028267 Personal Development, Health and Physical Education Teaching Methods 1

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 2024 is available in the Archives.

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

Subject level:

Undergraduate

Result type: Grade, no marks

Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013427 Personal Development, Health and Physical Education Teaching Methods 1 AND C10209 Bachelor of Educational Studies

Description

This subject provides students majoring in health and physical education (HPE) teaching with a basic toolkit to help them prepare, organise and manage effective lessons. The subject identifies key elements of planning and preparation of teaching and learning for Stages 4 and 5 physical education, as required for the Professional Experience program. Students gain insight to the secondary syllabuses, lesson planning, and techniques and approaches to learning and teaching, as well as different forms and functions of practical work and its role in learning and teaching in HPE. This subject is a prerequisite for the other teaching methods subjects. Double methods students complete a Teaching Methods 1 subject in each of their specialisations.

Subject learning objectives (SLOs)

a.	analyse the syllabus documents to ascertain the particular concepts and skills pupils develop in PDHPE (GTS 2.1)
b.	demonstrate knowledge of a range of teaching strategies and resources in planning lessons for PDHPE, including ICT, that engage students in their learning (GTS 3.4)
c.	demonstrate safe, inclusive and engaging PDHPE teaching practice, including a range of appropriate teaching strategies (GTS 3.3).

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.

Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

This subject makes a major contribution to the following National Graduate Teacher Standards:

Professional Knowledge

Know students and how they learn – GTS 1.2
Know the content and how to teach it – GTS 2.1, 2.2, 2.3, 2.5, 2.6

Professional Practice

Plan for and implement effective teaching and learning – GTS 3.1, 3.2, 3.3, 3.4, 3.5, 3.6
Create and maintain supportive and safe learning environments – GTS 4.1, 4.2, 4.4, 4.5.

The subject also makes a contribution to the student’s capacity towards:

Professional Practice GTS-3.3, 3.4, 4.1, 4.2, 4.4, 4.5, 5.4

This subject makes a contribution to the following Mandatory Areas of Study:

Literacy – 2.1.1

Teaching Students From Non-English Speaking Backgrounds – 2.3.7

Classroom and Behaviour Management – 2.5.2, 2.5.6, 2.5.9

ICT – 2.6.6.

Teaching and learning strategies

Student learning in this subject combines face-to-face practical hands-on workshops with independent student reading, group and individual research and field visits. These tasks complement, support and help students prepare for face-to-face learning. Students will learn to analyse and plan their lessons through tutorial input, structured discussion and workshop activities. They develop their ability to use technology in teaching workshops. Students undertake individual research to develop the ability to explain pedagogical and personal development, health and physical education ideas accurately. The workshops provide opportunities for students to engage in a practice-based manner with physical activity learning experiences, apply their learning in new ways, deliver presentations, provide and respond to peer feedback, and work together in team sporting situations. To ensure practice-relevant and authentic outcomes, students review and gain familiarity with the PDHPE syllabus so that during the Professional Teaching practicum, students will be able to expediently examine this document to analyse its most relevant content and select appropriate outcomes for designing learning.

Outside class time, students will research the current and proposed NESA PDHPE Syllabus documents and resources. Students map out, develop and review lesson plans for use in class. They will have the opportunity to carry out readings, and also apply the foundational skills of lesson planning and basic teaching skills, organisation and practice to the professional experience program.

Formative feedback

Students gain feedback on their draft lesson planning skills. They receive early feedback on their lesson presentation and presentations from other students, undertaken before census date.

Content (topics)

Yr 7-10 syllabuses:

Content knowledge;
Broad and coherent pedagogical and content knowledge for the teaching profession;
Development of basic teaching skills for effective and safe lessons in school settings

Lesson planning (PA 2.1, 2.4):

Lesson Structure;
Teaching a lesson;
Strategies to evaluate teaching program to improve student learning;
Reflection on the teaching of the lesson;
Working safely in specialist areas.

The PDHPE curricula (PA 1.5, 2.4, 2.5, 5.3, 6.4, 4.11):

Inclusion in lesson planning and implementation;
Teaching strategies and approaches.

Selection and adaptation of resources:

Equipment, Resources, Books, Systemic materials, Multi-media.

Selecting and using learning technologies (PA 3.5):

Using ICT in the classroom;
Lesson planning with ICT activities;
ICT teaching/learning practices.

Integrating literacy and numeracy strategies in PDHPE (PA 4.1).

Assessment

Assessment task 1: PDHPE Syllabus Review Test

Objective(s):

a and b

Weight:

35%

Length:

1 hour plus 5 minutes reading time

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Accuracy of PDHPE knowledge in relation to syllabus content	60	a	2.1
Ability to identify and recommend a range of appropriate sample teaching strategies	20	a, b	1.3
Depth of analysis	20	a	2.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lesson Planning and micro-teaching

Objective(s):

a, b and c

Weight:

65%

Length:

Part A: 2 x A4 pages, and

Part B: 10 minutes

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Part A	0
Level of detail and accuracy of formatting of lesson plan, showing alignment with syllabus	10	a, b	1.2
Attention to quality of safety considerations and general class organisation	15	b, c	1.2
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning	15	b
Inclusivity of the proposed teaching strategies to support student participation, well-being and safety	15	b, c	1.2
Part B	0
Application of strategies to support student participation, well-being and safety	10	c	1.2
Quality of overall safety and general class organisation	15	c	1.1
Clarity and effectiveness of communication and instructions	10	c	6.1
Effectiveness of the teaching strategy and episode, including use of resources and methods such as ICT to engage learners	10	b, c	1.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at workshops is important in this subject because it is based on a practical and collaborative approach which involves active, physical participation in simulated and peer-led micro-teaching, plus real-time movement experiences, and interchange of ideas with other students and the lecturer. An attendance roll will be taken at each workshop. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. Students who fail to attend 8 workshops may be refused to have their final assessment marked.

Required texts

NSW Board of Studies. (2009). Personal Development, health and physical education Stage 6 Syllabus. NSW Board of Studies.

NSW Board of Studies. (2007). Personal development health and physical education K-6 Syllabus. NSW Board of Studies.

NSW Board of Studies (2003). Personal Development, Health and Physical Education Years 7–10 Syllabus. NSW Board of Studies.

Resources can be downloaded from: http://www.boardofstudies.nsw.edu.au/

References

Anspaugh, D. J. (2010). Teaching today's health. 9th Ed. Benjamin Cummings.

Australian Curriculum and Reporting Authority. (2014).Australian Foundation to Year 10 Health and Physical Education Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/rationale

Breed, R. & Spittle, M. (2011). Developing Game Sense Through Tactical Learning. Cambridge University Press.

Currie, J.L. (2014). Teaching Health and Physical Education in Secondary School. ACER Press.

Graham, G. (1993). Children moving: a reflective approach to teaching physical education. Mayfield Publishing Co.

Hellison, D. R. (1991). A reflective approach to teaching physical education. Human Kinetics Books.

Kirk, D., MacDonald, D. & O'Sullivan, M. (Eds.). (2006). The handbook of physical education. SAGE.

Meldrum, K. & Peters, J. (2012). Learning to teach health and physical education. Pearson.

Mosston, M. (1986). Teaching physical education. Merrill Pub. Co.

Siedentop, D. (1991). Developing teaching skills in physical education. Mayfield Pub. Co.

Tinning, R., McCuaig, L. & Hunter, L. (Eds.). (2006). Teaching health and physical education in Australian Schools. NSW: Prentice Hall, 2006.

Tinning, R. (2001). Becoming a physical education teacher: contemporary and enduring issues. Pearson Education Australia.