013427 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 2025 is available in the Archives.

Subject level:

Postgraduate

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)

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 the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
• Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
• Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)

Contribution to the development of graduate attributes

The subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.2 Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery
1.3 Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
1.6 Exhibit recent technological pedagogical and content knowledge with creativity and initiative

2. Critical and creative inquiry
2.1 Enquire into and research practice to improve educational experiences and outcomes
2.2 Critically analyse and reflect on and synthesise complex theories of learning and teaching

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 and Stage 6 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
  • 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
  • Inclusion in lesson planning and implementation
  • Teaching strategies and approaches
  • Selection and adaptation of resources
  • Books
  • Systemic materials
  • Multi-media
  • Selecting and using learning technologies
  • Using ICT in the classroom
  • Lesson planning with ICT activities
  • ICT teaching/learning practices
• Integrating literacy and numeracy strategies in PDHPE.

Assessment

Assessment task 1: PDHPE Syllabus Review test

Assessment task 2: Lesson Planning and micro-teaching

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 Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education K–10 Syllabus. Available for download from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

References

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

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

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

Darst, P.W. & Pangrazi, P. (2009). Dynamic physical education for secondary school students. Pearson/Benjamin Cummings.

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.

Pangrazi, R.P. (1985). Dynamic physical education curriculum and instruction for secondary school students. Burgess 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. Prentice Hall, 2006.

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

Tinning, R. (1987). Improving teaching in physical education. Vic.: Deakin University.

Yarham, C., Kak, A., Grant, G., Balagopal, I., Kanakaraj, D., Bridgland, T., Willetts, J., Grant, A., Burgess, J., Guranathan, G. & Bridgland, K. (2004). Schools Total Health Program (2nd Ed.). Vikas.