Details for Personal Development, Health and Physical Education
- Currently offered by Alphacrucis: Yes
- Course code: EDU411
- Credit points: 9
EDU401 Foundations in Christian Teaching and Learning and EDU402 Human Society in the Environment: Platforms and Perspectives for the Christian Educator.
The unit Personal Development, Health and Physical Education is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).
This unit provides a comprehensive overview of key researchers and writers in the field of child and adolescent development (building on EDU403 Language and Literacy Acquisition) providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, linguistic, social and emotional, moral and spiritual development and the application to classroom content and support. This unit provides a comprehensive overview of key researchers and writers in the field of child and adolescent development. Lectures and readings will focus on the philosophical and ethical theories impacting on teaching and promoting health and behavioural change. Students will be encouraged to critique their own Christian worldview and denominational emphases and personal approach to health and fitness. Students will access and critique the health and physical education literature, including research, journals, government documents, computerized data bases, and identify sources and evaluate Internet information. Current and future trends in personal, physical and health developments across societies and cultures, and the role of Christian schools will be addressed. As a Christian teacher, issues around the development and management of children’s moral and spiritual development will be explored. Students will be encouraged to articulate their preferred behavioural management strategies in line with their Christian worldview.
By the end of this unit students should be able to:
- Identify key thinkers and researchers that have influenced child and adolescent development
- Identify stages of development in physical, cognitive, linguistic, social and emotional, moral and spiritual development and recognized disorders and delays.
- Apply their knowledge of theories and research in child and adolescent development to classroom practice and behavioural management
- Locate and critique up to date and relevant resources in: health, health promotion, health education, disease prevention, public health, community health, government and legal requirements, coordinated school health program and wellness
- Identify current health and well being issues that effect young Australians and the ability to positive foster lifestyle choices
- Demonstrate strategies for the improvement of student outcomes for Aboriginal and Torres Strait Islanders
- Explain the health principles of participation, responsibility, empowerment and cultural sensitivity,
- Support learners emotional well being in order have feelings of self acceptance and self confidence, enabling them to act in their best interests as well as the interests of others.
- Distinguish between the fundamental movements skills of stability movement skills, locomotor movement skills, and manipulative skills and its importance during childhood
- Design programs to foster personal responsibility and goal setting lifelong behavioural patterns and interpersonal skills for children in the area of health and wellbeing and learn how to support their rights and responsibilities to others and recognize unsafe situations
- Demonstrate strategies for behaviour management that reflect a biblical and socially moral ways of operating for all students, anti- bullying policies and inclusive practices.
- Demonstrate understanding of interrelationship of strands within PDHPE
Theories of Human development
Nature of Scientific theories, Hereditary Influences on development.
- Early cognitive foundations. Stages: Piaget’s stages of Cognitive Development, Flavell, Vygotsky’s sociocultural view. Social cognition, Information Processing and Memory, Numeracy development, Critical Thinking, Metacognition, Creative Thinking (I Q, E Q, Gardner’s Multiple Intelligences), gender differences, constructivism.
- Impact on concept development in PDHPE syllabus (Early Stage 1, Stages 1-3, and links between 3 and 4), relationship between diet and brain
Development of Language and Communication skills
- Theories of language development
- Components of language (Phonology, Morphology, Semantics, Syntax, Pragmatics), Language delay and speech and hearing impairment and impact on PDHPE teaching and learning. Use of language for instruction, questioning and engaging students.
- Improving literacy and numeracy outcomes for Aboriginal students, through PDHPE
Morality, Spirituality and Psychosocial Development
- Theories: G. Stanley Hall, S. Freud, Margaret Mead, A. Bandura, Maslow, Erik Erikson, Lerner, Piaget, Kohlberg. Religious belief and participation, theories of spirituality. Motivation
- Identity formation
- Factors that affect self- esteem, gender, race, Erikson, sexual identity and gender roles, androgyny in the 21st century. Gender and identity in students with disabilities. Cross cultural issues of gender and identity. Aboriginal and Torres Strait Islander issues of identity and achievement
- What is Adolescence? Social categories and identity in adolescence, subcultures, groups and cliques, bullying.
- NSW PDHPE Syllabus and concepts of making positive health choices, decision-making, consequences.
- Functional anatomy:- movement principles and concepts
- Physiological dimensions of physical activity- anaerobic and aerobic capacity
- Biomechanics, safety and prevention of injury, observation and analysis of movement
- Life expectancy, quality of life and disability (genetic and adjusted) influence of Internet use and computer games on health.
- Fitness, factors affecting fitness:- biological limitations (gender, body type), diet and nutrition, stress, sun safety, rest and exercise, drugs, student motivation, inclusion.
- Philosophical and ethical theories, making ethical decisions in teaching and promoting health, Christian worldview and denominational emphases
- NSW Syllabus emphasis on developing the whole child; promoting health and fitness, encouraging positive lifestyle choices, developing life skills, promoting safety and security, supporting emotional well being ( social, mental and spiritual), interpersonal relationships
- Managing student behaviour: Cross cultural issues in classroom management. Indigenous relationships and schooling. Parental communication and support
- Sequence concepts and learning experiences for specific stages of learners, including links between Stages 3-4.
- Designing learning experiences and tasks: communication and managing your environment and approaches, teaching strategies, creating a safe learning environment, catering for a variety of student learning styles and Special Needs linking to learning outcomes, integration across the curriculum
- Interpersonal relationship skills: developing self responsibility and goal setting; personal behaviour plan; conflict resolution; passive, aggressive and assertive communication techniques; leadership; rules and consequences, responses to bullying
- Principles and practices of assessment, reporting, and record keeping. Commercial resources, technology, portfolios (multi-media)
- Accessing literature of health and physical education- critical reading of research, identifying sources, journals, government documents, computerized data bases, evaluating Internet information
- Organisation and duty of care: camps, excursions and outdoor education, carnivals, competitions, school lunches and canteens, healthy food campaigns and lifestyle events
- Accreditation and competence: certification: Red Cross First Aid Certificate, Royal Life Saving Certificate, diagnosis and referral- working with allied professions, government and voluntary health agencies.
Current Status of Health and Physical Education
- · Physical fitness and sport in society and culture- agencies, government policies, national standards, health promotion, immunization, sporting identity, inclusion, ethical rights and responsibilities of professionals, media and sport, use of technology in coaching and sport.
This course may be offered in the following formats
The program is based on a mixed-mode delivery of: Analysis of teaching sessions in Health and Physical Education; Micro teaching of Physical Education skills during the intensive workshops (Integration across the curriculum, including literacy and numeracy connections, where appropriate will be modeled during the intensive); school visits demonstrating best practice or with specialized programs, distance learning using research into human development and resources using web-based on -line discussion (response to set texts, course materials and readings, and assignments).
Assessment A (25%-5 Readings @ 5% each) Due Week 12
Online Discussion Forums
Select 5 chapters from the set text and/ or articles from the course reader to critique on-line.
Students should attempt to spread their choice to include one reading from each of the unit categories: Theories of Human Development, Cognitive Development, Development of Language and Communication skills; Morality, Spirituality and Psychosocial Development; and Stress and Mental Disturbance.
Comments should indicate the application of the article to the age group of interest to you or learners with whom you have had some experience. Comments should demonstrate the classroom implications that flow from the content of the article. Comments should also include reference to other students’ responses and your own alignment to them. 300-350 words each. (It is recommended that students select readings from the age group in which they wish to specialise).
Assessment B (35%) Due Week 5
Physical Education Teaching skill development
Select either the following sport i.e. basketball or a sport or physical exercise of your choice. Designate the age group for whom the lessons are targeted, e.g. eight year olds, and provide Rationale for your choice of skill.
Plan a sequence of five lessons focusing on skills as designated in the NSW Syllabus for this age group (e.g. basketball). Your intention is to introduce the skills to the students and by the last lesson the students should be able to play some modified form of a game. Using your knowledge of different types of movement skills, and the value of initial learning under internally paced conditions, build a sequence of five lessons (provide five lesson plans).
Each lesson will need to address the following:
- How you will utilize small groups.
- The specific skills to be practiced at various stations during each of the lessons.
- What use will you make of mathematical concepts to teach the skills
- How you will monitor and assess the correct movements over the course of the lessons
- How you will instruct students on each of the sub skills, and what language specific terminology will you introduce, how you will engage the students with your questioning and how you will adjust your language, and any literacy demands to cater for students with different needs (e.g. Aboriginal and Torres Strait Islanders, NESB, Special Needs, and students with challenging behaviours).
- How you will move from internally paced skill instruction to externally paced skill instruction conditions
- The organizational and class rules and discipline elements of the lesson, including arrangements for students with challenging behaviours
- Warm and cool down stretching procedures.
- Design a rubric for reporting skill development suitable for entry in a child’s (e-)portfolio (outcomes, indicators, assessment strategy). Indicate which skills should be revised or retaught in future lessons.
Assessment C (30%) Due Week 10
Health and Personal development lessons often examine issues which can be problematic for the teacher as differing world views jostle for position. Some Christian schools take an overt stand on certain issues which may or may not reflect the beliefs and opinions of each of the staff nor the cultural backgrounds of their learners. Secular schools strive to exemplify a ‘neutral’ position, and legislation exists in some states that can impact on certain products and delivery.
With reference to the personal development and health components of the NSW PDHPE Syllabus, compare and contrast curriculum materials from markedly differing worldviews. Examine the background influences which have resulted in these materials being used in schools. Discuss notions of neutrality, indoctrination and the view that we are not to cause ‘the little ones’ to stumble (Mark 9: 42).
Assessment D (10%) Week 13
Compulsory requirement: Royal Life Saving Certificate, Red Cross First Aid Certificate.
Students are required to show evidence of these qualifications by the end of their 18 month program and will have (Conceded Pass) against EDU411 Personal Development, Health and Physical Education until such time as this component of the Program is completed.
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