028268 Personal Development, Health and Physical Education Teaching Methods 2
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.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): (028267 Personal Development, Health and Physical Education Teaching Methods 1 AND (48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 48 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 013428 Personal Development, Health and Physical Education Teaching Methods 2 AND C10209 Bachelor of Educational Studies
Description
In this subject students focus on building their knowledge and understanding of the content and teaching strategies utilised in the PDHPE teaching area. Students use relevant syllabus documents to develop innovative and engaging lesson plans and units of work. They learn and practise a range of teaching strategies that maximise the learning potential of all types of learners in a safe, supportive and highly engaged classroom environment. Double methods students complete this subject in each of their discipline specialisations.
Subject learning objectives (SLOs)
| a. | Demonstrate knowledge and understanding of HPE concepts, curriculum content and teaching strategies of the teaching area. |
|---|---|
| b. | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
| c. | Demonstrate broad knowledge of strategies that can be used to build and evaluate teaching programs to improve student learning. |
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)
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)
Teaching and learning strategies
In class time, students experience a range of teaching and learning strategies, including lecturer input, demonstration and modelling; discussion, pair and group tasks; simulated classroom learning activities; teaching observation and practice; independent reading and reflection. The lecturer scaffolds the reading of research-informed texts and students participate in collaborative pair/group tasks to discuss, analyse, and critique key concepts from readings and videos.
Outside class time, Students will also locate appropriate additional academic resources to support written assessment tasks, and write, revise and edit their assignments. Students will reflect on the ways in which their knowledge from this subject can be applied in their professional practice as educators.
Formative feedback
The lecturer will provide formative feedback on students’ comprehension of key concepts and their application in professional practice through a short writing tasks undertaken before census date.
Content (topics)
This subject will develop students’ knowledge and skills in the following areas:
- PDHPE syllabus K-12
- Content knowledge
- Lesson planning and teaching
- Lesson structure and organisation
- Teaching a safe, engaging and inclusive lesson
- Safety considerations
- Reflection on the teaching of the lesson and appropriate assessment strategies
- Feedback strategies
- Teaching strategies and approaches
- Skills in scope and sequencing, selection of content, development of lessons, planning and programming a unit of work.
Assessment
Assessment task 1: Micro-Teaching and Lesson Plan
| Objective(s): | a, b and c | ||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||||||||||||||||||||||
| Length: | 10 minutes (micro-teaching episode); and 1000 words (plan) | ||||||||||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Unit of Work
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Length: | 2500 words (including equivalent to 5 lesson sequences) | ||||||||||||||||
| Criteria linkages: |
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 collaborative approach, which involves essential workshopping and interchange of ideas with other students and the tutor.
Required texts
NESA. (2018). NSW PDHPE K-10 Syllabus.
NSW Board of Studies. (2009). Personal Development, health and physical education Stage 6 Syllabus. Sydney: NSW Board of Studies.
NSW Board of Studies. (2007). Personal development health and physical education K-6 Syllabus. Sydney: NSW Board of Studies.
NSW Board of Studies (2003). Personal Development, Health and Physical Education Years 7–10 Syllabus. Sydney: NSW Board of Studies.
Recommended texts
Breed, R. & Spittle, M. (2011). Developing Game Sense Through Tactical Learning. Port Melbourne: Cambridge University Press.
Currie, J.L. (2014). Teaching Health & Physical Education in Secondary School. Camberwell, Vic.: ACER Press.
Kirk, D., MacDonald, D. & O'Sullivan, M. (Eds.). (2006). The handbook of physical education. London: SAGE.
Launder, A. G. (2001). Play practice: the games approach to teaching and coaching sports. Champaign, IL: Human Kinetics.
Lees, R. & Lees, A. (1992). Personal development, health and physical education. Sydney: McGraw-Hill.
Mosston, M. (1986). Teaching physical education. Columbus: Merrill Pub. Co.
Pangrazi, R. P. & Darst, P. W. (1985). Dynamic physical education curriculum and instruction for secondary school students. Minneapolis, Minn: Burgess Pub. Co.
Rink, J. (1998). Teaching physical education for learning. Boston: WCB/McGraw-Hill.
Siedentop, D. (Ed.). (1994). Sport education: quality PE through positive sport experiences. Champaign, IL: Human Kinetics Publishers.
Tinning, R., McCuaig, L. & Hunter, L. (Eds.). (2006). Teaching health and physical education in Australian Schools. Frenchs Forest, NSW: Prentice Hall, 2006.
Tinning, R. (2001). Becoming a physical education teacher: contemporary and enduring issues. Frenchs Forest, NSW: Pearson Education Australia.
Tinning, R. (1987). Improving teaching in physical education. Waurn Ponds, Vic.: Deakin University.
Zakrajsek, D. B., Carnes, L. A. & Pettigrew, F. E. Jr. (2003). Quality lesson plans for secondary physical education. Champaign, Ill.; Leeds: Human Kinetics.