Provide students with a broad and critical foundational understanding and skills relating to the study of Personal Development, Health and Physical Education (PDHPE) for children birth-12 years. Details the nature and role of PDHPE as a discipline for supporting the development of the health and wellbeing of children.
- Contemporary dilemmas and challenges for the field of physical education including: - the current extent and quality of provision of 0-12 physical education - specialists and generalists - the place of sport in 0-12 physical education - the relevance or otherwise of the 'obesity epidemic' for physical education - equality and equity in physical activity provision.
- Physical education for what? Fun? Healthy lifestyles? Skill development? Bodily awareness? Cross-curriculum? Creativity?
- 'Developmentally appropriate' physical activity: What does it mean?
- Movement education: Principles and practice
- History of health education in educational settings
- Understanding children's health - statistics and determinants of health
- Defining health and wellbeing
- Settings based approaches to health promotion
- Key frameworks informing approaches to 'health education'
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||describe the basic concepts and philosophies underpinning the learning and teaching of Personal Development, Health and Physical Education for children 0-12 years||Intellectual rigour||Knowledge of a discipline|
|2||demonstrate a knowledge and understanding of the developmental factors and motor learning theories that inform the planning and delivery of programs for children 0-12 years||Knowledge of a discipline|
|3||list and differentiate between the different movement traditions that inform the practice of physical education, and discuss the strengths and uses of each||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|4||describe the principles of a movement education approach to physical education and describe a range of teaching behaviours that are consistent with this approach||Intellectual rigour||Knowledge of a discipline|
|5||describe the key health and wellbeing issues for children||Intellectual rigour||Knowledge of a discipline||Cultural competence|
|6||identify and describe the key determinants of health and wellbeing for children and; demonstrate a knowledge of key frameworks that shape health work in educational settings||Intellectual rigour||Knowledge of a discipline|
|7||discuss the role that educational settings play in educating children about health and; analyse various approaches to health education to consider the possibilities and limitations of working to promote health in educational settings.||Intellectual rigour||Cultural competence|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.