unit outline hpe 330 2013(2)

8/10/2019 Unit Outline HPE 330 2013(2)

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8/10/2019 Unit Outline HPE 330 2013(2)


UNIT OUTLINE: HPE 330 - SEMESTER 2, 2013

The University of Notre Dame Australia Date of Publication to Students: 23rd July 2012 2 of 13

General Information

Credit Points 25 Delivery Mode Internal

Assumed PriorKnowledge /SpecialSkill Requirements

Had prior interaction with school childrenHad prior experience at planning, implementing & reviewing lessons

Pre-requisite Unit/s HPE100 (BOR students), ED2623(Education students), HPE1201 &HPE1202 (BHPE students)

Co-requisiteUnit/s

None

Contact Hoursper Week Lecture: 2 hours Tutorial: 1.5 Practicum: NA

WeeklyLecture/Tutorial

Attendance

Students attend one lecture and one tutorial per week plus all students attend Para Athletics Carnival on Fri Sept 13th

STAFF DETAILS

Role Telephone Email Office Availability(in addition to appointments made on an individual

basis)

Unit CoordinatorLecturerTutor

9433 0961 [email protected]

ND40/318

By appointment

School’s Senior

AdministrationOfficer

9433 0208 [email protected]

ND40/216

By appointment

Unit Outline Statement

This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with importantinformation regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure,resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with theUniversity’s General Regulations and relevant School Regulations as well as any other relevant policy, guideline orprocedure.

The General Regulations can be accessed at http://www.nd.edu.au/university/regulations.shtml . University Policies and Guidelines can be accessed athttp://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml .

Communication to Students (Email & Learning Management System)It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and tothe Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University(and a condition of enrolment) to check this email account on a weekly basis as all emails to a student emailaccount shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The unit’sBlackboard noticeboard should also be checked on a regular basis. The login page for Blackboard can beaccessed at https://blackboard.nd.edu.au/webapps/login/ . All relevant material for this unit will be found onBlackboard. All students enrolled in this unit will automatically be enrolled in this unit on Blackboard.

Feedback for Students

The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching andUnit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on thebasis of the most recent feedback, some of the changes/improvements made to this unit are:

Altering Physical Activity Session assessment

Keep Athletics Carnival attendance in Unit – very beneficial

http://www.nd.edu.au/university/regulations.shtml



http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml


https://blackboard.nd.edu.au/webapps/login/





8/10/2019 Unit Outline HPE 330 2013(2)




1. Unit Description

In this unit students will identify and develop learning, teaching and assessment skills to support the needs ofpeople with sensory, physical and intellectual disabilities during physical activity sessions in educational settings.

The students will participate in practical activities that require them to plan, modify or adapt physically activelearning experiences, as well as develop a deep understanding of the aetiology of, and specific limitations relatedto different disabilities.

2. Unit Learning Outcomes

At the completion of this unit a student should be able to:

1. Describe in depth a range of disabilities and the implications for physical activity2. Understand that there is a broad cross section of stakeholders in regards to the education of students with

special needs and all views should be treated with respect

3. Gauge public opinion and then compare to academic literature on topic of inclusion4. Plan for the successful inclusion of students with a disability in teaching programs5. Understand different ways of modifying and adapting activities and equipment to meet the needs of a range

of abilities.6. Outline issues relevant to the teaching, learning and assessment for students with disabilities.7. Evaluate the effectiveness of the Physicals Activity sessions that students planned and implemented for

their buddy.8. Use a variety of resources to plan for the inclusion of special needs students

3. Graduate Attributes & Professional Outcomes

Notre Dame’s Gr aduate Attributes are the generic qualities, skills and understandings which the Universityaspires to develop in its students:

Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy, literacy,numeracy and information skills.

2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use ofclear, critical and creative thinking and effective problem solving skills.

3. Technical Competence A comprehensive technical knowledge of a field of study, in addition to inter-professional knowledgeextending beyond a single discipline.

4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development,with a capacity to be self-directed and utilise effective time- management skills.

5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the abilityto apply ethical thinking skills to social/societal problems and challenges.

6. Philosophical and ReligiousApproaches to Life

The ability to be an open and reflective individual, sensitive to and accepting of others’ values andbeliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.

7. Team work & Inter-disciplinarily A capacity to contribute in a positive and collaborative manner in order to achieve common goals.

8. Research and InformationRetrieval Skills

The ability to construct new concepts or create new understandings through the process of researchand inquiry.

9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of

social and cultural diversity and individual human rights.10. Commitment to

Active Citizenship A commitment to connect with and serve the community through active participation, engagementand reflection.

8/10/2019 Unit Outline HPE 330 2013(2)


8/10/2019 Unit Outline HPE 330 2013(2)




4. Attendance & Absence

In accordance with the School of Health Sciences Regulations Chapter IV:

Regulat ion 4.1 Attendance and Absence

4.1.1 Except as is noted in clause 4.1.2, a student who is absent from a unit without the approval of the CourseCoordinator or Unit Coordinator for more than 15 per cent of its scheduled lectures, tutorials, workshops orany other teaching period outlined in the unit outline maybe advised to withdraw from the unit for non-attendance or may not be permitted to sit the final examination and receive FN (Fail non-completion) for theunit.

4.1.2 Full time attendance at all scheduled clinical placements, practicums or internships, including necessarybriefing sessions, is compulsory. A student who fails to meet this requirement may be disallowed fromcommencing or from continuing the practicum or internship and be required to withdraw from the unit.

Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemedto constitute absence.

A Medical Certificate is required to cover unexpected absences. Students may be refused entry into a lecture ortutorial if they do not arrive on time, are not appropriately dressed, or do not have the required equipment/material.

Attendance will not form part of any assessment for this unit.

5. Leave of Absence

Students may apply for leave of absence from the University for approved international/elite sporting commitmentsor university course requirements. Generally, leave of absence will not be approved for Industry Practicumcommitments, as it is expected that practicum hours will be organised to fit the student’s University schedule.

Students applying for leave of absence must complete the relevant form which requires the approval and signatureof the lecturer or tutor of each missed class. The form is available from the HPE Administration Officer. It shouldbe submitted to the Associate Dean, Health and Physical Education with any relevant supporting documentation atleast 3 weeks prior to the intended leave.

6. Assessment

Students must ensure they have read and understood the General Regulations [Chapter 6], relevant SchoolRegulations and any other policies, guidelines and procedures relating to assessment which appear on theUniversity’s website. Students should be aware that a raw mark attained for a piece of assessment may not be thesame as the final mark and corresponding grade awarded by the Campus’ Board of Examiners.

6.1 Assessment Structure

Further details on assessment requirements and marking rubrics will be provided to students as additionaldocuments which can be accessed from the University’s Learning Management System.

emN

o

Assessment Type & Description Weighting%

Due Date Related toLearning

Outcome No

(s)

Related toGraduate

Attribute No (s)

Related toAITSL

Attribute No (s)

Research Report 30% 19/9/2013 1,2,3,4,6 1,2,3,4,5.8,101.6, 6.3,7.4

Physical Activity Sessions 25% 24/10/2013 1-8 1-101.6,2.2, 3.2,3.3,3.4, 4.1, 5.1, 5.5

Professionalism 5% Ongoing 1,2,3, 4 ,5, 6, 7 1-107.1

Exam 40% Exam Period 1-8 1-10

1.6,2.1, 2.2

** Students are responsible for checking formal examination timetables for all examination periods.

This information becomes available on the University’s website in the timeframe indicated in theUniversity Calendar.

http://www.nd.edu.au/nav-current-students/calendars-and-timetables

http://www.nd.edu.au/nav-current-students/calendars-and-timetables

8/10/2019 Unit Outline HPE 330 2013(2)




6.2 Assessment Details

Item 1: Research Report % 30

Students will be assessed on the submission of a Research Report.

Topic:The inclusion of students with special needs into regular classrooms (rather than segregating them in specialclasses or separate schools) is now preferred practice in Australia. Discuss the advantages and disadvantages ofthis practice.

More details regarding assessment task can be found on Blackboard.

Item 2: Physical Activity Sessions % 25

In Tutorial sessions, you will have a buddy form either Corpus Christ or John XXIII College. During this time you willplan, implement and evaluate a series of Physical Activity sessions. This assessment task involves the planning,implementing and evaluation of these sessions as well as reporting on the progress that your buddy has madethroughout the session.


Item 3: Professionalism % 5

This will be allocated at the end of the unit across the three components based on professional image and student

professionalism.


Item 4: Final Invigilated Examination % 40

Students will be assessed via a two (2) hour examination comprising short answer and extended answer questionson material from the entire unit.

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Re submit Assessment -Pass grade only

Third and Fourth YearSecond YearFirst Year (Post CO115)

Assessment not using APA Style

Fail AssessmentRe submit Assessment -

Lose one grade

The table below shows how each piece of assessment relates to the learning outcomes of the unit:

Outcomes: Item 1:

Research

Report

I tem 2:

Physical

Act iv i ty

Sessions

I tem 3:

Final Invig i lated

Examinat ion

1.Describe in depth a range of disabilitiesand the implications for physical activity.

2. Understand that there is a broad crosssection of stakeholders in regards to theeducation of students with special needs andall views should be treated with respect

3.Gauge public opinion and then compare toacademic literature on topic of inclusion

4. Plan for the successful inclusion ofstudents with a disability in teachingprograms

5. Understand different ways of modifyingand adapting activities and equipment tomeet the needs of a range of abilities

6. Outline issues relevant to the teaching,

learning and assessment for students withdisabilities.

7. Evaluate the effectiveness of the Physical Activity sessions that students planned andimplemented for their buddy.

8.Use a variety of resources planning for theinclusion of special needs students

6.3 Referencing Style

APA Editorial Style describes the uniform application of many elements of a written document such as theconstruction of tables and figures and citation of references. Students are taught this style in the first Semester ofeach degree (CO115). After then, all written papers should be submitted accordingly. If you do not follow thecorrect style, the following process will be followed:

8/10/2019 Unit Outline HPE 330 2013(2)




6.4 Submission of Assignments

As per University regulations 6.18.1 To be awarded a final grade in a Unit a Students must:comp lete al l i tems of assessment speci f ied in th e Unit ou t l ine. Fai lure to m eet these requirements m ay

result in a Fail due to No n-Com pletion (FN).

6.4.1 Submission Assignment - Hard Copy

A hard copy of an assignment submitted to the School of Health Sciences must have a cover sheet, the

assessment rubric and a title page clearly indicating the assignment topic. Please be aware of the declaration youare signing when submitting an assignment;

This essay/assignment is al l my own work, except where duly acknowledged. Ideas, words or

passages taken from other sources are indicated using the appropr iate school referencing

system. The mater ia l in th is assignm ent has not been submit ted previously for assessment at

th is or any other ter t iary inst i tut ion.

For all units offered within the School of Health Sciences (Health and Physical Education) late submission of itemsof assessments will incur a penalty of 10% per day, up to 5 days. After 5 days, no mark will be awarded. Requestsfor extension of time will be approved only in exceptional circumstances. Poor planning, computer failure etc. arenot acceptable reasons. Students must contact the lecturer in writing at least three days prior to the due date,email is acceptable. Approval is not automatic.

6.4.2 Submission Assignment - Electronic Copy

Please check assessment details of all tasks as an electronic copy of the assignment may be required andsubmitted via Assignments on Blackboard. Late submission of electronic items of assessment will incur a penaltyof 10% per day, up to 5 days. After 5 days, no mark will be awarded. Submission instructions of assignmentsthrough Assignments on Blackboard can be found using the following link. http://ondemand.blackboard.com/r91/movies/bb91_student_submit_assignment.htm

*IMPORTANT*

It is the responsibility of the student to submit the correct file. Resubmission of the assignment after the due

date as a result of submission of the wrong file will be subject to late penalties.

It is the responsibility of the student to attach and submit their assignment. When you click the submit

button a message will appear at the top screen indicating your assignment has been submitted correctly. To confirm you assignment has been submitted correctly go to My Grades.

All assignments will be cross checked using specialised software for common text between submissions.

All assignments will also be assessed for non-original content. Any assignments identified, at the discretion

of the unit coordinator, as containing non-original content will be subject to the plagiarism policy outlined in

the unit schedule. It is recommended that you check your assignment for non-original content before

submission.

If you require any further assistance with Blackboard 9 access the student “On Demand Learning Centre”. Thelink below will assist you in the location of the video tutorials.http://library.nd.edu.au/content.php?pid=359627&sid=2941830

http://ondemand.blackboard.com/r91/movies/bb91_student_submit_assignment.htm




8/10/2019 Unit Outline HPE 330 2013(2)




6. Unit Program

WEEK TOPICS/CONTENT/LEARNING EXPERIENCESLectures Tutorials/Workshops etc

129

th

July

Overview Attitudes to disabilityTerminologyPrinciples of Inclusive Practice

Developmentally appropriateadaptationsLegal Issues

Visit to Corpus Christi and John XXIIITut 1 – Corpus Juniors @ CorpusTut 2 – Corpus Seniors @ CorpusTut 3 – John XXIII

@ JTC & Corpus schools

25

th

August

Guest Speakers:Mike Penhaligon (Corpus)Sara Campbell (Corpus)Hannah Barnsley(JTC)Joanne Wade JTCLegal Issues

Tut 1 – Corpus Juniors @ UNDTut 2 – Corpus Seniors @ UNDTut 3 – John XXIII @ JTC (Aths Carnival)

3

12th August

Emotional and Behavioural

Disabilities Autism Asperger’s Syndrome ADHD Assignment Overview

Tut 1 – Corpus Juniors @ UND

Tut 2 – Corpus Seniors @ UNDTut 3 – John XXIII @ JTC (JTC Day)

419

th

August

Guest speaker: DuncanPicknollIntellectual DisabilitiesDown Syndrome& Intellectual Disabilities

Assignment Surveys

No Tutorial

10 volunteers required from 9.30-1pm for Soccer Carnival @Lords

526

th

August

Guest speaker: Lee MiskiewiczPhysical Disabilities:Neuromuscular limitations

Cerebral palsy

Epilepsy

Tut 1 – Corpus Juniors @ UNDTut 2 – Corpus Seniors @ UNDTut 3 – John XXIII @ UND

62

nd

Sept

Guest speaker: Symon StillPhysical Disabilities:Musculoskeletal limitationsSpinal cord injuries

Tut 1 – Corpus JuniorsTut 2 – Corpus SeniorsTut 3 – John XXIII

79

th Sept

Para Athletics Carnival9.00 - 1.00pmFriday 13th September

All students attendErn Clark Athletic Centre

816

th Sept

Assessment of StudentsSensory Impairments

Visual impairment

Deafness and hard ofhearing


923

rd Sept Physical Disabilities:

Tut 1 – No Corpus Student Pupil Free DayTut 2 – No Corpus Student Pupil Free Day

8/10/2019 Unit Outline HPE 330 2013(2)




Musculoskeletal limitations

Juvenile arthritis

Muscular DystrophyThe Inclusion Spectrum

Tut 3 – John XXIII Camp

30th Sept Mid Semester Break Mid Semester Break

10

7

th

Oct

Asthma WA

Cardiovascular limitations Congenital heart disease

Rheumatic heart disease

Coronary heart disease

Hypertension

Cystic fibrosis

Tut 1 @ UND

Tut 2 @ UNDTut 3 @ UND

Inclusive Coaching(DEP module 6)

All Tuts ND 6School holidays no students

1114

th Oct

Spina BifidaDepressionCultural and racialconsiderations


Concluding Activity with Schools – present certificate

1221st

t Oct

Guest speaker: James BridleDiabetesObesity

Tut 1 @ UNDTut 2 @ UNDTut 3 @ UND

Inclusive Coaching(DEP module 6)

All Tuts ND 6

1328

th Oct Review lecture

Murder BallExam Preparation

4 Nov Study Week

11 Nov Exam Week 1

18 Nov Exam Week 2

8/10/2019 Unit Outline HPE 330 2013(2)




7. Resources

7.1 Text

Australian Sports Commission (2001). Give it a go: Including people with disabilities in sport and physical activity.Belconnen, ACT: Author.

7.2 Essential Readings

Block, M. E. (2000). A teacher’s guide to including students with disabilities in general physical educ ation.Baltimore: Paul Brookes.

Lieberman, L & Houston-Wilson, C. (2002).Strategies for Inclusion. Champaign, IL: Human Kinetics

Davis, R. (2002) Inclusion through sports. Champaign, IL: Human Kinetics

Kasser, S. (1995) Inclusive Games. Champaign, IL: Human Kinetics

Rappaport-Morris, L., & Schultz, L. (1989). Creative Play Activities for Children with Disabilities. Champaign, IL:Human Kinetics

Sherrill, C. (1998). Adapted physical activity, recreation and sports; Cross disciplinary and lifespan. Dubuque, IA:Brown & Benchmark

Winnick, J.P. (2000). Adapted Physical Education and Sport. (3rd Ed.) Champaign, IL: Human Kinetics

Recommended Journals

Adapted Physical Activity Quarterly Journal of Teaching in Physical Education

Journal of Health, Physical Education, Recreation and Dance

9. Learning Support Support for students with a disability is provided by the Disability Support Officer within the Academic Enabling andSupport Centre (AESC). For further information refer to Policy: Students with Disability or contact the DisabilitySupport Officer (via AESC).

More generally, other types of learning support available are: One-on-one tutoring, Success Now Courses, pleasesee AESC website for more information on academic support.

For specific study problems relating to this unit please see the unit coordinator.

http://www.nd.edu.au/academic_support




8/10/2019 Unit Outline HPE 330 2013(2)




10. Academic Integrity

All students have an obligation to uphold the University community’s standards on ethical scholarship. Goodscholarship involves building on the work of others, but the use of others’ work must be acknowledged

appropriately. Plagiarism constitutes a breach of academic integrity under the provisions of the GeneralRegulations [Chapter 8] and Policy: Academic Misconduct . These documents should be referred to for moredetailed information and definitions, especially as plagiarism is subject to disciplinary action. If you require furtherexplanation or help, contact the Unit Coordinator or Tutor.

Extract from University’s Policy on Plagiarism:

Rationale

Plagiarism involves claiming credit for ideas or creations of others without proper acknowledgement Academicintegrity requires that all academic work be wholly the product of an identified individual or individuals. Joint effortsare legitimate only when the assistance of others is explicitly acknowledged. Ethical conduct is the obligation ofevery member of the University community and breaches of academic integrity are unethical and constitute aserious breach of academic integrity under the provisions of the General Regulations Chapter VIII: Misconduct and

detailed in Policy: Academic Misconduct to be found at:

http://www.nd.edu.au/downloads/university/policies/policy_academic_misconduct_jan10.pdf

Def in i t ions ‘Plagiarise’ - to take and use as one’s own (the thoughts, writings, inventions, etc., of another person); copy (literary work, ideas, etc.) improperly or without acknowledgement; pass off the thoughts, work, etc. of (another person) asone’s own

1.

Plagiarism can include, but is not limited to: Plagiarism of ideas - claiming credit for someone else’s thoughts, ideas or inventions Word-for-word plagiarism’ - the copying the exact expression of someone’s writing or a very close

approximation to it.

Plagiarism of sources – using another person’s citations without acknowledging that the source of thecitations.

Plagiarism of authorship – where a person claims to be the author of an entire piece of work — an article,an essay, a book, a musical composition — fully or substantially authored by another; e.g. when a studentsubmits an essay written by someone else (such as a friend or someone who has been paid to write it).Translating an article from another language and publishing it under one’s name, as if one had written it, is plagiarism of authorship but not word-for-word plagiarism.

Fabrication - the falsification or invention of any information or citation in an assessment.

If you present as your own work any quotes or ideas which come from someone else, without acknowledging thesource, you have plagiarised. You are permitted to discuss ideas with other students but when it comes to writingthe answers the work must be all your own, unless it is clearly a group assignment, acknowledged as such by the

unit coordinator.

All of the above behaviour amounts to academic dishonesty and will be viewed as serious misconduct by thisUniversity, resulting in penalties. The process for plagiarism breaches in any unit by Health Sciences students isoutlined below. Breaches are recorded on your student file.

1 Shorter Oxford Dictionary




8/10/2019 Unit Outline HPE 330 2013(2)



Academic Misconduct Flow Chart

See Policy for definitions of Level 1 - 4 offences:


First Offence/ Level 1 Second Offence or Level 2

and Level 3 Breaches

Meet with School Dean &

unit coordinator

Resubmit Assessment,Reduced mark, or Pass grade

only (singly or in

combination)

Fail Assessment or Fail unit

Attend Academic Integrity Course

Repeated Level 2, 3 or 4

University Disciplinary Committee

suspension from Course/University

Meet with Unit Coordinator




unit outline hpe 330 2013(2)

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