Physical Education, Sport and Society (9893.1)
|Level:||Level 4 - Undergraduate Advanced Unit|
|HECS Bands:||1, 4|
|Faculty:||Faculty of Education|
|Discipline:||Academic Program Area - Education|
UC - Canberra, Bruce
Year Teaching Period Convener Mode of Delivery 2020 Semester 1 DR John WILLIAMS (Ph: +61 2 62015261 ) ON-CAMPUS 2021 Semester 1 DR John WILLIAMS (Ph: +61 2 62015261 ) ON-CAMPUS
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- Semester 1, 2020, ON-CAMPUS, BRUCE (193339) - View
- Semester 1, 2019, ON-CAMPUS, BRUCE (186790) - View
- Semester 1, 2018, ON-CAMPUS, BRUCE (176961) - View
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This unit is the final sequential unit relating specifically to the physical education strand. Students are challenged to examine how Health and Physical Education connects to broader issues within society. Students explore the historical, philosophical and sociological connections between physical education and sport and how this connection has influenced various discourses within Health and Physical Education. Students explore the history of various sports, with a focus on aquatics, athletics, dance and gymnastics. Themes of inequality are identified such as gender, sexuality, homophobia, segregation, and ethnicity and students consider how these themes may appear in schools. Students are challenged to develop contemporary inclusive strategies for delivery in Health and Physical Education across all physical education movement themes using the sociocultural approach.
On successful completion of this unit, students will be able to:
1. Understand how HPE connects to broader issues within society;
2. Understand the historical, philosophical and sociological connections between physical education and sport;
3. Understand how historical, philosophical and sociological connections between physical education and sport have influenced various discourses within HPE;
4. Understand the history of various sports, including aquatics, athletics, dance and gymnastics;
5. Understand influencing discourses in sport and physical education;
6. Identify themes of inequality; gender, sexuality, homophobia, segregation, ethnicity;
7. Understand how themes of inequality may appear in schools;
8. Understand how the sociocultural approach can cater for diversity and inclusion; and
9. Understand how strategies bring to students and other teachers awareness, inequalities that may exist in schools.
UC - Canberra, Bruce
- Semester 1, 2020
- Semester 1, 2019
- Semester 1, 2018