Leadership in Physical Education

This subject has the following teaching availabilities in 2012:

125 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Students must have completed the following subject:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

This subject combines theoretical and practical issues in teaching and learning based on the Physical, Personal and Social learning strand of the Victorian Essential Learning Standards (VELS). Through student centred and inquiry-based approaches to physical activity and sport pedagogy, we will explore the VELS strand and develop strategies to integrate Physical Education and the other domains within this strand (Interpersonal learning, Personal learning and Civics & Citizenship).

Specific areas we will focus on in this physical education subject are planning & programming; unit development & assessment (for years P-6); integration & implementation of VELS; organisation & management of the learning environment; service learning; administration of whole of school sport and physical activity program; inclusive physical activity; and an exploration of student centred & inquiry based pedagogy.

Students should be able to:

• Demonstrate knowledge of VELS applied to the primary PE setting
• Develop PE specific class management skills relevant to teaching PE
• Develop whole of school management skills to deliver extra-curricular sport and physical activity programs and events
• Understand a range of pedagogical styles required for teaching PE in primary schools
• Understand health and safety issues and procedures
• Demonstrate understanding of issues relating to equity and social inclusion in PE, sport and physical activity
• Demonstrate knowledge of service learning and inclusive practices in PE

There are three assessment tasks:

• Individual Unit Outline (2000 words in total worth 40%). Two pieces handed in mid semester and end of semester, 40%
• Group Presentations (equivalent to 1000 words) due end of semester, 30%
• Reading responses (equivalent to 1000 words) due weekly, 30%

There is one hurdle requirement:

• Satisfactory completion of short weekly blogs in response to a range of PE-related topics.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

All components must be passed.

A reader will be available from the University bookshop.

This subject is not available as a breadth subject.

Academically excellent:

• have a strong sense of intellectual integrity and the ethics of scholarship
• have in-depth knowledge of Physical Educationo reach a high level of achievement in writing, generic research activities, problem-solving and communication
• be critical and creative thinkers, with an aptitude for continued self-directed learning
• be adept at learning in a range of ways, including through information and communication technologies

Knowledgeable across disciplines:

• examine critically, synthesise and evaluate knowledge across a broad range of Victorian Education Learning Standards
• expand their analytical and cognitive skills through learning experiences in PE
• have the capacity to participate fully in collaborative learning and to confront unfamiliar problems
• have a set of flexible and transferable skills for different types of employment

Leaders in communities:

• initiate and implement constructive change in their communities, including professions and workplaces
• have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations
• mentor future generations of learners
• engage in meaningful public discourse, with a profound awareness of community needs

Attuned to cultural diversity:

• value different cultures
• be well-informed citizens able to contribute to their communities wherever they choose to live and work
• have an understanding of the social and cultural diversity in our community
• respect indigenous knowledge, cultures and values