This unit of study dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses physical education, school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics commercialism, nationalism and racism. This unit will encourage students to critically analyse how sport is both constructed and is produced in the context of particular social values and beliefs. The unit is structured in a way to encourage the development of arguments and ideas through tutorial presentations, research projects and a portfolio which relate to these topic areas. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.

This unit of study focuses on two key emerging issues in 21st century health and physical education classrooms, namely behaviour management and Information and Communication Technology (ICT). With a focus on the ways in which effective communication contributes to quality learning environments and improved student-teacher relationships the unit examines numerous behaviour and classroom management strategies, and considers the ways in which ICT may act as a form of classroom management. Through an examination of case studies, theories, theorists and positive learning frameworks students will be given the opportunity to create their own classroom management plan. Additionally, students will develop an array of basic ICT operational skills that will assist them to design and develop pedagogically informed teaching and learning experiences focused on building student engagement. This unit is strongly linked to State and National curriculum and policy imperatives around ICT, understanding diverse learners, and futures oriented teaching.

This unit is the third of five units on pedagogy in physical education. The unit picks up from where EDUH2017 Pedagogy for Physical Education 2 finished with a focus on student-centred approaches to teaching games and sport as activities that are suitable for the adoption of guided discovery and problem solving teaching styles. In particular, the unit focuses on Game Sense pedagogy and the educational benefits that it offers for teaching games and sport across the school setting. In line with the new Health and Physical Education national curriculum, this unit examines the use of the Game Sense to achieve tactical transfer across the four game categories of invasion games, striking games, net/wall games and target games.

This core unit of study is the third of four defining pedagogical and professional practices in Foundation - Year 10 Health and physical Education (HPE), and in Stage 6 Personal Development Health and Physical Education (PDHPE). It specifically focuses on Stage 6 learning, teaching and assessment. Through an examination of the core and option modules and the NSW Higher School Certificate assessment requirements, students will design creative, student centred and challenging learning and teaching experiences, develop and explore teacher support material and develop and examine assessment tasks. Students will also review and refine planning and programming skills for 7-10 HPE. By focusing on key syllabus concepts, the socio-cultural perspectives of health and physical activity, critical inquiry and practical application, and creative and student centered pedagogies, the unit deploys quality teaching theories and practices. A deeper examination of the Australian Professional Standards for Teachers (AITSL, 2011) is an integral part of this unit of study. The unit is linked to a 4-week block professional experience in a secondary school.

This unit addresses issues relating to the education of children and students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation; universal design for learning; evidence based approaches to curriculum, teaching and learning practices for students with special education needs. A specific focus is given to supporting students with challenging behaviours in a range of settings.

This unit of study is designed to provide you with the opportunity to practice and develop the skills associated with (a) making sense of and making use of educational research, including research carried out by academics, by practitioners, by think tanks, and by or at the behest of governments; and (b) engaging in classroom inquiry as a teacher. The aim of the unit is to help you efficiently and correctly to interpret, analyse, evaluate and synthesise research from a range of sources, and to assess its implications for practice. You will be encouraged to develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry and to develop your capacity to make links between research, policy, teaching and learning. The unit will provide opportunities for you to become more familiar with the relationship between research and practice so that you can locate, critically analyse and use published material to investigate, understand and enrich your own practice and, in the future, exercise leadership in the encouragement of effective schooling more broadly. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessments designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities. In preparing an individual research proposal, you will draw upon the research literature to develop your topic and to select a form of inquiry that is suited to it.

This unit of study is part of a series of units that explore components of health in contemporary Australian society from the socio cultural perspective. This unit specifically takes a focus on the health of young people and the ways in which they are constructed through discourses of education, health, identity and ability. In doing so it specifically addresses syllabus requirements in Stage 4, 5 and 6 Personal Development, Health and Physical Education (PDHPE) as well as content expressed in the Australian Curriculum Health and Physical Education (HPE). The unit reflects the multidimensional nature of health and considers the ways in which young people respond to and assess a variety of developmental, social and psychological factors that impact on their lives both now and into the future. By taking a strengths based approach to dealing with sensitive issues the unit provides students with an opportunity to develop key personal and professional skills such as taking responsibility for their own learning, as well as recognizing the need for diverse and engaging teaching strategies when working with young people.

This unit is the fourth of five units of study on pedagogy in physical education. It follows on from EDUH3018 Pedagogy for Physical Education 3 to introduce the Sport Education pedagogical model as another form of student-centred teaching in physical education while focusing on issues that arise from the implementation of student-centred approaches to teaching physical education in schools with an emphasis on pre-service teachers and beginning teachers. Students will focus on these issues in lectures and in their tutorials on invasion, net/wall and target games with an emphasis on authentic assessment in physical education. The learning objectives of student-centred, inquiry-based approaches to teaching physical education such as Game Sense and Sport Education also require new methods of assessment that are examined in this unit of study.

This unit provides an introduction to the Honours Program and the nature of educational research. Students develop an understanding of a range of education research methodologies through participating in seminars and by attending lectures. They demonstrate their emerging understanding of their chosen field of research in the process of conducting a detailed literature review and designing a research proposal, which will include carefully constructed research questions and an appropriate research methodology. This Unit leads to a research project that will be conducted under the supervision of an academic member of staff in Unit EDUF4021.

This core unit is designed to provide the skills and knowledge necessary for effective construction and implementation of training programs for health benefits and to improve performance. Emphasis will be on the knowledge and practical understanding of different training methods and strategies and their effects on performance. Classes are driven by student derived inquiry questions which are instrumental in the understanding of these issues and processes. This unit has been designed to develop students who are prepared to function effectively in diverse educational settings with competencies that are instrumental in training school aged students, interpreting research results and accurately responding to questions relating to physical activity, training and performance. At the completion of this unit it is hoped that students are more confident and knowledgeable in this content area, understand the vital link between theory and practice and value the need for them to be research informed teachers.

This unit is the final in a series of four units examining pedagogical and professional practices in K-12 Health and Physical Education (HPE). There are 3 focus areas: the transition from a pre-service teacher to a graduate teacher, a practical examination of the current Stage 5 and 6 Elective courses (NSW BOSTES), and an introduction to Action Research methodology as preparation for the Internship in Semester 2. Current departmental policies and processes (NSW BOSTES and NSWDEC) will be reviewed and discussed to assist with vocational planning for final year students. In seminars students will be expected to draw upon the collective knowledge and experience that they have developed and refined across 3 professional experience placements, and previous pedagogical studies to effectively plan and present a Stage 5/6 lesson to their peers which is differentiated to cater for a range of abilities, and is engaging using various equipment including ICT. Finally, the Australian Professional Standards for Teachers (AITSL, 2011) will be used to target professional practice goals and guide the development of a research proposal to demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Health is something that is contested at local, national and global levels and can impact on social, environmental, economic and political decision-making. This unit of study provides an opportunity for in depth examinations and critical reflection upon how diversity, social justice, equity, ethics and morality influence individual and community health status and health opportunities. These considerations are situated within the context of a number of social theories which provide a lens for empathetic but critical analysis of the world in which we live. Students will explore a multitude of contemporary factors that contribute to health inequity with a specific focus on the health needs of those for whom health is often perceived (and engaged in) as a privilege not a right.

This is the fifth and last physical education pedagogy unit of study. It has been designed to build on the sociocultural focus in the current NSW PDHPE syllabus and the emerging Australian Curriculum in Health and Physical Education (HPE). The focus is to enable students to gain a wider variety of experiences in teaching physical education and promoting physical activity to a range of students. During the unit of study, students will also have the opportunity to examine their own culture, values, attitudes, assumptions and behaviours as they plan, teach and critically reflect upon teaching experiences that include students from cultural minority and/or socially disadvantaged backgrounds.

As a final component of Professional Experience, the Internship is a bridge between the ending of pre-service professional preparation and the first year of teaching. Under the guidance of the Mentor teacher, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for their first year of teaching. During the Internship pre-service teachers are expected to consolidate and refine the Standards achieved within previous fully supervised Professional Experience units. Students will also be required to complete an Action Research Project.

The purpose of this unit is to raise students' awareness of the specific issues of prevention, assessment, management of and recovery from sports injury. This unit aims to introduce students to the pathology, diagnosis and management of injuries commonly sustained during sporting activities. Students will also examine how the extent and intensity of sports participation relates to the incidence of sports injuries and explore a range of technical and scientific approaches for maintaining the wellbeing of athletes. The unit further aims to assist students in understanding their role and the role of various health professionals in recognising and managing sport related injuries. This unit of study also prepares students to develop lessons and assessment tasks for the stage 6 PDHPE option 'Sports Medicine'.

This unit is designed to develop a sound understanding of what constitutes effective sports coaching. It distinguishes between participation and performance coaches. The unit aims to provide the skills and knowledge necessary for effective planning, implementation and evaluation of coaching programs for athlete development. Emphasis will be on the knowledge and practical understanding of different pedagogical strategies and creating an ideal learning environment. At the completion of this unit it is hoped that students are more confident and knowledgeable in their coaching practice, become a reflective practitioner, understand the vital link between theory and practice and value the need for them to be research informed teacher and coaches.

This unit of study provides students with conceptual knowledge and practical skills related to the administration of Health and Physical Education (HPE) and Sport. Classes are informed by the tasks and roles that students may encounter whilst working as a HPE teacher or sports administrator within NSW schools and will be based on interactive discussions and presentations in seminars as well as preparation for a self-directed research task.

This Unit is designed to provide opportunities for students to gain the necessary knowledge and skills to obtain Australian wide Industry qualifications in Bushwalking. A large component of this Unit is a compulsory 3 day field trip which focuses on learning and implementing the practical skills of bushwalking. These skills include, but are not limited to; navigation in both tracked and trackless terrain, camp craft skills, river crossing and group management in wilderness settings. There will be an additional cost for the camp - approximately $50.

In this unit, under the supervision of an academic member of staff, and possibly as part of a research team, students undertake a research project developed as part of EDUF4020. In undertaking the research project, students are required to demonstrate a breadth and depth of knowledge of the discipline studied, autonomy and imagination in applying that knowledge, proficiency and skill in the research methods used and a critical and insightful analysis of the results. They will also be required to demonstrate an understanding of relevant ethical issues. Under the direction of their supervisor, students will develop a research report for examination and dissemination to the wider research field.