EDPE150 Sociocultural Foundations of Health and Physical Education

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You are required to write a depth-analysis on ONE sociocultural topic of your choosing from this trimester (Module 2-8). It is expected that your response is supported by demonstrated engagement with the required multimedia stimuli, reading(s) and Module content for the associated topic. Each topic has a few examples of multimedia material (e.g. videos, news articles) to prompt your broader thinking (see full list in below table).

You do not need to analyse each source individually – for longer resources, you may decide to view them in entirety or in shorter components until sufficient understanding has been reached or to sample them for examples. You are required to include at least 6 other academic references (peer-reviewed journal article, book, book chapter, government report) of your choosing to support your response, beyond the one required and one recommended reading for your chosen topic to be considered for a Pass on the literature aspect of the rubric. Stronger responses will meaningfully include several more than 6 academic references.

Using sport, health and physical education (HPE) in an Australian context as your main lens, the topics you may select from include:

  • History of HPE and sport in modern Australia
  • Sport, physical activity & social class
  • Femininity, masculinity and compulsory heterosexuality
  • Sport for All: ‘Healthy’ and sporting bodies
  • Multiculturalism, race and ethnicity in Australian sport and physical activity
  • Violence, deviance and racism in sport
  • Looking to the future: beyond traditional sports and physical activities

Regardless of the topic chosen, you must consider implications for both school and community settings within your analysis and discussion. Stimulus questions and required resources to support your chosen topic can be found in the table below. It is recommended that you also consider broader content from the weekly Module associated with your chosen topic when formulating your response. Advice on how to structure your response can be found after the table.

Structure and Formatting

Your sociocultural analysis should consist of the following:

  • An introduction that begins with the chosen topic and then outlines why this is the area of focus/why it is important, an overview of aspects of the topic that will be discussed (don’t try to cover too much – less in more detail is better) and the structure of your response.
  • A series of well-constructed body paragraphs. These will deal with sub-themes that are relevant to your topic. Think about synthesising several of your sources (academic literature of your choosing, required multimedia stimulus and readings, module content) into each paragraph so that there is an obvious connection between the various sources. Imagine a dining room table where all of the authors were seated together: What would they say to each other? How might they build on each other’s comments? Would they all agree? How might they contrast to one another?

Critically analyse each source for how they contribute to the themes you are researching. This might include, for example, the historical, sociocultural and/or geographical background of research in this area, the methodologies employed, previous studies on the topic, mainstream versus alternative viewpoints, principal questions being asked (in the field) and general conclusions that are being drawn.

Aim to make connections between your chosen sociocultural topic and school and community settings where possible to show your broader applied understanding of the themes being discussed. These could include hypothetical (future-focused) or actual (already occurred, well-known) examples to show your applied understanding of EDPE150 theory to these contexts. These can be based on both personal experiences and observations, alongside societal examples.

  • A conclusion that summarises the main findings and overall perspectives about your chosen sociocultural topic, and makes suggestions towards related opportunities/issues and/or factors that may need to be considered in the future within schools, the community and more
  • A full reference list in APA 7th format at the conclusion of your document and all sources cited throughout your written task

Exemplar structure

Note: These Introduction, Body and Conclusion paragraphs do not come from the same essay, however they are examples of prior student work that show a solid example of each component.


The history of HPE and sport in modern Australia has evolved and shaped much of Australia’s history. With today’s society changing dramatically, sport continues to display its dominance in forming Australia’s ever evolving cultural identity. Arguably, it is important to understand the Australian sporting culture and how it was formed to enable the development and growth of future Australian sports both in schools and the community.

Firstly, this analysis explores the role of sport in Australian schools and creates an understanding of the Health and Physical Education curriculum with connection to improving students’ skills and knowledge to live a healthy and active lifestyle. Secondly, the role sport has played in the formation of Australia’s culture and identity will be explored with reference to the impact the Olympic Games has had. Finally, this analysis will explore the role of sport in Australian communities and how this can be linked to the holistic wellbeing of our nation. Collectively, this enables us to gain an understanding of factors contributing to Australia’s national identity in the past, present and future.


Schools teach and reinforce the message that students need to be ‘healthy’ as part of the Personal Development, Health and Physical Education (PDHPE) K–10 Syllabus in the K–12 Curriculum Health and Physical Education (HPE) for New South Wales. This syllabus requires a minimum of 150 minutes of moderate/vigorous teacher organised participation weekly for years K-10 (Australian Curriculum Assessment and Reporting Authority [ACARA], 2014; NSW Education Standards Authority [NESA], 2018). In addition to this planned participation, schools are encouraged to embed PA throughout the curriculum, such as providing sporting equipment for students during play, recess, lunch, class movement breaks, teacher participation in games and sports and modified games to include all abilities. HPE can provide the building blocks for children to participate confidently in lifelong PA in school and their community. HPE can provide foundational skills such as fundamental movement, gross motor skills, hand-eye coordination, visual-spatial skills and skills training progression as they build on each goal (Hills, 2023). An example of this training is the modified structures of the Australian football program, including AFL Junior and Auskick. These programs support schools’ physical fitness and include conditioning, football skills and learning to be safe and respectful (Department of Sport, 2023). ACARA, (2014) further explains that HPE initiatives for psychosocial wellness include teaching young people mindfulness and mediation techniques. Hills et al. (2024) adds that as young people at school have healthy habits constructed as part of their identity, these habits will provide social and cultural capital such as increased social standing in their communities and health throughout their lifespan (ACARA, 2014; Beltrán-Carrillo et al., 2018).


In conclusion, it is evident that racism is still present in Australian society, however, through education and learning about diverse cultures from a young age, we can guide a generation of young Australians in the right direction. Education is key when it comes to eliminating racism for good and although we cannot entirely control what is portrayed by media, society can take proactive steps to become informed and increase awareness within local communities. Schools, community sport settings and elite sport can work together to highlight human rights issues that work towards combatting racism in Australia.


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