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EMR Assessment EMR Assessment Presentation Transcript

  • EMR205Assessment Task 1PDHPE: You and the ProfessionNatalie Hoogers 11470189 Due Date: 27.3.13
  • Me and My Experiences
  • My personal experience of PDHPE,sport and physical activity was quiteextensive growing up. During schoolyears I actively participated in Sportlessons once a week and PE lessonsthroughout the week. I have alwayshad a love for physical activity andthis was evident in my participationand enjoyment in school sports andPE lessons. I also found PersonalDevelopment and Health lessonsfascinating and have developed afirm understanding of a HolisticApproach to Health.
  • As a young child I trialled most sports that oursmall town offered; basketball, swimming,athletics, tennis, dancing and netball. Myparents were extremely supportive of sportand encouraged me to pursue the sports Iloved. Athletics and Basketball were thesports I was passionate about and continuedto pursue. Majority of my childhood consistedof long car trips around the state to the manyrepresentative opportunities these sportsprovided. These two sports developed manyskills that I transferred into social sports;netball, volleyball and cricket. If it werepossible to be involved in every sport I wouldhave been, but due to time and money thiswas not an option. As I got older I continuedrepresentative basketball but focused less onathletics. The main reason for this was time.Making time for school work, basketball,athletics and socialising was a difficult task.Today I play basketball, volleyball and netballat a social level.
  • My parents were the main influenceon my physical activities. Theirsupport, encouragement, finances,values and commitment are whathave shaped my experience withPhysical activity and health. MyBasketball and Athletics coachesand team mates were also significantinfluences in my life and remain keyinfluences. Alongside learning manypractical skills, I learnt many of myvalues and social skills fromparticipating in physical activity eg.teamwork skills. Although many ofthese skills were taught in PD/Htheory lessons, I grasped these frombeing involved in the practical aspectof PD/H/PE and sport. Key Influences
  • My past experiences have founded an extremely positiveattitude towards PDHPE. I have a rich value placed upon PDHPE inthe school environment as I believe physical activity does not onlyaffect the physical health of a person, but the mental and social healthalso. I believe it is important for all kids to be exposed to physicalactivity. I was fortunate enough to have parents in a position thatallowed me to participate in sports outside of schools. For studentswho do not have that privilege, PDHPE is the important mode for suchskills and values to be developed. In saying this, I also believe thesubject needs to be taught well for this outcome to be a positive onerather than a negative for all students, not just those who are deemed„good‟ at sport. Although PDHPE lessons assisted in my positiveoutlook on health and physical activity, these lessons did not make mefit or healthy. Instead they informed me of the choices I would need tomake in order to live a healthy lifestyle. I know my role as a teacher isnot to make my students „fit‟ or „healthy‟, but to provide them with theskills and knowledge for them to make their own informed choicestowards a healthy lifestyle (Kirk, 1996). As an upcoming teacher, Iunderstand the value and importance of PDHPE and endeavour totransfer the same values of PDHPE to all students who I teach. Thepositive experience I‟ve had over the years is the same positiveexperience I‟d like all students to have when in my classroom.
  • The PDHPE Educator
  • Organise d Physically fitEnthusiasti Appropriatc e clothing Content Variety knowledg of skills e and activitiesEffective Knowscommunicato studentsr
  • KnowledgeSkills and Abilities - K-6 PDHPE Syllabus- Organised: objectives - Large range of and content, smooth activities transitions - Holistic Health Physical- Physical Skills: variety - Technology Characteristics of sports, - Knowledge of - Fit/Active/Healthy demonstrations students, their abilities - Average weight/toned- Health Skills and needs. - Wears appropriate- Engaging/fun/motivati clothing; runners, ng tracksuit, polo, hat.- Time management- Commitment Types of Teaching Actions & Activities Communication - Engaging activities - Confident - Variation - Approachable - Appropriate for student skills, - Enthusiastic gender, age - Effective communicator - Fun and motivating - Clear concise - Non-exclusive (all can instructions participate) - Voice: variance, - Good use of resources confidence, projection
  • PDHPE and EducationalSettings – My position
  • What value/non-value do you believe PDHPEhas from Primary Educational Setting? “Arnold [Arnold‟s model 1988] positions physical education as amedium for education about movement involving theoretical understanding,education in movement involving practical knowledge and education throughmovement leading to moral and social outcomes. It is the ability of theperformer to make strategic decisions in complex and dynamic situations,acting as an intelligent performer, that is the goal of physical education fromthis perspective.” (Kirk, Nauright, Hanrahan, 1996). I believe successfulPDHPE education involves two components; practical skills and knowledgeand theoretical understandings. These two components, if taught well,ensure students have the intelligence to make well informed decisions thataffect the lifestyle they live. With this in mind, it is obvious that PDHPEeducation holds a valuable place within the education system. It is notnecessarily focused on the specific skills or knowledge but the person as awhole and the decisions they learn to make that will affect the lifestyle thatthe live. I believe this is one of the most valuable skills to pass on tostudents.
  • I am aware of the many misconceptions that are placed onPDHPE education. PDHPE is often seen as a non-serious subject, “abreak from real work” (Kirk, Nauright, Hanrahan, 1996), “merely playinggames” (Kirk, Nauright, Hanrahan, 1996), time waster or the subject withless importance and therefore can be „wagged‟ or replaced from otherschool activities (Kirk, Nauright, Hanrahan, 1996). I myself at school wouldchoose PDHPE as the subject to miss if I had to do extra curriculumactivities. Why? This subject was given a less valuable status to any othersubject. These misconceptions and stereotypes often result in lack ofmotivation from students and teachers, lack of resources, less timeallocations and reduced staffing for the delivery of PDHPE lessons. Timeallocations are a good indicator of the value that is placed on PDHPEeducation. “Most sources suggest time allocated to physical activity in theschool curriculum is relatively low.” (Kirk, Nauright, Hanrahan, 1996).“ACHPER recommends that all primary school children have at least 3hours of physical education each week and that school sport must not beincluded within this allocation.” (Kirk, Nauright, Hanrahan, 1996). Mypersonal experience, although a good experience, did not meet these timeallocations. A normal week would consist of half an hour of practicallessons and half an hour of theoretical lessons, on top of two hours ofsport.
  • If you were to compare yourself to the PDHPE Educatorin the previous section, how would you compare? In comparison to the PDHPE Educator in the previous section, I amcurrently far from being a confident PDHPE Educator. I do however feel Ipossess many of the skills and characteristics, but lack understanding ofcontent. I am an organised person who has good time management skills. Iam committed, engaging, fun and motivating. I have many physical skills that Icould transfer into almost any sport and provide effective demonstrations. I dohowever feel I wouldn‟t be organised with the objectives and outcomes that Iam required to teach. My knowledge of the K-6 PDHPE syllabus is verylimited. So although my skills meet those of a confident educator, I would notknow what to teach. I also have a limited bank and range of activities. I didPDHPE as an elective in the Higher School Certificate and have a greatknowledge of the Holistic approach to health. Physically, I am fit and healthy. Ihave good communication skills, although my voice projection could beimproved on. Overall, in comparison to the PDHPE Educator in the previoussection, I believe I will make a confident PDHPE educator once I gain a betterknowledge of the PDHPE K-6 Syllabus.
  • How do you feel about teaching PE in the K-6 context? My overall feeling about teaching PE in the K-6 context is –Underprepared. I believe PDHPE is a very valuable and worthwhile KeyLearning Area (KLA) and should be taught well. At the current stage in mystudies, I do not have the content knowledge required to teach what isexpected from the PDHPE K-6 Syllabus. In saying this, I believe that afteracquiring syllabus content knowledge, I would feel very capable in teachingPE in the K-6 context. I possess many of the skills needed to be a confidentPDHPE teacher and believe I would be able to transfer these skills intoteaching PE lessons in the near future. After making this conclusion about howI feel about teaching PE, I read the article What strands for physical educationin primary schools? by Tinnings, Kirk and Evans (1993) and realised I amamong many female teachers who feel as though they have limited knowledgeto teach PDHPE. “There is a widespread belief among teachers and principalsthat generalists simply do not have the knowledge to teach skills (inmovement)… They claim that it is female teachers who most often considerthemselves to be unqualified to teach physical education.” (Tinnings, 1993, pg.3).
  • What do you believe teachers need to know and be able to do toconfidently teach PDHPE? Provide justification of these attributions.I believe there are many things teachers need to know and be able to do toteach PDHPE confidently. Among many skills and characteristics these I believeto be the main things teachers need to be able to do:• Passionate:Teacher needs to want to teach the subject and be passionate about it. “Whenasked to identify the necessary characteristics of a good physical educationspecialist teacher, staff at Montville spoke of the important of personality andenthusiasm, sound organisational skills, the ability to motivate others and tosell the subject to others.” (Tinnings, 1993). A PDHPE teacher must havemany skills such as organisation, time management, but I believe that overall,the teacher needs to have a passion for the subject. With passion andenthusiasm, the same passion and enthusiasm will be found within thestudents as they participate in the lessons. PDHPE teachers need to be ableto show their passion for the subject to all students and allow all students toparticipate in that enthusiasm.
  • • Subject Content:Teacher needs to know the subject content, the aim and objectives for thesubject. For a teacher to confidently teach students the PDHPE subject, theyfirst need to understand what their students should know and what they needto know. Teachers need to be able to teach all Strands within the syllabus. “Inorder for students to achieve the outcomes of this syllabus it is essential thatteaching/learning occurs in each of the strands in each stage of primaryeducation.” (BoS NSW, 2007). As well as knowing what students are requiredto learn, teachers need to have a variety of activities and plans to teach theseoutcomes.• Safe Environment:I believe teachers need to be able to createa safe and non-exclusive environment forall students. This means valuing thecontributions made by all students andtaking the time to meet students at alllevels. Being able to create a safeenvironment, students will feel valuedwithin the learning environment.
  • ReferencesBoard of Studies NSW. (2007). Personal development, health andphysical education K-6: syllabus. Sydney: BoS NSW. RetrievedMarch 15, 2013 from,http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpeKirk, D. (1996). The crisis in school physical education: Anargument against the tide. The ACHPER National Journal,43(4), pp. 25-27.Kirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I.(1996). Physical education and curriculum. The sociocultural foundations of human movement. Melbourne: Macmillan Education Australia. Chapter 10.Tinning, R., Kirk, D. & Evans, J. (1993). What stands for physicaleducation in primary schools? Learning to teach physicaleducation. Englewood Cliffs, New Jersey: Prentice Hall.Chapter 2.