Year

2021

Credit points

10

Prerequisites

Nil

Unit description and aim

The ability to effectively teach games and sports skills in a range of contexts is central to the goals of coaching and educational programs and the achievement of personal development outcomes for a range of individual abilities and experiences. This aim of the unit is to provide the foundations for students to develop content knowledge and pedagogical skills using a variety of games from the Sport Education in Physical Education Program, net/wall, striking/fielding, invasion and target categories. Students will actively engage in practical activities and develop a variety of skills and strategies to teach these games and skills. Students will demonstrate an understanding of the role and purpose of participating in games and sports skills to encourage and promote life-long physical activity. The unit also focuses on an appreciation of social justice, an understanding of equity and a respect for the human being.

Learning outcomes

On successful completion of this unit, students should be able to:

LO1 - Analyse and reflect upon the contribution of games and sport participation to the health and wellbeing of young people from sociocultural perspectives (GA1,GA4, GA8) 

LO2 - Plan and develop a variety of teaching and learning activities that engage and promote lifelong physical activity in the area of games and sports skills for future practice. (GA5, GA8, GA9, GA10) 

LO3 - Communicate and reflect upon effective learning and teaching experiences that facilitate the progression and development of games and sport skills/strategies. (GA1,GA5,GA7,GA8,GA9,GA10) 

LO4 - Engage in and evaluate a range of games skills and strategies that facilitate learning. (GA4,GA5,GA7,GA8) 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Topics will include: 

  • History and development of games and organised sport in Australia 
  • Tactical Games Approach/ Games Sense Approach 
  • Students Resources – invasion games 
  • Students Resources – striking and fielding games 
  • Students Resources – net and court games 
  • Students Resources – target games 
  • Students Resources – modified sports 
  • Social-cultural perspectives of games and sport 
  • Quality teaching /Inclusive education/Gender  

Learning and teaching strategy and rationale

Student centred teaching and learning strategies will be the focus in the unit based on the constructivism theory and reflective practice. These strategies encourage independent and lifelong learning, where students take responsibility for their learning. The learning tasks are authentic (engage in tasks that are real), reflective (deep learning) and collaborative (engaging and working with peers). Student centred strategies include reflective writing, critical thinking activities, co-operative/ collaborative learning, incorporating ICT and peer/independent learning. These strategies link directly to the assessment tasks, as the assessments are a teaching and learning strategy in itself. These strategies have been chosen to give students opportunities to actively engage with the content and to provide variety within the tutorial and assessment tasks. The knowledge and skills acquired can be applied and are relevant to what is required in real world situations for future profession/practice/workplace. 

Assessment strategy and rationale

Employers today seek more than knowledge from students, they want them to transfer learning to real situations, problem solve and have higher order thinking skills. Authentic assessment provides students with these skills, because the tasks are real, meaningful, require judgment and innovation and are related to one’s workplace, personal and social life. Students learn in different ways, professionally we need to explore and provide opportunities so they perform to their very best, feel worthwhile, empowered, enjoy learning and succeed happily. In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including:



Reflective Writing strategy (Assessment 1) Written reflection Learning Outcome 1


Reflective writing is a personal response to an experience, situation and new learning. It involves students to think deeply, identify with their feelings, values and assumptions. It relates to ones prior knowledge/ideas and what they can then apply, review, reconstruct, and interpret from the experience.


Written reflection on the role of games and sport skills as a foundation for the Teaching Resource File – purpose, aim, and why teaching games and participating in a range of movement experiences can promote and encourage lifelong physical activity?

Why? Provide examples, reasons and ideas to support viewpoint.

How? Provide one example from your own experience past or present to support your viewpoint.

What do you hope to learn and be able to apply from this unit?

Written examination (Assessment 3)


Requires students to demonstrate their understanding of course content.

The written final examination is a traditional form of assessment (still catering for a variety of learning styles) to evaluate content knowledge and application.


Assessing Learning Outcome 1

Written reflection

Evidence of reflective thinking

Suitability of selection of examples used to articulate ideas     

The reflection explains student’s own thinking and implications for future learning                        

Written examination

Knowledge of content, strategies and application – priorities, perspectives, recommendations



Constructivism strategy (Assessment 1) Teaching Resource File Learning Outcome 2


Students will construct new meaning (build on prior knowledge) and make sense of what they are learning, why they are learning this and how this learning is applied. 

This assessment type can be applied and used in real life situations/contexts (school, coaching) and in their future practice/profession.


Design 8 teaching activities that will become the start of a games resource file for future teaching or coaching.


Create 2 games from each category below

INVASION GAMES

STRIKING & FIELDING GAMES

NET & WALL GAMES

TARGET GAMES


Assessing Learning Outcome 2


Resource File

Presentation, appeal and readability     

The equipment needed, explanation and diagram of how to set up the game (5%)

Skills involved and an explanation of how to play the game (objectives: both attack and defense)

The rules involved and how to score the game

Safety guidelines

References


Collaborative Learning strategy (Assessment 2) Teaching Presentation Learning Outcome 3


The concept of collaborative learning, students work in small groups for the purpose of achieving the learning outcome by engaging together in a task. This involves shared learning with opportunities for critical thinking, oral communication, listening, planning, interaction and responsibility for ones own learning.


This assessment type will prepare students and be applied in real life situations/contexts (school, coaching) and in their future practice/profession.


Presentation skills are part of today’s workplace practice. They are real world skills required for students to succeed in their future careers – communication, planning, asking questions, explaining, creative thinking, organizing information, confidence etc.

Teaching Presentation

In groups choose either a game, drills, training session, or circuit that would be suitable for a PDHPE class, an afterschool session for day-care/community group, a training session for a sporting team at club or school level. This task is open to a variety of ideas and approaches and should reflect your own creativity, teamwork and skill.

Self assessment strategy (Assessment 2) Teaching Presentation


Engages students in the learning process to reflect on their own work. Provides opportunities to evaluate, critical thinking, responsibility for learning and encourages reflective practice.


Reflect – contribution/role to the team planning, organisation and presenting the teaching presentation. Students will be required to individually critically evaluate the effectiveness of their Teaching Presentation considering the success and effectiveness of the overall session and separate tasks including; what worked well, what didn’t work well, how well received were the activities by the ‘students’ you were teaching and what would you change or do differently next time.


Assessing Learning Outcome 3

Teaching Presentation

Aim/purpose of the lesson - clearly and appropriately linked to the presentation developing knowledge, skills and/or values for all students.

Informative - Content was presented accurately in every respect with appropriate detail and relevance for the stage or class and the topic or concept or skill.

Presentation – timing, organisation, management and engagement with group

Structure of the activities

Flow and collaboration between presenters & ideas, background knowledge and logical development of key concepts.

Professionalism and proficiency of presenters

Self Assessment

Reflect and comment on your contribution to the team planning and presenting the teaching presentation

Critical self reflection of one’s own learning                  

Identified strengths and weakness  

Marks will be allocated based on students’ ability to critically self evaluate their presentation including; effective and less-effective skills/drills, perceived student outcomes/learning, potential areas for improvement and effectiveness of presentation delivery.


Assessing Learning Outcome 4 linked to the Teaching Resource File and Team Teaching Presentation


Throughout the unit the tutorial activities, student questions, websites and discussion will provide opportunities to engage, analyse and evaluate resources as a foundation for the

Teaching Resource File and Team Teaching Presentation.


This will provide direction for ideas, feedback, planning, organisation and delivery.

Students have the tools to create and design tasks and are guided to take this thinking to the next level using their ideas and creativity.

Research, evaluate and analyse games and sport skills teaching activities and resources that are appropriate, engage, provide knowledge, develop skills/strategies e.g. decision making, tactics, fundamental skills, body management skills, games sense, students with disabilities etc.

Breadth and up to date references/resources will reflect research and the types of activities/ideas presented.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Teaching Resource File, with a written reflection on games skills practice as foundation for the teaching resource file. 

30%

LO1, LO2, LO4 

GA1,GA4, GA5, GA8, GA9,GA10

Team Teaching Presentation with a  

written self-assessment  

35% 

LO3, LO4 

GA1,GA5, GA7, GA8, GA9, GA10 

Written examination 

Enables students to demonstrate their understanding of course content. 

35% 

LO1, 

GA4, GA5, GA8

Representative texts and references

Mitchell, S, Oslin, J & Griffin, L. (2013). Teaching Sport Concepts and Skills 3rd Edition. Champaign. Il: Human Kinetics. 

 

Graham, G., Holt, S.A., & Parker, M. (2009). Children moving: A reflective approach to teaching Physical Education. Sydney: McGraw Hill 

 

Griffin, L., & Butler, J. (2005). Teaching Games for Understanding - Theory, Research, and  

Practice. Champaign, IL: Human Kinetics. 

 

Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching Sport Concepts and Skills: A Tactical Games Approach (2nd ed.). Champaign, IL: Human Kinetics. 

 

Orlick, T. (2006).  Co-operative games and sports (2nd ed.). Champaign, IL: Human Kinetics. 

 

Slade, D. (2010). Transforming Play: Teaching tactics & game sense. Champaign. Il: Human 

Kinetics 

 

Vamplew, W., & Stoddart, B. (2008), Sport in Australia: A Social History. Cambridge: Cambridge University Press. 

Have a question?

askacu

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat
Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs