XNB296 Physical Activity Learning Design
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | XNB296 |
|---|---|
| Antirequisite(s): | XNB294 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | XNB296 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | XNB294 |
| Coordinator: | Brendan Moy | b.moy@qut.edu.au |
Overview
From a physical education teaching perspective, it is important for you to develop a comprehensive knowledge, understanding and appreciation of how students effectively learn motor skills. This unit allows you the opportunity to develop and apply this knowledge and understanding to design and deliver learning environments within a physical education class to effectively meet the skill acquisition and motivational needs of students.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of key principles of nonlinear pedagogy, informed by a contemporary motor learning theoretical framework, and key principles of self-determination theory of human motivation; (CLO1)
- Apply knowledge and understanding of key principles of nonlinear pedagogy and self-determination theory to critically evaluate learning or practice environments; (CLO2)
- Design learning environments within a nonlinear pedagogy framework to achieve desired psychomotor learning outcomes in a motivationally supportive environment; (CLO3)
- Evaluate the impact of learning design and delivery of instruction and feedback on student motivation, skill development and performance in physical activities through the application of theoretical principles of contemporary motor learning and human motivation theory (CLO2)
- Recommend and justify learning design and delivery strategies to enhance student motivation, skill development and performance in physical activities through the application of theoretical principles of contemporary motor learning and human motivation theory. (CLO4)
Content
This unit is focused upon the integration of contemporary motor learning theory and human motivation theory into physical education. It considers the embodiment of learning through students experiencing the efficacy of contemporary learning design in practical tutorials. The unit incorporates ongoing student reflections and observations on learning experiences, and written revision questions requiring an application of the motor learning and human motivational theory. Key theoretical principles of nonlinear pedagogy and self determination theory of human motivation will be integrated through student participation in a wide range of games and performance activities.
Relates to learning outcomes
CLO 1 Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
CLO 2 Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
CLO 3 Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
CLO 4 Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Learning Approaches
Classes will cover the content, application and evaluation of key principles. Weekly practical workshops will be inquiry-based and discussion oriented to support the development of critical thinking and reflective skills necessary for professional practice. A selective problem solving, task-based approach to teaching and learning will be used where you will be constantly required to reflect on practical experiences and observations within activities and apply critical and creative thinking to solve problems.
Feedback on Learning and Assessment
Feedback to Students
Feedback is this unit is provided to you in a variety of ways:
- Formative assessment occurs continuously during the unit and includes teacher and peer verbal feedback on a variety of written, oral and practical tasks. These include group and individual teaching episodes, written tasks, teacher and student directed discussions and participation in a number of performance based activities & tasks;
- In-class discussions and writing tasks related to unit content and learning design, provide opportunities for questioning and formative feedback;
- Summative assessment criteria sheets aligned to the unit outcomes and with descriptors aligned to the specific assessment tasks; and
- Qualitative comments provided on summative tasks and/or associated criteria feedback sheets
You are encouraged to communicate with the unit coordinator or unit tutor if you have any questions or concerns about the assessment items.
Assessment
Overview
General Assessment Information
Each assessment item is designed to measure knowledge, understanding, application, evaluation and justification of key principles of learning design stated in the learning outcomes. Formative practical activities undertaken within tutorials provide support to develop the relevant content, along with the cognitive, research and communication skills required for completion of summative tasks.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Problem Solving Task
Scenario-Based Problem Solving Task: Evaluation and modification of authentic practical teaching and coaching environments using students' knowledge, understanding and application of contemporary motor learning theory/key principles of nonlinear pedagogy and human motivation theory.
Course Learning Outcomes (Education - APST) D.1, E.2-4.
Assessment: Workbook
A compilation of tasks such as tutorial reflections and authentic coaching and teaching tasks and challenges that are related to the application of key unit theories and principles of practice. Key connection to a broader knowledge base is encouraged to demonstrate the integrated nature of learning in the motor domain.
Course Learning Outcomes (Education - APST) D.1, D.2, E.1-5; F.1.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Other
Resources include:
- Required directed academic readings (available online)
- Other online resources (magazine, newspaper articles)
- Sports/exercise attire for practical sessions
A range of articles will be recommended to support the content of this unit.
Risk Assessment Statement
This unit involves active participation in physical activity. You are required to inform the unit coordinator and class tutor of any medical conditions, which may be influenced by physical involvement. You need to wear clothing and athletic shoes appropriate to the conditions. In most cases the sessions will be run in an outdoor environment. Appropriate consideration should be given to issues associated with sun safety, including items such as headwear, sunscreen, and sunglasses. There are no other risks beyond the ordinary.