027412 Personal Development Health and Physical Education: Teachers and Physical Activity

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:

Undergraduate

Description

In today’s society, the school setting offers a supportive environment for building health promoting opportunities for a range of key stakeholders, including teachers and students. Access to regular physical activity, as part of daily lifestyles, is one avenue for promoting wellbeing. This subject is designed to elaborate on the health benefits of physical activity participation. Special emphasis is given to fitness principles, access and design of effective exercises and programs. The subject encourages student teachers as professional role models in the primary school, living, enjoying and leading healthy lifestyles.

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 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)
• Create and maintain supportive, well-managed and safe learning environments (1.4)
• Enquire into and research practice to improve educational experiences and outcomes (2.1)

Contribution to the development of graduate attributes

This subject contributes to the Bachelor of Arts Bachelor of Education CILOs:

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)

1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry (GTS 3).

Teaching and learning strategies

Students can expect to discover and access a range of helpful resources for supporting teaching in physical education. They will apply and try out practical teaching ideas. They will experience and investigate the benefits of participation in physical activities. The teaching and learning strategies employed in this subject will include active participation in a range of dynamic practical workshops, individual research and readings and creative problem solving activities. Group work and engagement in practice-oriented, authentic assignments will demonstrate critical examination and application of current theoretical approaches to related professional practice in the area of health and fitness. The on-campus classes are designed to be practical collaborative workshops where students teach peers or take part in active, team sports. Students collaborate in groups to research, discover, appraise and analyse the best resource kits for teaching PE and sport.

Opportunity for early formative feedback before the census date will occur for Day 2 for Tasks 1 and 2, where students can discuss the appropriateness of their selected resource and teaching ideas with the lecturer; Days 1-3 for Task 3, where students can submit questions and seek guidance from the Lecturer or arrange a consultation meeting on Day 3 for mentorship; and on Day 4 for Task 2, where students can complete a ‘dry-run’ and practice their activity to gain familiarity and confidence beforehand.

Mode of Delivery
Block

Content (topics)

Physical Activity

• Benefits
• Physical Fitness
• Government Recommendations
• Fitness leading skills

Designing effective programs

• Elements to consider when working with children
• Basic principles of design
• Components of physical fitness and the FIT principle
• Improving exercise adherence
• Practical and psycho-physiological considerations

Finding what’s right for the individual

• Enjoyment, safety, preferences, options

Teaching and Coaching Resources

• Reviewing and appraising
• Developing a resource folio.

Assessment

Assessment task 1: Presentation

Assessment task 2: Presentation

Assessment task 3: Report

Minimum requirements

Attendance at all workshops is critical as this subject is taught as in block mode and is participatory by nature. Students are expected to read the subject outline and be familiar with the following assessment and attendance requirements:

Students who miss more than 1 hour of the scheduled on-campus workshops will not have their final task assessed.

Recommended texts

• ?New K-10 PDHPE Syllabus. Sydney: NESA. https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-pdf.pdf?MOD=AJPERES&CVID=

References

• ACHPER (1984). Daily Physical Education. Hindmarsh. ACHPER Australian Sports Commission (ASC) (2008).
• Beginning Coaching General Principles Course. http://www.ausport.gov.au/coach/onlinecoachcourse.asp
• Australian Sports Commission (ASC) as part of Aussie Sport. (1997). Sport it! towards 2000 teacher resource manual : developmental sports skills program. ASC, Bankstown, N.S.W.
• Board of Studies NSW (BOS) (1997a). Physical activity for health and fitness. Sydney, BOS.
• Board of Studies NSW (1997b). Watch your step (stages 1, 2, and 3). Sydney, Board of Studies NSW.
• Currie, J.L. (2013). Teaching PE in Primary School. ACER Press.
• Fitness Australia. (2015). Children's Health & Fitness Service Guidelines. Retrieved from https://fitnessaustralia.s3.amazonaws.com/uploads/uploaded_file/file/689/FAUS670-Childrens_Fitness_Guidelines-FC-Single-pages-DRAFT.pdf
• Landy, J. and Landy, M. (1993). Ready-to-use P.E. activities for grades K-2. New York, Parker (also grades 3-4, 5-6 and 7-9).
• New South Wales Department of Education and Training (DET) (2008a) Guidelines for the Safe Conduct of Sport and Physical Activity in Schools.
• New South Wales Department of Education and Training (DET) (1999). Guidelines for the safe conduct of sport and physical activity in schools. Sydney, NSW DET.
• NESA. PDHPE resources: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/resources
• NSW Government. (2008). Healthy Kids Website. http://www.healthykids.nsw.gov.au/
• NSW Health. (2006). NSW Schools Physical Activity and Nutrition Survey (SPANS) 2004 Summary Report.
• Roads and Traffic Authority of NSW (RTA). (2008). Road Safety Education information for Schools, Kids in Traffic Resources and Curriculum Support.
• Royal Life Saving Society of Australia (2008). Swim and Survive and Teacher Tools Information
• Schembri, G. (1991). Aussie gym fun. Australian Gymnastics Federation Inc.
• Tasker, S. (2003). Healthy choices: addressing obesity and exercise issues in Australian adolescents. Perth: Educational Masters.

Other resources

Journals

• ACHPER. Healthy Lifestyles Journal
• Australian Sports Commission. Aussie Sports Action
• Journal of Physical Education, Recreation and Dance
• Physical education journal (Australian Physical Education Association)
• Physical education and sport pedagogy: journal of the Physical Education Association of the United Kingdom
• Physical Education
• Physical Educator.