Course coordinator
Dr Jessica Lee
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
Students will engage in the process and skills of conducting high quality research in health, sport and physical education. Students will produce a range of research-oriented products that reflect their journey of learning as they proceed through the steps of the research process. During this course, students will work individually and in teams to develop a research idea from conception and presentation of a research proposal to collection of small data sets for analysis and presentation at a culminating student-led mini-conference. Students draw on the curriculum concepts, theories, issues and practices, their own and others' research introduced in earlier courses, and recent professional experiences to address the research hot topics associated with the field of health, sport and physical education. In so doing, these future leaders of the HPE profession will gain an understanding of, and capacity to conduct, the vital research that underpins innovative curriculum practice within and beyond their school contexts.
EDUC4006: Leadership and Research in Health and Physical Education is presented according to a problem-based learning (PBL) approach. PBL is a student-centred strategy that aims to simulate learning through relevant and challenging issues.
In EDUC4006, BHSPE(Hons) students critically engage with the curriculum concepts, theories, issues and practices that have been introduced throughout their degree to identify the local, national, and global ‘hot topics’ concerning Health and Physical Education (HPE) practice. The problems require students to work individually and in groups, research educational literature, draw on data collected within the context of professional experiences, synthesise various solutions, and devise a research report for each problem. In this way, future leaders of the HPE profession are provided with the opportunity to develop an understanding of and capacity to conduct, research which underpins innovative curriculum practice within and beyond their school contexts. Students draw on the curriculum concepts, theories, issues and practices, of their own and others’ research introduced in earlier courses and their recent Major Professional Experience, to address the problems associated with improving student learning and achievement within the context of school-based HPE programs.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC3012
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
EDUC4005, HMST3846
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC4004
Restrictions
BHSPE; BHSPE(Hon) students; or with permission by HMNS Head of School
Course contact
Course staff
Lecturer
Dr Jessica Lee
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
EDUC4006 aims to develop an understanding of, and capacity to conduct, research which underpins innovative curriculum practice within and beyondﾠschool contexts.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.1: N/A
LO2.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.2: N/A
LO3.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.3: N/A
LO4.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.4: N/A
LO5.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.5: N/A
LO6.
Standard 1: Know students and how they learn - AITSL Professional Standard 1.6: N/A
LO7.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.1: N/A
LO8.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.2: N/A
LO9.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.3: N/A
LO10.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.4: N/A
LO11.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.5: N/A
LO12.
Standard 2: Know the content and how to teach it - AITSL Professional Standard 2.6: N/A
LO13.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.1: N/A
LO14.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.2: N/A
LO15.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.3: N/A
LO16.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.4: N/A
LO17.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.5: N/A
LO18.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.6: N/A
LO19.
Standard 3: Plan for and implement effective T&L - AITSL Professional Standard 3.7: N/A
LO20.
Standard 4: Supportive & safe learning environment - AITSL Professional Standard 4.1: N/A
LO21.
Standard 4: Supportive & safe learning environment - AITSL Professional Standard 4.2: N/A
LO22.
Standard 4: Supportive & safe learning environment - AITSL Professional Standard 4.3: N/A
LO23.
Standard 4: Supportive & safe learning environment - AITSL Professional Standard 4.4: N/A
LO24.
Standard 4: Supportive & safe learning environment - AITSL Professional Standard 4.5: N/A
LO25.
Standard 5: Assess, provide feedback and report - AITSL Professional Standard 5.1: N/A
LO26.
Standard 5: Assess, provide feedback and report - AITSL Professional Standard 5.2: N/A
LO27.
Standard 5: Assess, provide feedback and report - AITSL Professional Standard 5.3: N/A
LO28.
Standard 5: Assess, provide feedback and report - AITSL Professional Standard 5.4: N/A
LO29.
Standard 5: Assess, provide feedback and report - AITSL Professional Standard 5.5: N/A
LO30.
Standard 6: Engage in professional learning - AITSL Professional Standard 6.1: Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
LO31.
Standard 6: Engage in professional learning - AITSL Professional Standard 6.2: Understand the relevant and appropriate sources of professional learning for teachers.
LO32.
Standard 6: Engage in professional learning - AITSL Professional Standard 6.3: N/A
LO33.
Standard 6: Engage in professional learning - AITSL Professional Standard 6.4: Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
LO34.
Standard 7: Engage professionally with others - AITSL Professional Standard 7.1: N/A
LO35.
Standard 7: Engage professionally with others - AITSL Professional Standard 7.2: N/A
LO36.
Standard 7: Engage professionally with others - AITSL Professional Standard 7.3: N/A
LO37.
Standard 7: Engage professionally with others - AITSL Professional Standard 7.4: Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Research Pitch
|
20% |
21/08/2024 5:00 pm |
| Paper/ Report/ Annotation |
Literature Review
|
30% |
11/09/2024 5:00 pm |
| Paper/ Report/ Annotation, Presentation | Research Presentation and Report | 50% |
Fourth Year BHSPE(Hons) Research Conference 8am-4pm 24/10/2024 Research Report 7/11/2024 5:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Research Pitch
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20%
- Due date
21/08/2024 5:00 pm
Task description
Individually, pitch a research project on a ‘hot topic’ that involves a method of dissemination to teachers.
Use of AI in this task
This task has been designed to be challenging, authentic and reflective. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Any use of AI:
1.Must acknowledge appropriately in text and in reference list
- Consult UQ library website for how to do this
- https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
2.Must provide an appendix including a full transcript of any prompts and AI-generated responses
Hurdle requirements
Students must pass (at least 50%) this assessment item to pass the course overall.Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Literature Review
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
11/09/2024 5:00 pm
Task description
In small groups, critically analyse literature on a specific 'hot topic'.
Use of AI in this task
This task has been designed to be challenging, authentic and reflective. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Any use of AI:
1.Must acknowledge appropriately in text and in reference list
- Consult UQ library website for how to do this
- https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
2.Must provide an appendix including a full transcript of any prompts and AI-generated responses
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
You can request an extension on behalf of your group for a group assessment item, provided that at least 50% of your group members also agree to the request for an extension.
Download and complete the form below, and attach this form to your extension request:
Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Research Presentation and Report
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 50%
- Due date
Fourth Year BHSPE(Hons) Research Conference 8am-4pm 24/10/2024
Research Report 7/11/2024 5:00 pm
Task description
Task A [Formative]
Group presentation and summary of project findings for 'Fourth Year BHSPE(Hons) Research Conference' (Thursday 24th October 2024: 8am to 4pm)
Task B [50%]
Individual research report (Thursday 7th November 2024: 5pm)
Tasks A and B consist of the following components:
- Developing and articulating a clear and precise research issue or question;
- Collecting a small data set that validly addresses this research issue or question;
- Writing a research report that will be published in the hypothetical conference proceedings;
- Giving a verbal presentation without the use of notes and then individually writing a research report that summarises the research project.
Use of AI in this task
This task has been designed to be challenging, authentic and reflective. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Any use of AI:
1.Must acknowledge appropriately in text and in reference list
- Consult UQ library website for how to do this
- https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
2.Must provide an appendix including a full transcript of any prompts and AI-generated responses
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Part A: Group presentation must be delivered on the due date for the 'Fourth Year BHSPE(Hons) Research Conference'. If you are unable to present on the due date due to extenuating circumstances, please submit an extension. If you are granted an extension, your new presentation date and time will be determined by the course coordinator and communicated to you via your UQ student email account. Please note, if one group member is away on the due date and unable to present, the group will still be expected to present on the day.
NB: applications for extensions on both Part A and Part B may not allow the School sufficient time to finalise your mark for these assessment items and subsequently your grade for the course. Your grade may be held as incomplete (INC) on the finalisation of grades. Your grade will be finalised once all marks for the course have been finalised. Please be mindful of the impacts this may have on your graduation eligibility should you be undertaking this course in your expected graduation semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 0 and 24%. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 25 and 44%. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 45 and 49%. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 50 and 64%. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 65 and 74%. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 75 and 84%. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: This grade is awarded when the summation of all marks from all assessment items completed gives a percentage of the maximum score that is between 85 and 100%. |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64.)
This course contains 'must pass' assessment tasks, specifically, Research Pitch. Students must pass this assessment item to pass the course overall,ﾠi.e. even if your final percentage mark is 50% or higher, if the individual ‘must pass’ assessment item is not passed, a student cannot achieve a grade higher than a 3.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Course Introduction |
Problem-based learning |
Hot Topics and Role of Research in HPE |
|
Week 2 (29 Jul - 04 Aug) |
Lecture |
Professional Learning |
Problem-based learning |
Professional Learning |
|
Week 3 (05 Aug - 11 Aug) |
Lecture |
Leading Change |
Problem-based learning |
Leading Change |
|
Week 4 (12 Aug - 18 Aug) |
Not Timetabled |
No Lecture or Workshop (Public Holiday) |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Research: Literature Reviews |
Problem-based learning |
Research: Literature Reviews |
|
Week 6 (26 Aug - 01 Sep) |
Lecture |
Research: Theory |
Problem-based learning |
Research: Theory |
|
Week 7 (02 Sep - 08 Sep) |
Lecture |
Research Questions and Design |
Problem-based learning |
Research Questions and Design |
|
Week 8 (09 Sep - 15 Sep) |
Not Timetabled |
No Lecture or Tutorial - Assessment 2 Due |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Research: Process Review |
Problem-based learning |
Research: Process Review |
|
Week 10 (30 Sep - 06 Oct) |
Lecture |
Research: Data Generation and Analysis |
Problem-based learning |
Research: Data Generation and Analysis |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Research: Communication |
Problem-based learning |
Research: Communication |
|
Week 12 (14 Oct - 20 Oct) |
Lecture |
Research: Communication |
Problem-based learning |
Research: Communication |
|
Week 13 (21 Oct - 27 Oct) |
Symposium |
Full Day Conference |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: