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Applied HPE Pedagogy 2 unit (ESP280)

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Unit year 2027

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Introduction

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.

Summary

Unit name Applied HPE Pedagogy 2
Unit code ESP280
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Doctor Vaughan Cruickshank
Available as an elective? No
Delivered By University of Tasmania
Level Intermediate

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

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

Fee Information

2027 fee information will be available in August.

Teaching

Teaching Pattern

On campus: 1 x 1hr workshop and 2 x 2hr tutorial each week


 

AssessmentFMS Quiz (10%)|Skill Analysis (40%)|Teaching Evaluation (50%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Required readings will be listed in the unit outline prior to the start of classes.
Recommended

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.

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