Outline

Overview

This unit is the first of two sport science-based units. The purpose of this unit is to raise students' awareness of anatomy, physiology, and biomechanics as elements of the biophysical foundations of physical activity and health. Firstly, this unit of study will focus on examining the structure and function of the human body as well as applying this knowledge to a variety of situations related to physical activity and exercise, and how the systems of the body influence and respond to movement. Secondly, students will examine how biomechanical principles can be applied to understand locomotion and sports techniques. Finally, students will investigate the positive contribution of physical activity and sport to health and well-being. This unit draws upon content from the NSW PDHPE stage 4 and 5 Syllabus and Physical Activity and Sport Studies (PASS) Syllabus. Students will examine the numeracy and literacy requirements of the syllabus and will develop knowledge and skills to teach numeracy when analysing movement, solving problems and interpreting physical activity data.

Unit details and rules

Unit code	EDHP2005
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	48 credit points including EDHP2002
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Claire Marvell, claire.marvell@sydney.edu.au
Lecturer(s)	Claire Marvell, claire.marvell@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Teaching stimulus presentation n/a	35%	Multiple weeks	1500 words equivalent
Outcomes assessed:
Skills-based evaluation	Analysis of human movement n/a	25%	Week 08	1000 words equivalent
Outcomes assessed:
Online task	Exam n/a	40%	Week 12	2000 words equivalent
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment task 1: Teaching Stimulus Presentation

This task has 2 parts:

Part 1: Teaching Stimulus/Resource (20%)

In pairs students will develop a creative and engaging teaching stimulus (resource) (e.g. brochure, booklet, video clip, webpage, resource kit) that aligns with the content of an allocated area of the PASS syllabus. The stimulus/resource must include an explicit teaching strategy linked to either literacy or numeracy.

Resources must be original, but a range of other resources can be utilised to create the original resource. Referencing should be used where needed.

The content area will be allocated in Week 1.

Part 2: Presentation (15%)

Students will then present their teaching stimulus/resource and a justification as to how and why the resource would add value to student learning in the stage 5 classroom. The presentation should also explain how the stimulus/resource could be used to engage students developing either literacy or numeracy skills. In presenting the resource students MUST demonstrate deep content knowledge of their syllabus area.

In presenting, students should allow their peers to engage with the resource (or parts of).

Assessment task 2: Analysis of Human Movement

During the first 6 weeks, students will explore anatomical, physiological and biomechanical concepts related to human movement. In this assessment, students will be required to apply this knowledge in observing and analysing various movement skills and performances.

The students will view a number of short video clips and/or still pictures showing movement and skill execution. Students will be required to respond to questions in relation to biomechanical, anatomical and physiological principles evident within the clips/pictures. In doing so, students will be assessed on their observation skills, their ability to apply the concepts learnt and, on their ability, to provide corrective feedback to help develop movement performance and improve skills.

The in class task will be open book and students are allowed to have notes.

Assessment criteria:

Students will be assessed according to their ability to:

observe movement and offer corrective feedback
apply biomechanical concepts to movement observation

Assessment task 3: Exam

This 90 minute examination will contain a range of multiple choice, short and extended response questions based around the content delivered in lectures and tutorials throughout the 11 weeks. The content examined in the Week 8 Movement Analysis task will NOT be re-examined in this exam.

Assessment criteria:

Students will be assessed according to their ability to:

demonstrate knowledge of course content
apply their knowledge to specific problems
analyse problems or scenarios and clearly articulate their response

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Please see canvas for marking criteria and rubrics

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per faculty policy

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Introduction: expectations, assessments, content Skeletal System • Structure and function • Lab Book Activities (application)	Workshop (3 hr)
Week 02	Muscular System (anatomical) • Structure • Review and analyse relevant ICT based resources and consider how to implement them safely and ethically in their teaching to enhance student learning • Lab Book Activities (application)	Workshop (3 hr)
Week 03	Muscular System (physiological) • Function • Review and analyse relevant ICT based resources and consider how to implement them safely and ethically in their teaching to enhance student learning • Lab Book Activities (application)	Workshop (3 hr)
Week 04	Biomechanical Principles of Movement - understanding concepts, interpreting data and solving problems related to: • Forces, Motion, Balance, Stability • Lab Book Activities – using mathematical skills to interpret data and solve problems	Workshop (3 hr)
Week 05	Biomechanical Principles of Movement – understanding concepts, interpreting data and solving problems related to: • Fluid Mechanics • Lab Book Activities (application) - using mathematical skills to interpret data and solve problems Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 06	Fundamentals of Movement Skill Development & Analysis • Review and analyse relevant ICT based resources and consider how to implement them safely and ethically in their teaching to enhance student learning • Lab Book Activities (application) - using mathematical skills to interpret data and solve problems Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 07	Respiratory System and Cardiovascular System • Structure and function • Review and analyse relevant ICT based resources and consider how to implement them safely and ethically in their teaching to enhance student learning • Lab Book Activities (application) Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 08	Assessment #2 Analysis of Human Movement • 100 minute in class assessment tast	Practical (3 hr)
Week 09	Energy Systems • Anaerobic and aerobic • Review and analyse relevant ICT based resources and consider how to implement them safely and ethically in their teaching to enhance student learning • Lab Book Activities (application) Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 10	Physiological Responses to training • Short term responses • Long term adaptations • Lab Book Activities (application) Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 11	Sports Injury • Lab Book Activities (application) Assessment #1 Teaching Presentation	Workshop (3 hr)
Week 12	Assessment #3 Final Exam • 90 minute in class examination	Practical (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Ackland, T., Elliott, B., & Bloomfield, J. (2009). Applied anatomy and biomechanics in sport. Champaign, IL: Human Kinetics.

Blazevich, A. J. (2013). Sports biomechanics: The basics: Optimising human performance. London: Bloomsbury Publishing.

Healey, J. (2013). Physical activity and fitness. Thirroul, NSW: The Spinney Press.

Kenney, W., Wilmore, J., & Costill, D. (2015). Physiology of Sport and Exercise. Champaign, IL: Human Kinetics.

Liebman, H. (2014). Encyclopedia of exercise anatomy. Richmond Hill, ON: Firefly books.

Marieb, E., & Hoehn, K. (2007). Human Anatomy & Physiology (7th ed.). Pearson Education, Inc.

McGinnis, P. (2013). Biomechanics of Sport and Exercise. Champaign, IL: Human Kinetics.

Milner, C. (2008). Functional anatomy for sport and exercise. London: Routledge.

Watkins, J. (2014). Fundamental biomechanics of sport and exercise. Hoboken: Taylor and Francis.

Wuest, D., & Fisette, J. (2014). Foundations of physical education, exercise science and sport. London: McGraw Hill.

Expanded Weekly Schedule including Readings if needed

Powers, S. K., Howley, E. T., Cotter, J., Pumpa, K., Leicht, A., Rattray, B., De Jong, X. J. (2014). Exercise physiology: Australia & New Zealand. North Ryde, NSW: McGraw-Hill Education (Australia) Pty Ltd. (Chapters 3, 8, 9, 10, 13, 15)

Hall, S. J. (2015). Basic biomechanics (Seventh ed.). New York, NY: McGraw-Hill Education.(Chapters 13 & 15)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate your understanding of the application of anatomy, physiology and biomechanics to physical activity, health status and the PDHPE key learning areas
LO2. Explain the structure and function of various systems in the body and their relation to movement
LO3. Analyse the body’s response to exercise
LO4. Apply bio-mechanical principles to analyse sporting situations
LO5. Develop skills in data analysis, interpretation of results, and problem solving in relation to motor skills and physical activity
LO6. Design relevant and challenging learning and teaching experiences for PDHPE and Physical Activity and Sport Studies Stage 4 and 5
LO7. Propose strategies for the assessment and management of injuries in first aid settings.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 3.3.1. (Graduate) Include a range of teaching strategies. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.3.1. (Graduate) Include a range of teaching strategies. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. NESA Priority Area Elaborations - 3-ICT.01. Understanding of the underlying social and pedagogical implications of ICT and their application to education 3-ICT.02. Knowledge of responsible and ethical use of digital information including in relation to plagiarism, copyright, censorship, bullying and privacy 3-ICT.03. Understanding of innovative use of information and communication technologies in enhancing student learning 3-ICT.04. Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking 3-ICT.05. Ability to select and evaluate ICT-based learning materials and software and integrate them into their teaching 3-ICT.06. Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes 3-ICT.12. Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning 3-ICT.14. Ability to safely and effectively use ICT in online collaborative environments 4-LAN.06. Sound knowledge of mathematics appropriate to their level and area of teaching 4-LAN.14. Ability to provide accurate written and oral feedback for students in relation to their literacy and numeracy development
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.3.1. (Graduate) Include a range of teaching strategies. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Student feedback on the unit is both welcomed and valued.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDHP2005: Sport Science for HPE 1

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect