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HE Unit Template
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Learning Through Movement in Health and Physical Education
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EDHPE4003 - Learning Through Movement in Health and Physical Education
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20250200
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Course
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2.1
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070199
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Teacher Education, n.e.c.
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070199 - Teacher Education, n.e.c.
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<a href="http://www.federation.edu.au/locate/unit/edhpe4003">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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Bachelor Degree
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1
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<p>This unit explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport, and exercise. Particular attention is directed toward building the capacity of students to identify opportunities for assessment for, as, and of learning within a movement context. Students will examine strategies for obtaining high-quality data, and how this can be applied to improve student learning, inform classroom practice, and evaluate teaching and learning programs in Health and Physical Education.</p>
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<p>• Key concepts concerning the sub-disciplines of anatomy and physiology, biomechanics, and motor learning.<br>
• Pedagogical approaches and techniques to teach and analyse movement skills.<br>
• Movement analysis principles.<br>
• Influences on movement including individual, task and environmental constraints on motor skill development.<br>
• Biomechanical principles for analysis of human movement.<br>
• Sociocultural factors that influence skill development, and the characteristics of the three stages of learning (cognitive, associative and autonomous).<br>
• Assessment approaches to reliably analyse, interpret and report on student learning/performance of movement skills.<br>
• Assessment rubrics and construct explicit criteria for assessing learner achievement in physical activity and sport.<br>
• Practice strategies to improve movement skills including amount, distribution (massed and distributed) and variability (blocked and random).<br>
• Feedback including type (intrinsic, augmented, knowledge of results and knowledge of performance) and frequency.</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
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2026
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EDHPE4003 - Learning Through Movement in Health and Physical Education
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Semester 1
Semester 2
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2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport, and exercise. Particular attention is directed toward building the capacity of students to identify opportunities for assessment for, as, and of learning within a movement context. Students will examine strategies for obtaining high-quality data, and how this can be applied to improve student learning, inform classroom practice, and evaluate teaching and learning programs in Health and Physical Education.</p>
Unit content
<p>• Key concepts concerning the sub-disciplines of anatomy and physiology, biomechanics, and motor learning.<br> • Pedagogical approaches and techniques to teach and analyse movement skills.<br> • Movement analysis principles.<br> • Influences on movement including individual, task and environmental constraints on motor skill development.<br> • Biomechanical principles for analysis of human movement.<br> • Sociocultural factors that influence skill development, and the characteristics of the three stages of learning (cognitive, associative and autonomous).<br> • Assessment approaches to reliably analyse, interpret and report on student learning/performance of movement skills.<br> • Assessment rubrics and construct explicit criteria for assessing learner achievement in physical activity and sport.<br> • Practice strategies to improve movement skills including amount, distribution (massed and distributed) and variability (blocked and random).<br> • Feedback including type (intrinsic, augmented, knowledge of results and knowledge of performance) and frequency.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070199 - Teacher Education, n.e.c.
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edhpe4003">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Critically evaluate the key anatomical, biomechanical, physiological and skill acquisition principles associated with a variety of physical activities and sports</p>
K2
<p>Review pedagogical approaches and techniques to teach and analyse movement skills identified in the health and physical education curriculum.</p>
K3
<p>Explain strategies for obtaining high-quality movement-based data, and how this can be applied to improve student learning and ensure valid reporting</p>
K4
<p>Appraise a range of resources, including ICTs and teaching approaches that engage students in learning through movement.</p>
S1
<p>Critically examine pedagogical approaches and plan learning experiences using resources that engage learners and enhance learning.</p>
S2
<p>Implement appropriate assessment approaches to reliably analyse, interpret and report on student learning/performance of movement skills.</p>
S3
<p>Design assessment rubrics and construct explicit criteria for assessing learner achievement in physical activity and sport.</p>
S4
<p>Read for meaning, critically evaluate research and make thoughtful connections between theory, practice, and experience.</p>
A1
<p>Apply anatomical, biomechanical, physiological and skill acquisition principles when conducting a qualitative and/or quantitative analysis of human movement.</p>
A2
<p>Design appropriate learning environments and experiences relevant to skill/task analysis demands.</p>
A3
<p>Consolidate and synthesise pedagogical and content knowledge and apply evidence-based high-impact teaching strategies in professional practice.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Investigate biophysical principles associated with physical activities and sports. Design assessment tasks to measure student learning/performance within these activities/sports.</p>
<p>Written task</p>
<p>40-60%</p>
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3
2
<p>Students will conduct a qualitative and/or quantitative video analysis of a physical activity and create valid and reliable tools to measure student learning/performance.</p>
<p>Video analysis</p>
<p>40 - 60%</p>
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070199 - Teacher Education, n.e.c.
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edhpe4003">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDHPE4003 - U2.1