, Ill: Human Kinetics.

Metzler, M. W. (2000). Instructional models for Physical Education (2nd ed.). Boston, MA: Allyn and Bacon.

Mosston, M., & Ashworth, S. (2002). Teaching Physical Education. New York: Macmillan Publishing Company.

Risk assessment statement

This unit involves active participation in physical activity. You are required to inform the unit coordinator and class tutor of any medical conditions, which may be influenced by physical involvement. You need to wear clothing and athletic shoes appropriate to the conditions. In most cases the 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.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012