Unit Outline

This is the second Applied HPE Pedagogy unit in the sequence of three. This unit has two key foci; the teaching of fundamental motor skills, and teaching using the Game Sense approach. The use of student centred approaches such as Game Sense, and effective strategies for teaching the fundamental motor skills essential for effective participation, are important tools for teachers aiming to encourage their students to be active and healthy for life. This is a practically based unit and is designed to build upon Applied HPE Pedagogy 1 by introducing culturally relevant games and activities. Study of the various game forms enables better decision-making in planning an appropriate sequence of learning experiences. This unit will provide you with the opportunity to extend your knowledge in skill acquisition through game play as well as game play competencies and strategies appropriate for the teaching/learning of these activities to children of varying ages as specified by the National Curriculum. This unit encompasses the focusing inquiry by introducing specific content knowledge needed to teach into HPE programmes (K-12) and on teaching inquiry by exploring student centred approaches and how they can help students learn.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	understand, apply and evaluate the Game Sense approach to health and physical education teaching
2.	analyse Fundamental Motor Skills and demonstrate the implementation of teaching strategies using ICT to correct skill errors
3.	use strategies to evaluate teaching programs through justifying and critically reflecting on your own teaching.

Alterations as a result of student feedback

Changes to content order and delivery.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	FMS Quiz	Week 3	10 %	LO2
Assessment Task 2:	Skill Analysis	Week 6	40 %	LO2, LO3
Assessment Task 3:	Teaching Evaluation	Week 14	50 %	LO1, LO3

Assessment details

Assessment Task 1: FMS Quiz

Task Description:

You will be tested on your knowledge of FMS and your ability to apply this knowledge into school health and physical education contexts.
The test will include 20 multiple choice and short answer questions. It will be run through MyLO, please refer to MyLO for the testing window. You may do the test (once) at any time during this time period.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1

Task Length:

20 multiple choice and short answer questions

Due Date:

Week 3

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	FMS knowledge (100%)	LO2

Assessment Task 2: Skill Analysis

Task Description:

You are required to create a (3:30 minute maximum) video analysis of one manipulative FMS. You can choose to (1) perform this analysis on yourself or another adult or (2) perform this analysis on a primary school aged child.

Option (1) – Yourself/Another adult (improving non-preferred)
This analysis should demonstrate your FMS knowledge and include:
A comparison (preferably side by side) of your/another adult’s performance of the skill with your/their preferred and non-preferred limb that refers to the correct performance of the skill and the specific body parts required.
The errors in your/their technique on your non-preferred side.
A demonstration and justification of the strategies (drills/activities etc) you have developed to address these errors and improve your/their performance of the skill with your/their non-preferred limb.
A comparison (preferably side by side) of your performance of the skill with your/their non-preferred limb before and after the completion of the strategies you developed to improve your/their performance of the skill.
An evaluation of whether your chosen activities improved your/their performance of the skill with your non preferred limb.
An explanation of how you used ICT to assist the learner with their skill improvement.

Option (2) - Primary school aged child (improving preferred)
This analysis should demonstrate your FMS knowledge and include:
A comparison (preferably side by side) of their performance of the skill (with their preferred limb) and the correct performance of the skill by a proficient performer, with specific mention of the specific body parts required.
The errors in their technique on their preferred side.
A demonstration and justification of the strategies (drills/activities etc) you have developed to address these errors and improve their performance of the skill with their preferred limb.
A comparison (preferably side by side) of their performance of the skill with their preferred limb before and after the completion of the strategies you developed to improve your performance of the skill.
An evaluation of whether your chosen activities improved their performance of the skill with their preferred limb.
An explanation of how you used ICT to assist the learner with their skill improvement.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.6, 3.3, 3.6

Task Length:

1500 words equivalent

Due Date:

Week 6

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Depth and accuracy of analysis (40%)	LO2, LO3
2	Justification of the strategies/activities chosen (40%)	LO2, LO3
3	Presentation (20%)	LO3

Assessment Task 3: Teaching Evaluation

Task Description:

In a small group you will be required to plan and present a series of activities in 2 practical 55 minute sessions to a group of primary school children. The purpose of these presentations is to demonstrate the implementation of the Game Sense approach.
Your group will then produce an evaluation of your lessons and use of the Game Sense approach. This evaluation can be presented as a video (5-minute maximum) or written assignment (2000 words maximum).
We do not have permission to film the primary students so if you choose the video option there should be no footage of your actual lessons. Your video should include a variety of content, not just your group talking to the camera. Possible content could include gym set up, physical demonstrations of the activities and/or skills you taught, footage of your lesson plan with commentary etc. You will be given some tutorial time to film demonstrations etc, but it is up to you to be creative with what you include.

Your evaluation should include both personal feedback and feedback you received from other sources such as your peers, and must answer the following questions:
Focusing Inquiry
An explanation of your intended learning outcomes, why you choose them and how students could demonstrate meeting these outcomes?
Teaching Inquiry
A justification of how your chosen teaching strategies and activities link to your learning outcomes, and how they cater for students of different abilities.
An evaluation of your use of the Game Sense approach, and the advantages and disadvantages of using the Game Sense approach in your lesson.
Learning Inquiry
A justification of the changes you made between your first lesson and second lessons; and an evaluation of whether or not these changes better assisted your students to meet your intended learning outcomes.
An explanation of how these teaching experiences will affect you future teaching (What did you learn)?

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 3.3, 3.6, 6.3

Task Length:

2000 words equivalent

Due Date:

Week 14

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Understanding and application of the Game Sense approach (30%)	LO1, LO3
2	Suitability and relevance of learning experiences for progressively enhancing student development (30%)	LO1, LO3
3	Depth and quality of reflection and implications for future practice (40%)	LO1, LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Recommended reading materials

Breed, R., & Spittle, M. (2011). Developing games sense through tactical learning. Port Melbourne, VIC: Cambridge.
Department of Education. (2009). Fundamental motor skills. Melbourne, VIC: Department of Education.
Department of Education Community and Cultural Development (DECCD). (2006). Fundamental motor skills. Hobart, TAS: DECCD.
Griffin, L., & Butler, J. (Eds.). (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL: Human Kinetics.
Iiovonen, S., & Saakslahti. (2014). Preschool children’s fundamental motor skills: A review of significant determinants. Early Child Development and Care, 184(7), 1107-1126.
Jarrett, K., & Light, R. (2019). The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts. European Physical Education Review, 25(2), 565-580.
Jung, J. (2012). The focus, role, and meaning of experienced teachers’ reflection in physical education. Physical Education and Sport Pedagogy, 17(2), 157-175.
Lamb, P., Lane. K., & Aldous, D. (2012). Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education. European Physical Education Review, 19(1), 21-38.
Light, R. (2013). Game sense: Pedagogy for performance, participation and enjoyment. New York, NY: Routledge.
Mosston, M., & Ashworth, S. (2001). Teaching physical education (5th ed.). San Francisco, CA: Benjamin Cummings.
Pill, S. (Ed.). (2021). Perspectives on Game-based Coaching. Routledge.
Pill, S., Evans, J. R., Williams, J., Davies, M. J., & Kirk, M. A. (2021). Conceptualising games and sport teaching in physical education as a culturally responsive curriculum and pedagogy. Sport, Education and Society, 1-15.
Pill, S., & Harvey, S. (2019). A narrative review of children’s movement competence research 1997-2017. Physical Culture and Sport. Studies and Research, 81(1), 47-74.

Rudd, J. R., Barnett, L. M., Butson, M. L., Farrow, D., Berry, J., & Polman, R. C. (2015). Fundamental movement skills are more than run, throw and catch: The role of stability skills. PloS one, 10(10), e0140224.
The University of Tasmania (2015, September 24). APA. In Referencing and assignment writing. Retrieved November 11, 2015, from http://utas.libguides.com/content.php?pid=27520&sid=199805
University of Tasmania (2015). APA 7th edition. In Referencing guide. Retrieved from https://utas.libguides.com/referencing/APA7th
Williams, J., Pill, S., & Hewitt, M. (2021). ‘I think everyone is on board with changing how we do things, but we are yet to find a best fit model’: A figurational study of assessing games and sport in physical education. Sport, Education and Society, 26(3), 253-266.

Other required resources