| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Professional Development in Sport, Physical and Outdoor Education |
| Unit ID: | SHPOE3000 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (OEEDU3400 or SHPOE2100) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (OEEDU4200) |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
This unit explores professional development as a collaborative inquiry process. Students will explore the characteristics and importance of effective professional development in sport, physical and outdoor education. It aims to equip students with the knowledge, skills, and practical experience necessary to progress effectively as professionals in the sport, physical and outdoor education sectors. During the semester students will have opportunities to critically discuss their professional identity, specifically aligning pedagogical approaches and personal goals in each phase of their career. Through practitioner inquiry and a reflexive approach, students will explore opportunities for growth and professional development in their chosen focus area. Students will also participate in 20 days of work placement, allowing them to integrate theoretical knowledge with practical skills, collaboratively solve-real world challenges, and critically assess their professional competencies. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 20 days |
| 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 | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify relevant and high quality professional development opportunities in sport, physical, and outdoor education. |
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| K2. | Examine the connection between theoretical knowledge and practical application in the context of professional development within a selected focus area. |
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| K3. | Evaluate the impact of current trends and research in professional development on the practices within sport, physical, and outdoor education. |
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| Skills: |
| S1. | Demonstrate effective reflective practices by critically evaluating professional experiences and identifying areas for growth. |
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| S2. | Collaborate effectively as part of a learning community on a selected focus area. |
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| S3. | Assess and provide timely and appropriate feedback to peers about their learning. |
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| S4. | Critically reflect on practice to improve professional knowledge and skills. |
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| Application of knowledge and skills: |
| A1. | Critically evaluate workplace skills and develop strategies for improved practice in the selected focus area. |
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| A2. | Implement a professional development career plan that integrates professional development theory and personal goals. |
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| A3. | Identify focus areas and proposed action for ongoing professional growth. |
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| Unit Content: |
• Current trends and research in professional development within sport, physical, and outdoor education.
• Transmissive, malleable and transformative professional development approaches.
• Collaborative inquiry approaches as effective professional development strategies.
• Professional identity phases, pedagogical approaches, personal goals and career possibilities in sport, physical and outdoor education.
• Reflective practice in sport, physical and outdoor education. |
| 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.
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| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S4, A1, A2 | Students evaluate their preferences, knowledge and skills to identify a particular area for professional career development. The students are required to draw upon evidence and practical experiences to demonstrate areas for growth in their career plan. | Career development plan | 40-60% | | 2. | K1, K2, K3, S2, S3, S4, A1, A3 | Through collaborative inquiry, students work in learning communities to investigate a selected focus area. They create and present a portfolio of knowledge to report their learning. | Portfolio and presentation including peer assessment | 40-60% | | 3. | K2, S2, A1 | Participation in 20 days of placement with a focus on developing targeted knowledge and skills. | Participation on placement and performance assessment | S/N |
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