Unit Outline
ESP336
Applied HPE Pedagogy 3
Semester 1, 2024
Vaughan Cruickshank
Faculty of Education
College of Arts, Law and Education
CRICOS Provider Code: 00586B
Unit Coordinator
Vaughan Cruickshank
Email: V.J.Cruickshank@utas.edu.au
 
What is the Unit About?
Unit Description
This unit is a practically based unit and is designed to develop your ability to teach dance, gymnastics and sport education. An emphasis is also placed on the ability to analyse and identify areas of difficulty in skill development for learners and in providing corrective feedback and practice through a range of suitable learning experiences. Accordingly, this unit provides the opportunity for you to both participate in physical activity and to learn about application of teaching and coaching techniques.
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 Sport Education approach to health and physical education teaching
2.
demonstrate and apply planning, teaching strategies and safety procedures to enhance skill development for each sub unit
3.
use strategies to evaluate teaching programs through justifying and critically reflecting on your own teaching.
Alterations as a result of student feedback
Content order and delivery.
 
 
Teaching arrangements
ATTENDANCE MODE
TEACHING TYPE
LEARNING ACTIVITY
CONTACT HOURS
FREQUENCY
On Campus
Tutorial
3 x 2hr tutorial (1 each of Dance, Gymnastics, Sport Education) each week.

Some gymnastics sessions will be at PCYC (146 Abbott St, Newstead)

Some Sport Education sessions will be held at Punchbowl Primary School (146 Punchbowl Rd, Newstead)
6
Weekly
Attendance / engagement expectations
If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online, it is expected you will engage in all those activities as indicated in the Unit Outline, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.
 
This unit involves 3 x 2hr tutorial (1 each of Dance, Gymnastics, Sport Education) each week.
Some gymnastics session will be at PCYC (146 Abbott St, Newstead).
Some Sport Education sessions will be held at Punchbowl Primary School (146 Punchbowl Rd, Newstead).

This unit involves a Work Integrated Learning (WIL) placement where you will be teaching students from local schools. The following points are from the University’s WIL Policy and Procedure.
The University provides Work Integrated Learning to support student learning through:
the application of academic theory in related workplace practice; and
the development of skills and refinement of attitudes learned in academic contexts.
All students must have the capacity to safely undertake the inherent requirements of Work Integrated Learning activities. Students participating in Work Integrated Learning are required to:
act in accordance with the University's ethical guidelines, respecting confidentiality, and  intellectual property issues.
undertake orientation and induction to the workplace.
comply with workplace health and safety requirements and any other workplace or professional ethical guidelines.
take responsibility for learning by participating fully in the learning process and undertaking all learning opportunities provided.
communicate with the Work Placement Provider’s Student Supervisor and notify the University academic coordinator of any problems that arise; and
ensure that all attendance and assessment requirements for the unit are satisfactorily completed.

Where a student fails to comply with these obligations they may be:
removed from a Work Integrated Learning placement; and/or not awarded a grade for that part of the unit or course.
 
 
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:
Critical Analysis
Week 9
30 %
LO1, LO3
Assessment Task 2:
Dance Lesson
Week 9
35 %
LO2, LO3
Assessment Task 3:
Gymnastics Lesson Plan
Week 11
35 %
LO2, LO3
 
Assessment details
    
Assessment Task 1: Critical Analysis
Task Description:
Scenario: As head of the HPE department of your school, your task is to prepare a Professional Development video introducing the Sport Education Model to fellow colleagues and exploring integration options of this Model within your current school HPE program. You may choose your school and scenario e.g. Primary/High/Rural/City.
You are encouraged to present your own opinions, but your views need to be supported by appropriate literature and school-based examples. Your presentation should include:
- A clear explanation of the Sport Education Model including the origin of the Sport Education model and how it has evolved.
- A Critical Analysis of advantages and disadvantages of the Sport Education approach when compared to other approaches to teaching HPE such as the Game Sense approach and the more traditional technique-based approach. intellectual) would influence how you would use the Sport Education approach.
- Justification of how your personal teaching philosophy could influence why you would or would not use the Sport Education approach.
- Explore how it can connect to the current Australian Curriculum.

Your assessment format is an audio-visual presentation of 6-minutes (maximum, not including reference page).
You can choose from any number of platforms or software options, including, but not limited to: PowerPoint (narrated or auto-timed), Prezi (narrated or auto-timed), YouTube video, MovieMaker video, iMovie vide etc.
For the purpose of this assessment task it will also be essential to refer to the literature (books, journal articles, and reliable websites) throughout your presentation to justify and provide a context for your own personal views.
The presentation should also include a list of references for literature and visual media in APA style, either included as the final slide/screen or as an attached document when submitting.
Submit your video via MyLo, ensure the data content is not too large and that it is able to be opened.

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

Task Length:
audio-visual presentation, 6 minutes (1500 words equivalent not including references)
Due Date:
Week 9
Weight:
30 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Articulation of a coherent argument (30%)
LO1, LO3
2
Position is academically informed/supported (30%)
LO1, LO3
3
Communicate specialised knowledge, ideas and concepts (20%)
LO1, LO3
4
In class engagement (20%)
LO1, LO3
 
Assessment Task 2: Dance Lesson
Task Description:
This assessment task will comprise of 2 components:
A) Based on the knowledge and understanding gained from dance tutorials in ESP336, research and plan a 45 minute dance lesson. This plan should include the dance style, lesson objectives, year designed for, curriculum links, lesson sequence, 3 key learning points, required resources, safety considerations and modes of assessment (where applicable).
*Please note your lesson plan will not be evaluated however a printed copy is required to be produced at the time of assessment to support your practice. It is intended that this document may be used as a teaching resource and to inform future planning in dance contexts.
B) You will be allocated a time during dance tutorials in weeks 9-12 in which you are required to teach a 20-minute excerpt of your dance lesson to your peers.
Time for contextualisation of the chosen learning sequence will be given.

Due in weeks 9-12 (during tutorials)

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 3.2, 3.3, 3.5, 4.4

Task Length:
2000 words equivalent
Due Date:
Week 9
Weight:
35 %
 
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Creation of a Dance sequence that is appropriate to an intended context (25%)
LO2, LO3
2
Demonstrated competency in facilitating a dance learning sequence (25%)
LO2, LO3
3
Implementation of quality teaching practices in regard to management, strategy and safety (25%)
LO2, LO3
4
Demonstrated competency in communicative skills when giving instructions, offering feedback and employing verbal & non-verbal cues (25%)
LO2, LO3
 
Assessment Task 3: Gymnastics Lesson Plan
Task Description:
The lesson plan should include direct links with the Australian Curriculum, learning experiences, teaching points, equipment, safety and assessment. If you refer to a rubric, checklist etc it should be included as an appendix.
A part of this assessment will involve you being assessed on the practical teaching of elements/progressions that could be included in your lesson plan.
More information about this assessment task will be provided in class.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 3.2, 3.6, 4.4

Task Length:
1500 words
Due Date:
Week 11
Weight:
35 %
 
CRITERION #
CRITERION
MEASURES INTENDED
LEARNING OUTCOME(S)
1
Clarity (15%)
LO2, LO3
2
Content knowledge and teaching strategies (25%)
LO2, LO3
3
Learning and assessment tasks (20%)
LO2, LO3
4
Differentiation (15%)
LO2, LO3
5
Engagement (10%)
LO2, LO3
6
Practical teaching (10%)
LO2, LO3
7
Academic Literacy (5%)
LO2
 
 
 
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
Alexander, K. (1995). SEPEP: Sport education in physical education program. Canberra, ACT: Australian Sports Commission.
Davis, D. (1999). Sport education coaching manual. South Yarra, VIC: Macmillan.
Deenihan, J., & MacPhail, A. (2013). A preservice teachers delivery of sport education: Influences, difficulties and continued use. Journal of Teaching in Physical Education, 32, 166-185.
Farias, C., Segovia, Y., Valério, C., & Mesquita, I. (2022). Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level. European Physical Education Review, 28(1), 20-39.
Griffin, L., & Butler, J. (Eds.). (2005). Teaching games for understanding: Theory, research and practice. Champaign, IL: Human Kinetics.
Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 78-99.
Metzler, M. (2000). Instructional models for physical education. Needham Heights, MA: Allyn & Bacon.
Siedentop, D. L., Hastie, P., & Van der Mars, H. (2019). Complete guide to sport education. Champaign, IL: Human Kinetics.
Stran, M., Sinelnikov, O., & Woodruff, E. (2012). Pre-service teachers’ experiences implementing a hybrid curriculum: Sport education and teaching games for understanding. European Physical Education Review, 18(3), 287-308.
University of Tasmania (2015). APA 7th edition. In Referencing guide. Retrieved from https://utas.libguides.com/referencing/APA7th
 
Other required resources