Contemporary Physical Activities (9861.2)

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. Demonstrate an understanding of contemporary physical activity education models;
2. Analyse various contemporary physical activity education models, identifying purposes, strengths, weaknesses and opportunities;
3. Utilise different educational frameworks to underpin inclusion, and support learning using differentiation strategies;
4. Plan and facilitate sequenced activities including a range of movement experiences in a safe, structured and goal oriented way; and
5. Critique approaches to pedagogy via technical, ethical, physiological, and psychosocial lenses, deepening understanding of diversity.

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.