Assignment 1: You and the Profession Value: 20% Name: Jayde Hounsell Student Number: 11472992
Me and My PDHPE Experiences 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.Reflectionsof PhysicalActivity 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 inand health a small country town where netball and football was the only weekend activityat a young 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 andage 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.
Me and My PDHPE Experiences I learnt that there was more to PDHPE then just physical health. It also included mental, social and spiritual I participated in less health individual sport and more team work I participated in less physical activity during the week. ThisI loved the PRAC component of PDHPE was because I had the choiceyet paid less attention in the theory where as in primary school mycomponents that educated students the parents enrolled me in activitiesimportance of healthy food choices and such as little athletics andregular physical activity swimming club.
Me and my PDHPE Experience Key perspectives/approaches to health, wellbeing and physical educationHolistic health approach: Previously PDHPE focused dominantly on physicalactivity however spiritual health, social health and mental health are as equallyimportant and affect overall wellbeing and quality of life.Guided discovery: This is where the teacher guides the learners through aseries of learning tasks and the learning is more student centred(Tinning, Macdonald, Wright & Hickey 2001)Piaget’s Constructivist approach: Viewed children as active constructors ofmeaning who are born with mental structures but these are modified throughexperience. Students therefore need learning activities to explore their ownunderstanding.Vygotsky’ s Social constructivist theory – children actively constructknowledge through interacting with others. The level of instruction needs tobe targeted to the student’s ZPD (above what the child can do independentlybut below what is too difficult to master alone). A major implication of this isscaffolding. This is where the degree and type of assistance that teachersprovide change as pupils become more competent at a particular task.Scaffolding can be provided by teachers or more skilled peers and must besuited to a students current level of proficiency (Tinning et al 2001).
Me and my PDHPE ExperienceKey perspectives/approaches to health, wellbeing and physical educationWhole-part-whole teaching: Look at a skill or concept in wholebefore breaking it into smaller segments to gain a conceptualunderstanding and then bring it all together again at the end.Limitation method and problem solving style: student centredactivity but the teacher provides limitation on the possibleactivities (Tinning et al)Brian Cambourne conditions of learning: Immersion,Demonstration, Expectation, Response, Approximation, Use,Responsibility and Engagement.Developmental approachVAK theory from Fleming: There are visual, auditory andkinaesthetic learners. Find out which method best suits yourstudents and utilise this to maximise student learning.Gardiners multiple intelligences approach
Me and My PDHPE Experiences Pressure from the media: Body Image and health (view link below): Teachers need to teach students Fitness and about the vast Healthy Eating array of different Choices are shapes and sizes essential to overall wellbeing My current attitudes in relation to health and physical activity: I believe in the importance of PDHPE: Should Holistic Health be taught in a way that includes all students
Me and My PDHPE Experiences LINKS BETWEEN YOUR PAST EXPERIENCES AND CURRENT ATTITUDES AND VALUESBeing involved in physical activity and sports from a young age has motivated me to continueto be an active individualHealthy eating choices adopted from my parents and going to a boarding school thatpromoted healthy eating has educated me the importance of a healthy dietI am aware that PDHPE was a FUN subject at school but did I learn the necessary componentsof holistic health? After considering my own personal experiences with this subject I am awarethat I want to educate students the importance of healthy decisions and overall wellbeing andhappiness. I also want to focus not solely on playing sports but how students can learn thecorrect techniques of different skills- as teachers of physical education we can be improvingthe skills of young students so they ALL enjoy and participate in physical activityHaving a friend who has suffered from a eating disorder has taught me that skinny does notequal healthy and the media has a large role in portraying unrealistic expectations in relationto body image.Even though many of my friends became less active in high school I still participated in sportssuch as Netball and Skiing. I think this has impacted positively on my overall wellbeing. I wantto instil the importance of health and physical activity in each and every one of my studentsand carefully select learning activities which can engage all individualsAs a teacher of PDHPE I will give my students a CHOICE yet ensure it is beneficial to theirlearning
The PDHPE Educator Physical Characteristics: • Fit • Healthy • Healthy weight range Types of teaching activities: • Wears sporty clothes such as • Use activities which will tracksuits, polo shirts and motivate students runners- clothes that are • Age appropriate activities comfortable and allow for • Effective and rich resources in physical activity areas including: • Accessories : - self and relationship whistle, stopwatch, hat - diversity - Bullying, harassment andKnowledge: abuse• K-6 PDHPE Syllabus - Movement, skill and• Wide variety of learning activities performance• Aware of different healthy eating - Mental health choices - Healthy food choices• Different teaching approaches - Physical activity• Student backgrounds - FUN yet PURPOSEFUL• How to integrate PDHPE with other activities KLA’s - Teaching activities should• Knowledge of different sporting include effective activities planning, implementation and• Quality teaching elements evaluation.
The PDHPE Educator Actions and communications: Skills and Abilities:• Approachable • Reasonably fit• Effective communicator: Both • Be able to effective talking and listening replicate technique of any• Outgoing practical activity outlined in the syllabus• Energetic • Be able to modify learning• Friendly to suit different learners• Enthusiastic • Motivating and engaging• Sensitive with controversial • Have confidence in one’s topics ability• Caring • Organisational skills • Skills in a number of• Encouraging: “Good throw” & different sporting activities “You are making very good progress” • Be able to employ different teaching styles:• Promote both intrinsic and guided discovery, task- extrinsic motivation base learning and reciprocal teaching • Time management skills
The PDHPE Educator: The effective educatorTeachers need to understand that studentslearn at different rates and in different waysand that they learn best if they are engaged inactivities that are meaningful and relevant tothem. Teaching and learning opportunities needto be varied in order to be responsive to thedifferent learning styles, experiences andinterests that students bring to the classroom(Tinning et al 2001)
PDHPE and Educational Settings: My positionWhat value/non-value do you believe PDHPE has for PrimaryEducation 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 positionPRESS PLAY: (Board ofStudies, 2007 pg. 7&8) •Encourages anStudents develop understanding andskills in: valuing of self and• Communicating others• Decision making Value of PDHPE •Promote physical• Interacting activity• Moving in primary• Problem Solving education •Emphasis informed decision making (Board of Studies leading to effective 2007) and responsible action (Board of Studies 2007)
PDHPE and Educational Settings: My positionHOW DO I COMPARE TO THE PDHPEEDUCATOR 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.
PDHPE and Educational Settings: My position How do you feel about teaching PE in the K-6 context Challenged: I believe itConfident: I believe my Motivated: Excited: Every student will be challenging yetinvolvement in sports and I want to inspire should be educated to exciting to implementphysical activity has gave children to be ensure they have a an effective PDHPEme a advantage. I believe I active and make healthy lifestyle. I am program that willam fit and active enough healthy life excited to be able to educate students yetto teacher students the choices combine my passion of appeal to the diversityskills and movement physical activity with of all learners. Howeverinvolved in PDHPE creative and innovative I do believe this is crucial lesson plans to teach in teaching the subject students
PDHPE and Educational Settings: My position What do you believe teachers need to know and be able to do to confidently teach PDHPE? 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.
PDHPE and Educational Settings: My position What do you believe teachers need to know and be able to do to confidently teach PDHPE? 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.aspx http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/resources/index.htm
PDHPE and Educational Settings: My position What do you believe teachers need to know and be able to do to confidently teach PDHPE? 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)
ReferencesBoard of Studies (2007) K-6 PDHPE SyllabusHennessey, A. (2013) Lecture: The Nature and Role of PDHPE [PowerPoint Slides]Charles Sturt UniversityKirk, D. (1996) The crisis in school physical education: an argument against the tide.The ACHPER Healthy Lifestyles Journal, 43 (4), 25-27Morgan, P., & Hansen, V. (2007). Recommendations to Improve Primary SchoolPhysical Education: Classroom Teachers’ Perspective. The Journal of EducationResearch, 101(2), 99-111. Retrieved fromhttp://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=697611d9-5ecf-4f45-8f3a-64b728af5255%40sessionmgr4&vid=2&hid=10Morgan,P & Bourke, S. (2008). “Non-specialist teachers’ confidence to teach PE:the nature and influence of personal school experiences in PE”. University ofNewcastle, AustraliaVol. 13, No. 1,Tinning, R., Kirk, D., & Evans, J. (1993). What stands for physical education inprimary schools? Learning to teach physical education, (pp. 1-21). Englewood Cliffs,New Jersey: Prentice HallTinning, R., Macdonald, D., Wright, J., & Hickey, C. (2001). The physical educationcurriculum. In Becoming a physical education teacher: contemporary and enduringissues (pp. 156-178). Frenchs Forest, NSW: Pearson Education Australia.