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EHR114 Aquatics and Track & Field (8)

Abstract

This subject is comprised of two modules preparing students to teach aquatics and track and field in Year K-10 contexts. These modules provide students with the opportunity to develop skills in planning for and presenting safe, fun, age appropriate and challenging aquatics and track and field activities. These modules will also assist students to critique the inclusion of aquatics and track and field in school and community programs. Opportunities to develop an array of pedagogies relating to the teaching of and assessment approaches for aquatics and track and field movement experiences are explored. Students learn to devise strategies which expand the development of young people through water and land-based activities.

+ Subject Availability Modes and Location

Session 1
On CampusBathurst Campus
Continuing students should consult the SAL for current offering details: EHR114
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Bachelor of Education (Health and Physical Education) students
Bachelor of Social Science (Psychology)/Bachelor of Teaching (Secondary) students
and as approved by Course Co-ordinator

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to sequence concepts and learning experiences for specific stages of learners;
  • be able to accurately engage with the literacies applicable to aquatics and track and field;
  • be able to affirm, celebrate and respond to the cultural and social difference of their learners;
  • be able to design stage-appropriate, safe, creative and challenging learning experiences which cater for a variety of student learning styles and special needs;
  • be able to develop formative assessment strategies which reflect NSW Years K-10 PDHPE learning outcomes;
  • be able to value physical activity as a lifelong learning experience;
  • be able to develop observational, instructional and assessment abilities for skills in aquatics and track and field;
  • be able to recognise the inherent risks in both aquatic and athletic environments and plan accordingly;
  • be able to appreciate the meaning and cultural relevance of aquatics and track and field in Australian society and in the lives of young people.

Syllabus

The subject will cover the following topics:
  • Aquatics:
  • Aquatic organisations in Australia;
  • The relevance of aquatics in school based Physical Education programs and whole school events;
  • The place of aquatics in the NSW Years K-10 PDHPE syllabus;
  • Principles of movement in the water;
  • Teaching aquatic skills - safety, pedagogy and performance;
  • Developing the literacy's of aquatics - buoyancy, flotation, propulsion, streamlining, diving;
  • Applying aquatic abilities in working with objects in a variety of contexts;
  • Sequencing aquatic learning experiences: from beginner to skilled developmental progression;
  • Planning for inclusion in aquatic learning experiences;
  • Swim stroke development;
  • Assessing learner ability and achievement.
  • Resuscitation skills;
  • Water safety and survival;
  • Track and Field:
  • The relevance of track and field - school based Physical Education programs and whole school events;
  • The place of track and field in the NSW Years K-10 PDHPE syllabus;
  • The young performer - developing sequential, stage appropriate, inclusive learning experiences;
  • Coaching and teaching skills - understanding the mechanics of motion, organisation of equipment, space, learners; demonstration, instructions, safe handling of equipment;
  • Qualities of an effective coach - motivation of learners, effective practice and feedback;
  • Skill teaching - understanding mechanics of motion, exploring various pedagogical approaches;
  • Organising an event - ensuring significance and a quality learning environment.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 20 October 2017. The University reserves the right to vary the information at any time without notice.