EDU30014: Health and Physical Education Assessment 1: Health and physical education folio - part AWord limit: 1500 (+/- 10%) Weighting: 30% Due date: 9am AEST Monday 8 August 2016 (Week 5) Print Assessment overview The purpose of this folio assessment is to produce a collection of information, resources and reflections from Module A (weeks 2-4) which will help you develop your skills in teaching health and physical education. This assessment constitutes the first part of your assessment folio; Assessment 2 (Part B) will cover Module B material (weeks 5-7). By gathering information into a folio, you are demonstrating an ability to identify, evaluate and transmit ideas about effective principles, policies and practices for developing health and physical education within a primary school setting. This assessment allows you to add a reflective dialogue and track your reasons for including specific evidence. Your folio should not just be a collection of resources. If academic underpinning is not evident, then you will not pass this assessment. Utilise the expertise of your eLA to question whether the evidence you have chosen to include meets the assessment criteria. Assessment details Your folio will contain three separate items which will relate to each of the topic areas within Module A (as specified in the table below). Each item should be clearly labelled for marking purposes with the name and description, and must include: evidence of the resource, such as a photograph, document (e.g. MS Word) or URL (if from an external source) a descriptive rationale and reflection on the resource. This must include: a brief description of the resource an explanation of how it would be used in health and physical education, providing evidence of knowledge and understanding of pedagogy, tools, methods and resources. Consider different teaching strategies you may use, any links to practice you have, and reflections from placement experiences or discussion board communications. an analysis of the benefits and limitations of the resource, linked to academic literature and curricula documentation (i.e. the Australian Curriculum), demonstrating evidence connecting academic literature to practice. Item no. Theme Item 1 Food and nutrition An online resource (i.e. one already available online) relating to the teaching of food and nutrition. 2 Movement skills An online video (i.e. one already available online) you can use to highlight correct technique of a movement skill. Your descriptive rationale must include an outline for a program or plan to develop the skill presented in the video. This plan must incorporate ability and inclusion concerns. 3 Rhythmic and expressive movement A resource you have found (e.g. piece of music, image, story, or object) that can be used as a prompt for expressive movement. Your descriptive rationale must include an explanation of how you could apply a teaching style to underpin your use of this resource. This must incorporate one of the teaching styles covered in your eText (Meldrum & Peters, 2012) pp. 296-298. Each of your folio items must be fully referenced in APA style. Note that references are not included within the word limit. Folio format Your folio should be submitted as a Word document. Within this document: each item must be clearly labelled with the name and description include all relevant information within the item, e.g. links to online resources, embedded images. The word limit of 1500 (+/-10%) applies to the descriptive rationale and reflection, but not the resources themselves. While this will allow some level of flexibility in terms of how much you write for each individual item, you are strongly advised to split the word count as evenly as possible between all three items. Submission details This assessment will be submitted via Turnitin. See the Assessment 1 section of Blackboard for more detailed information. Assessment criteria Knowledge and understanding of subject. Quality of resources, including analysis. Evidence of personal and professional reflection and evaluation. Evidence of connecting academic literature to practice. Presentation: structure and format. Your work will be assessed using the following marking guide: Grade Descriptor Pass [P 50-59%] All aspects of the task have been completed (three items of evidence included in the folio), and the requirements of all criteria have been met at a satisfactory level. Your folio shows a satisfactory understanding of health and physical education through the items you have selected to include and the brief description of what the items are. Each item of evidence has a descriptive rationale which discusses how each resource can be related to health and physical education. The rationale indicates some understanding of health and physical education. Attempts have been made to reflect, however the rationale is over-reliant upon personal opinion and anecdote. You have adhered to relevant conventions of English and have maintained an appropriate degree of structure and formality. Your folio is proofread so that most typographical and spelling errors are eliminated, and any errors that are present do not detract substantially from the communication of ideas. While there are some errors in your APA referencing, you do provide evidence to support your ideas, although this evidence may be drawn from a limited range of sources. Credit [C 60-69%] To be awarded a Credit, you must fulfil all of the requirements of the P level, but with more sophistication. Your folio shows a comprehensive understanding of health and physical education through the items you have selected to include and the succinct description of what the items are. Each item of evidence has a descriptive and comprehensive rationale which discusses how each resource can be related to health and physical education. The rationale indicates consistent understanding of health and physical education. The reflection and evaluation has a clear balance between anecdote and meaningful reflection. Your writing is concise, and word choice is deliberate. You communicate meaning effectively and efficiently, without superfluous words, phrases and sentences. Apart from minor issues in text and/or in the reference list, you adhere to APA referencing conventions and use evidence from an appropriate range of sources. Distinction [D 70-79%] To be awarded a Distinction; you must fulfil all of the requirements of the C level, but with a higher degree of insight into the topic, and competence in written communication. Your folio demonstrates a sophisticated understanding of health and physical education through the items you have selected to include and the focused description of what the items are. Each item of evidence has a synthesised and carefully integrated (quotes/paraphrasing/supporting evidence) rationale which discusses how each resource can be related to health and physical education. The rationale indicates consistent and comprehensive understanding of health and physical education, with clear links to theory and contemporary perspectives. The reflection and evaluation identifies meaningful points and offers implications for personal and professional practice. You draw on evidence for a wide range of appropriate sources, and all statements are supported as required. APA conventions are accurate and successfully integrated. Effective language use is a feature of the folio. Errors in spelling, punctuation and grammatical construction have been addressed through careful proofreading. You write with sensitivity for your audience and consider the impact of your choices in terms of language and tone. High Distinction [HD 80-100%] To be awarded a HD; you must fulfil all of the requirements of the D level, and show higher levels of sophistication and insight. Your folio demonstrates a detailed and insightful understanding of health and physical education through the items you have selected to include and the clear and comprehensive description of what the items are. Each item of evidence has a synthesised and carefully integrated (quotes/paraphrasing/supporting evidence) rationale which discusses how each resource can be related to health and physical education. The rationale indicates fluent understanding of health and physical education with sophisticated links to theory, contemporary perspectives and curricula documentation. Evidence of sophisticated reflection on personal and professional practice. Across all sections, your writing is concise and logical, with richly integrated ideas that convey meaning and purpose. Your use of literature across all sections of the folio demonstrates familiarity with the current field of research and your statements are consistently supported with relevant and recent references. Flawless use of APA referencing style is evident and there are no errors in spelling, grammar or punctuation. If this assignment fails to reach a Pass [P] standard, then it must be awarded a Fail [N]. References Meldrum, K., & Peters, J. (2012). Learning To Teach Health and Physical Education. Frenchs Forest, NSW: Pearson. Introduction Module A looks at the role of health and physical education to develop motor and physical skills. Let's begin by watching the following video introduction. Module A introduction (2014), created by Swinburne Online Text transcript Within this module, there are three topics to investigate: Topic 1: Food and nutrition. Topic 2: Movement skills. Topic 3: Rhythmic and expressive movement. It is important that you work through these topics in order as they build progressively on each other. You are free to work through the topics at your own pace. If you would like to organise your study in a weekly fashion, you can use the following schedule as a guide: Week 2 - Topic 1. Week 3 - Topic 2. Week 4 - Topic 3. Return to the index to access the different topics. Understanding development, movement and skill. We begin the module with a general overview of movement development and its role in PE education. The information in the following reading will apply across the three topics covered. Reading Chapter 2 Understanding development, movement and skill, pp. 20-43 (Doherty & Brennan, 2012) gives an overview of children’s holistic movement and skill development through to middle childhood. It also stresses the importance of movement as essential for a PE curriculum and links PE development to relevant theories. The education ‘about, in and through’ movement sections are particularly useful. Assessing Module A The material in this module will be assessed via Assessment 1: Health and physical education folio part A, which is due at 9am AEST on the Monday of Week 5. This assessment requires you to compile a collection of resources related to each of the topics, and then reflect on them and explain their value for health and physical education. By constructing such a folio of resources, you will be collecting valuable material that will support you in your further education and subsequent career as an educator in the fields of health and physical education. Within each topic, you will find readings that describe the theory that will underpin your assessment. You will also find workbook exercises and a range of online resources that illustrate how this theory can be put into practice. While you are not expected to read through every one of these in detail, they provide a range of sources you can search through for useful material, as well as examples you can emulate when preparing your folio resources. You should also make use of the resources provided in the Week 1 materials as a source for further information and to ensure your folio resources can be strongly linked back to the Australian Curriculum. If you have any questions relating to this assessment, please post them in the Module A discussion forum. Communication and collaboration in Module A Communication and collaboration plays an important role in the learning within this unit. In Module A, the online discussion will help you to sharpen your understanding of the importance of movement within physical education, which will deepen your ability to reflect on the resources you prepare for Assessment 1. When you access the group discussion area, you will see four forums set up for Module A: A general Module A forum - for any discussion related to the module in general. A particular focus of this forum will be questions related to the assessment. Specific forums for each of the topics within the module. Each of these forums will be active over the three weeks of Module A (Weeks 2-4). To support the process of folio preparation, there is an activity associated with each topic, within which you will get a chance to find and reflect on resources related to moving bodies. You are strongly encouraged to participate in these activities as you prepare your folio. In addition to these more structured activities, each topic forum is a place you can go to have a more general discussion about movement in physical education. Feel free to post any questions you have here. You may also find your eLA has posted prompts for further discussion. The advantage of a modular approach is that discussion for each of these topics can be spread over three weeks, rather than limited to a single week, allowing for more detailed conversations to occur. Discussion Go to the Groups page and select Group Discussion Board to access the Module A discussion forums. EDU30014: Health and Physical Education Module A: Topic 1: Food and nutrition Concepts and readings Activities & Assessment Concepts and readings Food and nutrition Nobody would argue that food and nutrition are essential elements of health and PE. Physical activity is not possible without adequate energy, so this is where we will begin our module on moving bodies. Let's start by viewing the following animation. Nutrition class (2014), created by Swinburne Online Text transcript What sorts of messages about food and nutrition should we be conveying to our students? How do we judge the decisions they or their families make regarding food choices? What role do cultural contexts play? How do we convey messages about the importance of nutrition without creating or exacerbating food issues? In this topic, food and nutrition are considered in a positive manner as we review the teacher's role in providing a supportive message about food choices, nutrients, and growth. You will be given opportunities to explore a range of resources and consider exciting ways to teach food and nutrition which do not only involve the food pyramid! Click on this link to learn more about Food and nutrition in the Australian Curriculum. Growth and development Adequate nutrition is strongly connected to healthy growth and development. For this reason, we will begin this topic on health and nutrition by looking at the requirements for growth and development in young people. eText This unit requires you to access two eTextbooks through Vitalsource Bookshelf. You have been given FREE licenses from Swinburne Online to access an electronic version of these textbooks - also known as an eTexts. Please follow these steps to activate your first eText: Ensure that you set your browser to allow pop ups. We recommend using either Google Chrome or Mozilla Firefox as the preferred browsers. Watch the video on first time eText access and how to create a Vitalsource Bookshelf account. It is essential that you use your Swinburne student email address ([email protected]) to verify the licence agreement. Please watch the Vitalsource video help guides for information on the following: Accessing your eText online, offline and on a mobile device Functionality and usability, such as highlighting and notes and navigating your eText and bookshelf library. Activate eText Chapter 2 Young people's growth and development, (Meldrum & Peters, 2014, pp. 19-43) in your eText considers growth and development of children and young people and links it to physical activity. Chapter 1 Children's eating: The indigestible evidence, (Robinson, 2006, pp. 3-11) provides a broad outline of dietary requirements for children. Nutritional guidelines and food choices Nutrition is a complicated topic. As you would be aware, there is a large amount of information available and much of it is highly technical and sometimes apparently contradictory. As a primary level teacher, you cannot be expected to cover the topics of food choices and nutritional guidelines at this level of complexity. However, it is important that you are able to communicate positive messages about the nutritional values of the different types of foods and the ways that children can make food choices that will best ensure healthy growth and development. Online resources The following resources provide a broad array of information about nutritional guidelines and food choices. By reviewing the material here, you should be able to begin getting an idea of the most effective ways to communicate food and nutrition information to students: Food and nutrition information websites for teachers - a very useful document from Nutrition Australia (2011) containing weblinks related to resources, lesson plans and ideas about teaching nutrition in the primary school. As Nutrition Australia states, 'Online information along with print resources should be evaluated for relevance, currency, reliability and accuracy. The sites listed below were active as at November 2011 and have been assessed by Nutrition Australia as being of a high standard and relevant to the school curriculum.' Nutrition resources in the classroom - a very useful resource compiled by the NSW Government Department of Health (2014) , which should be especially valuable for the folio assessment. Some of the resources are reliant upon worksheets which should be avoided, however some of the ideas are really good fun – the Magic Lunchbox is one of them. General guidance for food work in primary schools (Food Forum, 2010) - a British food forum related to safe handling with food and how to teach about food in the primary curriculum. Although the ideas link to a different curriculum the ideas can be adapted and some useful health and safety tips are present within the information. British Heart Foundation - primary schools (n.d.) - a range of useful resources to promote healthy eating and the benefits of exercise. This simple Scholastic education - hearts game (British Heart Foundation, 2014) allows children to label a heart and watch videos about what the heart does. Ability and inclusion As discussed in the introductory materials, ability and inclusion are important themes that will be addressed throughout this unit. When considering the topics of food and nutrition, consideration needs to be made regarding issues such as: body image, e.g. obesity eating disorders cultural inclusiveness - as food is an integral aspect of every culture. Video The following short video Bush tucker program (Move it Mob Style, 2013) looks at what bush tucker is, as well as providing a follow-up worksheet to use with primary aged children. The activity is on the ‘Move it Mob Style’ website and is categorised as an activity to promote wellbeing, but is also very useful as it allows for consideration of different perspectives on food and nutrition. Top tips Motivation is essential for health and PE lessons; you are not there to judge but to enthuse, to encourage and to motivate. Remember to be culturally aware of different diets and nutritional guidelines; do not make sweeping assumptive statements which could be prejudicial. Model a healthy and nutritious diet as you are very influential upon children; certainly don’t just survive on caffeine – you will burn out! An exercise diary is a good way of considering whether the body is receiving the appropriate nutrition. EDU30014: Health and Physical Education Module A: Topic 2: Movement skills Concepts and Readings Activities & Assessment Concepts and Readings Movement skills In Topic 1, we looked at the importance of food and nutrition. Now that your bodies are adequately fuelled, we can begin looking at the role of physical education in the development of movement skills. Four children playing in a field and being active. Movement skills (2014), created by Swinburne Online Skill development is a key part of physical education. The development of appropriate skills and techniques will play an important role in the enjoyment children get from sports and physical activities, which will have a positive impact on their engagement and desire to participate. In addition, learning the appropriate movement skills is necessary to ensure the safety of participants. It is assumed that children just come to school with established movement skills, as everyone thinks of Foundation aged children as very mobile individuals, but an important part of a teacher's role is to help develop children’s movement skills. In this topic we look at motor skills and how you can plan engaging lessons which illustrate movement learning. Click on this link to learn more about Movement skills in the Australian Curriculum. Movement learning and skill development The development of movement skills is not a simple, linear process. Children develop at different rates. At any year level, you are going to have children at different stages of development, with different aptitudes for the range of movement skills. For this reason, we will begin this topic with a couple of readings that look more generally at the stages and processes of skills development. Reading Chapter 3 Moving and learning through physical education, (Meldrum & Peters, 2014, pp. 44-77) in your eText provides a very clear background to the stages of motor skill development in children and young people. Pages 54-60 are essential for this week as it describes a developmental approach to teaching a movement skill, as well as an overview of how to teach movement skills. The later pages of the chapter (p.68 onwards) focus upon building a complete movement curriculum or program – which will be useful for the folio assessment. Chapter 2 The foundation of movement skills, (Callcott et al., 2012, pp. 15-40) explains the development of movement skills from birth through to later childhood. Pages 31-38 are key for this theme of the unit. The review activities and questions are also very useful for reflection about the key chapter themes. Teaching movement skills Now that you have a general idea of the processes of skills development, it's time to look at tools and techniques for teaching different movement skills. Workbook exercises eText It's now time to access your second eText. Click on the 'Activate eText' button below and if prompted to, sign in to your Vitalsource Bookshelf account using your Swinburne email address as you did when you first created your Vitalsource account. Alternatively this may be an automatic process where you are taken directly to the eText. To view this eText offline within your Vitalsource Bookshelf, remember to click on 'Manage' in the top right navigation panel, then 'Update Book List'. Activate eText Your Workbook (Warren, 2012) provides numerous examples of teaching exercises to support the development of movement skills. Two useful examples you can look at are: Locomotion 1 - Continuous movement, (pp. 18-19) supports the development of skills such as running, jogging, skipping and walking Workout 1 - Circuit activities, (pp. 48-49) describes a circuit that incorporates a variety of different movement skills. Take some time to look through the Workbook for other activities that support the development of movement skills. Online resources The following resources provide useful information, plans and demonstrations for teaching movement skills. Fundamental movement skills (NSW Department of Education and Communities, 2011) - is very useful for developing a resource bank of different planning preform, styles and ideas. This is useful across each week of this unit. Promethean planet (n.d.) - this site contains a broad range of PE related videos. You should find this useful as a source for videos to use for your folio. Scanning from workbooks. PE: Bend, stretch and breathe (Chissick, 2008) - a short article from a teacher sharing how movement skills also include yoga - followed up with PE: Yoga at school: case study #1 (Chissick, 2008). You may also like to watch the following video Yoga to go kids classes in Australian primary schools (Massaioli, 2012). Fundamental movement skills (FMS) - the Department of Health and Aging (ACT, n.d.) have collated a breakdown of Fundamental Movement Skills (FMS) for young children. Each document provides some basic activity ideas which can be adapted and enhanced for PE lessons. Don't let your learning end with these resources. Go outside and practice some of these skills, either by yourself or with some friends. Think about what is required to perform the various skills, and how you might plan lessons for teaching them at the primary level. Ability and inclusion The following considerations regarding ability and inclusion need to be taken into account during the teaching of movement skills: Foundation skills are important. Children who have not developed foundation skills will not be able to move onto further levels of skill development. Cultural factors may come into play. Particular types of movements may be problematic, as may physical contact between teacher and child. Safety of all children is paramount. Online resources What are some of the safety hints when teaching gymnastics? (NSW Department of Education and Communities, 2011) - offers guidelines about safe teaching of gymnastics; you should check your own state's Department of Education for health and safety guidance. Top tips Planning is essential for all PE lessons – you cannot just wing it! Children can get hurt doing physical activity. Movement skills include rolling, balancing and jumping so when you introduce apparatus make sure you have checked everything before setting up for the lesson and then again before you allow children to step onto the apparatus. Sketch out the space you will be using for your health and PE lesson so you consider where you need to stand, where the blind spots are, any potential hazards and also whether the space is too confined for the apparatus you want to use. Remember ‘less is more’, a good health and PE lesson does not mean you have used every bit of apparatus and all the equipment, sometimes the simpler the lesson the better as more skills can be learned. Remember to get children to use all parts of their bodies during movement skills lessons – high, middle and low movements help with stretching, extending and loosening body parts. Remember children need to think about their actions and movements so they can develop their motor skills so you need to ask guiding and reflecting questions; it helps if you write them into your plan to remind you. Encourage children to help with apparatus handling so they learn about safe handling and safe spaces. Remember demonstration helps aid learning and this may be you doing the demonstrating so be dressed appropriately and prepared to take part. Swimming overlaps several strands and you must remember it is probably the most highly structured activity in the H&PE curriculum. Much of the programme should focus upon water safety. EDU30014: Health and Physical Education Module A: Topic 3: Rhythmic and expressive movement Concepts and Readings Activities & Assessment Concepts and Readings Rhythmic and expressive movement In Topic 2 we covered the development of physical and motor skills. However, not all physical education needs to focus on the development of specific physical skills. There is also a place in PE for movement of a more free-form or expressive nature. Let's take inspiration from this video of Indigenous dancers as we introduce the topic of rhythmic and expressive movement. Yarrabah dancers at Laura Festival (2010) The theme of rhythmic and expressive movement includes creativity and different styles of dance, including indigenous dance. When you are gathering and sharing resources linked to your assessment folio you should consider how interpretation and individual expression overlap between health and PE and arts. You will also notice that many of the movement skills covered in the previous topic are incorporated into the kinds of activities described here. Click on this link to learn more about Rhythmic and expressive movement in the Australian Curriculum. The value of rhythmic and expressive movement Most of us tend to associate physical education with the teaching of specific movement skills, often related to organised sport. In doing so, we can downplay the role of movement as a creative medium. Rhythmic and expressive movement can provide a variety of ways for children to express their feelings and moods. In addition, it provides opportunities to engage students who may be discouraged by more formal physical activities. Online resources Move it Mob Style - class activities (2014) - This is a set of teacher guides and student worksheets based on the dance, music, health and culture content of the television program 'Move it mob style'. The teacher guides provide teaching sequences for primary and secondary students to learn hip-hop dance routines choreographed by Aboriginal dancers. The worksheets, 20 for primary and 20 for secondary, mostly focus on the health and culture content of the program. After you've reviewed the material here, take some time to think about the ways you express yourself through movement. Put some music on and dance around the house, if you're so inclined. Reflect on what sorts of stimuli get you to move in expressive ways. Teaching rhythmic and expressive movement The following resources provide further information on teaching methods for rhythmic and expressive movement. Online resources Music/PE: On a cold and frosty morning (Johnson, 2008) - three little activities which show how you can link movement and music to have fun on a cold winter morning! Dance - four body shapes (Pro Teachers Video, 2011) - video of a class dance activity based on different body shapes Dance – moving like magnets (Pro Teachers Video, 2011) - video of year 3 students performing a dance inspired by magnets The suitcase dance (Pro Teachers Video, 2011) - upper primary dance lesson inspired by a second world war evacuee's suitcase Dance and gymnastics resources (Primary Resources, 2014) - a website where teachers contribute ideas and useful resources. The Gymnastics and Dance section are useful for folio work Physical education (Schoolsnet, 2012) - example lesson ideas covering dance and gymnastics should be good for the folio assessment Circus skills program (Sports 4 Schools, 2014) - a circus skills program for primary schools. The videos are quite good fun and you can use the ideas to integrate into your own lesson ideas. Top tips Rhythmic and expressive movement does not have to be all about dance and music; it is about letting your imagination lead your bodies. So you must create a safe and supportive environment where children feel happy that they will not be judged or made to feel silly. You will find that as children progress through the primary school they may be less willing to take part as they are more aware of peer criticism – so you must join in too! There is significant overlap with the Arts within this strand of health and PE so you can integrate amazing cross-curricular themes here and also undertake some community engagement or Indigenous perspectives. You can very easily integrate circus skills into playground games for primary aged children and this helps develop several movement skills. If you set this up you must establish rules and routines with regard to safe handling of the equipment and safe spaces to practice circus skills so other playground users do not get hurt or get in the way. The culture you are creating is one of mutual respect and support. It is a good idea to think about what is your intention for your rhythmic and expressive movement lesson (this is the starting point). And you can get the children to answer the following questions by composing their dance; what action will I do? Where will I do it (levels, directions, space)? How? (The dynamics – fast, slow etc.) Who with? (What relationships and interactions will you have?) Reading A good way to end this module is by reading Chapter 12 Approaches to teaching physical education (Meldrum & Peters, 2014, pp. 287-322) in your eText. This chapter introduces pedagogical approaches (including teaching styles) which specifically relate to teaching of physical education. Pages 296-298 are really useful for reflecting upon how a skill may be taught, and resource used as the table offers summary descriptions of the spectrum of teaching styles. This information will be important as you finalised the first part of your folio assessment.