USQ Logo
The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDH3154 HPE Discipline Studies 2

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 30 June 2022

Staffing

Examiner: Brendan SueSee

Requisites

Pre-requisite: Students must be enrolled in one of the following Programs: BEDU or BSED.
Enrolment is not permitted in EDH3154 if EDH2254 has been previously completed.

Overview

Pre-service educators strengthen their capacities to teach through investigating and practising the multiple roles of teachers and continuing to develop their knowledge of how children learn in health and physical education environments. Understanding how children learn enables teachers to identify diverse needs and make informed decisions for effective teaching, evidenced in planning.

Health and physical education (HPE) are dynamic areas where knowledge is fluid and constantly changing or evolving. It is crucial for health and physical education pre-service educators to develop thorough, current knowledge and skills in a range of instructional strategies.

Students will critique research and practices to determine the most appropriate instructional strategies and teaching styles for the demographic, content and context, in order to enhance pedagogy for improved instructional and movement outcomes.

Students will review, reshape, reconstruct, and apply current instructional strategies revealed in relevant research. They will learn how to implement a wide variety of instructional strategies to achieve specific targeted outcomes in a variety of movement and physical activity and personal, social and community health contexts.

Students will analyse, experience and evaluate traditional and contemporary theories and models relevant to inclusive instructional strategies in health and physical education that meets diverse student needs. They will learn to provide effective feedback to peers and how to utilise feedback to improve practices.

They will focus on developing knowledge and skills that promote understanding and effective instruction through planning. They will apply a variety of relevant instructional strategies for a diverse range of developmental levels, ethnicities, cultural and religious backgrounds, socioecological environments and age demographics whilst taking into account contextual factors and legislative requirements to ensure a safe and accessible learning environments for all learners.

Course learning outcomes

On successful completion of this course students should be able to:

  1. evaluate current scholarship and traditional and contemporary instructional strategies to determine qualities and practices for effective learning (APST 1.2, 2.1, 2.2, 2.3, 3.3);
  2. apply a variety of appropriate pedagogical strategies to planning and implementation in a range of sport, exercise, physical education and health promotion contexts and settings (APST 1.1, 2.2, 3.2, 3.3, 3.6);
  3. apply systemic and legislative safety and equity requirements (APST 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4);
  4. critically reflect on practice to receive and provide feedback and refine planning and instruction in a range of contexts and settings (APST 2.3, 3.2, 3.6, 6.3, 7.4).

Topics

Description Weighting(%)
1. Research current scholarship and explore traditional and contemporary instructional models for the effective instruction of movement and physical activity contexts.
• Analyse and evaluate the qualities of effective instruction.
• Indirect and direct interceptive activity
10.00
2. Implementing effective instructional strategies.
• Improving communication and instructional performance
• Organisation and management of learning environments and experiences
• Creating and maintaining inclusive, supportive and safe learning environments that comply with legislative, settings and systemic requirements
Indirect and direct interceptive activity
10.00
3. Analyse and evaluate Mosston and Ashworth’s Spectrum Theory.
• Apply Spectrum Theory movement performance and health promotion contexts
• Receive and provide feedback on application of theory in experiential scenarios
• Indirect and direct interceptive activity
30.00
4. Analyse and evaluate Instructional Models for Physical Education – Metzler
• Apply Instructional Models theory to planning and teaching in physical performance and health promotion contexts
• Receive and provide feedback on application of theory in experiential scenarios
Indirect and direct interceptive activity
20.00
5. Analyse and evaluate Teaching Games for Understanding (TGfU)/Games Sense, Play Practice and Constraints Based theories
• Apply the instructional strategies in movement and physical performance contexts
• Receive and provide feedback on application of theory in experiential scenarios
Indirect interceptive activity
20.00
6. Hellison and Silverman’s Teaching Physical and Social Responsibility (TPSR) instructional model.
• Apply the instructional strategies in movement and physical performance contexts
• Receive and provide feedback on application of theory in experiential scenarios
• Indirect and direct interceptive activity
10.00

Text and materials required to be purchased or accessed

SueSee, Brendan and Hewitt, Mitch and Pill, Shane 2020, The spectrum of teaching styles in physical education, Taylor & Francis (Routledge), United Kingdom.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
ASSIGNMENT 1 50
ASSIGNMENT 2 50
Date printed 30 June 2022