Outline

Overview

This unit of study is the final of four examining pedagogical practice and content in physical education. This unit specifically focuses on health and fitness related activities, lifelong physical activities and challenge and adventure activities. The unit explores learning beyond the school and students engage in outdoor and adventure education through a field trip experience. Using this experience, students will learn about risk management and group organisation in an outdoor setting. The unit also solidifies students' knowledge, understanding and strategies in developing inclusive physical education for diverse learners.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	18 credit points of 3000-level EDHP coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	James Barkell, james.barkell@sydney.edu.au
Lecturer(s)	James Barkell, james.barkell@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Challenge and Adventure Activity Presentation and Reflection	30%	Multiple weeks	1500 word equivalent
Outcomes assessed:
Skills-based evaluation	Skill based assessment Skills based assessment	0%	Ongoing	Ongoing
Outcomes assessed:
Assignment	Video Resource and Reciprocal Sheet ICT resource	20%	Week 06 Due date: 31 Mar 2025 at 23:59 Closing date: 14 Apr 2025	1000 word equivalent
Outcomes assessed:
Assignment	Risk Management Plan Wrtten Task	50%	Week 12 Due date: 19 May 2025 at 23:59	2000 words
Outcomes assessed:
= AI allowed ?

Assessment summary

Assessment: Health and Fitness Related Video Resource (20%)

One focus of the unit is the role of health related and fitness activities in Physical Education. In this task, students will use this content area and produce a video resource that could be used be their peers as a professional development resource.

The resource will have 2 parts:

Part A:
Students are required, in pairs, to create a video clip (8-10 mins) demonstrating how health related and fitness activities could be implemented into a PE program.
The clips must include:

- an introduction detailing the activities and their link to the health and fitness components of the new syllabus

- an overview of how the activities could be differentiated for all learners

- demonstrations (visual and verbal) of some key skills within the activities (teaching points and progressions/regressions). Enough skills/activities for a 30 minute teaching episode to be conducted.

- any pedagogical, planning and management considerations that teachers would need to be aware of in terms of providing a supportive and inclusive environment

All clips should be uploaded via studio for students as a future resource.

Part B:
In the same pairs, students need to provide a 2 page supporting document that would accompany and compliment the video resource. The document should include:

- clear links between the activities and the sllyabus (outcomes, strands, skills, dot and dash points)

- an activity, with either a literacy and/or numeracy focus, that could be implemented alongside the helath and fitness activity

- a breif overview of any safety considerations required

Assessment: Challenge and Adventure Activity & Reflection (30%)

Through the 1 day camp students would have gained experience in a range of challenge and adventure activities. These activties would have given students insight into the value of such activities to a varied, rich and inclusive Physical Education (PE) Program. In this task students are required to use these experiences and their understanding of effective and inclusive PE to plan and implement a challenge and adventure based learning activity that could be used by their peers within their own teaching.

The task has 2 parts:

Part A: Plan and Implement Learning Activity (in pairs and completed in class - 20%)

You are required to design a purposeful challenge and adventure activity that could sustain a groups of students for 15 minutes (min) of learning and activity. The activity should be clearly detailed in a one page (maximum 2 sided) handout that could be used as a worksheet in a PE class. The worksheet should allow the students to attempt the activity without needing further instruction.

Having planned the activity you and your partner will be allocated 15 minutes to implement your activity with your peers. Your role in this time is to take the role of 'teacher as facilitator.'

Part B: Reflection (completed individually - 10%)

You are required to submit a 400 word individual personal reflection. In this you should reflect on your activity, the activities of your peers and the value of challenge and adventure activities more broadly. In this reflection you should comment on the potential of such activities to contribute to effective and inclusive physical education. The reflection can be written in first person but should be related to current literature.

The assignment should be fully referenced where required.

(N.B. there are lots of activities available on the internet, but please use some initiative and develop an original one, or modify an existing one - don't just use an existing one. In doing this, an original and varied resource containing all the activities can be compiled for your future use).

Assessment: Challenge and Adventure Activities: Risk Management Policy Implementation (50%)

Students will undertake an outdoor and adventure camp experience. Using this experience and the Department's Outdoor Education risk management policies, students are required to develop a formal risk management plan for a similar 2-day adventure camp that they might lead in the future career.

In developing the Risk Management Plan students must include:

- A detailed risk management plan identifying all risks and management strategies and policies that would be implemented/followed to mitigate against the risks (using the correct RM template).

- An itinerary that details transport, food, supervision and accommodation provision and refers to any relevant legislative, administrative and organisational policies.

- A brief overview that details the role of any external providers that will be involved in the camp including their qualifications

- An information and consent letter from a ‘fictitious’ school that would be sent to parents/carers/guardians for their consent.

- A short comparison of the strengths/weaknesses, similarities/differences between the guidelines of the NSW Sport Safety Unit and the Australian Adventure Activity Standards

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Marking criteria and rubrics are available on canvas.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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 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.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit: content, assessments. 2 day camp • Developing a philosophy of teaching – Physical Education • The place of adventure and challenge activities and health and fitness activities within the PDHPE curriculum – challenges and opportunities	Workshop (3 hr)
Week 02	Developing Inclusive Physical Education Programs • Gender issues within PE Practical session • Health and Fitness Related Activities in PE – yoga and Pilates	Workshop (3 hr)
Week 03	Developing Inclusive Physical Education Programs • Students with a disability Practical session • Health and Fitness Related Activities in PE – boxercise and Bootcamp	Workshop (3 hr)
Week 04	Developing a risk management plan for school camps • Policy and procedures – use of external organisations, communication with parents/carers Practical session • Embedding the practices of inclusive PE into games and sport	Workshop (3 hr)
Week 09	Developing Inclusive Physical Education Programs • Culturally and linguistically diverse students Practical session • Challenge and adventure activities within schools • Adapting camp experiences into the PE classroom (assessment #2)	Workshop (3 hr)
Week 10	Practical session • Challenge and adventure activities within schools.	Workshop (3 hr)
Week 11	Camp Briefing • Final set up for activity camp Practical session • Adapting camp experiences into the PE classroom (assessment #2) • Embedding the practices of inclusive PE into games and sports	Workshop (3 hr)
Week 11	Outdoor and Adventurous Activity Camp • Activities include canoeing, high ropes, abseiling, bush-walking and other challenge and adventure activities • Students will be participate in the activities and also discuss and examine the risk management aspects of a residential outdoor, adventure camp	Field trip (12 hr)
Week 12	Practical session • Challenge and adventure activities within schools • Adapting camp experiences into the PE classroom (assessment #2)	Workshop (3 hr)

Attendance and class requirements

This unit requires students to attend a 2-day field trip. There will be an additional cost for the 2 day field trip – approximately $240. An alternative learning experience and assessment will be offered for those pre-service teachers who are not able to finance the trip.

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

NSW Education Standards Authority (2018). Personal Development, Health and Physical Education K - 10 Syllabus. Sydney, Australia: Author.

Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1).

Dickson, T., Gray, T., & Hayllar, B. (Eds.) (2005). Outdoor and experiential learning. Otago: Otago University Press.

Dudley, D. A., Pearson, P., Okely, A. D., & Cotton, W. G. (2015). Recommendations for policy and practice of physical education in culturally and linguistically diverse Australian secondary schools based on a two-year prospective cohort study. School Psychology International, 36(2), 172.

Gallahue, D. L., & Ozmun, J. C. (2006). Understanding Motor Development: Infants, Children, Adolescents, Adults (6th ed.). Boston: McGraw-Hill.

Gray, T., & Marton, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Australian Journal of Outdoor Education, 16(1), 39-50.

Grenier, M. (2007). Inclusion in Physical Education: From the Medical Model to Social Constructionism. Quest, 59(3), 298-310.

Hardy, L. L., King, L., Espinel, P., Cosgrove, C., & Bauman, A. (2010). NSW Schools Physical Activity and Nutrition Survey (SPANS) 2010: Full Report. Sydney: NSW Ministry of Health.

Haegele, J., Zhu, X., & Davis, S. (2018). Barriers and facilitators of physical education participation for students with disabilities: An exploratory study. International Journal of Inclusive Education, 22(2), 130-141.

Light, R. (2008). ‘Complex’ learning theory in physical education: An examination of its epistemology and assumptions about how we learn. Journal of Teaching in Physical Education, 27(1), 21-37.

Meldrum, K., & Peters, J. (2012). Learning to teach health and physical education: The student, the teacher and the curriculum. Sydney: Pearson.

Mortimore, P. (Ed.). (1999). Understanding pedagogy and its impact on learning. London: Paul Chapman Publishing.

Mosston, M., & Ashworth, S. (1986). Teaching physical education (3rd ed.). Columbus, Oh: Merrill Pub Co.

Tischler, A., & McCaughtry, N. (2011). PE Is Not for Me: When Boys’ Masculinities Are Threatened. Research Quarterly for Exercise and Sport, 82, (1), 37 – 4

Tripp, A., Rizzo, T. L., & Webbert, L. (2007). Inclusion in Physical Education: Changing the Culture. Journal of Physical Education, Recreation & Dance, 78(2), 32-36.

Sicilia-Camacho, A., & Brown, D. (2008). Revisiting the paradigm shift from the versus to the styles in physical education pedagogy: A critical pedagogical perspective. Physical Education and Sport Pedagogy, 13(1), 85-108.

Stride, A. (2014). Let US tell YOU! south asian, muslim girls tell tales about physical education. Physical Education and Sport Pedagogy, 19(4), 398-417.

Stuhr, P., Sutherland, S., Ressler, J., & Ortiz-Stuhr, E. (2015). Students’ Perception of Relationship Skills during an Adventure-Based Learning Unit within Physical Education. Australian Journal of Outdoor Education, 18(1), 27–38.

Ushera, W., Edwards, A., & Cudmorea, L. (2016). Positioning Australia’s contemporary health and physical education curriculum to address poor physical activity participation rates by adolescent girls. Health Education Journal, 75(8) 925 –938.

Whatman, S. L., & Singh, P. (2015). Constructing health and physical education curriculum for indigenous girls in a remote Australian community. Physical Education and Sport Pedagogy, 20(2), 215-230.

Williams, J. (2016). ‘I didn’t even know that there was such a thing as aboriginal games’: A figurational account of how indigenous students experience physical education. Sport, Education and Society, , 1-13.

Zwozdiak-Myers, P. (2010) Communication in PE, in S. Capel and M. Whitehead (eds) Learning to Teach Physical Education in the Secondary School: A Companion to School Experience (third edition), London: Routledge.

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 and implement the relevant curriculum, legislative, administrative and organisational policies and processes required for challenge and adventure activities.
LO2. Identify the challenges involved in implementing innovation in the form of student-centred pedagogy in areas of games and sports, health related and fitness activities and challenge and adventure activities and suggest some strategies for meeting these challenges
LO3. Plan and implement learning experiences for physical education, using knowledge of student learning, curriculum, content and effective teaching strategies.
LO4. Discuss the cognitive, social and affective dimensions of games and sports, health related and fitness activities and challenge games and how these can be emphasised with appropriate pedagogy
LO5. Analyse and critique various pedagogical approaches for challenge/adventure activities, games and sports and health related and fitness activities and their relationship to planning for teaching movement.
LO6. Design, implement and reflect on a variety of outdoor learning experiences
LO7. Demonstrate a standard of performance for a range of activities covered in this unit

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) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
	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. 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. 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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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. 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) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 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.

Responding to student feedback

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

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. Feedback from 2023 reported favourably on the unit’s content and assessment tasks.

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

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links

EDHP4002: Physical Education 4

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links