Contemporary Physical Activities (9861.1)

Please note these are the 2024 details for this unit
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Contemporary Physical Activities
Available teaching periods Delivery mode Location
View teaching periods On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
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)
In this unit students critically analyse pedagogies and methods of physical activity delivery. This involves investigating models/ approaches that are associated with quality delivery for skill acquisition, game strategies and transfer of understanding through minor games and modified sports. Approaches include fundamental motor skills, Sport Education Model, teaching games for understanding and game sense. Students identify the model/ approach purpose, strengths, weaknesses and possibilities within various contexts and across a range of movement experiences. Students are encouraged to critique using technical, ethical, physiological, social and psychological lenses using a sociocultural approach. This enables students to appreciate how such models and approaches support participant learning, how aspects can be selected to support differentiation and how to plan and deliver activities with challenging learning goals in a safe, structured and sequential way.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Know fundamental motor skills, Sport Education Model and approaches such as teaching games for understanding and game sense;
2. Successfully critically analyse the various models, identifying the model/ approaches purpose, strengths, weaknesses and possibilities;
3. Understand how these approaches support participant learning;
4. Appreciate and know how to utilise these different delivery strategies to provide differentiation in their instruction;
5. Plan and deliver activities with challenging learning goals in a safe, structured, and sequential way;
6. Critique approaches to delivery using technical, ethical, physiological, social and psychological lenses; and
7. Plan, facilitate and critique a range of movement experiences.


Graduate attributes

1. 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 - communicate effectively in diverse cultural and social settings
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


Prerequisites

None.

Corequisites

Enrolment in the Bachelor of Primary Education (H&PE) or Bachelor of Secondary Education (H&PE) AND
must be currently enrolled in or have passed 9916 Sociocultural Foundations For HPE In Schools.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Semester 1 05 February 2024 On-Campus Dr Margie Appel
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

Required Text

Metzler, M., & Colquitt, G. (2021) Instructional Models for Physical Education, Routledge (available for short loan in the UC library).

Recomended Text

Pill, S. (2016). Game sense to sport literacy. Hindmarsh, SA: Australian Council for Health, Physical Education and Recreation (revised edition) (available for short loan in the UC library).

Weekly readings will also be made available throughout the unit. Additional resources will be made available on the unit Canvas site.

In addition, this is a website that provides an overview of the unit and is useful to supplement the required and recommended reading https://www.pe4learning.com/model-based-approaches-in-physical-education/ . Key information about this website will be provided on Canvas.

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.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit and all assignments must be completed.

Academic integrity

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.

 

 

 

 

 

Learner engagement

The workload (150 hours) breakdown for this unit is as follows:

- 30 hours face to face teaching delivery

- 54 hours assessment tasks

- 66 hours student study

Inclusion and engagement

Students who need assistance in undertaking the unit because of 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. 

Participation requirements

DUE TO THE PARTICIPATORY NATURE OF THE ASSESSMENT OF THIS UNIT ATTENDANCE AT ALL SCHEDULED SESSIONS 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 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. 

 

Required IT skills

University of Canberra entry level IT skills is sufficient.

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified
    assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and

its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

There are no extra costs associated with this unit. 

Work placement, internships or practicums

None.

Additional information

Provision of information to the group

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "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. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Students who are unfit to exercise (e.g., injury) will not be able to ‘physically' participate. However, they will still be able to engage in the micro-teaching workshops in other capacities.

It is a requirement of this unit that students are mindful of safety considerations in the practical workshops, show appropriate and follow instructions from staff. Students should also be familiar with the safety requirements in the following policy document available on the Unit Canvas site:

‘Physical Activities Mandatory Procedures'. This document can be found on the right hand side of the following website.

The unit has a strong theoretical foundation that informs physical education practice through the current research on models based physical education.

This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

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