PDHPE: Health & Movement Studies

EMR205

Assessment item 1‘You and the Profession’

Tayla Johnson11490284

Rachael Jefferson-Buchanan

Me and my PDHPE experiences

Age 4

Age 8

Age 16

A casual family plank...

Yes, this is actually my Mum!

Historically, the inclusion of physical education in the school curriculum has been linked to ‘military training, fitness for war, nationalism, social regulation, and the promotion of healthy lifestyles and leisure pursuits.’

(Kirk, 1996, p. 90).

Australia's political perspective towards health is ruled by the rise of childhood obesity (Ebbling, Pawlak & Ludwig, 2002).

‘In many schools physical education holds a lower status than other school subjects’

(Kirk, 1996, p. 91).

The PDHPE Educator

(Morgan, & Bourke, 2008, p. 2)(Morgan, & Bourke, 2008, p. 2)

• PDHPE teachers generally have knowledge about and are skilled in most sporting activities. • They are expected to be fit

individuals and often have related qualifications such as their first aid and bronze medallion. • The teaching activities that

PDHPE educators are required to provide are either.... physical or theoretical.

PDHPE and educational

settings – my position

NSW Board of Studies PD/H/PE K-6 syllabus‘Direct concern with supporting the development

of the student as a whole person. Its

implementation has the potential to contribute to

improved and ongoing quality of life for all

individuals within the community. The syllabus is

based on a broad notion of health that

encompasses all aspects of an individual’s

wellbeing, inclusive of social, mental, physical and

spiritual health. It is concerned with developing in

students the knowledge and understanding, skills,

values and attitudes that will enable them to lead

healthy and fulfilling lives.’ (NSW Board of Studies,

2007, p.5)

To be deemed a confident and competent PDHPE teacher, programs should...

• Focus on encouraging students to make informed decisions related

to health and physical activity to develop positive attitudes

towards a healthy lifestyle.

• Include participation in regular and varied physical education

experiences, which provide the foundation for a lifelong

commitment to valuing and leading a healthy lifestyle.

• Include systematic and explicit teaching of personal and social

skills to give students a basis for resilience and the resourceful

management of their own lives.

• Have the flexibility to treat sensitive and controversial issues in a

manner reflective of ones own ethos. (NSW

Board of Studies, 2007, p.5)

ReferencesKirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I. (1996). Physical education

and curriculum. In The sociocultural foundations of human movement. Melbourne:

Macmillan Education Australia. Ch. 10.

Ebbling, C., Pawlak, D., & Ludwig, D. (2002). Childhood obesity: public-health crisis,

common sense cure. The Lancet, 360, 473-82. Retrieved from

http://www.sciencedirect.com/science/article/pii/S0140673602096782#

Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). How do students learn? In

Becoming a physical education teacher: contemporary and enduring issues (pp. 137-

143). Frenchs Forest, NSW : Pearson Education Australia.

NSW Board of Studies. (2007). Physical Development, Health and Physical Education K-6

syllabus. Sydney: Author.

Morgan, P., & Bourke, S. (2008). Non specialist teachers’ confidence to teach PE: the nature

and influence of personal school experiences in PE. Physical Education and Sport

Pedagogy, 13(1) 1-29, DOI: 10.1080/17408980701345550