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HE Unit Template
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Health and Physical Activity in Society
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EDHPE3002 - Health and Physical Activity in Society
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20250600
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Course
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Unit
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2.1
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2026-06-16
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2026-06-16
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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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<a href="http://www.federation.edu.au/locate/unit/edhpe3002">070199 - Teacher Education, n.e.c.</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Intermediate
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1
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<p>Students will explore the place of physical activity and creative movement styles in a range of populations from a health and wellbeing, educational, historical and socio-cultural perspective. They will develop constructs of physical activity and the range of health benefits it offers across a lifespan through participation in a range of physical activities. Influences of physical activity behaviours, health-behaviour processes and models, physical activity trends, and the impact of physical activity will be explored from a socio-critical perspective, in reference to a range of populations. Skills will be obtained in measuring physical activity levels, data analysis, research and ICT, learning and teaching in a range of physical activities and creative movement styles. Students will also consider the place of physical activity and specifically lifetime physical activity in various settings, not only the school setting. They will gain knowledge and skills in planning and delivering physical activities in various settings.</p>
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<p>Physical Activity Definitions and classifications of PA and its constructs Participation in physical activity across the lifespan Relevance of Health and Physical Activity Health benefits of regular physical activity & health consequences of inactivity Physical Activity guidelines Measuring Physical Activity Health and physical activity in a range of settings Developing lifelong Physical Activity behaviours. Exploration of, and participation in lifelong Physical Activity in a range of settings Positioning lifetime physical activity in the school sport setting Teaching lifelong physical activity behaviours. Teaching lifelong target sports to meet curriculum guidelines Examples may include Dance, Pilates, yoga, Tai Chi, relaxation classes, golf, fitness classes, lawn bowls, bocce, croquet, ten pin bowling and Archery Effective teaching strategies for teaching lifelong sports for a full range of student abilities. Influences Physical Activity behaviours - ecological model of health From a socio-critical perspective Personal critical reflection on place of physical activity in society and school communities Applying theoretical health models to understanding reasons to participate in Physical Activity and the physical activity trends across a lifespan</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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2026
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2026
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EDHPE3002 - Health and Physical Activity in Society
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EDHPE3002 - Health and Physical Activity in Society
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Semester 1
Semester 2
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Year
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>Students will explore the place of physical activity and creative movement styles in a range of populations from a health and wellbeing, educational, historical and socio-cultural perspective. They will develop constructs of physical activity and the range of health benefits it offers across a lifespan through participation in a range of physical activities. Influences of physical activity behaviours, health-behaviour processes and models, physical activity trends, and the impact of physical activity will be explored from a socio-critical perspective, in reference to a range of populations. Skills will be obtained in measuring physical activity levels, data analysis, research and ICT, learning and teaching in a range of physical activities and creative movement styles. Students will also consider the place of physical activity and specifically lifetime physical activity in various settings, not only the school setting. They will gain knowledge and skills in planning and delivering physical activities in various settings.</p>
Unit content
<p>Physical Activity Definitions and classifications of PA and its constructs Participation in physical activity across the lifespan Relevance of Health and Physical Activity Health benefits of regular physical activity & health consequences of inactivity Physical Activity guidelines Measuring Physical Activity Health and physical activity in a range of settings Developing lifelong Physical Activity behaviours. Exploration of, and participation in lifelong Physical Activity in a range of settings Positioning lifetime physical activity in the school sport setting Teaching lifelong physical activity behaviours. Teaching lifelong target sports to meet curriculum guidelines Examples may include Dance, Pilates, yoga, Tai Chi, relaxation classes, golf, fitness classes, lawn bowls, bocce, croquet, ten pin bowling and Archery Effective teaching strategies for teaching lifelong sports for a full range of student abilities. Influences Physical Activity behaviours - ecological model of health From a socio-critical perspective Personal critical reflection on place of physical activity in society and school communities Applying theoretical health models to understanding reasons to participate in Physical Activity and the physical activity trends across a lifespan</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edhpe3002">070199 - Teacher Education, n.e.c.</a>
Offering:
<p><strong>Semester 2</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
Requisites
Prerequisite
None
Corequisite
None
Exclusion
<p>must not have completed "HEALT3004"</p>
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>Understand physical activity (PA), its constructs, the health benefits of regular PA and the health consequences of PA, across a lifespan</p>
K2
<p>Explore and explain theoretical health models which explain PA behaviours and PA trends of cohorts across a lifespan</p>
K3
<p>Compare methods of assessing PA and the importance of lifetime Physical Activity in the promotion of health</p>
K4
<p>Recognise and assess a range of lifetime physical activity and creative movement styles and the health benefits associated with these across the lifespan</p>
K5
<p>Identify and apply effective teaching strategies to enhance the learning of a full range of student abilities.</p>
S1
<p>Explain and define physical activity, its constructs and theoretical health models with an ecological framework.</p>
S2
<p>Explain and explore methods of assessing and the health benefits physical activity</p>
S3
<p>Demonstrate skill proficiency required to teach lifetime physical activity and creative movement styles in a range of settings.</p>
S4
<p>Develop planning documents for effectively teaching for lifetime physical activity and creative movement.</p>
S5
<p>Work collaboratively with team to achieve goals within appropriate timeframes</p>
S6
<p>Monitor and describe progress as a learner, identifying strengths and weaknesses</p>
A1
<p>Apply suitable theoretical models to explain PA behaviours and behaviour change for specific cohorts and settings</p>
A2
<p>Analyse and interpret data on PA trends relative to guideline documents</p>
A3
<p>Compare and apply appropriate methods of assessing PA levels for specific cohorts</p>
A4
<p>Analyse and critique on examples of Physical Activity strategies targeting various settings and populations</p>
A5
<p>Develop strategies for using ICT to promote physical activity and creative movement to a specific cohort and setting</p>
A6
<p>Plan, deliver and reflect on effective, safe physical activities and/ or creative movement classes using a range of pedagogical approaches for various learners and in different learning settings.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Review and participation in lectures, practical sessions, prescribed readings and self-directed study</p>
<p>Exam</p>
<p>30-50%</p>
K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A4
2
<p>Planning, researching, designing and reflecting on an assignment</p>
<p>Assignment</p>
<p>30-50%</p>
K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A5, A6
3
<p>In pairs or groups plan, present and reflect on a student teaching experience.</p>
<p>Student teaching experience lesson plan, delivery (according to criteria) and reflection</p>
<p>20-40%</p>
K1, K2, K3, K4, K5, S3, S4, S5, S6, A1, A6
Supplementary assessment available:
Yes
Supplimentary 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
<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>
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
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.
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edhpe3002">070199 - Teacher Education, n.e.c.</a>
Offering:
<p><strong>Semester 2</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
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: EDHPE3002 - U2.1