PDHPE: You and the Profession             By: Stacey Braun                11492150
ME and My Experience     Reflection  Individuals lead a healthy lifestyle when they live in a way that allows them the gre...
Before school!Coming from a family of 6, I was a very active child always outsideplaying games such as cricket, swimming, ...
Physical Activity I participated once I                 starting school                Ballet dancing                Netba...
Types of physical activity:I began to play six different types of sport when beginning school.During the Summer I played b...
Key influences in my life, along with            changes and choices•   My main influence came from my family. Growing up ...
Consideration of the key    perspectives/approaches to Health,     Wellbeing and Physical Education• My choice of physical...
This picture represents why my choice of playing                       netball and basketball did not change.             ...
This picture represents why I changed my choice of physical activity  • Become older,  different interests                ...
Current attitudes/feelings associated with Health, Wellbeing                         and Physical Education •   I believe ...
Links between your past experiences and       current attitudes and values            My past experiences will influence o...
The PDHPE Educator
Smiling, patient, happy,                             Has many skills and  understandable and friendly                     ...
From the picture and my description a                 This teacher praises good and bad resultsconfident HPE Educator will...
PDHPE and Educational Setting – My Position PDHPE is valuable in Primary school. PDHPE helps students to express themselve...
Therefore PDHPE teachers need programs that provide positive messages aboutgender at school so that students learn effecti...
Reference list    Kirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I. (1996). Physical education and curricu...
http://images.search.conduit.com/ImagePreview/?q=school+kids+&ctid=CT30   72253&SearchSource=1&FollowOn=true&PageSource=Im...
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  1. 1. PDHPE: You and the Profession By: Stacey Braun 11492150
  2. 2. ME and My Experience Reflection Individuals lead a healthy lifestyle when they live in a way that allows them the greatest chance of achieving and maintaining mental, physical, social and spiritual wellbeing.When individuals are well informed onhealth issues and have a sense of controlabout the decisions they make, they aremore likely to experience positiverelationships and improve quality of life. (Board of Studies syllabus)
  3. 3. Before school!Coming from a family of 6, I was a very active child always outsideplaying games such as cricket, swimming, bike riding, roller-skating and shooting the ball. I believe being active at homeinfluences the sport activity at school. Basic skills are learnt athome especially watching and playing with older siblings andfriends, these can be then developed further during PDHPE. Myaunty and uncle live on a farm so growing up I got to experiencedifferent types of activities such as bush walking, horse riding,motorbike riding and chasing the animals around the paddock.The more experience I got playing outside the more skills I learnt.Some of the skills I learnt from physical activity were: motor skills,fitness, wellbeing, socialising skills, independent and confidence.
  4. 4. Physical Activity I participated once I starting school Ballet dancing Netball Little Athletics Basketball GymnasticsSwimming Club
  5. 5. Types of physical activity:I began to play six different types of sport when beginning school.During the Summer I played basketball, little athletics and swimming.Then in Winter I participated in ballet dancing, netball and gymnastics.All my friends had different talents, skills and interest in these sports sowe all joined and played them together. We made a team for basketballand netball together. Being around friends who played different sportshad a large influence on me as I then joined that sport. Playing andcompeting in sport with friends made it enjoyable and fun, also I got thechance to meet other teams. We played for fun always with a positiveattitude, this was an important factor for our self esteem.
  6. 6. Key influences in my life, along with changes and choices• My main influence came from my family. Growing up my older sisters had always participated in netball and basketball. I would go to the games and carnivals which would always be fun and I got to see what was involved. I knew when I was old enough I would as well play netball and basketball with my friends. It was always my choice what activity I wanted to participate in so I had no pressure to play any sport that I wasnt interested in. So I choose sports my friends played that I had an interest in.• School was another key influence in my life. During our sport time we would play different games. I was introduced to games that I had never heard or played before which enabled me to build on and improve my skills, learn how to play properly and develop an interest in certain sports such as gymnastics, little athletics, dancing and swimming. Because my sisters did not play these sports I was not brought up around them so I had never had a chance to play.• After competing in six sports my interests began to change. I did not enjoy dancing or gymnastics any more mainly because the instructor was very strict and firm. Playing these sports were just not fun anymore so I decided to not participate in this area of sport.
  7. 7. Consideration of the key perspectives/approaches to Health, Wellbeing and Physical Education• My choice of physical activity changed with age. As I got older I only played netball and basketball. This is because growing up I had been brought up with netball and basketball and always had an interest and talent in these sports. I was in the same team for years which was an advantage to us as we had become very close friends, confident players and knew each others strengths and weaknesses. We played as a team listening to each other, sharing around positions and helping each other both on and off the court. I also participated in more activities rather then competitive sports such as school performances, waterskiing and knee boarding. Waterskiing and knee boarding was fun because I found it easy, loved being around family and friends.
  8. 8. This picture represents why my choice of playing netball and basketball did not change. • We worked together, shared time, took turns to play •We interacted in a • We considered the friendly manner andinterests of each team had mutual respect mate and cooperation •We learnt to cope • I had a sense of with success and belonging failure as a team
  9. 9. This picture represents why I changed my choice of physical activity • Become older, different interests •The team was very competitive • The team would be • We were alwaysclassed as a ‘loser’ if we being put down did not win •The coach was only focused on winning not playing as a team.
  10. 10. Current attitudes/feelings associated with Health, Wellbeing and Physical Education • I believe physical education, health and wellbeing are essential to everyday life. It is important that participate in some sort of sport or activity. My attitudes and values are:Sports involve winning and Playing sports since an losing. This exposes the early age strengthens theplayers to both the aspects bones and muscles and of life, successes and tones one’s body failures. Playing sports reduces blood Playing sports is very beneficialsugar level, reduces the risk of for the development of social blood cholesterol, decreases skills in a person. Sports teach a the chances of hypertension person to interact with people, and several other stress act as a team, builds confidence related disorders. and self esteem. Therefore vital Those who play sports have a for our wellbeing more positive body image than those who do not
  11. 11. Links between your past experiences and current attitudes and values My past experiences will influence on my teaching. I know how important it is for kids to join in and participate in physical health and education. However as all students are different, not all will have skills and interests in playing sport or games. It will be my job to create a fun enjoyable environment where all students feel safe and comfortable participating in physical education. They will learn team work, sportsmen ship, basic skills, confidence, self esteem and overall how to be active. My teachers and coaches had an impact on my sporting experiences and beliefs so I will therefore hope to have a positive effect on my future students’ beliefs, values and experiences on physical education and health.
  12. 12. The PDHPE Educator
  13. 13. Smiling, patient, happy, Has many skills and understandable and friendly confidence in physical education Dresses in sporting clothing, Enthusiastic and able to hat, sunglasses, sunscreen, motivate students proper footwear. Great communication and organisational skills Have an understanding of how to play different games and sports. Always encouraging andfocuses on developing the students’ praising but never pressuringagility and coordination skills as studentswell as teamwork skills Teach basic skills, techniques and rules Uses a range of sporting equipment associated with a wide range of team and depending on teaching program such as individual sports, and encourage students to white board, text books, posters lead a healthy and active life computers.
  14. 14. From the picture and my description a This teacher praises good and bad resultsconfident HPE Educator will be fit and saying ‘good try’ ‘bad luck team a youhealthy wearing sporting clothes and made some wonderful improvementsaccessories that are appropriate to the today’ and never pressures students byactivity such as shorts, t-shirt, pants, joggers, saying ‘that was a hopeless shot’ ‘comewhistle, hat, not skirts and high heel shoes. on you can do better then that’It is important for the teacher to wear this asthey are setting an example for students. The teacher has a straight posture always watching and focused on students, walkingThis teacher enjoys and has reasonable around interacting with the class making it askills in a wide range of physical activities comfortable environment while focusing onas they need to know what they are developing the students’ agility andteaching and the correct rules. coordination skills as well as teamwork skills The teacher will recognise beginners, intermediate and advanced students takingThis teacher has good communication that into account when organsing physicalskills which are needed when teaching to education and sport. At the beginning of eachencourage and motivate students. Basic sport lesson basic warm ups are done ensuringskills and encouraging students to lead a all students are involved and capable of doinghealthy and active life will be taught the activity. When making teams it is madethrough communication skills. even distributing the mixed ability levels of the class
  15. 15. PDHPE and Educational Setting – My Position PDHPE is valuable in Primary school. PDHPE helps students to express themselves, develop knowledge and understanding, develop a perception of themselves as individuals and experience in decision making. Also beneficial for the development of social skills in a person. Playing sport, teaches students to interact with people, act as a team, build on confidence and self esteem. PDHPE for the Education Setting outlines issues teachers need to consider when planning for students. Students actively develop a sense of who they are as boys or girls through social and cultural messages they receive. Experiences in PDHPE lessons as well as the informal curriculum of the playground and classroom all play a part in the development of views students have. Research has shown some boys have higher levels of some aspects of fitness and self-esteem than some girls and classroom interaction has a greater impact on the self-esteem of some girls than it does on boys.
  16. 16. Therefore PDHPE teachers need programs that provide positive messages aboutgender at school so that students learn effectively and feel good about themselvesirrespective of their physical appearance or skills. As a pre service teacher I believethis can be achieved through equitable gender policies and practices of each schooland teacher, the learning environment created and the resources used. I thinkteachers need to be aware of gender and the implications. They can promoteclassroom behaviour and attitudes between girls and boys that focus on buildingeach student’s confidence irrespective of gender, recognise the achievements of allgirls and boys, provide opportunities to meet the different needs, interests and skillsof all students.I feel strongly about teaching PE in the K-6 context. I feel it covers all the necessaryareas that are needed for the growth and development of students. If I was tocompare myself to the confident teacher discussed in slide 13/14, my goal would bethe same positive teacher. This is because I have experience in different sports andstrongly agree on the visual representation elements that teacher has. I wouldprovide the different contents such as dance, games and sports, growth anddevelopment, gymnastics, interpersonal relationships, personal health choices andsafe living. As in the articles by Kirk,D. And Tinning,R. Physical education is animportant factor of the curriculum and is no set recipe that can be applied in allsituations.
  17. 17. Reference list 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. Kirk, D. (1996). The crisis in school physical education: An argument against the tide. The ACHPER National Journal, 43(4), pp. 25-27 Tinning, R., Kirk, D. & Evans, J. (1993). What stands for physical education in primary schools? Learning to teach physical education. Englewood Cliffs, New Jersey: Prentice Hall. Chapter 2. Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: Contemporary and enduring issues. Frenchs Forest, New South Wales: Prentice Hall Studies, B,O (1991). PDHPE K-6 Syllabus, Board of Studieshttp://images.search.conduit.com/ImagePreview/?q=teacher%20photos&ctid=CT3072253&searchsource=1&CUI=UN19 428159251854120&UM=1&start=0&pos=5http://images.search.conduit.com/ImagePreview/?q=school+kids+playing+sport&ctid=CT3072253&SearchSource=1&Fol lowOn=true&PageSource=ImagePreview&SSPV=&CUI=UN19428159251854120&UP=&UM=1&start=0&pos=0 http://images.search.conduit.com/ImagePreview/?q=school+kids+playing&ctid=CT3072253&S earchSource=1&FollowOn=true&PageSource=ImagePreview&SSPV=&CUI=UN1942815925185 4120&UP=&UM=1&start=0&pos=10
  18. 18. http://images.search.conduit.com/ImagePreview/?q=school+kids+&ctid=CT30 72253&SearchSource=1&FollowOn=true&PageSource=ImagePreview&SSPV =&CUI=UN19428159251854120&UP=&UM=1&start=0&pos=6 http://images.search.conduit.com/ImagePreview/?q=teacher&ctid=CT3072253&Search Source=1&FollowOn=true&PageSource=ImagePreview&SSPV=&CUI=UN194281592518 54120&UP=&UM=1&start=0&pos=8http://images.search.conduit.com/ImagePreview/?q=teacher&ctid=CT3072253&SearchSource=1&FollowOn=true&PageSource=ImagePreview&SSPV=&CUI=UN19428159251854120&UP=&UM=1&start=0&pos=30

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