Overview
Health and Physical Education develops an understanding of the concepts and rationale underpinning HPE as a learning area in schools and other educational and care settings. You will use your knowledge and understanding of the connectedness between physical activity, fitness and learning, to plan, organise, implement and evaluate 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 (including domestic and family violence) that impact the health of children and families is emphasised in this unit. Your understanding of contemporary social issues will inform 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 - 2024
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 Feedback
Assessment clarity
Continue to provide clear instructions for assessment tasks
- 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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.1 Establish challenging learning goals
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.2 Manage classroom activities
4.4 Maintain student safety
6.2 Engage in professional learning and improve practice
7.3 Engage with the parents/carers
In addition, competency elements from the Diploma of Early Childhood Education and Care are taught and assessed in this unit.
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.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
g.busch@cqu.edu.au
Module/Topic
Introduction to HPE and the National and International Context
Chapter
The Australian Curriculum - Health and Physical Education
Events and Submissions/Topic
Module/Topic
The nature of the learning area
The focus on health and physical activity in curriculum documents and frameworks (The Australian Curriculum and the Early Years Learning Framework)
Chapter
ACARA. (2012, Aug). The shape of the Australian Curriculum: Health and physical education. Sydney: ACARA.
Australian Government Department of Education for the Ministerial Council (2022) Belonging, Being and Becoming: the Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia.
The Australian Curriculum - Health and Physical Education
Events and Submissions/Topic
Module/Topic
Motor skill acquisition and play and games as a source of physical and social learning and development
Chapter
Wuest, D. A., & Bucher, C. A. (2006). Motor behavior Foundations of physical education, exercise science, and sport (pp. 176 - 208). Boston McGraw-Hill.
Gallahue, D. L., & Donnelly, F. ( 2003). Childhood growth and motor development Developmental physical education for all children (pp. 24 - 49): Library of Congress.
Events and Submissions/Topic
Module/Topic
Strategies for supporting the development of fundamental movement skills
Chapter
Pangrazi, R., Beighle, A., & Pangrazi, D. (2009). Understanding children's needs and readiness for physical activity Promoting physical activity and health in the classroom (pp. 30 - 87). San Francisco: Pearson.
Segal, M., Bardige, B., Bardige, M., Breffini, L., & Woika, M. (2012). Physical development All about childcare and early education (2nd ed., pp. 82 - 101). Upper Saddle River, NJ: Pearson.
Hardy, L. L., Kind, L., Farrell, L., MacNiven, R., & Howlett, S. (2010). Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport, 5(3), 503 - 508.
Events and Submissions/Topic
Module/Topic
Safe teaching practices in HPE
Assessment of risk in physical and play environments
Chapter
Curtis, D. (2010). What's the risk of no risk? Exchange, March/April, 51 - 56.
Embedded links to relevant government sites and the National Quality Standards
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
Callcott, D., Miller, J., & Wilson-Gahan, S. (2018). Teaching inclusively Health and physical education: Preparing educators for the future. Melbourne: Cambridge.
Humphreys, S., Atkin, J., & Horn, R. (2019). Inclusive Practices in Health and Physical Education. In N. McMaster (Ed.), Teaching Health and Physical Education in Early Childhood and the Primary Years (pp. 63 - 81). Sydney: Oxford.
The Australian Curriculum - Health
and Physical Education
Yulunga Traditional Indigenous Games
Connor, J. (2011). Understanding Cultural Competence. EYLF PLP eNewsletter, 1 - 3.
Events and Submissions/Topic
Module/Topic
Health literacy and personal development
Exploring social and demographic changes and the their influence on the health of children and families
Establishing a team
Chapter
Moore, T. Oberklaid, F. (2010). Investing in early childhood education and care: The health and wellbeing case. Early Childhood Education and Care Investment. Melbourne, VIC: Elsevier.
Moore, T., McDonald, M., & McHugh-Dillon, H. (2015). Evidence review: Early childhood development and the social determinants of health inequities. Melbourne: Victorian Health
Moore, T (2017) The First Thousand Days: An Evidence Paper. Melbourne, Vic: Centre for Community Child Health
Embedded links to World Health Organisation publications
Events and Submissions/Topic
Assignment 1 due this week
Planning, implementing and evaluating a movement program Due: Week 7 Friday (26 Apr 2024) 11:55 pm AEST
Module/Topic
Examining the interrelated nature of social, emotional and physical development in childhood
21st Century health issues (Childhood obesity, dental health, low levels of physical activity, mental health)
Developing a question to frame your research
Chapter
Embedded links to publications from the following:
- ARACY
- Murdoch Children's Research Institute
- The Department of Health
- ABS
Events and Submissions/Topic
Module/Topic
Health promotion
21st Century health issues continued and the role of educational professionals and educational sites
Chapter
Embedded links to government policy and media (ABC, The Australian, The Conversation Hour)
Events and Submissions/Topic
Module/Topic
Responses to contemporary health issues
Continued consideration of health promotion
Chapter
Embedded links to policy responses
Embedded links to World Health Organisation publications
Dudley, D., Telford, A., Peralta, L., Stonehouse, C., & Winslade, M. (2018). Whole-school approaches to promoting health Teaching quality health & physical education (pp. 193 - 218). Melbourne, Australia: Cengage.
Events and Submissions/Topic
Module/Topic
Domestic and family violence
Building an awareness of child sexual abuse
Bringing it all together
Chapter
Not Now, Not Ever: Putting an End to Domestic and Family Violence in Queensland Taskforce Report, 2015 and the Queensland Government Response.
Queensland Domestic and Family Violence Prevention: 2015 - 2025.
Events and Submissions/Topic
Module/Topic
Presentation and review
Reflecting on the responsibility of educational professionals in supporting the health and wellbeing of Australian children
Chapter
Embedded links in the unit
Events and Submissions/Topic
Task due this week
Group Research Project and Multimedia Presentation Due: Week 12 Friday (31 May 2024) 11:55 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
Part A - 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 (DEEWR, 2022) 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. It is suggested that you use the format we have suggested. However, you may also use any format of your own design that allows all task expectations to be demonstrated. You will find it helpful to follow the suggested template.
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. Where possible, students attending face-to-face tutorials for this course will implement an aspect of the larger program at a site organised/suggested/negotiated by/with their campus tutor. For example, if you work with a prep class in a primary school, you might implement your activity with part of the class (perhaps 6 or 8 children).
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/will implement sections of the program individually in a range of possible settings including a child-care centre, school setting (prep) or other negotiated contexts (family/friends). Implementation is not assessed but will provide information that contributes to the completion of Part C. Therefore, it is very important that you organise to implement an aspect of the larger program. If you are going to implement your activities in an education setting, you MUST have your approved Working with Children check letter. You will receive information about how to apply for a Working with Children check. Please complete this process as quickly as possible.
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 7 Friday (26 Apr 2024) 11:55 pm AEST
The assignment will be returned in three weeks
- 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. As part of the assignment, you are required 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. It is expected that you will use course readings as background for framing an inquiry question to guide your exploration of an aspect of social change or a social issue that affects the health of children and families. You will need to select appropriate methods for collecting data on the issue (you must show that you have accessed scholarly sources). You will record your research and ideas in a group Google Doc/Blog or similar created for this purpose. Markers will need to have access to this collaborative space. 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 the development of these resources e.g. posters, radio or television advertisements, brochures or activity packages for children, parents or communities, newsletters, community displays, etc. On campus students will present aspects/summary of their packages to their peers in week 12 of the term. Where possible, distance students will present aspects/summary of 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 350-400 words. This has two parts. Part A can be completed in a table.
Part A:
- 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.
Part B:
- State one skill that you need to develop to work as a member of a team.
- Provide two suggestions from other team members about how to address your identified learning need.
- Using the suggestions you have received from other team members and your own reflection, develop a short learning plan about how to address your learning needs as a member of a team.
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 (31 May 2024) 11:55 pm AEST
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
- Articulation of a clear plan for developing skills to work as a member of a team
- Demonstration of professional levels of personal literacy
No submission method provided.
- 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.
What can you do to act with integrity?
