This document summarizes the author's childhood experiences with physical education and sports, their views on what makes an effective physical education teacher, and attributes that physical education teachers should possess. As a child, the author was actively involved in various sports and athletics. They believe that effective physical education teachers have strong subject knowledge, provide constructive feedback, and instill passion in their students. Key attributes for physical education teachers include organization, effective communication, supervision of students, and administration skills.

1. EMR 205:
Assessment Item 1
By
Dheivalosyana Subramaniam
Student ID: 11435505

2. My Childhood Experience
 Pre-School: Indulged in playground games such as
“Tag“ and “Hopscotch”.
 Primary years: Actively involved in athletics (100m
sprint, 200m, long jump, high jump). Played
badminton, netball, handball. Represented school
and state in these sports.
 Teenage Years: Focused in netball and athletics.
Improved in running and took part in 800m, 1500m
and 5000m races. Conducted ‘Aerobics’ workshop
for ‘Stay-at-home-moms’ on Saturdays.

3. Key Influences in my Life
Role of teachers and parents are very important in the growth of a child.
In primary school my participation in sports were not due to positive teachers,
rather supportive parents and sheer determination A good teacher is one
who has a strong competitive spirit and instills the same attitude
among students.
The culture of the country in which I grew up discourages
development in sports.
Supportive parents and determination were my key to success.
I was able to pursue my passion because of this.
Physical education is a lot about mental strength. Mental fitness goes a long way in maintaining
physical fitness. This is one important thing I have learnt from my past experiences.
My strong background in sports has helped me to understand what a good physical health
educator needs. The passion that brewed in me during my childhood, grew up with me in my
future.
My approach towards teaching physical education is that, you need to work hard, keep calm and
patient. The results can be a bit late but they would come.

4. Attitude of the educators
My Childhood… My Professional Experience…
 Educators were strict disciplinarians.  Educators had both field and
 They spoke with authority; theoretical knowledge.
- tone of the voice was such that  They also had good knowledge about
students felt compelled to obey. first aid as it is very important in case
somebody got injured.
- made educators seem non-
approachable.  Modified strategies to be implemented
across K-12 syllabus.
 Most educators have specific teaching
degrees and specific skill set apart  Time-managed lessons to maximize
from PE. learning/participation.
 Generalists.  Were well versed and open to
questions.
 Specialists.

5. The PDHPE Educator
Specialist (Tinning et al, 1993)
They have great commitment and knowledge for the domain they
are functioning in.
Appropriate dress code - They are mostly dressed in track suits,
sports shoes, caps and the characteristic whistle in hand. They
Know the importance of wearing proper attire and transfer this
Expectation to their pupil.
Act as cheerleaders.
High decision making skills.
Share knowledge – through bulletin boards, newsletters and
feedback.
“Class will serve as the foundation, Physical Educator
will lead the effort” (Beighle et al, 2013)

6. Educator behavior analyzed
 I believe that good PDHPE educators have;
- firm handshakes.
- look straight into your eye while talking.
- Strong, booming and clear voice.
- Straight back/posture and walked with all the grace of a
cheetah.
- Supportive (Yells out - “Don’t STOP”,
“GET Going”, “Well Done”, “You Can Do better”)
- Provide constructive feedback.
- Impartial towards students.
- Conducts activities suited for all levels and variety of
challenges.
 Lack of time is given to this subject during teacher training
(Griggs, 2012), therefore it is crucial for teachers to learn to
time-manage effectively.

7. Value of PDHPE
 It is very important to include this subject in the daily curriculum
“sound body resides a sound mind”
 Ntoumanis (2001) emphasizes - positive experiences encourages students to
adopt physically active and healthier lifestyle.
 Motivated and qualified educator should ideally conduct ‘hand-on’ lessons.
 Students should be provided with explanation and rationale behind each
activity.
 Encourages participation by giving feedbacks. Special sessions can be
arranged.
 Adapt to the outlook of younger generation
 Understand the importance of teaching in sections and incorporating fun within
activities or lessons.

8. Me vs. the PDHPE educator
 As I had stated earlier, a good physical educator is one that instills passion and
enthusiasm amongst their students.
 This was one thing I found lacking among certain educators, specifically in PDHPE.
 My experience in athletics and various sports as a child has taught me that a good
educator with the right attitude can work wonders for a child, and this is where I think I
hold a certain edge.
 I understand that physical education can not be taught like a text book and my aim
would be that my students should be enthusiastic about learning.
 Lesson will not be conducted like a check book manual, covering unnecessary
information simply because it is part of the syllabus. I believe it is important be flexible
and accommodating whilst complying with the fundamental requirement of the
syllabus.
 Effective communication and proper management of lessons are extremely important
in achieving this.

9. PDHPE Educational Settings
 Personal Development, Physical Education and Health are somewhat
respectively different.
 Physical Education covers mostly the physical aspect of our body.
(Eg: Athletics, Sports, Games, Gymnastics, etc)
 Personal Development improves the emotional and cognitive skills.
 Health allows students to be more conscious about leading a healthy lifestyle.
(Eg: eating less junk food, benefits of eating fruits)
 I believe in training them young and instilling in them confidence and the attitude
to give it their best shot.
 Participation means more than losing or winning.
 Most importantly, students should understand the importance of working as a
team.

10. Attributes of a PDHPE educator
 Organization: All teaching materials should be kept handy and structured. Structured
curricular plans serve as a roadmap that provides a clear destination for students
(Henninger et al, 2011). This way, educators avoid wasting time looking for materials
when they can be optimizing lessons and provide high quality lessons.
 Communication: Effective communication with students, parents and staff allows
objectives to be met, strategies to be mapped and learning to be optimized. Clear
instruction and feedback assist students and parents in their monitoring learning and
progress.
 Supervision: Growth of students can be measured through assessment for continued
development. Students’ progress can be monitored through formative and summative
assessment.
 Administration: Attentive with students attendance and performance. Continually
updating reports and records will provide school and parents with valuable details.
 Passionate and Impartial: Enthusiasm is infectious. Being fair and passionate in
lessons will influence similar characteristics among students.

11. References:
1. Hardman, K.(2001). A Comparison of the State and Status of Physical Education in
Schools in Inter- and Intra- Continental Regional Contexts. International Sport
Studies , 23 (1), 68 - 87
2. Ntoumanis, N. (2001.) A self-determination approach to the understanding of motivation in
physical education, British Journal of Educational Phsycology , 71, 225-242.
3. France, T. J., Moosbrugger, M., Brockmever (2011). Increasing the Value of Physical
Education in Schools and Communities, Journal of Physical Education, Recreation
& Dance , 82(7), 48-51.
4. Moxley, K., McGull, S., Barnett, J., Bernard, K. E., Showman, V., Swedberg, R., . . .
Barnacle, J. (2010). Should physical education teachers assume the role of physical
activity director in the schools? Journal of Physical Education, Recreation &
Dance , 81(2), 13-14.
5. Beighle, A., & Erwin, H. E. (2013). FRIG'N physical education: Management strategies to
maximize physical activity. Journal of Physical Education, Recreation & Dance ,
84(1), 16-17.
6. Henninger, M. L., & Carlson, K. B. (2011). Strategies to increase the value of physical
educators in K-12 schools. Journal of Physical Education, Recreation & Dance ,
82(6), 17-20.
7. Griggs, G. (2012.). An Introduction to Primary Physical Education , Routledge.