EDF1077 · Games-based approaches to health and physical education

Overview

In this unit you will develop knowledge, skills and understanding related to games-based approaches, and ‘Game Sense’ or ‘Teaching Games for Understanding’ in particular. You will have an opportunity to use this approach to teach different types of games. You will examine how the Game Sense approach supports learning and development, and gain an appreciation of how to utilise different strategies for differentiation. In addition, you will learn how to incorporate in a meaningful way, Aboriginal and Torres Strait Islander/First People's histories, cultures and languages into your delivery of sports and games. You will learn how to plan and deliver activities with challenging learning goals in a safe, structured, sequential way.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. use various approaches to plan and deliver movement experiences that are challenging, safe and well structured
2. develop knowledge, skills and understanding related to games-based approaches, and ‘Game Sense’ in particular
3. demonstrate an understanding of how invasion, net and wall, striking and fielding, and target games could be taught using a Game Sense approach
4. demonstrate your capacity to incorporate Aboriginal and Torres Strait Islander/First People's histories, cultures and languages into sport and games delivery

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.