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EDPE361-12X (C) General non-calendar-based 2012
Physical Education Teaching Study 3

4 points, 0.0333 EFTS
20 Feb 2012 - 20 May 2012
↓Other occurrences

Description

This teaching study is designed specifically for students in year 3 of the BEd (PE) programme who will specialise in the teaching of physical education in the secondary school. It builds on the knowledge gained in Year 1 and 2 and in particular addresses Year 9-11 physical education. It examines the Health and Physical Education in the New Zealand Curriculum statement and addresses and advanced range of teaching methodologies required to deliver effective physical education programmes.

Learning Outcomes

•Demonstrate a knowledge of the content materials for teaching effective physical education programmes in the Years 9-11 area.

•Demonstrate an understanding of aspects of the Health and Physical Education in the New Zealand Curriculum (1999 Ministry of Education) in Action booklets.

•Utilise a range of teaching methods and strategies.

•Implement physical education activities suitable for teaching physical education in the Years 9-11 area.

•Evaluate research findings on the effective teaching of physical education.

•Analyse personal teaching, set goals, and report back on the monitoring of these goals.

Pre-requisites

Timetable

Lectures
Streams Day Time Where Notes
Stream 01 Monday 3:00pm-5:00pm Education Gym 101 20 Feb - 25 Mar
Friday 12:00pm-2:00pm Education Gym 101 20 Feb - 25 Mar

Course Coordinator / Lecturer

Sue McBain

Lecturer

Judy Bruce

Assessment

Assessment Due Date Percentage 
Unit plans 27 Apr 2012 100%

Textbooks

Recommended Reading

Buck, Marilyn M. , Harrison, Joyce M; Instructional strategies for secondary school physical education; 6th ed. ; McGraw-Hill, 2007.

Darst, Paul W. , Pangrazi, Robert P; Dynamic physical education for secondary school students; 5th ed; Pearson/Benjamin Cummings, 2006.

Graham, George; Teaching children physical education : becoming a master teacher; 3rd ed; Human Kinetics, 2008.

Graham, George , Holt/Hale, Shirley Ann., Parker, Melissa; Children moving : a reflective approach to teaching physical education; 7th ed; McGraw-Hill, 2007.

McKay, Anne , Schofield, Alison; Year 11 physical education student learning book for NCEA level 1; Thomson New House, 2006.

Metzler, Michael W; Instructional models for physical education; 2nd ed; Holcomb Hathaway, Publishers, 2005.

Mosston, Muska. , Ashworth, Sara; Teaching physical education; 5th ed; B. Cummings, 2002.

New Zealand; Health and physical education in the New Zealand curriculum; Ministry of Education, 1999.

New Zealand; The New Zealand curriculum; Learning Media for the Ministry of Education, 2007.

Pritchard, Alan , Woollard, John; Psychology for the classroom : constructivism and social learning; Routledge, 2010.

Schempp, Paul G; Teaching sport and physical activity : insights on the road to excellence; Human Kinetics, 2003.

Siedentop, Daryl. , Mand, Charles L., Taggart, Andrew; Physical education : teaching and curriculum strategies for grades 5-12; Mayfield Pub. Co, 1986.

Silverman, Stephen J. , Ennis, Catherine D; Student learning in physical education : applying research to enhance instruction; 2nd ed; Human Kinetics, 2003.

Smith, Joanna , Christchurch College of Education; Teaching responsibility through physical education : does the use of Hellison's (1996) model of teaching personal and social responsibility change students' attitudes and behaviour? : research project report submitted in partial fulfilment of the req; 2003.

Required Texts and Readings
No set text or readings are provided however students will be referred to a variety of readings during the course.

Recommended Reading
Gordon, B. (2009). Merging teaching personal and social responsibility with sport education: A marriage made in heaven or hell? ACHPER Australia Healthy Lifestyles Journal, 56(3/4), 13-16.

Hellison's (1996) model of teaching personal and social responsibility change students' attitudes and behaviour?: Research project report submitted in partial fulfilment of the requirements of the degree of Master of Teaching and Learning: Christchurch College of Education.

Hellison, D. (1992). Teaching social responsibility through physical education.


Ministry of Education (2003). The New Zealand curriculum exemplars: Co-published by Learning Media and The Learning Centre Trust of New Zealand. Wellington: Learning Media.

Ministry of Education (2004). The New Zealand curriculum exemplars [videorecording]: health and physical education exemplar video clips. Wellington, N.Z.: CWA New Media.

Walsh, D. S. (2007). Supporting youth development outcomes: An evaluation of a responsibility model-based program. Physical Educator, 64(1), 48.

Walsh, D. S., Ozaeta, J., & Wright, P. M. (2010). Transference of responsibility model goals to the school environment: exploring the impact of a coaching club program. Physical Education & Sport Pedagogy, 15(1), 15-28.

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Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to General Course and Examination Regulation J: Dishonest Practice and Breach of Instructions and the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC, Courses, 2011

Assessment and grading system

Assessment against progressive standards of achievement
In this course students are assessed against defined standards that describe progressive levels of achievement.  

The final grade for the course is calculated by averaging the grades obtained for each assessment task and taking into account the weighting assigned to each piece of work.  

In order to obtain on overall passing grade students are required to obtain a C grade or above for ALL assessment tasks in the course. See the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC Courses, 2011 for further information on grades and criteria.

In this course student performance is assessed in relation to defined standards that describe progressive levels of achievement.

For these courses the following 11 point scale is used to report students’ achievement in course assignments and examinations.

Grade    GPA      Marks

A+       9      90 – 100
A         8      85 – 89
A-        7      80 – 84
B+       6      75 – 79
B         5      70 – 74
B-        4      65 – 69
C+       3      60 – 64
C         2      55 – 59
C-        1      50 – 54
D         0      40 – 49
E        -1       0 – 39

The criteria used to assess students’ work vary according to the type of assessment but usually include the quality of organisation, evidence of wide reading, the ability to select appropriate material, the clarity and relevance of argument and evidence, originality and style.

For individual pieces of assessment, lecturers will generally use more specific criteria.

Attendance

Attendance at all classes is a requirement due to the interactive nature of the classes.

Evaluation

Students will be asked to copmlete Course and Teacher evaluations using UCTL evaluation instruments.  

The Faculty of Education will conduct regular graduate surveys under the direction of the Dean of Education.

Grade moderation

All course assessments are moderated within courses and selected courses assessments are moderated externally.  

A sample of your work may be used as part of the internal and external moderation process.  

Regular Validation Meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades

Late submission of work

Work is late, if it is handed in after the due date without an extension having been granted. Late work without an extension will not be accepted.

Notes

Students ahould refer to the booklet, "Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC" for further information on course assessment.

Other specific requirements

Participation in all class learning activities.

Requests for extensions

You are encouraged to plan your work so deadlines are met. Under exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) you may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted. No assignment can be accepted once other students' marked assignments have been returned to them.

A request for an extension should be made before the due date of the piece of assessment, in writing, either by email, fax or letter on the extension form provided in the course book or student net.  In emergencies a phone call to the lecturer concerned would be appropriate. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (e.g. a letter from a counsellor). If you cannot meet these regulations because of extended illness or unusually exceptional circumstances should consult with the Head of School.

Resubmissions

In order to pass this course students must have passed all assessment events with a C grade or better. Students will have the opportunity to resubmit one failed piece of assessment that originally receive a mark between 40%-49%. The resubmission will receive a maximum pass grade of 50%. Resubmissions will not apply to any examinations held during the University of Canterbury examination periods.

Aegrotat Considerations

Students should refer to Regulation H of the General Course and Examination Regulations: http://www.canterbury.ac.nz/exams/aegrotats.shtml, please see Course links.

Aegrotats are not available for this course.

Where to submit and collect work

Assignment Submission
Submit assignments to the EDPE361 LEARN drop box and also submit a hard copy to the lecturers via the College office in Orakipaoa.

Assignment Collection
Assignments may be collected from the College office in Orakipaoa.

Fees

Domestic fee $165.00


For further information see School of Sport and Physical Education on the department and colleges page.

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  • EDPE361-12X (C) General non-calendar-based 2012
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