Overview
Health and Physical Education develops understanding of the concepts and rationale underpinning HPE as a learning area in schools and other educational and care settings. Students use their knowledge and understanding of the connectedness between physical activity, fitness and learning, to plan, organise, implement and evaluate a physical activity and motor development program for young children. Investigation of the interaction between individuals and groups and their socio-cultural and economic environments forms the basis for critical reflection on the role of schools, childcare centres and education and care professionals in promoting individual and community health. An understanding of social issues that impact on the health of children and families is emphasised through the development of educational resources that promote family and community health and social and mental wellness.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course Evaluation
There were too many group tasks in this course
The first group task will be changed to an individual task.
Feedback from Course Evaluation
Moodle design allows ease of navigation
Continue to maintain the current format within the moodle site
- Explain the role of education and/ or care settings in influencing healthy behaviour and physical activity.
- Apply knowledge of the benefits of physical activity to analyse a contemporary health issue.
- Plan, implement and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for children of varying abilities and characteristics.
- Plan and justify health promotion strategies that support children and families from diverse groups in understanding the relationship between physical activity and good health.
Successful completion of the unit Health and Physical Education provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.3, 2.1, 2.2, 3.1, 3.4, 3.6, 4.1, 4.2, 4.4, 6.2, 7.3 and 7.4. Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCPR301B: 1, 2, and 3; CHCFC 502A: 1, 2 and 3; CHCPR502D: 1, 2, 3 and 4; CHCRF511A: 1 and 3; and CHCCN520C: 2 are also scaffolded and assessed in this unit
Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Practical and Written Assessment - 50% | ||||
2 - Presentation - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Communication | ||||
2 - Problem Solving | ||||
3 - Critical Thinking | ||||
4 - Information Literacy | ||||
5 - Team Work | ||||
6 - Information Technology Competence | ||||
7 - Cross Cultural Competence | ||||
8 - Ethical practice | ||||
9 - Social Innovation | ||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Practical and Written Assessment - 50% | ||||||||||
2 - Presentation - 50% |
Textbooks
There are no required textbooks.
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
g.busch@cqu.edu.au
Module/Topic
Introduction to HPE 21st century priority and National and International policies
Chapter
A detailed reading list will be provided on the moodle site.
Events and Submissions/Topic
Module/Topic
The nature of the learning area
The focus on health and physical activity in curriculum documents and frameworks – Australian Curriculum
Early Years Learning Framework – Relationship between Learning Outcomes and physical learning
Chapter
Events and Submissions/Topic
Module/Topic
Motor skill acquisition
Play and games as a source of physical and social learning and development
Chapter
Events and Submissions/Topic
Module/Topic
Strategies for supporting the development of fundamental movement skills
Chapter
Events and Submissions/Topic
Module/Topic
Safe teaching practices in HPE
Assessment of risk in physical and play environments
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Inclusive practices in HPE
Strategies for engaging with parents and carers
Cultural sensitivity in relation to health issues affecting children and families
Chapter
Events and Submissions/Topic
Implementation of movement program (times will be negotiated with campus based staff)
Practical Assessment and Evaluation Due: Week 6 Friday (21 Apr 2017) 11:45 pm AEST
Module/Topic
Health literacy and personal development
How can information about the health practices of children and their families be collected?
Chapter
Events and Submissions/Topic
Module/Topic
Health, physical activity and social outcomes
Interrelated nature of social, emotional and physical development in childhood
Chapter
Events and Submissions/Topic
Module/Topic
21st century health issues
Chapter
Events and Submissions/Topic
Module/Topic
Health promotion and the responsibility of educational professionals
Chapter
Events and Submissions/Topic
Module/Topic
Bringing it all together
Chapter
Events and Submissions/Topic
Module/Topic
Presentation and Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
Planning, implementing and evaluating a movement program
Part A - Small group or Individual
You are to plan a program of physical activities suitable for developing the fundamental movement skills of young children. The program should be based on the physical and social developmental characteristics of children described in the Early Years Learning Framework learning outcomes and the Foundation Year of the Australian curriculum and be designed to promote / enhance stability or balance, locomotor and object control skills e.g. walking, running, jumping, hopping, skipping, throwing, catching, kicking, etc. In addition, the program design must show how learners will be engaged in game-based social activities that promote positive attitudes to physical fitness and safe, fair play.
The plan should include a risk assessment of the physical environment for implementation of the program and planned use of equipment for the safety and stage of development of the group of learners
A suggested format for recording planning ideas will be provided on the Moodle site for this course. However, you may also use any format of your own design that allows all task expectations to be demonstrated.
Part B - Small group or individual (Students attending face-to-face classes will implement an aspect of the larger program at a site organised/suggested by their campus tutor).
This section of the task will be organised in a variety of ways depending on students’ mode of enrolment and local class arrangements. Students attending face-to-face tutorials for this course will implement an aspect of the larger program at a site organised/suggested by their campus tutor. It is not expected that the entire program would be delivered. At a minimum, a 30 minute session would be all that is required to inform Part C. Distance students may implement sections of the program individually in a range of possible settings including a child-care centre, school setting or other negotiated context (family).
Implementation is not assessed but will provide information that contributes to the completion of Part C.
Part C - Individual component (no more that 500 words and this could be dot points)
Annotate the original plan clearly indicating your observations upon implementation and your own evaluation of the program and how it was designed or needed to be adapted to achieve the following:
- A strengths-based approach that encouraged the confidence, participation and competence of learners at different stages of physical development
- Opportunities for practice of fundamental movement skills and appropriate levels of challenge for learners with a diverse range of ability levels
- Strategies used to organise participation in the activities; monitor safety and environmental considerations; and meet the social and emotional needs of young children by encouraging appropriate levels of enjoyment, autonomy, risk-taking and creative application of movement skills for learners of both genders.
NOTE: This assessment task builds professional knowledge and understanding of physical, motor and social development and strategies for supporting the acquisition of fundamental movement skills for young children based on current curriculum documents. Establishing learning goals based on knowledge of developmental stages and strategies for implementing safe, inclusive activities that develop children’s confidence and self-regulation are important expectations of the professional learning undertaken in completing this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 2.1, 2.2, 3.1, 3.6, 4.1, 4.2, and 4.4
Week 6 Friday (21 Apr 2017) 11:45 pm AEST
Monday (8 May 2017)
The assignments will be returned via moodle
- Knowledge of children’s physical, motor and skill development and growth, maturation and readiness as determinants of planned physical activity
- Understanding of the relationship between physical activity and health, well-being, social and psychological development
- Knowledge of the aims, content, structure, teaching strategies, principles and practices of curriculum documents and frameworks for physical learning
- Knowledge of strategies for the management, assessment of risk and organisation of safe inclusive physical activity
- Ability to match learning goals and resources to knowledge of child development
- Strategies for evaluating and improving teaching programs
- Demonstration of professional levels of personal literacy
- Plan, implement and evaluate developmentally appropriate experiences that promote physical activity, play and the acquisition of fine and gross motor and fundamental movement skills for children of varying abilities and characteristics.
- Communication
- Critical Thinking
- Information Literacy
2 Presentation
You will complete this task in small groups to show your understanding of the social construction of health and the factors that affect health and/ or levels of physical activity for children and families in contemporary Australian society.
Your group must research an aspect of social change or a social issue that affects the health of children and families. Use course readings as background for framing an inquiry question and select appropriate methods for collecting primary and secondary data on the issue. You will record your research and ideas in a group Wiki or similar created for this purpose. Your research should show evidence of your group’s ability to apply “health literacy” at a “critical” level by “selecting and critically analysing health information in order to take action to promote personal and community health and wellbeing” (ACARA, 2012). Collate and analyse the data to draw conclusions that inform an audience of your peers about the causes, prevalence and/or attitudes to the issue you have researched and to justify the design of a multimedia health promotion package.
Use your research to design a multimedia health promotion package that focuses on the chosen issue and that can be used to inform and persuade a specific target group or community to adopt positive personal health practices. The multimedia package should include at least three resources aimed at health promotion and you are encouraged to explore multiple possibilities for development of these resources e.g. posters, radio or television advertisements, brochures or activity packages for children, parents or communities, newsletters, community displays, etc. Students will present their packages to their peers in week 12 of the term. Where possible, distance students will present their packages using the online platform. This will occur in the online tutorial of week 12. If required, a number of sessions will be scheduled to ensure that sharing can occur.
Each group member must submit an individual reflection of 250-300 words outlining:
- your contribution to the group’s research and planning
- the impact of your inquiry and planning on your own personal attitudes to adopting lifelong healthy behaviours
- any new understandings you have gained about the role of education and care professionals in promoting healthy lifestyles.
NOTE: This assessment task provides opportunities for demonstrating knowledge of the social dimensions of health and the impact contemporary social issues have on the learning of children from diverse backgrounds. Practical strategies for engaging with communities and critical reflection on the role educational professionals play in promoting positive attitudes to health and personal development in communities are emphasised. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.3, 2.1, 3.4, 6.2, 7.3 and 7.4.
Week 12 Friday (2 June 2017) 11:45 pm AEST
The presentations of your multimedia package will occur during week 12. The timing will be determined at a campus level and will align with tutorial times.
Exam Week Friday (16 June 2017)
Assignments will be returned in accordance with the university's policy on certification of grades.
- Research into and analysis of contemporary social issues affecting lifestyles, health and wellbeing of children and families from diverse backgrounds
- Selection of resources and materials that promote positive attitudes to health
- Use of communication strategies and resources that consider the information needs and diverse social, cultural and linguistic backgrounds of children and families
- Ability to make connections to and critically reflect on the personal and professional roles of educators in health promotion
- Use of authoritative sources to justify decision-making
- Evidence of working as a member of a team to research and design a multimedia health promotion package
- Demonstration of professional levels of personal literacy
- Explain the role of education and/ or care settings in influencing healthy behaviour and physical activity.
- Apply knowledge of the benefits of physical activity to analyse a contemporary health issue.
- Plan and justify health promotion strategies that support children and families from diverse groups in understanding the relationship between physical activity and good health.
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.