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Applied HPE Pedagogy 3 unit (ESP336)

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Unit year 2027

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Introduction

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.

Summary

Unit name Applied HPE Pedagogy 3
Unit code ESP336
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 Advanced

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

  • understand, apply and evaluate the Sport Education approach to health and physical education teaching
  • demonstrate and apply planning, teaching strategies and safety procedures to enhance skill development for each sub unit
  • 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: 
3 x 2hr (face-to-face) tutorial (6 hours)
 

AssessmentCritical Analysis (30%)|Dance Lesson (35%)|Gymnastics Lesson Plan (35%)
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

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

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