University of Technology Sydney

028246 Personal Development, Health, Physical Education 1: Foundations of Teaching HPE

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.

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

Description

The aim of this subject is to develop students' knowledge and understanding of the nature of the discipline of personal development, health and physical education (PDHPE), its relationship to supporting the development of the health and wellbeing of the child, and implications for teaching. The subject introduces students to PDHPE in primary schools. It introduces relevant theories and processes underpinning the discipline and safe, inclusive teaching of the PDHPE key learning area. The subject addresses and develops the pre-service teacher's interpersonal and practical skills in the areas of human movement, fundamental movement skills, dance, games and sports, active lifestyles in addition to healthy growth and development. It involves participation in active movement, dance and games experiences.

Subject learning objectives (SLOs)

a. Explain the NSW K-6 PDHPE syllabus and associated documents (GTS 2.1, 2.2)
b. Plan PDHPE lessons to suit the learner (GTS 2.2, 2.3, 4.1)
c. Describe the safety issues in conducting sport and recreational activities (GTS 4.4)
d. Apply knowledge and skills of learning and teaching in PDHPE to primary school settings (GTS 2.1, 4.2)

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)
  • Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
  • Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

At the University Graduate level, this subject helps equip students for ongoing learning and inquiry in the pursuit of personal development as a graduate teacher and excellence in professional practice, by giving students practical opportunities to apply technical knowledge gained of appropriate PE teaching pedagogy in various authentic contexts. It focuses on practice orientation and provides students with explicit opportunities to engage in all parts of the experiential learning cycle: planning and preparing for practice experiences; engaging in practice; reflecting, interpreting and making connections during and after practice.

In terms of Course Intended Learning Outcomes (CILOs), this subject chiefly focuses on contributing to the development of Professional Readiness, as graduates demonstrate in-depth knowledge of the NSW K-6 PDHPE Syllabus and apply it to plan and implement safe and meaningful learning in PE. Students learn to design and conduct effective learning activities within a supportive and safe learning environment. The CILOs addressed include:

  • Professional Readiness -

1.1 Know students and how they learn, with an ability to critically evaluate the physical, social and emotional dimensions of learners

1.2 Know the content and how to teach it, demonstrating a broad knowledge of a teaching program to critically evaluate its delivery

  • Critical and Creative Enquiry -

2.1 Enquire into and research practice to improve educational experiences and outcomes

  • Effective communication -

6.1 Assess, provide feedback and report on student learning

6.2 Possess literacy and numeracy skills across a broad range of communication modes and technologies.

The subject works towards achievement of the following Australian Professional Standards for Teachers, or Graduate Teacher Standards (GTS):

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area

2.2 Organise content into an effective learning and teaching sequence

2.3 Use curriculum, assessment and reporting knowledge to design learning experiences and lesson plans

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions

4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Teaching and learning strategies

Practical-based seminars will feature integrated opportunities for students to participate in planning, inquiry-based problem-solving tasks, performance activities, analysis of case studies, audio-visual presentations, reporting to peers and demonstration lessons or scenarios. Practical workshop sessions will also engage students in application and analysis of teaching methods and pedagogical issues through peer teaching sessions, presentations and de-briefing discussions. It is an assumption that students will engage in additional problem-solving tasks, planning, writing and individual research each week in preparation for submission of assignments.

Content (topics)

Exposure to and knowledge about PDHPE pedagogies and teaching methods including:

  1. Understanding and use of the NSW K-6 PDHPE syllabus and associated documents;
  • Recognising the role of curriculum, policy and community in teaching and learning PDHPE;
  • analysis of the NSW K-6 PDHPE syllabus package and support documents, with a view to the development of integrated teaching programs;
  1. The needs of the child in physical education and the nature of the learner (PA 1.8, 4.4, 5.3, 6.3);
  • issues that teachers should consider when planning for particular groups of students — for example, girls or boys, Aboriginal students or students from language backgrounds other than English;
  • suggestions for adapting and modifying teaching and learning experiences to cater for the needs of all learners;
  1. Organisation of practical Physical Education classes;
  • Developing individual knowledge and application of skills and competencies in delivering safe, engaging and meaningful PDHPE lessons;
  • Skill Development, Practical Considerations for Teaching PE in the Primary School;
  • Effective Instructions and Feedback; Legal Issues and Safe Planning; Class Management and the Teacher’s Role in Physical Education;
  1. Demonstrating an ability to meeting the needs of the learner in PDHPE (PA 1.3, 2.4, 2.5, 4.15, 5.2);
    • implications for teaching, teaching strategies and practical ideas;
    • structuring teaching to suit the learner and the setting and aiming to improve the educational outcomes of all students in PDHPE;
    • recommended pedagogical approaches for teaching and assessing K-6 PDHPE; participation in peer feedback, analysis and micro-teaching;
  2. The teacher as classroom manager (PA 2.1);
  • the safe conduct of sport and recreational activities;
  • risk management and risk assessment for facilitating safe and inclusive learning experiences in PDHPE for children through Dance, Game & Sports, Growth & Development, Active Lifestyles.

Assessment

Assessment task 1: Games Presentation

Objective(s):

a, b, c and d

Weight: 30%
Length:

5 -10 minutes and 1xA4 Handout.
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Suitability of teaching strategy: motivating, student-centred, and active 50 d 1.2
Clarity of instructions and explanation of activity 10 d 1.2
Coherence of organisation and planning 10 b 1.2
Consideration and moderation of safety issues 10 c 1.2
Accuracy, clarity and relevance of handout 10 a 6.2
Effectiveness, tone and timbre of voice 10 d 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Lesson Plan

Objective(s):

a, b and c

Weight: 30%
Length:

5 minutes
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Justification of the lesson plan is logical and convincing 50 b 1.2
Accuracy of formatting including incorporation of syllabus 10 a 1.2
Appropriateness of the selection and use of methods, materials, technology and other teaching aids used to engage the class 20 b 1.2
Inclusivity of strategies to support student participation, well-being and safety 20 c 1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Micro-Teaching

Objective(s):

b, c and d

Weight: 40%
Length:

5 to 10 minutes
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Safe, effective and appropriate implementation of resources and equipment 20 c 1.1
Degree of student-centred learning engagement and meaningful, active class time achieved 20 b 1.2
Coherence of organisation, planning and instructions 20 b 1.2
Aptness of feedback to establish a motivational climate 20 d 6.1
Supportiveness and inclusivity of learning experiences 20 d 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is essential in this subject because it is based on a practical, collaborative approach, which involves participating in hands-on physical activities, workshopping and interchange of ideas with other students and the tutor. An attendance roll will be taken at each class. Students who fail to attend 85% of classes may be refused to have their final assessment marked (see Rule 3.8).

Required texts

NESA. (2018). K-10 PDHPE Syllabus.

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

Recommended texts

Currie, J.L. (2013). Teaching Physical Education in the Primary School. An integrated health perspective. Camberwell: ACER Press.

Available in the UTS Library or ACER Press Online bookshop: https://shop.acer.edu.au/teaching-physical-education-in-primary-school

References

ACHPER. Active Lifestyles Journal and Physical Education. Hindmarsh: ACHPER.

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.

Australian Sports Commission (ASC). (2005). Give It A Go- a DEP Resource. ASC.

Bailey, R. (2001). Teaching Physical Education. A handbook for primary & secondary teachers. Kogan Page.

Board of Studies NSW. (1997a). Physical activity for health and fitness. Board of Studies NSW.

Board of Studies NSW. (1997b). Watch your step (Stages 1,2, and 3). Board of Studies NSW.

Board of Studies NSW (1997c). Personal Development. Health and Physical Education Support document for students with special education needs. Board of Studies NSW.

CEO of Broken Bay PDHPE Primary resources: http://pdhpek10.weebly.com/k-6-pdhpe.html

Clumpner, R. (2003). Sport Progressions. Human Kinetics.

Currie, J.L. (2013). Teaching Physical Education in the Primary School. ACER Press.

Dawson, A. & Morris, K. (2005). Fun and Games. Human Kinetics.

Gallahue, D. & Ozmun, J. (1995). Understanding motor development. Brown and Benchmark.

Graham, G., Holt/Hale, S.A. & Parker, M. (1993). Children Moving. (3rd ed.). Mayfield.

Hancock, J. & Leaver. C. (2006). Teaching Strategies for Literacy. Norwood: Australian Literacy Educators' Association.

Landy, J. & Landy, M. (1993). Ready-to-use P.E. activities for grades K-9. Parker.

Launder, A. (2001). Play Practice - The Games Approach to Teaching and Coaching. Human Kinetics.

Lee, M. (Ed.). (1997). Coaching children in sport; principles and practice. E & FN Spon.

Mosston, M. & Ashworth, S. (1994). Teaching Physical Education (4th ed.), Macmillan.

New South Wales Department of Education and Training. (NSWDET). (1997). Computer-based technologies in the PDHPE KLA: enhancing student learning. NSWDET Curriculum Support Directorate.

New South Wales Department of Education and Training. (NSWDET). (1999). Guidelines for the safe conduct of sport and physical activity in schools. NSWDET.

New South Wales Department of Education and Training. (NSWDET). (2003). TILT Plus PDHPE.

Technology in Learning & Teaching. Ryde, NSW: NSWDET, Professional Support & Curriculum Directorate.

NSW Department of Education. (NSWDE). (1989). Aids Information for teachers in primary school. NSWDE.

NSW Department of School Education. (NSWDSE). (1997a). K-6 Drug education resource. Student Welfare Directorate, NSWDSE.

NSW Department of School Education. (NSWDSE). (1997b). Teaching Literacy in PDHPE in Year 7. NSWDSE Curriculum Directorate.

NSW Education Standards. (2017). Programming. Accessed from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming

Schembri, G. (1991). Aussie gym fun. Australian Gymnastics Federation Inc.

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

Tinning, R., McCuaig, L,. & Hunter, L. (2006). Teaching Health and Physical Education in Australian Schools. Pearson Education Australia.

Tinning, R., Macdonald, D., Wright, J. & Hickey, C. (2001). Becoming a Physical Education Teacher. Contemporary and enduring issues. Pearson Education.

Watt, A., Nemec, M. & Dawe, B. (1999). Jump into PDHPE. Macmillan Education Australia.

Westwood, P. (2008). What teachers need to know about learning difficulties. ACER Press.

Winnick, J.P. (Ed.). (2005). Adapted Physical Education and Sport (4th ed.). Human Kinetics.