2015

School of Curriculum and Pedagogy

Te Kura o te Marautanga me te Ako

EDCURRIC 431
Physical Education Pedagogy

Greetings
Tena koutou katoa
Nau mai haere mai
Welcome to the School of Curriculum and Pedagogy: Te Kura o te Marautanga me te Ako. The
school focuses on the research, scholarship, teaching and practice of curriculum and pedagogy. We
are committed to the provision of high quality teaching. We are also committed to producing our own
research, scholarship and creative work. Both work together to enable quality teaching in a range of
educational contexts from early childhood to tertiary. Curriculum and Pedagogy is a large school and
the research strengths and publications of staff are diverse - see our webpage
www.education.auckland.ac.nz/currped. We are committed to actively contributing to both the
research and professional literature to ensure our work is relevant to our various constituencies.
One specific aim in the School of Curriculum and Pedagogy is to support student teachers to build a
sound content knowledge in the disciplines represented by curriculum areas, together with
knowledge of the associated modes of inquiry particular to each discipline. A second aim is to help
student teachers build theoretically informed curriculum knowledge. A final step is to promote
understanding of how to transform this content and curriculum knowledge into forms that are
pedagogically powerful. We extend on these aims for practising teachers in our postgraduate course
offerings. We actively assist our course participants to adapt curricular and pedagogical concepts
and frameworks to find optimal means to support all learners to develop the knowledge, skills and
dispositions necessary to be thoughtful citizens and lifelong inquirers. We do this through our
contribution to a great many courses across undergraduate, postgraduate and specialist
programmes.
Postgraduate supervision and research work is an increasing focus of ours. We have an active group
of postgraduate research students, both full-time and part-time, who participate in and contribute
to the research culture in the school.
Ma mahi, ka ora By work we prosper. We trust your time with us will be stimulating, engaging,
enjoyable and successful.
Associate Professor Helen Hedges

Head of School

Art Acknowledgement
Artwork by Otis Hickey (aged 6.5 years), Carousel Horses, completed in Feb/March 2014 at the
Childrens Art School, under the guidance of Teacher Chris Gunnell.

Contact Information
Postal Address

Physical Location

Head of School
Associate Professor
Helen Hedges
Office: A232
Email: h.hedges@auckland.ac.nz

Course Director/Administrator/Lecturer
Alan Ovens
Office: N530
Ext: 48605
Email: a.ovens@auckland.ac.nz

Faculty of Education
The University of Auckland
Private Bag 92601
Symonds Street, Auckland 1150

Epsom Campus
A Block, Level 2, Gate 3, 74 Epsom Ave
Epsom
Auckland

Ext: 48606

Group Services Manager

Keran Pocklington
Office: A103
Ext: 48626
Email: k.pocklington@auckland.ac.nz
Group Services Co-ordinator
Christine Whyte
Office: A229
Email: c.whyte@auckland.ac.nz

Lecturer

Maureen Legge
m.legge@auckland.ac.nz

Ext: 48785

Website: http://www.education.auckland.ac.nz/uoa/home/about/schools-department
Other Campus Addresses
Tai Tokerau Campus, L Block, 13 Alexander Street, Whangarei (PO Box 1326, Whangarei)
Manukau Campus, NQ Block, MIT, Gate 11, Otara Road, Otara, Auckland 2023 (Private Bag 94006, Auckland)
EDCURRIC 431

EDCURRIC 431
Physical Education Pedagogy

Contents

Contact Information .......................................................................................................................3

Course Outline ................................................................................................................................5
Course Content ...............................................................................................................................6
Assessment Tasks and Requirements.........................................................................................7
Readings .........................................................................................................................................10
Coursework Information .............................................................................................................11
Students are urged to discuss privately any impairment-related requirements face-to-face and/or in written form with the
course director/lecturer and/or tutor.
Students may be asked to complete course/lecturer evaluations at the end of the course.

EDCURRIC 431

Bachelor of Physical Education

Welcome ..........................................................................................................................................2

Course Outline
Code: EDCURRIC 431
Title: Physical Education Pedagogy
Points: 15
Calendar Prescription: Examines the nature and characteristics of quality teaching in physical

education. Addresses such questions as: What legal and ethical issues mediate professional practice?
How can a focus on diversity help learners in physical education contexts? What teaching
methodologies, management strategies and resources underpin quality practice in physical education?
Pre-Requisite: EDPROFST 303
Restriction: ACE 923.752

Learning Outcomes:
At the completion of the course, it is intended that students will be able to:
1 Critique conceptions of good teaching in Physical Education
2 Analyse and critique the nature of learning in Physical Education.
3 Critically reflect on own pedagogies for meeting the needs of diverse learners.

EDCURRIC 431

Course Content
The course uses a flexible approach to support you to reflect on and examine the knowledge, skills and
dispositions required to become a high quality teacher of Physical Education. The broad aim is to
provide a more challenging and collaborative approach to learning that is situated in authentic
problems that require the application of professional knowledge and judgement. This means that the
learning is more about reflecting on what you have already learnt in previous courses than studying
more content.
The course uses different teaching contexts, such as Tawharanui Regional Park, University gymnasium
and lecture settings to provide situated opportunities for learning. The topic areas covered in this
course are:
1. Camp leadership: This topic involves the opportunity to organise and lead a camp for first
year BPE students. The critical learning in this topic focusses on your abilities to plan and lead a
professional learning programme.
2. Inquiry teaching: This topic involves the opportunity to develop your teaching through an
inquiry approach to teaching. It is usually done on the camp experience.
3. Teaching for diversity: This topic involves exploring the nature of diversity and reflecting on
its implications for teaching. The critical learning of this topic encourages you to reflect on your
learning and consider the implications for your teaching.
4. Future-oriented teaching and learning: This involves understanding the changing nature of
education and the implications this has for pedagogy. The critical learning of this topic focuses
on your abilities to integrate web 2.0 and mobile technologies into your teaching.

EDCURRIC 431

Assessment Tasks and Requirements

There is one summative assessment task
Completion to the satisfaction of the examiners
All course work tasks as negotiated must be completed and handed in even if it is later than two
calendar weeks after the agreed deadline.
In order to pass this course to the satisfaction of the examiner
- All non-negotiable course work must be satisfactorily completed
- A passing grade or greater must be achieved on the grading contract that has been accepted
by the examiner.
Attendance
Attendance in class as well as engagement with course activities and readings supports academic
success. Therefore it is strongly recommended that students make every effort to attend class and
complete all the necessary in-class requirements. For those students who are enrolled in flexible
delivery courses full participation in, and completion of all the online activities is strongly
recommended as an aid to success.
Assignment 1:

Portfolio

Due Date:

25th May

Weighting 100%

Your achievement in this course is determined by assessing a portfolio of evidence you will submit at
the end of the course. How this assessment information translates into a grade will be based on a
negotiated contract between yourself and the course examiner. The idea of grading contract allows
you to have some input into the content and process of your learning throughout the semester. While
there are university policies and procedures to which we collectively have to follow, a contract
approach allows for almost infinite possibilities and potential for meeting your professional learning
needs.
Each contract must specify:
what you will do to earn a grade for the course? In addition to the non-negotiable tasks specify
the additional task(s) you will undertake. The minimum expectation is 1 additional task;
how you will document the work and learning you do (or, what will be handed in for
assessment);
how will your level of achievement and learning be assessed? (what criteria of achievement
should be used to judge the submitted work?)
how will all the assessment information be used to determine a final grade?;
and any other principles that apply.

EDCURRIC 431

You can find an example of a fully-developed contract proposal on CECIL. You are not obligated to
accept this exemplar as written. You are welcome to explore alternative approaches and ideas for
furthering your learning. In developing your grading contract you can choose one of three options:
You may accept this contract in its entirety, ticking which options you choose and adding the
individual details as required.
You may accept the contract with minor, reasoned modifications, such as substituting a new
activity not previously listed.
You may present a reconstructed and individualized contract that reflects major changes
For those who are interested in designing their own projects, there is a list of ideas to consider on
CECIL (see Individual or Collaborative Project Ideas). There are also some suggested ways of modifying
each component of the proposal on CECIL should you wish to do so (see Possible Ways to Modify the
Grading Contract Proposal).
Non-negotiable course work:
The non-negotiable course work consists of a range of tasks that must be completed and represent a
core set of expectations that all students in the course must undertake. You must complete all of the
following to a satisfactory standard:
th

1. Successfully negotiate a grading contract (Must be completed by 9 March)

Start by submitting a contract proposal for consideration by 2nd March. Include an explanation of
your choices (1-2 pages) of why you chose these items and how they support your professional
learning as a teacher. The contract proposal should demonstrate how the intended course work
addresses your needs. This proposal will then be considered and returned with possible
amendments needed. This task is not completed until the contract has been signed by the chair of
the marking panel, lecturer and student.
To assist you in developing your contracts, you should consider the following issues:
What are your personal goals and needs? What sources of information can you access
that provide you with a clear indication of what your professional learning needs are?
What are the course learning outcomes? What teaching, planning, research, writing
activities will help you demonstrate these? What evidence will you need to demonstrate
you have achieved these outcomes during this course?
How should you strike a balance between what is familiar, comfortable and safe and what
will broaden your teaching competencies out and help you grow as a teacher/person?
Are there ways of integrating projects, both within this course and across different courses
(where possible and relevant) to promote coherence and focus for your learning?
2. Review five articles. The five articles may be used for other project work in this course. In each
review, comment on the why you have chosen the article, the core ideas being presented, its
relevance to your professional learning, and its relationship to the other reading you are doing.
3. Project presentation: Choose one project to present to the class. You will be graded on the
presentation and must achieve at least 80% on this task.
4. Submit a portfolio of completed work (due 25th May)
Submit a portfolio of the work completed for your contract. All work included in the portfolio must
have been peer assessed. Include an assessment (1-2 pages) of your accomplishments relative to
your contract and identify what grade you deserve against the grading criteria. Your grade should
derive directly from your contract; any discrepancies must be explained.
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EDCURRIC 431

Negotiable course work:

In addition to the non-negotiable course work, the expectation is that you complete at least one
optional tasks of your own choice. These options are expected to relate to your own professional
development needs.
You may select from these following suggestions, or propose suitable alternatives with reasoned

modifications
1. Camp Leadership: In this option you work as part of the team organising and leading
camp. You are expected to take responsibility for one significant aspect of camp
organisation. Should you select this option, you will need to demonstrate your ability to
organise and lead the camp. You will need to carefully document what you did, provide an
independent review of your abilities and write a 1-2 page reflection on your effectiveness.
2. Lesson-Study: Conduct a lesson study on an activity being taught on camp. This will involve
working collaboratively with a group for at least three teaching cycles to plan a camp
activity, teach it and reflect on how to enhance the learning involved. The critical aspect of
this is to ask the questions how and what do students learn from this activity? and what
modifications need to be made to improve the learning? This ongoing reflection and
modification should be done during camp with at least three cycles of teaching involved.
3. Theoretical essay or research paper: Critically analyse the issue of teaching for diversity in
Health and Physical Education in 2000 words max. Review the literature outlining the
nature of diversity, particularly in reference to culture and gender. Analyze and evaluate
these perspectives, and state your own conclusions with implications for good teaching.
4. Learning resource: Develop a learning resource (website, app, you tube channel, video) that
could support your teaching and impact positively on teaching for either gender equity or
Te Reo Kori. Provide an explanation of the resource. How would it support quality teaching?
What are some specific uses for Health or PE?
5. Programme Plan: What would a physical education programme that is based on the
principles of future-oriented teaching and learning look like? Research the possibilities and
present your ideas for such a programme plan. In completing this project, you will need to
understand changing nature of teaching and learning. You should also consider how best
to utilise web-based and mobile technologies to support student learning.

EDCURRIC 431

Achievement expectations
Examples of scoring rubrics for course work options can be found on CECIL. It is expected that you
will approach this course with the seriousness of becoming a future teacher. The following criteria
may be used when formally reflecting on your grading contract and the evidence you have
accumulated during the semester.
Expectation
Demonstrates
understanding of the depth
and complexity of teaching

Engages in a range of
activities to facilitate
learning

Conscious of the Moral

and Social Implications of
Teaching

Not yet
Work lacks breath and
depth; generally has
gaps and takes a
simple factual
approach without
attempting to
interpret the material.
Understanding and
coverage of the
material is limited.

Some non-negotiable
tasks have not been
achieved &/or no
additional items of work
submitted
Works only for the
grade. Tries to escape
others notice. Perceives
value in terms of
immediate gratification
to oneself.

Passing grade
Work showing a
knowledge of subject
matter and
appreciation of major
issues though with
some lapses and
inadequacies;
arguments developed
and supported by
references; theoretical
analysis and critical
thinking present but
limited.
All non-negotiable tasks
completed plus 1
additional item of work

Works mostly for the

grade. Maintains an
inconspicuous presence.
Perceives value in terms
of immediate benefits
to oneself and peers.

Expected grade

Exceptional grade

Work showing good to

strong grasp of subject
matter and
understanding of major
issues though not
necessarily of the finer
points; arguments
clearly developed;
relevant literature
referenced; evidence of
good theoretical
analysis and critical
thinking.
High level of
achievement in nonnegotiable tasks plus 2
additional items of
work (or equivalent)
Works for the benefit
of future students. Is
always actively present.
Perceives value in
terms of improved
teaching and student
learning.

Work of high to
exceptionally high
quality showing
excellent knowledge and
understanding of
subject matter and
appreciation of issues;
well formulated
arguments; relevant
literature referenced;
high level of theoretical
analysis and critical
thinking.
High level of
achievement in nonnegotiable tasks plus at
least 2 additional items
of work (or equivalent)
Works to create a better
society. Actively leads
by example. Perceives
value in terms of longterm social and moral
implications.

Committed to Taking
Responsibility for Ones
Own and Others Growth

Passively leaves ones

own growth to chance.
Prepares minimally for
the course experience.
Responds only to
coercion to display
commitment.

Relies mostly on others

to shape ones growth.
Prepares for course
experiences, but mostly
at the last minute.
Needs external
motivation to grow and
develop.

Takes initiative to shape

ones growth. Prepares
in advance for course
experiences. Exercises
self-direction in
reflecting, researching
and making
connections.

Extends beyond oneself

to help others grow.
Prepares extensively &
shares insights to inform
the course experience. Is
self-directed and
passionately committed.

Courageous Enough to
Question, Critique and
Collaborate within the
Course

Is largely indifferent to
all aspects of the course
experience. Participates
in gossip and private
chat, but maintains a
faade of satisfaction in
the presence of others.

Expresses dissatisfaction
about different aspects
of the course
experience. Offers
criticisms and
complaints, but without
strong support or
argumentation.

Identifies and
articulates different
strengths and
weaknesses of the
course experience.
Offers constructive, wellreasoned suggestions
for improvement.

Collaborates with others

to address problematic
aspects of the course
experience. Actively
seeks clarification &
elaboration for purposes
of mutual improvement.

Required Readings
You are expected to check CECIL regularly for material to support the lecture sessions.
[NZTC Graduating Teacher Standards: 1a, b & c; 6b & c.]

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EDCURRIC 431

Coursework Information
For all University Regulations, please refer to your Programme Handbook:
http://www.education.auckland.ac.nz/programme-handbooks
Submission of Assignments
Faculty students across all campuses will generate their own individual coversheets for each
assignment. Every coversheet will contain a unique barcode to facilitate prompt processing and
automated emails to confirm receipt and advise when an assignment is ready to be picked up.
Students will generate their Assignment Coversheets and Request for Extension of Assignment
Due Date via the following link: https://foedassignments.auckland.ac.nz/. Students must keep a
copy of the written component of all assessment tasks submitted.
Hand in time for City Campus is 12.30pm for undergraduate and 4.30pm for postgraduate
Level 7 coursework.
All Epsom, Manukau and Tai Tokerau based undergraduate coursework must be submitted by
12.30pm on the due date. All Epsom, Manukau and Tai Tokerau based postgraduate students
working at Level 7 and above must submit coursework by 4.30pm on the due date.

The above times include all online submissions.

City campus students are to submit their assignments in the assignment box located in the
foyer in the Human Science Building at 15 Wynyard Street.
Epsom students will hand in all their hardcopy A4-sized assignments via the drop slot in A114A
(the Assignment Centre opposite the Education Student Centre). An after-hours slot is available to

the right of the main A Block entrance.

Manukau students will hand in assignments to the Programme Office NQ 227.
Tai Tokerau students will hand in assignments to the appropriate assignment box in the ICT
Suite foyer, L Block.

Submission of Flexible Learning Assignments

There are a number of options for submitting your flexible assignment. However, some courses may
have specific submission requirements and this will be announced by your lecturer.
1. By Moodle Online Drop Box
If instructed by your lecturer to submit your assignment online, upload it to the appropriate
Assignment Drop Box in Moodle. For instructions, view the help notes provided on the course
site or in the Moodle Hub under Your Assignments. You will be required to complete the student
declaration.
2. By Moodle Online Assessment
In some Moodle courses the assignment may be a wiki, online journal, blog etc. that cannot be
uploaded as a discrete file. In this instance please follow the specific instructions outlined by your
lecturer on how to complete and submit an Online Assessment task correctly.
3. In person through the Assignment Centres Assignment Box
This is located in A Block (A114A) at the Faculty of Education, Gate 3, 74 Epsom Ave, Epsom. This
is accessible between the hours of 7.30am 5.30pm.
After Hours: Assignment Box slot at the Main Entrance A Block, Gate 3, 74 Epsom Ave, Epsom.

EDCURRIC 431

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4. By post (or any oversized, fragile assignment items by courier)

Address to the Assignment Centre address above in 3.

Students should allow at least 3-4 days delivery time prior to the assignment due date.
The Assignment Centre will send an automated email to students to confirm receipt of
assignments.
Return of Assignments
Students can expect to have marked assignments and tests returned within 3 weeks from the due
date. Marked assignments will usually be handed out in class. Alternatively, assignments will be
returned via the Assignment Centre. Please wait until you receive an automated email advising
that your assignment is ready to be collected. The Epsom Assignment Centre is located in
A114A and assignments can be collected between 9.00am and 4.30pm, Monday to Friday.
City Campus collect assignments from the Human Science Building, Room 258. Level 2, 15
Wynyard Street between 10.00am and 1.00pm.
Manukau collect assignments from Programme Office, NQ 227 between 9.00am and 4.00pm.
Tai Tokerau collect assignments from the ICT Suite foyer, L Block between 12.00pm and
12.30pm.
You must produce your ID card to collect your assignment. Uncollected assignments will be stored by
the Assignment Centre and (as advised in the ready to pick up email) will be disposed of 5 weeks
after the start of the following semester.
Referencing
All assignments must use an accepted referencing system employed in a refereed international journal
in the fields of Education and Social Work.
Extensions https://foedassignments.auckland.ac.nz/
Requests for extensions should be made to the Course Director (or nominee where applicable) in
advance of the due date. Applications must be accompanied by evidence of the need for an extension.
Extensions will not be granted for academic workload reasons (for example, a number of
assignments due at the same time) but may be considered in the case of temporary illness or injury, or
for compassionate reasons. Course Directors (or nominee where applicable) can grant extensions for
the shorter of:
a. up to three calendar weeks, or
b. the handing back of other candidates work, or
c. the cut-off date for each semester.
Penalties for Late Work
A student who submits coursework after the notified deadline, or after the approved extension, will
have the marks for that coursework adjusted as follows:
a. within one calendar week late deduct 10% of the total value of the assessment, (e.g. for an
assignment worth 40%, a student scores 32 but hands the work in a day late. The student loses 4
marks 10% of 40 and is awarded a final mark of 28)
b. one to two calendar weeks late deduct 50% of the total value of the assessment
c. later than two calendar weeks but not after the handing back of other students work 100%
deduction
Note: under Examination Regulation 1c and d, students must complete to the satisfaction of the
examiners.

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EDCURRIC 431

Special Consideration: Unavoidable Personal Circumstances (Coursework only)

Where a student faces unavoidable personal circumstances that mean the student is unable to submit
a component of coursework, he/she may apply to the Head of Programme/Programme Leader for
special consideration. The application is made on the form Special Consideration: Unavoidable
Personal Circumstances and must be supported by written evidence from a doctor or counsellor. The
student must apply no later than two weeks after the due date of the assignment.
If the Head of Programme/Programme Leader supports the application, the Course Director in
consultation with the Head of School may:
a. either, require the student to re-enrol in the course, or
b. where at least 50% of the coursework has been completed at a grade well above the minimum

pass
standard, award an assessed grade for the course based on:

c.
d.

i) either the grade achieved for completed work (one grade lower would normally be awarded in
this case)
ii) or the allocation of a mark for the missing work derived from the students ranking on the
completed work, or
ask the student to submit the work by a revised deadline, or
submit a new task by a revised deadline

Aegrotat and Compassionate Consideration

This is a University process that applies only to University Examinations (and Tests). Please refer to
your programme handbook http://www.education.auckland.ac.nz/programme-handbooks
Help with Academic Referencing
The Universitys Referenite website www.cite.auckland.ac.nz provides students with a one-stop online
resource for academic referencing needs. Referenite explains the essentials of referencing and how
to avoid plagiarism. It also includes practical tools to help students reference correctly, use references
effectively in writing, and gives fast access to some major reference formats with examples.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating
in course work as a serious academic offence. The work that a student submits for grading must be the
students own work, reflecting his or her learning. Where work from other sources is used, it must be
properly acknowledged and referenced. This requirement also applies to sources on the world-wide
web. A students assessed work may be reviewed against electronic source material using
computerised detection mechanisms. Upon reasonable request, students may be required to provide
an electronic version of their work for computerised review.
To support students understanding of academic integrity The University of Auckland has
introduced an online Academic Integrity (AI) course for undergraduate and postgraduate
students admitted for the first time to a programme at the University. All new students are
required to complete the course and will receive information via email about how to log on
and complete the AI modules. https://www.auckland.ac.nz/en/about/learning-andteaching/policies-guidelines-and-procedures/academic-integrity-info-for-students/about-academicintegrity.html

EDCURRIC 431

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<<style-main>>

Contact
School of Curriculum and Pedagogy
Faculty of Education
The University of Auckland
Private Bag 92601
Symonds Street, Auckland 1150

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EDCURRIC 431

Telephone: +64 9 623 8899

Fax: +64 9 623 8892
Email: education@auckland.ac.nz
Web: www.education.auckland.ac.nz