Explores the continuum of learning from teacher-directed to self-directed approaches, in relation to teaching aquatics and athletics. Students will also be required to think critically about the value and limitations of both of these approaches to learning. In addition, students will engage theoretically and practically with methodology for teaching aquatics and athletics in the school setting.
- Introduction to teaching in aquatics and athletics
- Introduction to teacher-directed and self-directed learning
Module 2: Athletics
- Play and games based approaches
- Fundamental Skill progressions for athletics
- Advanced athletic skills
- Communication and organisation
- STAR (Secondary Teachers Athletics Resource) Award Program
- 100m/200m/400m/800m/1500m, hurdles, relays, high jump, long jump, triple jump, shot put, discus, javelin, injury prevention
- Modelling and critical discussion of teacher-directed methods of delivery
Module 3: Aquatics
- Aquatic instruction
- Stroke Progressions and stages
- Planning for instruction
- Pedagogy for efficiency
- Pedagogy for engagement
- Stroke correction
- Planning an effective aquatics program
- Bronze Medallion (Theory)
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||identify and demonstrate knowledge, understanding and skills relating to the development of lesson plans for teaching aquatics and athletics with appropriate curriculum links||Knowledge of a discipline|
|2||apply effective methodology to deliver instruction for aquatics and athletics in the school context||Intellectual rigour||Knowledge of a discipline|
|3||critically analyse teacher-directed and self-directed learning approaches and reflect on their value in the teaching context||Knowledge of a discipline|
|4||apply the principles of teacher-directed and self-directed learning approaches to various physical education contexts||Knowledge of a discipline|
|5||demonstrate well-developed written and oral communication skills, as appropriate to the needs and expectations of the profession.||Intellectual rigour|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.