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PHSE322 Teaching Physical Education and Health

A critical examination of teaching, learning and curriculum in school-based physical education and health.

We all know something about teaching Health and Physical Education because we have all been taught at some stage or another! In this paper, you draw on your 'lived' knowledge of teaching/learning, together with an impressive scholarly literature in the area, to develop a rich understanding of curriculum and pedagogy in Physical Education and Health. You will explore the production and implementation of contemporary curriculum documents, philosophical bases for health/physical education practice and the lives and work of teachers/students, and you will evaluate your own and others' beliefs about "what's worth doing" in school-based health and physical education. You will be encouraged to read teacher/student narratives, analyse pedagogical research and curriculum policy and examine a range of theoretical positions used to study teaching/learning and curriculum to facilitate your understanding of the complexity of teaching/learning processes in school institutions.

Paper title Teaching Physical Education and Health
Paper code PHSE322
Subject Physical Education
EFTS 0.1400
Points 18 points
Teaching period Second Semester
Domestic Tuition Fees (NZD) $823.34
International Tuition Fees (NZD) $4,200.00

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Prerequisite
54 200-level PHSE points
Restriction
PHSE 551
Notes
Students who have not passed 54 200-level PHSE points may be admitted with approval from the Dean of the School of Physical Education, Sport and Exercise Sciences.
Eligibility
Suitable for students with a sociological bent and an interest in teaching health, physical education and/or outdoor education in schools.Some knowledge of educational theory would be helpful.
Contact
lisette.burrows@otago.ac.nz
Teaching staff
Course Co-ordinator and Lecturer: Professor Lisette Burrows
Paper Structure
  • To understand and critique contemporary New Zealand Health and Physical Education curriculum policy initiatives
  • To consolidate a personal philosophy of health and/or physical education
  • To analyse discourses of teaching, learning and curriculum in school physical education and health
  • To analyse the impact of wider socio-cultural, political and economic factors on health and physical education teachers'/students' lives and work
Textbooks
Text books are not required for this paper.
A reading list will be provided on Blackboard, with regular updates in class (as new knowledge is emerging all the time).
Graduate Attributes Emphasised
Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper student should be able to:
  • Identify and describe major research orientations within the spectrum of available scholarship on health and physical education teaching/learning and curriculum
  • Be familiar with and critically review research-based literature on physical education and/or health teaching and curriculum
  • Have a critical appreciation of the ways teacher/student subjectivities are constructed amidst political/economic/cultural discourses and material conditions within which they work
  • Understand the philosophy and framework of the New Zealand Curriculum and the potential issues these raise for teachers and students in physical education and health
  • Analyse dominant discourses in physical education and health teaching
  • Articulate a personally preferred philosophy of health and physical education

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Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 10:00-11:50 28-34, 36-41

A critical examination of teaching, learning and curriculum in school-based physical education and health.

We all know something about teaching Health and Physical Education because we have all been taught at some stage or another! In this paper, you draw on your 'lived' knowledge of teaching/learning, together with an impressive scholarly literature in the area, to develop a rich understanding of curriculum and pedagogy in Physical Education and Health. You will explore the production and implementation of contemporary curriculum documents, philosophical bases for health/physical education practice and the lives and work of teachers/students, and you will evaluate your own and others' beliefs about "what's worth doing" in school-based health and physical education. You will be encouraged to read teacher/student narratives, analyse pedagogical research and curriculum policy and examine a range of theoretical positions used to study teaching/learning and curriculum to facilitate your understanding of the complexity of teaching/learning processes in school institutions.

Paper title Teaching Physical Education and Health
Paper code PHSE322
Subject Physical Education
EFTS 0.1400
Points 18 points
Teaching period Second Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
54 200-level PHSE points
Restriction
PHSE 551
Notes
Students who have not passed 54 200-level PHSE points may be admitted with approval from the Dean of the School of Physical Education, Sport and Exercise Sciences.
Eligibility
Suitable for students with a sociological bent and an interest in teaching health, physical education and/or outdoor education in schools.Some knowledge of educational theory would be helpful.
Contact
lisette.burrows@otago.ac.nz
Teaching staff
Course Co-ordinator and Lecturer: Professor Lisette Burrows
Paper Structure
  • To understand and critique contemporary New Zealand Health and Physical Education curriculum policy initiatives
  • To consolidate a personal philosophy of health and/or physical education
  • To analyse discourses of teaching, learning and curriculum in school physical education and health
  • To analyse the impact of wider socio-cultural, political and economic factors on health and physical education teachers'/students' lives and work
Textbooks
Text books are not required for this paper.
A reading list will be provided on Blackboard, with regular updates in class (as new knowledge is emerging all the time).
Graduate Attributes Emphasised
Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper students should be able to:
  • Identify and describe major research orientations within the spectrum of available scholarship on health and physical education teaching/learning and curriculum
  • Be familiar with and critically review research-based literature on physical education and/or health teaching and curriculum
  • Have a critical appreciation of the ways teacher/student subjectivities are constructed amidst political/economic/cultural discourses and material conditions within which they work
  • Understand the philosophy and framework of the New Zealand Curriculum and the potential issues these raise for teachers and students in physical education and health
  • Analyse dominant discourses in physical education and health teaching
  • Articulate a personally preferred philosophy of health and physical education

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 10:00-11:50 28-34, 36-41