Outline

Overview

Understanding sport is central to understanding Australian culture and Australians' sense of who they are in the world. In this unit we dissect the role played by youth sport in Australian society (including school physical education and sport, organised community sport and other organised youth physical activity) from an historical, socio-cultural and practical perspective, focussing on emerging theories of youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes of class, gender, age, ethnicity, sexuality, social identity, policy, politics, commercialism, nationalism, colonialism, disability and racism.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	42 credit points of units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Steve Georgakis, steve.georgakis@sydney.edu.au
Lecturer(s)	Sarah Dill-Macky, sarah.dill-macky@sydney.edu.au
Lecturer(s)	Steve Georgakis, steve.georgakis@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Paired Presentations Paired Presentation (30 minutes)	30%	Multiple weeks	1,000 words
Outcomes assessed:
Small continuous assessment	7 x 500 Word Responses Students need to submit 7 responses. Each response is 10%.	70%	Multiple weeks	3,500 words
Outcomes assessed:

Assessment summary

There are two assessment tasks (weekly responses and paired presentation) which need to be attempted and also passed in order to pass the unit of study.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	You addressed all criteria at the HD level, your work is of an exceptional standard
Distinction	75 - 84	You addressed all the criteria at the D level, your work is of a very good level high standard
Credit	65 - 74	You addressed the criteria at the Credit level, your work is of a high standard.
Pass	50 - 64	You addressed criteria at the Pass level, your work is of a good standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Faculty of Social Science late penalties will apply.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Ongoing	Presentation	Presentation (8 hr)
Week 01	Introduction to unit, Unit of Study Overview, Assessment	Lecture (1 hr)
	Mini-Olympics	Practical (2 hr)
	Sport as education or sport as business	Field trip (4 hr)
Week 02	Privileging of Australian Sport	Lecture (1 hr)
Week 02	Mini-Paralympics	Practical (2 hr)
Week 03	Sport as Education	Lecture (1 hr)
Week 03	Team sports: Cricket	Practical (2 hr)
Week 04	Sport as business	Lecture (1 hr)
Week 04	Individual sports: Dance	Practical (2 hr)
Week 05	Sport as education versus sport as business	Lecture (1 hr)
Week 05	Netball	Practical (2 hr)
Week 06	Gender and Sexuality	Lecture (1 hr)
Week 06	Indigenous sport	Practical (2 hr)
Week 07	Over-representation	Lecture (1 hr)
Week 07	Aquatics	Practical (2 hr)
Week 08	Under-representation	Lecture (1 hr)
Week 08	Football	Practical (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required readings have been loaded onto Canvas. They are located in the relevant weekly modules. The required reading for each week will need to be completed before the workshops.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the role educational institutions played in the fostering of physical education and school sport
LO2. apply an understanding of the role played by various policy stakeholders, such as government and educational organisations, in the development and promotion of youth sport
LO3. critically analyse the relationship of sport to society and the construction of identities, especially in relation to age, class, gender, ethnicity, ability and sexuality
LO4. analyse the meanings given to sports by a range of cultural and/or population groups
LO5. critique your own understanding of the complex relationship between sport, nationalism, politics and policy
LO6. analyse research examining the influence of sociological factors on the way youth participate in and value participation in sport
LO7. communicate relevant knowledge, attitudes, skills and behaviours to others in written and oral forms.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6. Professional Engagement: Standard 6 - Engage in professional learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 5.5. Report on student achievement
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 3.1. Establish challenging learning goals 3.3. Use teaching strategies 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 7.1. Meet professional ethics and responsibilities 7.2. Comply with legislative, administrative and organisational requirements
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.4. Interpret student data 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5. Report on student achievement

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time I am teaching the entire unit of study. Assessment changes have been made related to student feedback received in semester 1 units of study. These were related to online learning.

Additional information

There are 36 hours of face to face teaching divided up into lectures and workshops (theoretical and practical). There are 9 lectures remote recorded lectures and 27 hours of workshops (9 practical workshops and 18 theoretical).

Additional costs

There are no additional costs.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

There are no work, health and safety requirements. Most students in this unit of study will take the unit of study using the online mode.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

EDUF3023: Sport: Contemporary Educational Issues

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

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