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Details for EDU511 Personal Development, Health and Physical Education

In this unit, students build on the foundation of current theories and skills, to unpack strategies to support diverse learners needs. Using informed research, students will explore PDHPE subjects such as problem solving, preventative health, population health, behaviour change and personal development.

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU511
  • Credit points: 10

Subject Coordinator

Cassandra Pendlebury

Prerequisite

The following courses are prerequisites:

  • EDU401—Foundations in Christian Learning and Teaching or 40 credit points

Unit Content

Outcomes

  1. Explain stages of child and adolescent development in physical, cognitive, social and emotional, moral and spiritual development, including the role of parents/carers in this development;
  2. Identify current health and wellbeing issues that affect young Australians and the ability to foster positive lifestyle choices, while supporting learners’ emotional wellbeing from a Christian worldview, such as self-acceptance and self-confidence;
  3. Distinguish between fundamental movement skills of stability, loco motor and object manipulative control and the importance of these skills in sport;
  4. Design programs to foster personal responsibility and goal setting, lifelong participation, interpersonal skills, spiritual wellbeing and respect;
  5. Demonstrate an advanced understanding of the interrelationship of strands within PDHPE;
  6. Identify key thinkers and researchers that have influenced child and adolescent development;
  7. Critically analyse theories and research in child and adolescent development and apply to classroom practice and behavioural management.

Subject Content

  1. Theories regarding the “milestones” of human development, including Cognitive Development (Piaget, Flavell, Vygotsky, Social cognition, Information Processing and Memory, Numeracy development, Critical Thinking, Metacognition, Creative Thinking); Development of Language and Communication skills (Phonology, Morphology, Semantics, Syntax, Pragmatics), Language delay and speech and hearing impairment and impact on PDHPE teaching and learning); Improving literacy and numeracy outcomes for Aboriginal and Torres Strait Islander students, through PDHPE; Morality, Spirituality and Psychosocial Development (G. Stanley Hall, S. Freud, Margaret Mead, A. Bandura, Maslow, Erik Erikson, Lerner, Piaget, Kohlberg). Religious belief, participation, theories of spirituality and the role of parents/carers; Motivation; Physical Development
  2. History and development of various models of Physical Education; exploration of Physical Education Value Orientation, developing a philosophy of teaching Physical Education; analysis of movement, safe participation and health status.
  3. Historical development of models of teaching PDHPE: Bandura, Bruner’s Discovery, Bronfenbrenner, Goodlad, stages of change; self efficacy theory; Scientific Inquiry; Direct Instruction; NSW Model of Pedagogy, Sports Education, Teaching games for understanding, play, Ottawa Charter for Health Promotion.
  4. Classroom Application; philosophical and ethical theories, making ethical decisions in teaching and promoting health, Christian worldview and denominational emphases; managing student behaviour: cross cultural issues in classroom management. Australian Indigenous relationships and schooling, parent/carers communication and support, parent teacher interviews; interpersonal relationship skills: developing self responsibility and goal setting; personal behaviour plan; conflict resolution; passive, aggressive and assertive communication techniques; leadership; rules and consequences, anti-bullying strategies.
  5. Teaching strategies: Fundamental Movement Skills; Seindetop, Whipp, Taggart; Guided discovery/inquiry, creating; Developing critical thinking, explanation, questioning.
  6. Curriculum: origins, trends, hidden curriculum, ideologies and beliefs about health education, negotiating the curriculum, outcomes based education, sexuality and sexual education.
  7. Programming and planning in personal development: Literature-based, integrated, thematic, group, lesson, unit and programming templates, differentiated and inclusive.
  8. Working within extreme environments: heat, cold, wet weather, managing challenging student behaviours, working with unfit and disengaged students;
  9. Assessment and reporting: rubrics, checklists, effective communication of student progress to parent/carers, video and audio observations.

This course may be offered in the following formats

  • Face-to-Face
  • Intensive
  • Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection (30%)
  2. Minor Essay (25%)
  3. Five (5) Lesson Plans (35%)
  4. Forum Posts (10%)

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references