EHR223 Gymnastics & Dance (8)


This subject introduces students to the teaching and practice of gymnastics and dance, considering these in a variety of contexts and examining the different ways in which they contribute to life long participation in physical activity.  The subject focusses on developing, engaging, safe, age-appropriate gymnastics and dance experiences, drawing on a number of teaching styles and processes.  Through this approach, a strong foundation of theory will support practice.  Students will devise experiences that develop the ability to adapt, improvise, transfer, refine, compose, perform and appreciate movement.

+ Subject Availability Modes and Location

Session 2
On CampusBathurst Campus
Continuing students should consult the SAL for current offering details: EHR223
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 Education

Enrolment restrictions

Available to students in: Bachelor of Education (Health & Physical Education) Bachelor of Education (HPE) (Honours) Bachelor of Educational Studies or as approved by the Course Director
Incompatible subject(s)
EHR121 EHR124

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss and examine various theories in gymnastics and dance, reflecting on how these can strengthen and enrich their future pedagogical decisions and general practice in the gymnastics-dance domain;
  • be able to explore a range of learning, teaching and assessment strategies and educational processes in gymnastics and dance contexts, transferring theory and practice from the university context to a school context;
  • be able to analyse relevant theory, applying knowledge and understanding gained to develop, plan, deliver and manage creative, age-appropriate, inclusive and safe experiences in gymnastics and dance, with an awareness of risk assessment and safety issues in a variety of contexts;
  • be able to develop skills, knowledge and understanding of movement as a physical art form that can embody expression, communication and meaning;
  • be able to compose, perform and appraise movement in gymnastics and dance contexts, as well as engage with and construct compositional and aesthetic criteria which are useful to assess, appraise and appreciate gymnastics and dance skill performance or the performance of a gymnastics-dance sequence;
  • be able to discuss and debate the relevance of gymnastics and dance for children and young people in contemporary Australia, by considering and reflecting on pedagogical and philosophical changes across significant historical epochs.


The subject will cover the following topics:
  • Contexts and genres of gymnastics and dance;
  • Generic gymnastics-dance fundamental movement skills;
  • Gymnastic core themes: statics; rotation; flight; locomotion;
  • Four motion factors and the eight basic efforts (Laban);
  • Basic movement themes: body awareness, awareness of space, awareness of the body in space and time, adaptation to a partner, the instrumental use of the body; the awareness of basic effort actions;
  • Processes of dance and gymnastics: composing; performing; appreciating;
  • Pedagogical approaches: experiential learning; schema theory; the Laban movement framework; the Mosston spectrum of teaching styles in physical education;
  • Philosophical approaches to human movement and the cross-curricular potential of movement;
  • Designing appropriate, positive, safe and inclusive movement spaces: planning to engage and explore: effective pedagogical strategies and; organisation and risk assessment.


The information contained in the 2018 CSU Handbook was accurate at the date of publication: 16 February 2018. The University reserves the right to vary the information at any time without notice.