Learning via Sport and Outdoor Education

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject examines the educational relevance of sport and outdoor education. Through both practical experience and theoretical framing, the educational relevance of sport and outdoor recreation is investigated and analysed. This investigation and analysis will draw comparisons and contrasts between sport and outdoor education via ethnographic methods. A philosophical perspective will be taken in regards to comprehending this investigation and analysis, informed primarily by the theories of John Dewey as they pertain to understandings of experiential education. Participating students will be required to fund a portion of the cost of travel and accommodation necessary to complete the requirements of the subject. Further information is available from the subject coordinator.

On completion of the course it is expected that students should be able to:

• Evaluate the educational relevance of sport and outdoor education.

• Explain a theory of experiential education as informed by the philosophy of John Dewey.
• Conduct a basic ethnography.
• Apply a theory of experiential education in the analysis of the educational relevance of particular educational areas.

• 2 x 750-word autoethnographic reports which detail field trip experience. This task captures the data used in the analysis performed in the second task, due mid semester 15% each, 30% in total
• 1 x 2500 word completed autoethnographic document focused on the theme of experiential learning as achieved through the fieldtrips and covered in classes, due end of semester 70%

All assessment tasks must be satisfactorily completed for the subject to be passed

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Links to relevant readings (via the library website) will be provided on the LMS

This subject potentially can be taken as a breadth subject component for the following courses:

• Bachelor of Arts
• Bachelor of Biomedicine
• Bachelor of Commerce
• Bachelor of Environments
• Bachelor of Music
• Bachelor of Science
• Bachelor of Engineering

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

On completion of this subject, students will have the knowledge, skills and understanding to enable them to:

• Be flexible and able to adapt to change through knowing how to learn, where knowledge is closely entwined with practice;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation and to teach these same skills;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.