Outline

Overview

This unit of study is a forward-looking unit that aims to expand students' perspectives on the evolving field of Health and Physical Education (HPE). Moving beyond conventional curriculum boundaries, it delves into emerging trends, innovations, and global challenges facing HPE today. This unit empowers students to apply their background knowledge in HPE to critically analyse and engage in meaningful discussions on these topics. Through interactive and thought-provoking sessions, students will explore the potential future directions of HPE, equipping themselves with the insight and foresight needed to lead and innovate in their future professional endeavours.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDHP3003 and EDHP4002
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	3 years of undergraduate study in Health and Physical Education
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kelly Freebody, kelly.freebody@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Major Essay The individual essay enables students to explore a self-selected future issue in HPE in depth.	50%	Week 05 Due date: 05 Sep 2025 at 23:59 Closing date: 19 Sep 2025	3000wd	AI allowed
Outcomes assessed:
Creative work	Video Documentary Building upon the individual research and analysis conducted in the 3000-word essay, the 10-minute video documentary, created in pairs, encourages students to move from theoretical understanding to the application of knowledge.	50%	Week 07 Due date: 19 Sep 2025 at 23:59 Closing date: 03 Oct 2025	10min (3000wd equivalent)	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Essay: The individual essay enables students to explore a self-selected future issue in HPE in depth.
Documentary: Thsi assessmen encourages students to move from theoretical understanding to the application of knowledge.

Assessment criteria

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

Result	Mark range	Description
High distinction	85 - 100	Work of an exceptional standard.
Distinction	75 - 84	Work of a very high standard.
Credit	65 - 74	Work of a good standard.
Pass	50 - 64	Work of an an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

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.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	Issues in HPE	Lecture and tutorial (3 hr)
Week 02	Issues in HPE	Lecture and tutorial (3 hr)
Week 03	Issues in HPE	Lecture and tutorial (3 hr)
Week 04	Issues in HPE	Lecture and tutorial (3 hr)
Week 05	Issues in HPE	Lecture and tutorial (3 hr)
Week 06	Issues in HPE	Lecture and tutorial (3 hr)
Week 07	Issues in HPE	Lecture and tutorial (3 hr)
Week 08	Issues in HPE - Documentary showing	Lecture and tutorial (3 hr)

Attendance and class requirements

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

Borgen, J. S., Hallås, B. O., Løndal, K., Moen, K. M., & Gjølme, E. G. (2020). Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools. Sport, Education and Society, 26(3), 239–252. https://doi.org/10.1080/13573322.2020.1722090

Cale, L. (2023). Physical Education: At the Centre of Physical Activity Promotion in Schools. International Journal of Environmental Research and Public Health, 20(11), 6033. https://doi.org/10.3390/ijerph20116033

Cruickshank, V., Mainsbridge, C., Nash, R. et al. ‘It’s not a priority’: Australian generalist classroom teacher experiences of teaching the Health Education component of Health and Physical Education. Curric Perspect 43, 115–125 (2023). https://doi.org/10.1007/s41297-023-00204-z

Griggs, G., & Randall, V. (2025). Contemporary Issues in Primary Physical Education. Routledge. https://doi.org/10.4324/9781003473817

Hill, J., Walton-Fisette, J. L., Flemons, M., Philpot, R., Sutherland, S., Phillips, S., … Ovens, A. (2022). Social justice knowledge construction among physical education teacher educators: the value of personal, professional, and educational experiences. Physical Education and Sport Pedagogy, 29(5), 439–451. https://doi.org/10.1080/17408989.2022.2123463

Jenny, S., & Krause, J., & Armstrong, T. (2021). Technology for Physical Educators, Health Educators, and Coaches. Human Kinetics Publishers

Killian, C. M., Marttinen, R., Howley, D., Sargent, J., & Jones, E. M. (2023). “Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education. Journal of Teaching in Physical Education, 42(3), 385-389. Retrieved Jul 9, 2025, from https://doi.org/10.1123/jtpe.2023-0058

Kirk, D, (2018) Physical education-as-health promotion : recent developments and future issues. Education and Health, 36 (3). pp. 70-75. ISSN 2049-3665

O’Dea, J. A., & ProQuest. (2012). Current issues and controversies in school and community health, sport and physical education. Nova Science Publishers, Inc.

Petry, K., & Jong, J. de (Eds.). (2022). Education in sport and physical activity : future directions and global perspectives (First edition.). Routledge.

Stidder, G. (2022). TEACHING PHYSICAL EDUCATION contemporary issues for teachers, educators and students. ROUTLEDGE. https://doi.org/10.4324/9781003254348

Williams, J., Davies, M.J., SueSee, B. et al. (2022) Teachers’ experiences of teaching the Australian Health and Physical Education Health Benefits of Physical Activity curriculum and the need for greater reality congruence. Curric Perspect 42, 27–37.

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. Actively demonstrate an in-depth understanding of contemporary issues and future challenges in HPE.
LO2. Apply critical thinking and analytical skills to identify and address emerging trends in HPE.
LO3. Reflectively use learned skills to adapt and innovate professional practice, responding to changing educational and societal needs.
LO4. Critically evaluate and integrate diverse research sources to effectively address challenges in HPE.
LO5. Communicate and advocate for innovative HPE practices and policies effectively across diverse audiences.

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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence.
	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) - 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) - 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
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.
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.

The unit will be reviewed each year and appropriate modifications made.

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)

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

EDHP4008: Future Directions in HPE

Semester 2, 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)

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