Details for Personal Development, Health and Physical Education: Part B

With reference to the ACARA F-10 Health and Physical Education curriculum and the NESA Personal Development, Health and Physical Education K-6 Syllabus, this subject is concerned with assisting teachers to equip their students to make healthy choices based on knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives.

Awards offering Personal Development, Health and Physical Education: Part B

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Primary)
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject provides a comprehensive overview of key researchers in the field of health, sport and physical education providing models of instruction and resources in the health and physical education arena. It specifically focuses on current health and wellbeing issues in keeping with the broad notion of health that encompasses all aspects of an individual’s well-being viz. social, mental, physical and spiritual health. Within this context it considers personal, social and community health and particularly health priorities for young people e.g. drug education, fitness and physical activity, child protection and nutrition. With reference to the ACARA F-10 Health and Physical Education curriculum and the NESA Personal Development, Health and Physical Education K-6 Syllabus, this subject is concerned with assisting teachers to equip their students to make healthy choices based on knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives.

Outcomes

1. Set learning goals by designing a game that applies specific skills that provide achievable challenges for students of varying abilities and characteristics;
2. Analysis and synthesis of PDHPE content and current literature and research, along with understandings of child development to develop a personal philosophy of PDHPE;
3. Demonstrates knowledge and understanding of effects on student learning; to set achievable learning goals to develop engaging, well-organized and managed lessons that incorporate general capabilities and cross-curriculum priorities for the full range of student abilities;
4. Demonstrate understanding of the full range of assessment strategies to assess student learning;
5. Identify legislation – both administrative and organizational - that supports participation and learning of students with disabilities;
6. Design a teaching unit from syllabus documents appropriate to the unit and Stage and demonstrate evidenced based research relevant to the teaching context that connects the general capabilities and cross curriculum priorities, including ICT, and engage student with differentiated lessons and activities in ways that demonstrate knowledge and of how diverse students across the full range of abilities learn physical skills;
7. Utilize multimedia and popular culture to develop critical thinking and empowerment of students around health issues;
8. Describe in detail strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Subject Content

1. Knowledge and understanding of PDHPE as an academic discipline, including recent theory and practice; the various philosophies of PDHPE including the socio-cultural influences on physical activity and the social view of health, comparing such to a Christian and other faith constructs of PDHPE, and discerning the teaching of significant people in the discipline: Professor Daryl Siedentop, Dr Peter Whipp, Professor Andrew Taggart and their pedagogy, curriculum and instructional model designs that provide authentic rich sports experiences.
2. History and development of various models of Physical Education; exploration of Physical Education Value Orientation, developing a philosophy of teaching Physical Education; analysis of movement, safe participation and health status;
3. Historical development of models of teaching PDHPE: stages of change; self-efficacy theory; direct Instruction, skill acquisition theory; Sports Education, Teaching games for understanding, play, Ottawa Charter for Health Promotion. Wholistic approach to health/well-being;
4. Teaching strategies: developing critical thinking, explanation, questioning; the importance of modelling behaviours by teachers for congruency; knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; concern for the welfare, rights and dignity of all people; understanding of how equity is effected by structures and practices within communities;
5. Curriculum: origins, historical trends, negotiating the curriculum, sexuality and sexual education; systematic and explicit teaching of personal and social skills to give students a basis for resilience and the resourceful management of their own lives; flexibility to treat sensitive and controversial issues adjusting to reflect personal ethos; assist exploration of different aspects of health as they are understood within different communities and to place teaching and learning in a context that is meaningful and valued by students.
6. Programming and planning: Literature-based, integrated, thematic, group, lesson, unit and programming templates, differentiated and inclusive;
7. Working within extreme environments: heat, cold, wet weather, managing challenging student behaviours, working with unfit and disengaged students; Legislative and administrative requirements; codes of conduct and ethical principles.
8. Assessment and reporting: rubrics, checklists, video and audio observations.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Game Design (non-assessed)
2. Personal Reflection (10%)
3. Minor Project (30%)
4. Unit of Work (50%)
5. First Aid Certificate (10%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references