027411 PDHPE Study 1: Theory and Practice of Personal Development Health and Physical Education and Support

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2023 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject is designed to provide students with an opportunity to consolidate their learning about integrating PDHPE and its relation to school sport. It focuses on school students' health and physical activity needs and developing their knowledge and movement skills. It also considers safety implications for teaching.

Subject learning objectives (SLOs)

a.	Identify and apply teaching strategies to suit the learner and the setting
b.	Explain and justify a rationale for teaching PDHPE
c.	Critically investigate, explain and evaluate key issues, ideas and new perspectives in relevant readings and research in PE
d.	Research and deliver a Games Sense approach to teaching PE

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know students and how they learn (encourage self-knowledge, know yourself to engage, critically evaluate contexts; physical, social and emotional dimensions of learners, i.e. special needs) (1.1)
Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Enquire into and research practice to improve educational experiences and outcomes (2.1)

Teaching and learning strategies

The teaching and learning strategies employed in this subject will include lecture/tutorial input, interactive workshops, independent learning experiences, organised discussion in pairs and small groups, utilising the syllabuses and support materials. Assessment tasks critically examine and apply current thinking in the area, incorporating reflective learning and development of a personal philosophy for teaching physical education. Students receive pre-census feedback through feedback received from the lecturer and peers on draft coaching performances and receiving formal task feedback on a Task before the Census date.

Mode of Delivery

Block mode

Content (topics)

This subject will focus on:
Syllabus revision;
Teaching strategies for PDHPE;
An integrated approach to teaching PDHPE;
Sport organisation in the primary school;
Motor skill development

Assessment

Assessment task 1: Presentation

Objective(s):

a, c and d

Weight:

50%

Length:

10 minutes

Criteria:

Students will be assessed on the extent to which they demonstrate achievement of the subject outcomes and related content they select from the subject content list above

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of knowledge of Games Sense Approach	25	a, c, d	1.2
Active and engaged participation of class members	25	a, d	1.2
Effective teacher management and organisational strategies in PE	25	a, d	1.2
Meaningful application of Games Sense questions and 'Change It' strategy	25	a, c, d	1.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Examination

Objective(s):

a, b and c

Weight:

50%

Length:

2 hours + 5 minutes reading time

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Depth of knowledge and understanding of evidence-based physical education pedagogy in the primary school	50	a, b, c	2.1
Accuracy and depth of critical analysis of physical education theory and practice	25	b, c	1.3
Coherence and depth of knowledge of rationale and justification for teaching PDHPE	25	b, c	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each tutorial. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one tutorial is missed, additional make-up work may be assigned. Students who fail to attend at least the equivalent of 8 out of the 9 classes may be refused permission to have their final assessment item assessed (see Rule 3.8).

Required texts

Currie, J.L. Teaching Physical Education in Primary School: An integrated health perspective. Camberwell: ACER Press.

Available from the CoOp Bookshop: Online purchase or Sydney Uni CoOp Bookshop

This text will be required for study to prepare for the Exam and use for the Open Book Exam Paper. You can only place tabs, highlights and underlined words in your own book.

References

Australian Sports Commission. (2007). How to CHANGE IT active after-school communities. A guide to help coaches and teachers improve sport-related games. Canberra: ASC. (A copy of this Change It Manual will be posted on the UTS Online website and distributed to students.)

Landy, J. and Landy, M. (1993). Ready- to-use P.E activities for grades K-2. New York.

Lee, M. (Ed.). (1997). Coaching Children in Sport; principles and practice. London: E & FN Spon.

Nesa’s K-10 PDHPE Syllabus and Modules. Available: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

Parker. Lee, M. (ed) (1997). Coaching Children in Sport; principles and practice. London: E & FN Spon.

Library Reserve Items:

There is a range of items available in the Library's Open Reserve, including:

1) 613.707 LIGH

Author: Richard Light

Title: Game sense: pedagogy for performance, participation and enjoyment

2013

2) 796.071 PILL (ed.3)

Author: Shane Pill

Title: Play with purpose: game sense to sport literacy

2013

3) 796.077 BREE

Author: Ray Breed

Title: Developing game sense through tactical learning: a resource for teachers and coaches

2011

4) 796.077 GAME

Author: Australian Sports Commission

Title: Game sense cards: 30 games to develop thinking players

1999

5) 796.071 CURR

Author: Currie, Janet

Title: Teaching physical education in primary school: an integrated health perspective

2013.

6) 796.077 PLAY

Author: Australian Sports Commission

Title: Playing for life active after-school communities: companion books for the playing for life resource kit

Australian Sports Commission, c2007.

7) 796.071 PLAI

Author: Australian Sports Commission

Title: Playing for life active after-school communities. Playing for life resource kit

2005.

8) 796.332 PILL

Author: Shane Pill

Title: Play with purpose : developing thinking players - a game sense resource for rugby union, league and touch

9) 796.336 PILP

Author: Shane Pill

Title: Play with purpose : developing game sense in Australian footballers (AFL)

10) 796.324 PILL

Author: Shane Pill

Title: Play with purpose : developing netball game sense : teaching movement and tactical skills

Other resources

The Accessibility Service (formally Special Needs Service) is the University’s central contact point for all students living with one or more disabilities, medical or mental health conditions. The Accessibility Service provides assistance and support to access services, and to make requests for assessment arrangements and reasonable adjustments.

http://www.uts.edu.au/current-students/students-with-accessibility-requirements/accessibility-service