EMR205 PDHPE: Health

and Movement Studies

Assignment 1: You and the Profession

Value: 20%Name: Jayde Hounsell

Student Number: 11472992

Me and My PDHPE Experiences

Reflections of Physical Activity and health at a young age

Sport has always been an integral component of my life. I have participated in a number of both team and individual sports throughout my life including netball, skiing, touch, tennis, little athletics, running and swimming. As a young child I loved spending my time outdoors being involved in physical activity and various games such as handball.

My parents and the environment I grew up in were key influences in my life which dictates my attitude towards health and physical education. I grew up in a small country town where netball and football was the only weekend activity available. As a result netball has been a sport which I have identified with since a very young age. My parents also were strong advocators for a healthy and active lifestyle hence I was involved in activities such little athletics, swimming club and tennis lesson. Another influence that impacted on my sporting choices was my friends. I participated in sports that my close friends also played.

Once I reached high school I had the ability to exert

greater control and make my own decisions in

relation to health, fitness and overall wellbeing

Me and My PDHPE Experiences

I still participated in

sports such as netball

and skiing

I loved the PRAC component of PDHPE yet paid less attention in the theory components that educated students the importance of healthy food choices and regular physical activity

I learnt that there was more to PDHPE then just physical health. It also included mental, social and spiritual health

I participated in less physical activity during the week. This was because I had the choice where as in primary school my parents enrolled me in activities such as little athletics and swimming club.

I participated in less individual sport and more team work

Holistic health approach: Previously PDHPE focused dominantly on physical activity however spiritual health, social health and mental health are as equally important and affect overall wellbeing and quality of life.

Guided discovery: This is where the teacher guides the learners through a series of learning tasks and the learning is more student centred (Tinning, Macdonald, Wright & Hickey 2001)

Piaget’s Constructivist approach: Viewed children as active constructors of meaning who are born with mental structures but these are modified through experience. Students therefore need learning activities to explore their own understanding.

Vygotsky’ s Social constructivist theory – children actively construct knowledge through interacting with others. The level of instruction needs to be targeted to the student’s ZPD (above what the child can do independently but below what is too difficult to master alone). A major implication of this is scaffolding. This is where the degree and type of assistance that teachers provide change as pupils become more competent at a particular task. Scaffolding can be provided by teachers or more skilled peers and must be suited to a students current level of proficiency (Tinning et al 2001).

Me and my PDHPE ExperienceKey perspectives/approaches to health, wellbeing and

physical education

Whole-part-whole teaching: Look at a skill or concept in whole before breaking it into smaller segments to gain a conceptual understanding and then bring it all together again at the end.

Limitation method and problem solving style: student centred activity but the teacher provides limitation on the possible activities (Tinning et al)

Brian Cambourne conditions of learning: Immersion, Demonstration, Expectation, Response, Approximation, Use, Responsibility and Engagement.

Developmental approach VAK theory from Fleming: There are visual, auditory and

kinaesthetic learners. Find out which method best suits your students and utilise this to maximise student learning.

Gardiner's multiple intelligences approach

Me and my PDHPE ExperienceKey perspectives/approaches to health, wellbeing and

physical education

Me and My PDHPE Experiences

My current attitudes in relation to health and

physical activity:

Pressure from the media: Body Image and health (view link below):

Teachers need to teach

students about the vast array

of different shapes and

sizes

Fitness and Healthy Eating

Choices are essential to

overall wellbeing

I believe in the

importance of Holistic Health

PDHPE: Should be taught in a way that

includes all students

Being involved in physical activity and sports from a young age has motivated me to continue to be an active individual

Healthy eating choices adopted from my parents and going to a boarding school that promoted healthy eating has educated me the importance of a healthy diet

I am aware that PDHPE was a FUN subject at school but did I learn the necessary components of holistic health? After considering my own personal experiences with this subject I am aware that I want to educate students the importance of healthy decisions and overall wellbeing and happiness. I also want to focus not solely on playing sports but how students can learn the correct techniques of different skills- as teachers of physical education we can be improving the skills of young students so they ALL enjoy and participate in physical activity

Having a friend who has suffered from a eating disorder has taught me that skinny does not equal healthy and the media has a large role in portraying unrealistic expectations in relation to body image.

Even though many of my friends became less active in high school I still participated in sports such as Netball and Skiing. I think this has impacted positively on my overall wellbeing. I want to instil the importance of health and physical activity in each and every one of my students and carefully select learning activities which can engage all individuals

As a teacher of PDHPE I will give my students a CHOICE yet ensure it is beneficial to their learning

Me and My PDHPE Experiences

LINKS BETWEEN YOUR PAST EXPERIENCES AND CURRENT ATTITUDES AND VALUES

The PDHPE EducatorPhysical Characteristics: • Fit • Healthy• Healthy weight range• Wears sporty clothes such

as tracksuits, polo shirts and runners- clothes that are comfortable and allow for physical activity

• Accessories : whistle, stopwatch, hat

Knowledge: • K-6 PDHPE Syllabus• Wide variety of learning

activities • Aware of different healthy

eating choices• Different teaching approaches• Student backgrounds• How to integrate PDHPE with

other KLA’s• Knowledge of different sporting

activities• Quality teaching elements

Types of teaching activities:• Use activities which will

motivate students• Age appropriate activities• Effective and rich

resources in areas including:

- self and relationship- diversity- Bullying, harassment and

abuse- Movement, skill and

performance- Mental health- Healthy food choices- Physical activity- FUN yet PURPOSEFUL

activities- Teaching activities should

include effective planning, implementation and evaluation.

The PDHPE Educator

Actions and communications:

• Approachable • Effective communicator:

Both talking and listening• Outgoing• Energetic • Friendly • Enthusiastic • Sensitive with

controversial topics• Caring• Encouraging: “Good

throw” & “You are making very good progress”

• Promote both intrinsic and extrinsic motivation

Skills and Abilities:• Reasonably fit• Be able to effective

replicate technique of any practical activity outlined in the syllabus

• Be able to modify learning to suit different learners

• Motivating and engaging

• Have confidence in one’s ability

• Organisational skills• Skills in a number of

different sporting activities

• Be able to employ different teaching styles: guided discovery, task-base learning and reciprocal teaching

• Time management skills

Teachers need to understand that students learn at different rates and in different ways and that they learn best if they are engaged in activities that are meaningful and relevant to them. Teaching and learning opportunities need to be varied in order to be responsive to the different learning styles, experiences and interests that students bring to the classroom (Tinning et al 2001)

The PDHPE Educator: The effective educator

What value/non-value do you believe PDHPE has for Primary Education Setting: • In my personal opinion PDHPE is a important subject that needs to be taught

effectively as it can impact on an individuals health, wellbeing and quality of life• Despite this, PDHPE only comprises 9% of the school timetable which is

insignificant when comparing it to subjects such as Mathematics and English. It is therefore evident that PDHPE has struggled to establish credible academic identity in the broader school curriculum due to relative subject status, time restraints, lack of enthusiasm and lack of knowledge (Hennessey 2013)

• As pre-service teachers it is imperial we are aware of the importance of PDHPE and allocate time accordingly as it is concerned with the development of a student as a whole person and thus has a important role in social, mental, physical and spiritual health (Board of studies 2007)

• Important to prevent and reduce obesity of young children • Important strands that may influence decisions later in life : active lifestyle, dance,

gymnastics, growth and development, games and sports, interpersonal relationships, personal health choices and safe living

• Develop life essential skills• PDHPE can increase self confidence• PDHPE can improve cognitive skills

PDHPE and Educational Settings: My position

• Encourages an understanding and valuing of self and others

• Promote physical activity

• Emphasis informed decision making leading to effective and responsible action (Board of Studies 2007)

Value of PDHPE in primary

education

PDHPE and Educational Settings: My position

Students develop skills in: • Communicatin

g• Decision

making• Interacting• Moving• Problem

Solving (Board of Studies 2007)

PRESS PLAY: (Board of Studies, 2007 pg. 7&8)

PDHPE and Educational Settings: My position

HOW DO I COMPARE TO THE PDHPE EDUCATOR IN THE PREVIOUS SECTION?? I believe I will be able to measure up to

the ideal PDHPE teacher because:• I am a fit and healthy individual who

loves sport and physical activity• I have good time management skills

and will ensure I allocate enough time to the teaching of this KLA

• I will ensure I research and participate in any training benefits which will benefit my students

• I will learn about my students cultural backgrounds and utilise teaching strategies that cater for the diversity in my classroom.

How do you feel about teaching PE in the K-6 context

PDHPE and Educational Settings: My position

Confident: I believe my involvement in sports and physical activity has gave me a advantage. I believe I am fit and active enough to teacher students the skills and movement involved in PDHPE

Motivated: I want to inspire children to be active and make healthy life choices

Challenged: I believe it will be challenging yet exciting to implement an effective PDHPE program that will educate students yet appeal to the diversity of all learners. However I do believe this is crucial in teaching the subject

Excited: Every student should be educated to ensure they have a healthy lifestyle. I am excited to be able to combine my passion of physical activity with creative and innovative lesson plans to teach students

What do you believe teachers need to know and be able to do to confidently teach PDHPE?

PDHPE and Educational Settings: My position

Teachers need to have a strong understanding of the K-6 PDHPE syllabus. This comprises subject matter (Active lifestyle, Dance, Games and Sports, Growth and

Development, Gymnastics and Interpersonal Relationships, Personal Health Choices and Safe Living), Skills that students need to develop from PDHPE

(Communicating, Decision Making, Interacting, Moving, Problem Solving) and effective learning activities that can develop these concepts in conjunction with

the outcomes and indicators (Board of Studies 2007)

Teachers need to develop context specific activities which will cater for different learning styles. As reiterated by Tinning, Kirk and Evans in PDHPE teaching there is no set recipe that can be applied in all situations. More importantly teachers

should develop a way of thinking that will allow certain knowledge and strategies to be appropriately employed in particular instances (Tinning, Kirk & Evans 1993)

It has been proved that PDHPE experiences including programs that lacked variety and frequency of delivery were dominated by the involvement in

supervised games and involved little teaching and learning (Morgan & Bourke 2008). It is therefore crucial that PDHPE teachers are directly involved in teaching students skills and movements rather then merely supervising a game in which

may be dominated by two or three students.

What do you believe teachers need to know and be able to do to confidently teach PDHPE?

PDHPE and Educational Settings: My position

It is important that teachers have a positive attitude towards PDHPE and are able to recognise the benefits it can impose on an individual. The thought of teaching a subject that was not enjoyed throughout own schooling may be a substantial barrier to effective teaching and adversely impact on teachers’ PE teaching confidence and their subsequent teaching behaviour” (Morgan & 2008).

If we believe that emotional, social and cognitive development is an important outcome of physical education then classes, programs and assessment tasks need to be planned and taught with these outcomes in mind; they do not happen just because students are actively involved and seem to be spending appropriate amounts of time on tasks (Tinning et al).

Teachers need to have access to a vast array of teaching resources and be able to implement effective lesson plans around these resources

Examples of lesson ideas and suggestions include: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=970#Video

http://www.healthykids.nsw.gov.au/teachers-childcare/physical-activity-primary-school/primary-physical-activity-teaching-resources.aspxhttp://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/resources/index.htm

What do you believe teachers need to know and be able to do to confidently teach PDHPE?

PDHPE and Educational Settings: My position

Teachers need to know the cultural context and background of each of their students. There are many controversial issues which are taught in PDHPE teachers may have to be sensitive introducing these if they are

relevant to student lives (family breakdowns etc.)

PDHPE teachers need to be adaptable and cater for a range of different learners within the classroom . The activities need to value the

importance of diversity and benefit the class as a whole

It is the responsibility of both schools and teachers to ensure that the children have the knowledge and competencies to use exercise appropriately in contributing to an active lifestyle- Rather then attempting to make children fit (Kirk 1996). In order to

do this education authorities and school communities must develop strategies to improve the quality and quantity of resources, facilities, and equipment to support

the implementation of PE programs.” (Morgan, & Hansen, 2007, p. 106)

The educator needs to be able to implement a quality PE program to ensure that children develop the knowledge, understanding, skills,

values, and attitudes needed to lead healthy and fulfilling lifestyles. (Morgan & Hansen 2007, p. 107)

Board of Studies (2007) K-6 PDHPE Syllabus Hennessey, A. (2013) Lecture: The Nature and Role of PDHPE [PowerPoint

Slides] Charles Sturt University Kirk, D. (1996) The crisis in school physical education: an argument against

the tide. The ACHPER Healthy Lifestyles Journal, 43 (4), 25-27 Morgan, P., & Hansen, V. (2007). Recommendations to Improve Primary

School Physical Education: Classroom Teachers’ Perspective. The Journal of Education Research, 101(2), 99-111. Retrieved from http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=697611d9-5ecf-4f45-8f3a-64b728af5255%40sessionmgr4&vid=2&hid=10

Morgan,P & Bourke, S. (2008). “Non-specialist teachers’ confidence to teach PE: the nature and influence of personal school experiences in PE”. University of Newcastle, AustraliaVol. 13, No. 1,

Tinning, R., Kirk, D., & Evans, J. (1993). What stands for physical education in primary schools? Learning to teach physical education, (pp. 1-21). Englewood Cliffs, New Jersey: Prentice Hall

Tinning, R., Macdonald, D., Wright, J., & Hickey, C. (2001). The physical education curriculum. In Becoming a physical education teacher: contemporary and enduring issues (pp. 156-178). Frenchs Forest, NSW: Pearson Education Australia.

References

Pictures (Google Images) http://

24.media.tumblr.com/tumblr_m0afid9E0j1r661amo1_500.jpg

http://images.huffingtonpost.com/2008-09-17-images-kmoss5.jpg

http://consciouslifenews.com/wp-content/uploads/2013/01/healthy-food-heart.jpg

http://img.ehowcdn.com/article-new/ehow/images/a08/6o/9t/become-pdhpe-teacher-800x800.jpg

References