Contemporary Sports and Games (10452.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Understand the relevance and importance of sports and games in modern PE and why technocratic and traditional approaches are out-dated and inadequate;
2. Plan and teach a recognised sport or game typically offered in Australian schools, that aligns to current curricula and incorporates/blends appropriate examples from Metzler's (2011) models of instruction and Mosston and Ashworth's (2008) spectrum of teaching styles;
3. Demonstrate through the planning and teaching of a sport or game, explicit linkage to mandatory procedures for safe practice in PE and be able to satisfactorily incorporate/conduct appropriate risk assessment activities;
4. Use GPAI and TSAP effectively in assessing participant performance in sports and games, while meeting curricula achievement standards, and create and use breadth of assessment instruments to supplement GPAI and TSAP to enable accurate judgments about participant knowledge, understanding and performance in sports and games; and
5. Demonstrate knowledge, understanding and practical application of primary and secondary rules for recognised sports and games typically provided in Australian schools, and knowledge of the role of state and national sporting organisations and ways in which each can assist teachers of PE.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
Prerequisites9861 Contemporary Physical Activities
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 1||06 February 2023||On-Campus||Dr Michael Davies|
|2024||Bruce, Canberra||Semester 1||05 February 2024||On-Campus||Dr Michael Davies|
Pill, S., SueSee, B., Rankin, J., & Hewitt, M. (2022). The Spectrum of Sport Coaching Styles. Routledge, New York (1st edition). Available at: https://www.routledge.com/The-Spectrum-of-Sport-Coaching-Styles/Pill-SueSee-Rankin-Hewitt/p/book/9780367485184
Mosston, M., & Ashworth, S. (2008). Teaching Physical Education: The Spectrum of Teaching Styles (2nd online edition). Spectrum Institute for Teaching and Learning. Free download is available on the unit's Canvas site.
Where appropriate, additional weekly readings will be uploaded onto the unit's Canvas site throughout the teaching period.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the Unit Convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Responsibility for understanding:
If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the Unit Convener. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the Unit Convener and Student Administration have their correct contact details.
Special assessment requirements
A minimum aggregate mark of 50% is required to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Note that the University supported text matching software is Ouriginal/URKUND, which is now available to all units via Canvas. For further information, please see the description of how to use the URKUND tool in the https://uclearn.canberra.edu.au/courses/96/pages/text-matching-ouriginal-urkund?module_item_id=170706
The use of Ouriginal (URKUND) is the default position of the university. Should a reason be put forward for deviation from this position, please discuss with ADE.
Pre-service teachers should be aware that submission of fraudulent documentation will have potential serious consequences including suspension and/or exclusion from the University and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Inclusion and engagement
Students who need assistance in undertaking the unit because of a disbaility or other circumstances should inform their Unit Convener or Inclusion and Engagement (formerly the Disabilities Office) as soon as possible so the necessary arrangements can be made.
Attendance at all scheduled workshops in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g., medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two (2) sessions, however, your engagement with the unit could be considered unsatisfactory.
It is expected that pre-service teachers will arrive at least 5-minutes before their allocated workshop and will work through each workshop in a timely fashion.
The weekly workshops are practical and require full pre-service teacher participation. Therefore, to participate, pre-service teachers must be illness and injury free. Pre-service teachers who are ill are encouraged not to attend their schedule workshop. Pre-service teachers who are injured will not be able to ‘physically' participate. However, they will still be able to engage in the workshops in other capacities and should attend unless circumstances do not allow them to do so. In the event a pre-service teacher is ill or injured, it is the responsibility of the pre-service teacher to contact their tutor before their scheduled workshop to make adjustments to their learning.
Worn clothing attire and footwear must be non-restrictive and appropriate for safe participation in physical activity. Before any pre-service teacher participation in physical activity the following two (2) documents must be completed. Both documents can be found on the unit's Canvas site and must be submitted to the dedicated Canvas dropbox:
- ESSA Adult Pre-exericse screening system. Complete Stage 1 on page 1 (excluding Question 7). This form will provide information to the Unit Convener about any medical conditions or special considerations they need to be aware of.
- Physical Activity Unit Consent Form. By completing the Physical Activity Unit Consent Form you acknowledge the requirements of participation in the workshops as stated in the unit outline and on the unit's Canvas site.
Required IT skills
University of Canberra Entry level IT skills is sufficient.
Note: To calculate your unit fees see: How do I calculate my fees?.
The online UC Co-op Textbook Search is available for purchasing text books.
There are some costs associated with this unit which are detailed below:
- The required unit textbook at $73.99 from https://www.routledge.com/The-Spectrum-of-Sport-Coaching-Styles/Pill-SueSee-Rankin-Hewitt/p/book/9780367485184 Noting that other online outlets may be cheaper.
- Pre-service teachers are required to purchase a UC HPE polo shirt available from the student shop in Building 1. The UC HPE polo shirt is required to be worn during their individual teaching episode.
- A whistle and wrist watch are also required.
No extra costs associated with this unit.
Work placement, internships or practicums
Underpinning pedagogical foundations of the unit:
Now in its fourth iteration, this unit is informed from evidence-based research and education. The Unit Convener delivering this unit is an active researcher in the unit's pedagogy who is able to engage pre-service teachers in deep and active learning, and transmit to pre-service teachers their passion for the research and practice they are carrying out. The theoretical and pedagogical foundation of this unit is based on Mosston and Ashworth's (2008) Spectrum of Teaching Styles https://spectrumofteachingstyles.org/ with a secondary focus of blended pedagogical approaches through Metzler's Models of Instruction for Physical Education (2011). Together these two pedagogical frameworks form the foundations for how pre-service teachers can deliver quality, contemporary Physical Education in secondary schools.
Provision of information to the group through Canvas:
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. Pre-service teachers with general questions about unit content and assessment should use the Discussion forums on Canvas. Students using the Canvas Discussion forums should expect a reply within 2-3 business days (this excludes weekends). It is the responsibility of pre-service teachers to ensure they check for announcements on the unit's Canvas website (forum messages are also emailed to student email addresses only). Pre-service teachers should ensure they check their student email regularly.
Use of student email account:
The University Email policy states "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be emailed using a student university email account. Pre-service teachers should contact email@example.com if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the pre-service teacher's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Student email communication with teaching staff:
All emails should be sent from pre-service teacher's UC student email account or via Canvas, otherwise anti-spam filters may prevent it from being delivered to the teaching staff.
When using email to communicate with lecturers or tutors, you should always make sure that your message contains the following:
An email subject that contains the unit code, and clearly describes the nature of your query or request.
Your lecturer receives many emails a day, and also teaches more than one unit, so if your email does not contain the unit code, it is not possible to place your message in context. If the subject does not indicate the nature of the message, it may well remain unanswered.
Change the default setting on your email program to include previous messages in replies, and make sure that previous messages are included in an ongoing exchange. Your lecturer deals with many students. Having a copy of the previous exchanges included in your message will expedite a response. You should still make sure that the subject indicates what the email is about.
Address your lecturer appropriately by name.
State your question or request clearly and concisely.
Insert a signature at the end of your email that contains:
your name in full as it appears in Callista.
your student number.
Your lecturer will inform you if there are additional requirements for communicating by email. While your lecturer cannot be available online all day, in normal circumstance your lecturer will reply within 2-3 business days (this excludes weekends). If you have note recieved a reply, please send a friendly follow up email and your lecturer will be in touch as soon as possible. Failure to follow these guidelines will result in your email being summarily deleted and you will not receive a reply.