Recommended Study Sequence

The focus of this unit will be on teaching games for understanding through the development of fundamental movement skills. This unit will allow students to expand their theoretical knowledge and practical experience in a selection of invasion/territorial sports through a game sense and fundamental movement skills approach. The subject focuses on motor learning and the acquisition of skill. Skills and activities included are designed to promote their performance in and understanding of the teaching process in this area of physical education.

This unit gives a basic understanding of the human body and introduces the scientific and medical terminology used for anatomy, physiology and biochemistry. It deals with gross structure and microscopic structure of the human body. It also examines microbial organisms, their classification, how they differ from eukaryotic cells and how our body defends against them. Where appropriate, examples of functional diseases will be discussed.

Australian Society is currently facing critical challenges in the areas of mental health, nutrition and physical activity. This unit examines the interdependence between these areas, and how the personal and sociocultural health issues can be addressed in a pro-active, holistic and sensitive manner. Completion of a child protection awareness training program and senior first aid qualification is required and will be at student’s own expense, in own time.

This Unit introduces students to understandings about the nature of health through history and across cultures as well as to current conceptions regarding the various determinants of health and illness. Types of health issues encountered nationally and globally are considered, and used to provide an introduction to basic concepts of epidemiology.

Outdoor Recreation introduces students to the development of Outdoor Recreation in Australia and overseas. In particular, it examines the role of Outdoor Recreation in the School system. It considers the concepts of leisure and outdoor activity in relation to the needs of society, and provides a conceptual background to the more practical components of outdoor recreation, with an emphasis on soft skills and bush walking competence. The unit will allow students to clearly demonstrate a sound understanding of knowledge and skills in a broad range of outdoor recreation competencies at this level. Fieldwork is an integral component of the unit. The unit also requires students to have a current Remote Area First Aid certificate. Components are completed at the student's own expense.

Whereas health is commonly understood in terms of objective signs and symptoms (or their absence), wellbeing emphasizes subjective experience in the context of social and environmental factors that may support or impede a personal sense of wellbeing. This unit approaches wellbeing through a self-investigatory and reflective model that seeks to integrate systemic analysis of the individual, social, emotional, environmental and spiritual aspects of health and wellbeing in a personally meaningful way. Consideration of how issues of social justice and equity have differential impacts on both individuals and communities, and develop frameworks for taking personal and social action to enhance wellbeing.

This unit introduces some of the core concepts, models, theories and methods of inquiry in psychology as they apply to health. Assumptions of human behaviour are examined, showing how these assumptions form the four foundational models of psychology. Those models being psychobiological, learning, cognitive and social. The application of these models to issues of development, personality, motivation and clinical applications allows students to address health topics such as stress, resilience and coping, smoking, eating disorders, disability and health practices.

This unit lays down broad foundations of research as used in various disciplines of health sciences, including health and well-being, physical fitness, physical activity, and nutrition. The aim is to create an overall understanding of the significance of research in the students’ fields of endeavour. It is designed to introduce the student to foundational concepts and principles in quantitative and qualitative research methods and to explore the complementary role of research paradigms as they underpin the quest for knowledge in the health sciences. It will also address essential research themes such as epidemiology research, validity, reliability, and research ethics.

Health promotion is a process that seeks to enable individuals, communities and populations to increase control over their health by addressing the determinants of health, resulting in improved health outcomes. Theoretical underpinnings of health promotion are explored, factors enhancing and limiting activity reviewed and the levels of health promoting actions demonstrated. Health promotion competencies including conducting a needs analysis, planning and evaluating an intervention are explored. Satisfactory completion of OH&S for student placements is a requirement.

This unit examines drug issues in the context of Australian society. It will focus on exploring factual information and common misconceptions (including personal attitudes and values), societal expectations and responses, drug education, drug education programs and health promotion, and community resources. It encourages students to appreciate the many and varied social contexts of drug use and to think critically and analytically about creative alternatives to drug use issues in contemporary society.

This unit examines efficient human movement principles. An understanding of the principles of efficient movement and how they apply to performance is examined through a range of movement tasks required for track and field athletics and aquatics. Laboratory activities will focus upon the basic movement tasks of throwing, jumping, balancing, striking, running, buoyancy and rotary activities. An examination of the instruments used in efficient movement analysis is undertaken. A compulsory requirement of this unit is for students to successfully demonstrate competencies and to undertake and gain the RLSSA’s Bronze Medallion award. Students who are not strong swimmers are encouraged to gain swim experience and coaching from outside agencies through the semester, so that they will be in a position to successfully undertake the theory and practical tests associated with the RLSSA’s Bronze Medallion award. Students will also be given the opportunity to obtain the SLSA’s Surf Rescue award. These components will be completed in the student’s own time and at their own expense and will be additional requirements to the formal lecture and teaching program for the unit.

The tools of economic appraisal and decision making permeate all aspect of modern life. Reliance on economic analysis is highly evident in contemporary health care systems. The funding and provision of health care/services is continuingly changing and subject to ever increasing demand for limited and finite resources. The unit explores, examines and reviews the impact these limitations have on selected health care systems. Students are encouraged to research and examine their own and other health care systems and investigate the differences in access, equity, and efficiency. Practical, contemporary and applied case studies/examples are continuously utilised and students are encouraged to channel the knowledge gained into key areas of interest at the macro and micro level.

This unit investigates the functioning of the human body during physical activity and exercise and its acute and chronic responses to the demands of regular, vigorous physical activity. The unit involves a series of laboratory sessions looking at strategies to promote participation in physical activity, and the principles of exercise, exercise testing and exercise prescription. Various measurement techniques for assessing physical capacities are examined along with the application of their results to exercise prescription and activity involvement for children, adolescents and adults specific to the individual. Students undertaking this unit will be expected to complete some units of competence towards a Level 1 Fitness Trainers Accreditation in their own time, at their own expense.

This unit focuses on the principles of coaching (young) children and adolescence in a variety of Striking/Fielding sports using a games sense through understanding approach. It builds on theories and practical aspects of game sense presented in Invasion Games 1 and 2. In particular it addresses issues of diversity and difference, and inclusion in sport and recreation activities. The organisation of the Disability Education Program (DEP) and the catering for diverse groups with special needs is addressed through a games sense approach. As well as addressing a range of traditional sports (Baseball, Cricket, Softball) the unit gives students the opportunity to design game sense approach programs for a range of alternate activities catering for diverse groups (Blind cricket, Table cricket, Boccia, Lifeball, Sitting volleyball, Goal ball, wheelchair basketball). Students will implement a coaching/teaching program in a local school.Students will be required to complete the DEP training program and gain a number of Level 1coaching certificates in both traditional sports and modified sports. These are undertaken at their own expense and in their own time. They are additional extras to the formal teaching and lecturing of the unit. This school project/coaching clinic may occur outside of time tabled class lectures and tutorials. There are additional costs associated with this unit.

This unit focuses on the development of knowledge, understandings and technical skills of gymnastic commensurate with the requirements of the PDHPE years 7-10, Board of Studies syllabus and the Gymnastics Australia. Various aspects of fundamental and specialised movement skills development such as body control (including momentum, locomotion, balance and stability), anticipation and timing of movement, object manipulation and control, and gymnastic skills technique will be introduced through utilisation of different types of safe and progressive programming structures ranging from Kindergym and Gym Fun through to more formal structured programs of Artistic and Rhythmic Gymnastics as well as Sport Aerobics and Acrobatics. Understanding of features and elements of movement composition will be developed through participation in a variety of individual and group movement activities. Students will undertake practicum placements to complete requirements equivalent to the National Level 1 Gymnastics Coaching Certificate. These placements are in addition to the full lecture program of the unit and do not replacement the unit content or form in any way. Practicum placements will be at the students own expense and in students own time. Resources are required for this unit and students will need to pay for these. They include but are by no means limited to: Gymnastic coaching manual and worksheets, and Level one accreditation and certificate.

The unit explores Contemporary Health Issues which relate to young peoples’ health and wellbeing through a range of topics and issues that construct young peoples lives . Students will examine the nature of young people’s lives and the psychosocial, sociological, and political environments that significantly impact and influence young peoples lives and health. The nature, extent and social determinants of risk taking will be explored in light of the ‘tasks of adolescence’. The unit will further equip students with the skills to seek out appropriate support networks and agencies within the community, and to put into place processes that will assist young people to better deal with these health issues.

This unit will provide students with the opportunity to further develop practical skills and coaching expertise in invasion/territorial games. Students will be required to instruct, demonstrate and evaluate movement skills in more complex and challenging environments, and provide meaningful feedback specific to the context and stage/level of performance. The unit will build upon some key concepts introduced in Invasion Games 1 but will also explore other aspects important to the planning, implementation and evaluation of teaching invasion/territorial games. Other factors important to training and performance during competition will be explored during the course of this unit. Students will be given the opportunity to complete a Level 1 General Principles, Level 1 Coaching, and a Level 1 Sport Trainer Certificate. These components will be completed in the student’s own time and at their own expense and will be additional requirements to the formal lecture and teaching program for the unit.

This unit focuses on advanced principles of sports coaching through an examination of a variety of Net/Wall and Target sport and recreational activities. This unit further builds upon teaching games for understanding through a games sense approach introduced and developed in earlier units. Through presentation of a variety Net/Wall games (from Tennis, Table tennis, Volleyball, handball, badminton, squash), Target games (from Archery, Bowls, Bowling, Golf, Pool, Croquet) and Indigenous games (from ) students will acquire knowledge and skills of how tactical (games sense approach) and technical (traditional approach) can form a powerful basis from which Coaches can deliver meaningful, impacting sport and recreational programs. Specific coverage of tactical and technical advanced sports coaching principles are examined, and then implemented through developed coaching programs for community sporting groups or as part of the Active After-school Communities Program. Students will be given the opportunity at their own expense and in their own time to complete the National Level 1 Community Coach program, the National Level 2 General Principles Coaching course and a variety of Level O and Level 1 Coaching certificates in Net/Wall and Target sports and recreations. These components, while compulsory,

The unit "Sexuality" provides an opportunity to develop awareness and understanding of some facets of human sexuality through considering behaviours, values, gender & concerns from differing perspectives, with a particular focus on issues of adolescent sexuality. It uses a multi-disciplinary approach, drawing primarily from sociology, psychology, anthropology & biology.

This unit provides students with an introduction to dance practice and theory. Students gain basic competencies in a range of styles of dance and through creative work address aspects of improvisation, composition, performance and dance analysis. Historical and cultural contexts of selected dance styles are also explored. The unit prepares students for the Bronze Medallion in ballroom dancing.

This unit examines the dominant issues and discourse around the use of drugs in sport. The focus will be on exploring the socio-cultural, political and personal reasons why drugs are used in sport from the perspective of athletes, coaches, administrators and educators. Students will need to continually reflect upon their own practices and beliefs around drug use and sport. The unit offers challenging and relevant theoretical and practical experiences to students from a variety of professional backgrounds.

This unit examines the concepts of administration and managerial aspects of Outdoor Recreation and Outdoor Education. This is undertaken through addressing elements of administration, group dynamics, land use management, environmental impact and risk evaluation as they relate to Outdoor Recreation Management. Knowledge, technical skills and values of a range of fieldwork activities with an emphasis on repelling is developed by the student. The emphasis is on the use of scholarly means to achieve practical ends, and students will be evaluated on their ability to conduct their own investigation into topics and to apply the outcome in a safe and practical manner. Completion of an approved Remote Area First Aid certificate is required of students at their own expense and in their own time. The unit addresses the National Outdoor Recreation Competency Standards. Field work is an integral component of the unit and is conducted in block, flexible time periods on weekends and mid session breaks. The field work is completed at the students own expense.

This unit allows students to gain knowledge, technical skills and enhances values needed in the planning and developing of an outdoor recreation site or facility. The unit examines site analysis, safety audits, activity planning and delivery, coordination of others, and emergency procedures with specific reference to aquatic environments. The unit requires students to be participants in the planning and implementation of expeditions. The unit will provide for further understanding of the National Outdoor Recreation Competency Standards in both a theoretical and practical context. The unit will allow students to clearly demonstrate a sound understanding of knowledge and technical skills in a broad range of Outdoor Recreation areas. Fieldwork is an integral component of the unit and as such is compulsory. Fieldwork is undertaken at students' own expense.

The unit allows students to develop knowledge, technical skills and values in a range of Outdoor Recreation activities through researching different forms of Recreation program delivery modes. The unit involves students researching, developing and displaying leadership attributes in Outdoor Recreation areas through an examination of a theoretical and practical base. Assessment of current practices, outcomes and difficulties associated with outdoor recreation in wilderness environments is undertaken. Approaches to enhance best practice, deliver outcomes and meet and overcome difficulties associated with technology developments, and their practical application in the field. The unit, through research and fieldwork, will allow students to clearly demonstrate a sound understanding of knowledge, technical skills and values in a broad range of outdoor recreation competencies. Field work is an integral component of the unit and as such is compulsory. The field work is completed at the students' own expense.

This unit is designed to introduce future health services managers to the process of planning, scheduling, implementing and evaluating an information management system in a health care facility. The unit explores the range and sources of information required for the effective management of health care facilities. Data, methods and desired outcomes for information management are discussed. Issues related to records management, medical-legal requirements and the use of information technology are examined.

The need to improve quality while reducing expenditure has forced health services to re-evaluate their strategies. For these reasons many have embraced the philosophies of Total Quality Management (TQM). Central to its practice is a focus on flexible, consultative management, with the needs of the customer seen as vital to guiding a continuous process of improvement. TQM is a whole system concept, which recognizes the need to manage sets of interacting technical, cultural and political issues. This unit explores the various aspects of TQM and in particular its application within the health services.

This is a flexible learning unit and deals with foundational concepts and issues relating to public health. The philosophical and historical development and the role of public health in Australia are examined, as are policies and principles that govern and inform practice. Emphasis is placed on understanding health issues and concerns in Greater Western Sydney Region as well as on national and international contexts of population health. The unit draws on current and emerging practical situations to highlight the dynamic yet continuing legacy of public health. There is a need to visit a public health unit for consultation purposes.

Injury Prevention is a National Health Priority. Injury is the preferred term rather than ‘accident’ with its connotations of inevitability and lack of apparent cause, to allow development of inter-disciplinary prevention initiatives. A systematic scientific approach to injury research and prevention is in evidence for road and occupational safety, backed by well resourced implementation structures. Other settings/sectors include sport, recreation, falls, firearms, farm, product and water safety, which are also seeing the benefits of injury prevention principles, which include health promotion issue analysis and strategic hierarchical implementation strategies using the 4Es of education, enforcement, engineering and environment.