Unit description
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.
Unit content
- 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'
Learning outcomes
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 | |||||
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 1
Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees
International
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