The document summarizes the author's experiences with physical activity from childhood through adulthood. It then discusses the qualities of an effective PDHPE (Personal Development, Health and Physical Education) teacher, including the importance of acting as a role model by maintaining a healthy lifestyle. The author believes a good PDHPE teacher should meet students at their skill level, encourage participation, and make physical activity fun. Safety is also emphasized. Overall, the document reflects on the author's positive experiences with physical activity and how they will support teaching PDHPE in an engaging manner.

1. » Me and My PDHPE Experiences
» The PDHPE Educator
» PDHPE and Educational Settings (my
position – comparison verdict)
EMR206
Assessment 1

2. » » Me and My PDHPE Experiences
As a young child I was very active. My parents used to take me to the
parks to play and climb on the play equipment, and I could ride my
tricycle and my 3-wheeled scooter around the paths of the park. We also
used to go to the local swimming pool right from when I was very young
and my father would take me into the infant’s pool.
As I got a little older, I learned to ride a two-wheeler bike, use a two-
wheeled scooter, I became quite good at roller skating and roller blading,
and we went for frequent walks. By this time I was at school and while
there, we played many ball games and I became good at skipping both
with a large rope and individual ones. I used to get novelty things for my
birthdays like monster feet that were on stilts, flying gadgets based on
the Frisbee principle etc. and kite flying. These things also kept me active.
This was also the time when I learned to swim quite well. My parents
bought pool passes each year and after dad teaching me to swim; I
learned to do several laps. Occasionally in winter we would go to the
heated pool at the RSL.

6. MeandMyPDHPE Experiences(Continued)
All of the previous things continued as I got into my middle years at
school, but added to the mix was longer walks, running, tennis, indoor
soccer and other school sports such as netball etc. We also used to
spend a lot of time with friends, many of whom had trampolines in
their back yard – this is another activity that I loved to take part in.

7. MeandMyPDHPEExperiences(Continued)
As a young adult till now, walking and going to the gym are my
preferred options – although now that I have my licence my walking
efforts have become somewhat reduced. I do enjoy going to the gym
very much though, and I still enjoy swimming – although I very rarely
go to the pool now.

8. MeandMyPDHPEExperiences(Continued)
As you can see, my choice of activities was quite varied at times and
they have changed with my age. Each activity was one that I chose
for pleasure. I have a sister who is two years younger than me and as
we both grew we did more and more things outside together such as
bike riding, roller skating and blading, using our scooters, skipping
and swimming.
My father taught me to play tennis and during my middle years we
used to frequently hire a court and play along with my sister. It was
also at this time that a group of friends and I decided to join an
indoor soccer team for fun. I did this for around 4 years. My mother
and I used to go for very long bike rides and walks which I also always
enjoyed.

9. MeandMyPDHPE Experiences(Continued)
Throughout school, PDHPE was always my favourite subject and I
always enjoyed participating in school sports. I would spend most of
my lunch breaks from year 5 to year 8 playing handball with my
friends, and would go for a good run about twice a week just to keep
myself fit. Taking part in school sport and other physical activities
while at school opened the
door for me to be able to
experience some types of
things that I may never
have done otherwise.

10. MeandMyPDHPEExperiences(Continued)
I always have and still do see physical activity in a very positive light,
the fun and health value linked with it has always been something
that motivates me. I believe that my positive feelings about physical
activities will be a major influence in my teaching P.E. for children in
years K-6, and the fact that I find such activities to be fun and
enjoyable will most likely show through in the way that I teach and
encourage it.

11. MeandMyPDHPE Experiences(Continued)
The key influences in my life right from the beginning until now who have
encouraged me in all things physical would be my parents who provided
me with many opportunities to be able to take part in fun things – they
provided the necessary equipment (bikes, scooters, helmets etc.), as well
as did some of the activities with me. They always brought me up
understanding the dangers of smoking, and I believe that such influence
around me has prevented me from ever wanting to do it.
School was another key influence. At school we also learned the dangers
of smoking, the benefits of exercise and were provided with
opportunities to be able to take part in team games as well as individual
fitness activities – such as athletics and cross-country running etc. –
many of which I would probably never have done otherwise.
My sister and different friends that I have had over the years have also
had a big influence on me. My sister and I sometimes go to the gym
together, and as mentioned earlier, right from when we were young we
did many things together. My friends have encouraged me to take part in
team activities outside of school – I even joined a hockey team once
(although that didn’t go that well). In the years just before I got my
driver’s licence my sister, friends and I would walk quite long distances –
enjoying being outside. Sometimes we would be purposefully walking
towards somewhere, and at other times just go for a walk to get out of
the house for a while and enjoy the outdoors.

12. MeandMyPDHPEExperiences(Continued)
Dorothy Sluss said in her book ‘Supporting Play Birth to Age Eight’
that play is often influenced by a child’s peers during primary age
(Sluss, 2005, p.98), and later said, “Three major characteristics that
impact play include (1) a need for order, (2) a need to belong, and
(3) a sense of self” (Sluss, 2005, p.238). It was through play and
team sport that I certainly felt a good sense of belonging, I knew
where I fitted in, and a sense of order with the rules and the
method of the game was also instilled in me.

13. » The PDHPE Educator
“In many schools physical education holds a lower status than other
school subjects. Reasons for this can be many and varied, but
certainly include the recent history of physical education being
equated with merely playing games, and being viewed as a purely
physical and so educationally non-serious experience” (Kirk,
Nauright, Hanrahan, Macdonald, & Jobling, 1996, p.91). The point
that those who see PDHPE as an “educationally non-serious
experience” (Kirk, Nauright, Hanrahan, Macdonald, & Jobling, 1996,
p.91) seem to miss is that a child’s social skills, cognitive skills, as
well as the emotional and physical benefits are also developed.

14. ThePDHPEEducator(Continued)
Hand-eye coordination, further developing gross motor skills
through running and jumping etc. all involve both thought and
movement (Sluss, 2005, p.99). Laura E. Berk said in her book
‘Infants, children and Adolescents 7th Ed.’, that physical activities for
children aged between 6 and 12 years increases four basic motor
abilities: Flexibility, Balance, Agility, and Force (e.g. can kick a ball
harder than they could before) (Berk, 2012, p.428).

15. ThePDHPE Educator(Continued)
A good PDHPE teacher needs to be one who lives a
fairly healthy type of lifestyle which would involve
being a non-smoker, someone who refuses to take
illicit drugs and someone who does not drink
alcohol excessively. Their healthy lifestyle would
show through the way that they come across to
other people as they display confidence and are
competent as they attempt to be a positive
example and role model to students.
The way the PDHPE educator comes across to
others in their appearance will also make a
difference. It doesn’t matter (in my opinion
anyway) what size a person is, but I do think that
they need to look like they live a fit and active
lifestyle. Having a good posture without slouching
and dressing in loose comfortable clothes and
appropriate footwear for the task is also
important. Their body language will speak
volumes.
(Yahoo image search - PE teacher).

16. ThePDHPE Educator(Continued)
They may need to demonstrate some of the activities that they are
attempting to get the students to take part in, and so having a good
knowledge of the sport or game is also necessary. Other areas that are
a major part of the PDHPE subject such as general health and well-
being, personal development, and the physical education – which
would also include an understanding of gross motor skills and how
they have been developed, is something that the educator will also
need to have a good knowledge of, as well as to be able to set a good
example.
In order to instil enthusiasm in the students in the area of physical
activity, a teacher needs to be able to display it. There is debate as to
whether a specialist teacher or a general teacher should teach P.E. in
schools. It seems that currently it is the general teacher who has to
teach all subjects in the class. “When asked to identify the necessary
characteristics of a good physical education teacher, staff at Montaville
spoke of the importance of personality and enthusiasm, sound
organisational skills, the ability to motivate others and to sell the
subject to others. Clearly, someone who doesn’t want to teach physical
education would be unlikely to satisfy all these criteria” (Tinning, Kirk,
& Evans, 1993, p.7).

17. ThePDHPEEducator(Continued)
I believe that it is important for any educator to be able to meet
each of the students at the skill level they are currently at, and so to
try and get children who may not be particularly active to suddenly
be able to competently do a cross-country run without receiving
injury, or to throw a shot-put without knowing how to do so safely
would do nothing but discourage such a child from ever trying to do
it again. As teachers we need to be aware of our duty of care toward
each student in order to prevent accidents and/or injuries.

18. ThePDHPEEducator(Continued)
A PDHPE teacher needs to have a friendly, welcoming and encouraging nature as
each child will be at different levels of fitness and I don’t think that it is necessarily a
‘one-size-fits-all’ subject. Some children don’t like to try new things in front of other
people in case they make a fool of themselves, while others will happily do so – this
is where the ‘well-being’ part of the subject comes in. Although I think that children
need to be challenged and to be able to move from their comfort zone, how a
teacher does this will either help or hinder a child’s further development in any
particular activity. It is important that once the teacher has assessed any physical or
emotional limitations that a child might have, that they provide a variety of activities
to suit. Maybe children could be divided into different groups, for example, some
children could begin a session after going through some stretching exercises before
skipping with individual ropes, while others might prefer to throw and catch balls,
and a third group might like to do a form of aerobics at their level. Children might
then be encouraged to change groups half way through the session to whatever one
they would prefer to do next so that they get a good 10 – 15 minutes doing each
activity.
The way a teacher talks to his or her students is very important. If a teacher in any
way berates a child, they will more than likely not get a good result in much of what
they want the child to do, and that episode where the child was spoken to badly
might become the ‘stand-out’ feature of the day or week, possibly affecting their
attitude quite severely. The encouraging nature of the teacher needs to come
through with the words that they speak, and if they make it very clear that the
students don’t have to be an expert, just have a go, the students might be a bit more
inclined to take part as well as see the fun aspect of it all.

19. ThePDHPEEducator(Continued)
It is a well-known fact that exercise increases many of the chemicals
in the brain that help us to feel good. It relieves anxiety and will
further assist the students to be able to sit and focus on the lessons
that follow. It might also help a lot with children who are just
generally restless to settle a bit.

20. ThePDHPEEducator(Continued)
Safety equipment like hats, sunscreen and water are also important.
Everybody needs a certain amount of time in the sun in order to get
the vitamin D that their body needs from the sun – but avoiding the
hottest part of the day is best for the safety of everyone. This is also
an area where the PDHPE teacher needs to set a good example.

21. » PDHPE and Educational Settings
(my position – comparison verdict)
I believe that a good primary PDHPE teacher needs to be both an encourager, and be
able to positively meet each of the children at the skill level that they are at in order to
build more skills over the year. With the teacher doing this and being this way, the
students will become competent learners and may develop a good sense of fun in
doing physical activities. They may become skilled at one that they continue on with
right throughout their school years and beyond, the PDHPE educator teaches very
valuable and important life skills. PDHPE teachers need to be life long learners.
PDHPE teachers should make sure that their students “are well informed on health
issues and have a sense of control about the decisions they make” (NSW Board of
Studies, 2007, p.6). When this is the case, “they are more likely to experience positive
relationships, improved quality of life and less illness. PDHPE programs play a unique
role in the development of students’ knowledge, understandings and practical skills
that lead to better health” (NSW Board of Studies, 2007, p.6).
I don’t believe that just trying to be nice all of the time necessarily makes a good
teacher – especially when you have a classroom full of different personalities who may
interpret ‘nice’ in different ways. I am hoping that I will further develop skills as a
teacher that will do more than just get along with people, but will also command a
degree of respect and therefore be a more confident teacher.

22. PDHPEandEducationalSettings(my position–
comparisonverdict)(Continued)
As mentioned earlier in Part 2 of this, I believe that PDHPE teachers
need to have good ‘people skills’, and be encouraging and
optimistic. They need to be healthy themselves so that they can be
a good role model if the children choose to follow, because I think
that children are very quick to pick up on anything that they might
see as hypocrisy – for example, a teacher might tell children how
bad smoking is for them, but at lunch time that same teacher is
spotted just outside of the school grounds having a sneaky puff.
PDHPE educators aim “to develop in each student the knowledge
and understanding, skills and values and attitudes needed to lead
healthy, active and fulfilling lives” (NSW Board of Studies, 2007,
p.8). “The syllabus will form the basis for students to adopt a
responsible and productive role in society” (NSW Board of Studies,
2007, p.8).

23. PDHPEandEducationalSettings(my position–
comparisonverdict)(Continued)
Because I have always had a lot of fun doing physical activities ever since I was very young, and
have always been encouraged to build on my skills along with a sense of enjoyment out of doing
them, I think that I will be able to pass this on to children in the context of teaching PE in K-6. I
am generally a positive and encouraging person and am quick to spot a child having difficulties. I
think that finding the balance between helping someone who is finding things difficult and also
building on the skill-base of those who don’t is an area that I may need to develop further as I
often gravitate towards the struggler or the ‘underdog’.
“Students should be given adequate instruction and practise before participating in activities
that have an element of risk. Warm-up and warm-down routines should be taught and
incorporated in every movement lesson. Dangerous exercises should be avoided” (NSW Board of
Studies, 2007, p.47). “Teachers should be aware of the special medical needs of students in their
class and how to manage these situations” (NSW Board of Studies, 2007, p.47).
I also think that a teacher needs to be able to take the whole child into consideration - this
includes their emotional and physical attributes and abilities as well as any cultural issues that
they may become aware of in order to teach the child well. Being aware of each child’s
limitations is also very important. In order to be able to meet each student at the level they are
at, as a teacher I will need to be flexible in the way that I teach so that student needs are met.
“…students learn at different rates and in different ways and that they learn best if they are
engaged in activities that are meaningful and relevant to them. It would seem, then, that
teaching/learning opportunities in physical education need to be varied in order to be responsive
to the different learning styles, experiences and interests that students bring to classes” (Tinning,
MacDonald, Wright, & Hickey, 2001, p.137).

24. PDHPEandEducationalSettings(my position–
comparisonverdict)(Continued)
“Effective teaching and learning in PDHPE requires effective
planning, programming, assessing and reporting practices”, then
evaluating (NSW Board of Studies, 2007, p.51).
I am in good physical health, I do not smoke nor take illicit drugs, I
do however occasionally have a drink. I go to the gym when I can
and I go to my doctor for regular check-ups. I am also very aware of
sun-smart protocols and I take the safety of others very seriously. I
may need to ‘brush-up’ on the rules of certain games and sports in
order to teach them well, but I think that I will be able to bring a fun
factor into any physical activity I want to encourage children to take
part in.

25. References
Berk, L. (2012). Infants, Children, and Adolescents. (7thed). Boston:
Pearson Education.
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. Ch. 10.
Retrieved from
http://www.csu.edu.au/division/library/ereserve/pdf/kirk-d.pdf
NSW Board of Studies. (2007). Personal development, health and
physical education: K-6: Syllabus. Sydney: Author. Retrieved from
http://k6.boardofstudies.nsw.edu.au/files/pdhpe/k6_pdhpe_syl.pdf

26. References(Continued)
Sluss, D. (2005). Supporting play: Birth through age eight. USA: Delmar.
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. Ch. 1. Retrieved from
http://www.csu.edu.au/division/library/ereserve/pdf/tinning-r1.pdf
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. Ch. 10. Retrieved from
http://www.csu.edu.au/division/library/ereserve/pdf/tinning-r3.pdf
Image: Yahoo image search. PE teacher. (n.d.). Original page
http://au.images.search.yahoo.com/search/images;_ylt=A2oKiaD_av9R0V
wAeGcN5gt.?p=PE+teacher&fr=yfp-t-501&ei=utf-
8&n=30&x=wrt&y=Search (Retrieved 3/8/13).