Details for Personal Development, Health and Physical Education: Part A
This subject provides an overview of key researchers in the field of child and adolescent development providing models of instruction and resources in the health and physical education arena.
- Currently offered by Alphacrucis: Yes
- Course code: CRS211
- Credit points: 10
The following courses are prerequisites:
- EDU101—Foundations in Christian Learning and Teaching or 40 credit points
Awards offering Personal Development, Health and Physical Education: Part A
This unit is offered as a part of the following awards:
This subject provides an overview of key researchers in the field of child and adolescent development providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, social and emotional, and moral development and the application of these to health and physical education as found in the relevant ACARA F-10 Health and Physical Education curriculum and the NESA Personal Development, Health and Physical Education K-6 Syllabus and how these are positioned with government health education imperatives and campaigns. It also looks at the role of the school in its context and the teacher’s relationship with parents/carers and the community.
- Identify the stages of child development - physical, cognitive, social, emotional, and moral - and explain the importance of health and nutrition for proper development;
- Consider strategies for meeting the needs of students across the full range of abilities and diverse backgrounds including by fostering engagement with parents/carers and the community and external professionals.
- Demonstrate an understanding of the interrelationship of the strands within the PDHPE K-6 Syllabus by designing programs for students from diverse backgrounds which foster personal responsibility, goal setting and skill development and improve physical performance
- Demonstrate an understanding of and comprehension of the teacher’s role in the organisational, administrative, and WHS aspects of teaching PDHPE including engaging with parents/ carers, professional and external community organisations
- Using the NESA PDHPE Years K-6 Syllabus develop student-centred innovative and well-designed lesson sequences (concepts, substance and structure), tools, and skills; language, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds that includes assessments across the full range of abilities and designate work samples for reliably reporting to parents/carers and record-keeping;
- Critically reflect upon the lesson sequence and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design.
- Consider the place of the NESA PDHPE syllabus and school implementation with particular emphasis on the general capabilities and cross curriculum priorities.
- Understanding the aims, rationale and sequential development of the NESA PDHPE Syllabus K-6 as worked through the syllabus to develop effective teaching and learning programs that support student academic achievement, the wider goals of society and whole person development.
- Place of PDHPE in the continuum of learning in K-12: including: a particular understanding of the links between Stage 3 and Stage 4; key terms; trends in PDHPE, hidden curriculum, ideologies and beliefs about fitness education; physical, social, emotional and moral development; negotiating the curriculum; inquiry-based education;
- 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 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
- Models of pedagogy for teaching and assessing PDHPE: historical development of models of teaching PDHPE: Bandura, Bruner’s Discovery, Bronfenbrenner, Goodlad, stages of change; self-efficacy theory; consideration of the traditional, teacher-directed approaches of skill-drill practice with the shift to a Game Centred Approach (GCA); Sports Education; Fundamental Movement Skills; Guided discovery/inquiry, creating; developing critical thinking
- Programming and planning: Literature-based, integrated, thematic, group and lesson templates, differentiated and inclusive; modelling behaviour of teacher important for congruency;
- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans; encouraging reflective thought and action; enhancing the relevance of new learning; facilitating shared learning; making connections to prior learning and experience; providing sufficient opportunities to learn; teaching as inquiry and e-learning and pedagogy;
- Using the Quality Teaching Framework (QTF): develop positive learning environments to implement school based and state education policies and legislation for enhancing quality teaching and learning and student wellbeing;
- Incorporating Workplace Health and Safety, including: completing risk assessments for each activity and sport undertaken and consideration of student physical abilities and provision of alternative tasks for measuring PE performance;
- Education for a Healthy Life: wholistic approach to the value of healthy habits and personal development (e.g. nutrition, activity); identity issues connected to diversity (cultural, linguistic, racial, religious and Aboriginal and Torres St Islander backgrounds). Bullying and empowering strategies and communication;
- Working in outdoor environments: warm up and cool down theories, language of instruction and feedback, managing challenging student behaviours, working with unfit and disengaged students; knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
- Place of associations in creating professional support networks, including the PDHPE Teachers’ Association, and ACHPER.
This course may be offered in the following formats
- Distance/ Global Online
- Minor Essay (30%)
- Case Study (30%)
- Major Project (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references