The educator is physically fit and dressed appropriately for physical activity. He is bending down to the child's level to physically guide their movements with the baseball glove and ball while providing positive encouragement and praise. The educator has the skills and knowledge of baseball to teach throwing and catching skills, as well as an understanding of how children learn best through demonstration, guidance, and participation. He aims to improve students' skills while also working towards the PDHPE syllabus outcomes of decision making, communication, interaction, movement, and problem solving.

2.  BY Cassandra Murrell - 11491423

3. Taylor & Cassie (me)

4. Physical activities throughout
childhood.
As I was growing up I had a real passion for
sports and games. I loved being outdoors and
doing all kinds of activities within the community.
From learning to walk, run, skip and jump to ride
a bike, dance, and be part of a team.
Throughout primary and secondary I had a busy
afterschool schedule participating in different
sporting activities and social groups each
afternoon during the week.

5. DANCE
At the age of 3 I was placed into regular ballet classes, to help with my co-ordination and
balancing skills. I then left dance classes at age 5 as I was ‘Bored’.
At age 11 I started up dance classes again, only this time participating in numerous styles
including jazz, ballet, contempory, modern, and tap.
I was being regularly bullied at school and my mother thought dance was a great way to
express my feelings and create a barrier or mental escape from the cruelty of children at
school. And it worked!
I fell in love with the movements my body could make, and the stories I could portray to
the audience by contorting my body to the sound of my favourite music.
At age 16 my dance teacher broke her back and appointed me as the instructor for all
junior classes. IT WAS HERE MY LOVE OF TEACHING CHILDREN WAS FORMED!
The children would great me with hugs and compassion, and leave full of smiles and
grace.
To see the children's improvements throughout the next 2 years of my teaching was the
most powerful gift I have ever received.
It was the compassion and love of the children that kept me dancing throughout my HSC
years!

9. KARATE
At the age of 9 I joined the local Karate club.
It was my brother and fathers love of karate that made me want
to join, I loved watching them in tournaments and looking at all
there trophies!
Through karate I learnt respect, patience, balance, co-
ordination skills, self-defence and made many international
friends.
Travelling to competitions all around Australia was exciting and
winning was even better!.
I am currently a black belt, and often take the junior
classes, teaching the children the most important aspects of
Traditional shotokun karate.
1. To seek perfection of there own character
2. To Be faithful
3. To Endeavour and they will achieve.
4. To respect others
5. And most importantly to refrain from violent behaviour.

11. Netball and Touch football!
From the age of 5 to the age of 16 I participated in netball
every weekend. I only participated in netball as my brother
loved football and my parents thought since they where
travelling for him I might as well be playing to instead of feeling
left out or becoming irritable and bored.
I was then convinced by the Sports co-ordinator of the school
to play netball as a representative of the school in year 10, 11
and 12 to ensure there where enough players for the state
carnival in Dubbo.
I began playing touch football in the local competition in year
5, in year 10 I had an accident on the field and shattered my
leg needing surgery and putting me out of action for 15 weeks.
After this accident I was to scared to ever play touch football
again.

14. INFLUENCES and changing attitudes
The main influences for me doing the sports I done where my parents. There
encouragement was the overall decision maker resulting in my participation.
However as I got older I found a love for teaching children and passing on my
knowledge of these sports that influenced myself to keep going. When everyone was
encouraging me to take a break and focus on my schooling it was in fact my love of
education and passion for child development that kept me participating in these sports.
Ever felt like you are trying your hardest and your still not good enough?
Sadly I changed my attitudes on karate for a few years during school as my father was
to pushy! He always expected high achievement and even your best was not good
enough. There was always something he was faulting you on.
His motto was: ‘We don’t train for second place, second place is a disgrace’.
I did quit for a few years before deciding to ignore him and go back to karate anyway.
-This formed my idea that encouragement is great, but don’t set higher goals for
children then they set for themselves as the isolation feeling only pushes them away
altogether.

15. School Yard Bullies – School yard bullies influenced a lot of my decisions
throughout school.
It seemed as though, even the children who bullied you at school, where nice to
you at after school sporting activities.
All the coaches, instructors and mentors where well aware of the bullying
epidemics and simply had rules in place that bullying meant you where not
allowed to participate.
Sports where fun, and it was one of the few places I didn’t feel isolated or
alienated! I could express myself and my feelings without the fear of torment and
cruelty.
My big brother – Having an active big brother, was defiantly a positive influence
for me. I strived to be just like him and so I strived to be athletic, enthusiastic and
highly energetic towards sporting activities.
Coaches/instructors and teachers: The support and encouragement that you get
from the adults who are running the sports was always a positive influence. They
where always pleasant and happy on your arrival and made an effort to really
encourage and guide you through there expectations and ideas helping you to
thrive for and achieve your very best.
There attitudes around always doing your personal best being the most important
regardless of the final result made a very positive environment to be in. Always
striving to achieve your best, and not having the expectation to meet anyone
else's.

16. I strongly believe that physical activity is an important aspect for child
development. I believe all children should be encouraged to be physically
active to retain full mental and physical health and well-being.
I believe that children should be encouraged to find there strengths in
sport, and will then thrive from there excitement of self achievement.
I believe that children should not be pushed beyond there mental
limitations though, and we should be mindful of children's delicate
mindsets and thoughts.
I believe sports are a fantastic way to develop different physical skills, co-
ordinations, balance, build co-operation, teamwork, positive attitudes and
express feelings and beliefs as well as help children to build a proper
understanding of respect for others.
I believe the best way to gain trust and participation in a sport is to get
involved, take part and play the game. Children love adult participation in
sport.
It is important not to ‘Bark’ instructions, rather I believe in
demonstrating, explaining and then doing it with the children.

17. MORE CURRENT PERSPECTIVES
It is important to remember that while encouragement of physical activities should be
given that other aspects of the subject are not limited.
I believe that hygiene is an important aspect of PDHPE and that all children should be
encouraged to perform explicit personal hygiene practices. (remembering that some
children may not have these skills/ options being presented at home).
Healthy eating is also another factor I feel should be incorporated into teaching
regularly and not just spoken about once. Educators should constantly model healthy
eating practices and encourage student involvement in the same areas.
Health and wellbeing are important for everyone, including me and you!
I also believe that sporting activities are a good way to build positive relationships and
attitudes as you learn to work together with your peers and co-operate as the
member of a team.

18. My past experiences with teaching children to dance and do karate
gives me confidence that I will be able to prepare
constructive, personalised lesson plans that incorporate sporting
activities and drills for skill practice.
These experiences have allowed me to develop effective ways of
communicating with children , and have developed my understanding
of how each child's development with physical activities is different.
I have had practice in developing my own skill and so with research
and syllabus guidance I feel confident that I can help children to work
there way through each developmental stage and create
fun, enjoyable practical experiences around sporting activities and
different physical games as well as create fun and exciting ways to
teach children the other theoretical based ideas associated with
PDHPE and abiding by the PDHPE syllabus.

20. Physical characteristics
The educator is fit, he has
muscle tone in his arm and
legs and is certainly is the
correct BMI range.
The educator is dressed
appropriately in shorts and a
t-shirt allowing movement.
He also has a hat for sun-
protection.
.
Actions and
communication
The educator is bending
down to the Childs level and
physically directing her
movements with the glove
and ball. The educator has
placed himself at the child
level so he doesn’t seem
superior or scary.
The educator is being
positive and encouraging in
his communication offering
advice and a lot of praise for
skill improvements.
Skills and abilities
The educator is well prepared for this
lesson, and has the skills of catching
and throwing using a baseball glove.
He also knows the basic rules and
regulations of baseball and so can
encourage a class game once
appropriate skills are passed on to the
children.
He also has planned well using his skill
and knowledge of how children learn
best, to shape his baseball lesson.
Knowledge and teaching
types
The educator is aware that children
learn best by being shown, then
directed, encouraged, and through
teacher participation. He is physically
guiding this child through the steps
whilst also verbally talking her through
what she is doing.
He is a very hands on teacher, and
expresses teacher participation in his
sporting activity. He uses modelling
and guidance to educate his
students.

21. What does the educator look like?
The Educator is visually physically fit. He is dressed appropriately wearing comfortable t-shirt and shorts that do
not restrict body movement. He is not wearing any accessories such as a bracelet or watch as he knows it may
be broken or damaged during this lesson. He is wearing a hat to promote sun protection and correctly model
the expectation he has for his students.
How does he act?
The educator is bending down to the Childs level, so that he doesn’t speak down to the child. He places
himself in the game and instructs as a supportive team member rather then barking orders like a mean coach.
He Guides the struggling Childs body movements to help them understand how they should maniulate there
body parts to reach the required catching and throwing skills. He encourages skill practice before starting an
actual game. He is supportive and recognises each individuals strengths and weaknesses and helps them to
strive for self improvements.
What might he be saying to the child?
He might be encouraging the Childs participating by guiding them through the motions
‘catch the ball in the glove and place the free hand on top for support’
Then he might be providing words of praise,
‘Well done, that was so much better (child), and what a lovely throw that was (other child)’.

22. What skills does he have?
The educator has the required, basic skills of baseball. He understands the concepts of throwing and
catching using a baseball glove, and other basic skills and rules of the game.
He is confident in how to catch and throw a ball and makes this present by confidently showing his students
the correct way to do so.
What knowledge does he have?
This educator has the knowledge of the game of baseball, he is also aware that each child develops at
different stages and learns differently and so he makes adjustments for this in his programs. He is aware of
syllabus outcomes and incorporates this lesson towards reaching one of his goals. He is aware that he cant
just teach it simply because its fun but aims to improve skill development, hand-eye co-ordination, team
work, and respect at the same time.
He has knowledge that the skill requirements in the syllabus are decision making, communicating,
interacting, moving and problem solving and works towards achieving these skills through a hands on
baseball match.
What activities/ movements is he requiring this child to do?
He is simply requiring this child to catch a baseball that has been tossed by a peer, he expects the child to
catch using the glove and then cover the ball with there free hand before picking the ball up and tossing it
back to there peer. He requires the child to throw with there dominant hand and where the glove on the
other.

24. The Values of PDHPE in primary education?
PDHPE is one of the 6 key learning areas in the syllabus.
It focuses on teaching 5 main skills throughout the k-6 period including decision
making, communicating, problem solving, moving and interacting.
The children are required to work there way through 8 strands, developing each strand each
year. The strands include; Active Lifestyle, Games and Sports, Gymnastics, Interpersonal
Relationships, Growth and development, Personal Health choices and Safe Living.
These strands and skills help children to develop positive attributes for everyday living.
Unfortunately in many settings PDHPE is used as a filler to provide a break between 2 other
intensive KLA’s like maths an English, which should not be the case. Educators should allow the
same amount of preparation, and time for PDHPE and ensure they focus on all key areas not just
sport. Teachers should NOT just decide to throw in a game of catch when they are
underprepared and claim it as a PDHPE lesson.
Time management and preparation skills need to be carefully addressed.

25. Would I make a good PDHPE Educator?
I strongly believe I would make a good PDHPE educator because I am
patient, caring and physically fit.
I would allow time to plan for each strand and skill and incorporate the needs
of all individuals, being sure to make special considerations for disability
students.
I have had experience with teaching children sports and really enjoy
overseeing there growth and successful development.
I understand that children require encouragement and guidance with
activities, as well as understanding that all areas of the syllabus are important
and I should not just focus on playing games or teaching sports.
I will happily wear suitable clothing, minimal make-up and accessories and
wear a hat in order to model appropriate behaviour.
I am a strong believer in DOING not observing, and will therefore participate in
the lessons at the child's level and not just sit back and do paperwork or have a
cup of coffee.
I have knowledge of various activities and games that I learnt through my
schooling and will also seek information from available recourses.
I believe that all the strands of the PDHPE syllabus are equally important and will
plan careful lessons to introduce each one.

26. Teaching PDHPE in the k-6 context?
I am confident in teaching PDHPE In the k-6 context. I understand that in order
to teach the 5 main skills you must undergo the 8 main strands.
I understand that active lifestyle refers to the effects of physical
education, that games and sports refers to playing games, practicing non-
locomotor and loco motor skills and introducing manipulative skills and
aquatics. I understand that gymnastics is important for teaching loco
motor, non-locomotor and movement skills as well as developing composition.
I understand how interpersonal relationships refers to that of peers, families and
groups and discusses the importance of positive relationships and
communication. I understand that growth and development looks at the
human body, personal identity, sexuality, changes and values whilst personal
health choices looks at the importance of nutrition, decision making, drug
use, environmental health and preservative measures. I also understand that
safe living discusses the importance of road and water safety, personal
safety, home and rural safety, emergency procedures and school and play
safety. I also understand that dance teachers non-locomotor, locomotors
skills, the different elements of dance, dance styles and composition.