| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Health and Physical Activity in Society |
| Unit ID: | EDHPE3002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEALT3004) |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
Students will explore the place of physical activity and creative movement styles in a range of populations from a health and wellbeing, educational, historical and socio-cultural perspective. They will develop constructs of physical activity and the range of health benefits it offers across a lifespan through participation in a range of physical activities. Influences of physical activity behaviours, health-behaviour processes and models, physical activity trends, and the impact of physical activity will be explored from a socio-critical perspective, in reference to a range of populations. Skills will be obtained in measuring physical activity levels, data analysis, research and ICT, learning and teaching in a range of physical activities and creative movement styles. Students will also consider the place of physical activity and specifically lifetime physical activity in various settings, not only the school setting. They will gain knowledge and skills in planning and delivering physical activities in various settings. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Understand physical activity (PA), its constructs, the health benefits of regular PA and the health consequences of PA, across a lifespan |
|
| K2. | Explore and explain theoretical health models which explain PA behaviours and PA trends of cohorts across a lifespan |
|
| K3. | Compare methods of assessing PA and the importance of lifetime Physical Activity in the promotion of health |
|
| K4. | Recognise and assess a range of lifetime physical activity and creative movement styles and the health benefits associated with these across the lifespan |
|
| K5. | Identify and apply effective teaching strategies to enhance the learning of a full range of student abilities. |
|
| Skills: |
| S1. | Explain and define physical activity, its constructs and theoretical health models with an ecological framework. |
|
| S2. | Explain and explore methods of assessing and the health benefits physical activity |
|
| S3. | Demonstrate skill proficiency required to teach lifetime physical activity and creative movement styles in a range of settings. |
|
| S4. | Develop planning documents for effectively teaching for lifetime physical activity and creative movement. |
|
| S5. | Work collaboratively with team to achieve goals within appropriate timeframes |
|
| S6. | Monitor and describe progress as a learner, identifying strengths and weaknesses |
|
| Application of knowledge and skills: |
| A1. | Apply suitable theoretical models to explain PA behaviours and behaviour change for specific cohorts and settings |
|
| A2. | Analyse and interpret data on PA trends relative to guideline documents |
|
| A3. | Compare and apply appropriate methods of assessing PA levels for specific cohorts |
|
| A4. | Analyse and critique on examples of Physical Activity strategies targeting various settings and populations |
|
| A5. | Develop strategies for using ICT to promote physical activity and creative movement to a specific cohort and setting |
|
| A6. | Plan, deliver and reflect on effective, safe physical activities and/ or creative movement classes using a range of pedagogical approaches for various learners and in different learning settings. |
|
| Unit Content: |
Physical Activity Definitions and classifications of PA and its constructs Participation in physical activity across the lifespan Relevance of Health and Physical Activity Health benefits of regular physical activity & health consequences of inactivity Physical Activity guidelines Measuring Physical Activity Health and physical activity in a range of settings Developing lifelong Physical Activity behaviours. Exploration of, and participation in lifelong Physical Activity in a range of settings Positioning lifetime physical activity in the school sport setting Teaching lifelong physical activity behaviours. Teaching lifelong target sports to meet curriculum guidelines Examples may include Dance, Pilates, yoga, Tai Chi, relaxation classes, golf, fitness classes, lawn bowls, bocce, croquet, ten pin bowling and Archery Effective teaching strategies for teaching lifelong sports for a full range of student abilities. Influences Physical Activity behaviours - ecological model of health From a socio-critical perspective Personal critical reflection on place of physical activity in society and school communities Applying theoretical health models to understanding reasons to participate in Physical Activity and the physical activity trends across a lifespan |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A4 |
Review and participation in lectures, practical sessions, prescribed readings and self-directed study |
Exam |
30-50% |
|
| 2. |
K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A5, A6 |
Planning, researching, designing and reflecting on an assignment |
Assignment |
30-50% |
|
| 3. |
K1, K2, K3, K4, K5, S3, S4, S5, S6, A1, A6 |
In pairs or groups plan, present and reflect on a student teaching experience. |
Student teaching experience lesson plan, delivery (according to criteria) and reflection |
20-40% |
|
|