Course Title: HPE 1: Teaching Physical Education for Understanding

Part A: Course Overview

Course Title: HPE 1: Teaching Physical Education for Understanding

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2285

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2013,
Sem 1 2014

TCHE2286

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2009,
Sem 1 2010,
Sem 1 2011,
Sem 1 2012,
Sem 1 2013

Course Coordinator: Dr Phil Doecke

Course Coordinator Phone: +61 3 9925 7864 (Bundoora)

Course Coordinator Email:philip.doecke@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This is a core course that focuses on introducing students to teaching and learning physical education, and the central role it plays in the healthy development of the whole child. It considers motor patterns, programs and abilities that underlie skill development in the primary school-aged child. Engaging in a range of skills and methods, students establish effective models in which learners develop knowledge and understandings of physical and sports education. Practical sessions are a key component of the course and will assist students to apply theory through play, traditional games, and movement teaching.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to:
• Understand current health and physical education issues.
• Plan appropriate resources and ideas for physical education.
• Appreciate safety issues in movement activities.
• Develop sequential and developmentally appropriate motor learning activities.
• Perform and model effective physical education teaching skills and strategies.
• Display initiative and creativity in choosing activities and skills.
• Involve all learners in effective learning using a wide range of resources.


Upon completion of this course students will be able to:
• Plan effective physical education lessons.
• Teach thoughtful movement skill activities.
• Teach with understanding and care.
• Play with fun and enjoyment.
• Access suitable resources to complement and enrich learning.
• Understand individuals’ needs and design inclusive programs.


ICT Outcomes
At the conclusion of this course, students will have demonstrated and/or acquired the following ICT capabilities:
• Awareness of digital assessment and reporting tools for effective learning.
• Skills in using ICT for communication, presentation, work preparation and implementation.


VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers create and maintain safe and challenging learning environments.


Overview of Learning Activities

Students’ learning in this course will involve a range of activities including lectures, work planning needs, class management, outdoor education and practical sessions which cover a wide range of movement activities suitable for primary school-aged students.


Overview of Learning Resources

See Part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example group project on curriculum planning and exam on inclusive practices).

Students should refer to Part B of the course guide for further information on assessment.