EDF3172 - Inclusion and diversity in movement contexts - 2017

The core question considered in this unit is how to ensure all young people, regardless of ability, ethnicity, gender, social class or sexuality, are able to enjoy and participate fully in a range of movement contexts. At a theoretical level, the unit introduces students to the concepts of social inclusion/exclusion and inclusive practice within sport and physical activity settings. This enables students to develop a sophisticated understanding of the issues associated with diversity and inclusion. In practical sessions, the unit develops students' knowledge on differentiating their delivery to meet the learning needs of diverse participants, including those from Aboriginal and Torres Strait Islander heritage, and people with disabilities. Students develop understanding of how inclusive delivery of sport and physical activity can contribute to a more equitable and sustainable world. The practical sessions develop strategies to support students to deliver sport and physical activity in ways that are ethical, foster participation and are challenging for all. They encourage students to reflect on their practice, developing skills to become advocates for inclusive delivery in their future work.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of the concepts of social inclusion/exclusion and their relationship to issues associated with diversity and inclusion
2. articulate how different dimensions of diversity (gender, ethnicity, disability, sexuality and social class) can impact on young people's experiences of inclusion/exclusion in health and physical education (HPE), sport and physical activity
3. develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches for diverse learners in varied sport and physical activity contexts
4. engage learners in HPE, sport and physical activity using inclusive delivery that contributes to a more equitable and sustainable world
5. demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners positioned to become future advocates for equity and inclusion within sport and physical activity.

Peer education conference (2000 words equivalent, 50%)

Evaluation report (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

(a.)Contact hours for on-campus students:

• workshops: 24 contact hours over the semester

(b.)Additional requirements:

• independent study to make up the minimum required hours per semester
• total of 10 hours delivering sport, physical activity or physical education in inclusive settings

See also Unit timetable information

Dr Ruth Jeanes

Primary and secondary health and physical education

Secondary health and physical education