The document is a reflection by Stacey Braun on her experiences with physical activity and health from childhood through school. As a child, she was very active at home playing various sports with siblings and friends which helped develop her basic skills. In school, she participated in six sports including basketball, netball, gymnastics and more. Over time, her interests changed and she focused on netball and basketball where she felt a sense of belonging on competitive teams with close friends. Now, she values physical education for developing life skills like teamwork and believes it is important for wellbeing.

1. PDHPE: You and the Profession
By: Stacey Braun
11492150

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 on
health issues and have a sense of control
about the decisions they make, they are
more likely to experience positive
relationships and improve quality of life.
(Board of Studies syllabus)

3. Before school!
Coming from a family of 6, I was a very active child always outside
playing games such as cricket, swimming, bike riding, roller-
skating and shooting the ball. I believe being active at home
influences the sport activity at school. Basic skills are learnt at
home especially watching and playing with older siblings and
friends, these can be then developed further during PDHPE. My
aunty and uncle live on a farm so growing up I got to experience
different 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. Physical Activity I participated once I
starting school
Ballet dancing Netball Little Athletics
Basketball Gymnastics
Swimming Club

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 so
we all joined and played them together. We made a team for basketball
and netball together. Being around friends who played different sports
had a large influence on me as I then joined that sport. Playing and
competing in sport with friends made it enjoyable and fun, also I got the
chance to meet other teams. We played for fun always with a positive
attitude, this was an important factor for our self esteem.

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 wasn't 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. 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. 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 and
interests 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. 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 always
classed as a ‘loser’ if we being put down
did not win
•The coach was only
focused on winning not
playing as a team.

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 the
players 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 beneficial
sugar 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. 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. The PDHPE Educator

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 and
focuses on developing the students’ praising but never pressuring
agility and coordination skills as students
well 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. From the picture and my description a This teacher praises good and bad results
confident HPE Educator will be fit and saying ‘good try’ ‘bad luck team a you
healthy wearing sporting clothes and made some wonderful improvements
accessories that are appropriate to the today’ and never pressures students by
activity such as shorts, t-shirt, pants, joggers, saying ‘that was a hopeless shot’ ‘come
whistle, hat, not skirts and high heel shoes. on you can do better then that’
It is important for the teacher to wear this as
they are setting an example for students. The teacher has a straight posture always
watching and focused on students, walking
This teacher enjoys and has reasonable around interacting with the class making it a
skills in a wide range of physical activities comfortable environment while focusing on
as they need to know what they are developing the students’ agility and
teaching and the correct rules. coordination skills as well as teamwork skills
The teacher will recognise beginners,
intermediate and advanced students taking
This teacher has good communication that into account when organsing physical
skills which are needed when teaching to education and sport. At the beginning of each
encourage and motivate students. Basic sport lesson basic warm ups are done ensuring
skills and encouraging students to lead a all students are involved and capable of doing
healthy and active life will be taught the activity. When making teams it is made
through communication skills. even distributing the mixed ability levels of the
class

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. Therefore PDHPE teachers need programs that provide positive messages about
gender at school so that students learn effectively and feel good about themselves
irrespective of their physical appearance or skills. As a pre service teacher I believe
this can be achieved through equitable gender policies and practices of each school
and teacher, the learning environment created and the resources used. I think
teachers need to be aware of gender and the implications. They can promote
classroom behaviour and attitudes between girls and boys that focus on building
each student’s confidence irrespective of gender, recognise the achievements of all
girls and boys, provide opportunities to meet the different needs, interests and skills
of all students.
I feel strongly about teaching PE in the K-6 context. I feel it covers all the necessary
areas that are needed for the growth and development of students. If I was to
compare myself to the confident teacher discussed in slide 13/14, my goal would be
the same positive teacher. This is because I have experience in different sports and
strongly agree on the visual representation elements that teacher has. I would
provide the different contents such as dance, games and sports, growth and
development, gymnastics, interpersonal relationships, personal health choices and
safe living. As in the articles by Kirk,D. And Tinning,R. Physical education is an
important factor of the curriculum and is no set recipe that can be applied in all
situations.

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 Studies
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