Learning Through Movement in Health and Physical Education

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Learning Through Movement in Health and Physical Education

Unit ID:

EDHPE4003

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070199

Other Change:

Brief description of the Unit

This unit explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport, and exercise. Particular attention is directed toward building the capacity of students to identify opportunities for assessment for, as, and of learning within a movement context. Students will examine strategies for obtaining high-quality data, and how this can be applied to improve student learning, inform classroom practice, and evaluate teaching and learning programs in Health and Physical Education.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

No work experience

Placement Component: No

Supplementary Assessment:

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:

Learning Outcomes:

Knowledge:

K1.	Critically evaluate the key anatomical, biomechanical, physiological and skill acquisition principles associated with a variety of physical activities and sports

K2.	Review pedagogical approaches and techniques to teach and analyse movement skills identified in the health and physical education curriculum.

K3.	Explain strategies for obtaining high-quality movement-based data, and how this can be applied to improve student learning and ensure valid reporting

K4.	Appraise a range of resources, including ICTs and teaching approaches that engage students in learning through movement.

Skills:

S1.	Critically examine pedagogical approaches and plan learning experiences using resources that engage learners and enhance learning.

S2.	Implement appropriate assessment approaches to reliably analyse, interpret and report on student learning/performance of movement skills.

S3.	Design assessment rubrics and construct explicit criteria for assessing learner achievement in physical activity and sport.

S4.	Read for meaning, critically evaluate research and make thoughtful connections between theory, practice, and experience.

Application of knowledge and skills:

A1.	Apply anatomical, biomechanical, physiological and skill acquisition principles when conducting a qualitative and/or quantitative analysis of human movement.

A2.	Design appropriate learning environments and experiences relevant to skill/task analysis demands.

A3.	Consolidate and synthesise pedagogical and content knowledge and apply evidence-based high-impact teaching strategies in professional practice.

Unit Content:

• Key concepts concerning the sub-disciplines of anatomy and physiology, biomechanics, and motor learning.
• Pedagogical approaches and techniques to teach and analyse movement skills.
• Movement analysis principles.
• Influences on movement including individual, task and environmental constraints on motor skill development.
• Biomechanical principles for analysis of human movement.
• Sociocultural factors that influence skill development, and the characteristics of the three stages of learning (cognitive, associative and autonomous).
• Assessment approaches to reliably analyse, interpret and report on student learning/performance of movement skills.
• Assessment rubrics and construct explicit criteria for assessing learner achievement in physical activity and sport.
• Practice strategies to improve movement skills including amount, distribution (massed and distributed) and variability (blocked and random).
• Feedback including type (intrinsic, augmented, knowledge of results and knowledge of performance) and frequency.

Graduate Attributes:

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1 – K4 S1 – S4 A1 – A3	Investigate biophysical principles associated with physical activities and sports. Design assessment tasks to measure student learning/performance within these activities/sports.	Written task	40-60%
2.	K1 – K4 S1 – S4 A1, A2.	Students will conduct a qualitative and/or quantitative video analysis of a physical activity and create valid and reliable tools to measure student learning/performance.	Video analysis	40 - 60%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.	Yes	Advanced
		1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.	Yes	Advanced
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Advanced
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Advanced
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Advanced
		2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.	Yes	Advanced
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Advanced
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Advanced
		3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	Yes	Advanced
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Advanced
		5.2 Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.	Yes	Advanced
		5.4 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.	Yes	Advanced