EMR205- PDHPE Health and Movement Studies Assignment 1- You and the Profession by Jacquelyn Marks

1. PDHPE
ME AND MY PROFESSION
JACQUELYN MARKS

2. Me and My
experiences
I started participating in physical activity ever
since I was 4 years old. I began competitive
cycling when I was four until I turned 15 years
old. I started playing softball when I turned 5 and
continued that until the age of 16. When I was
four a played netball in one of my elder sisters
school teams and I have continued playing ever
since. I currently play netball five days a week
and I go running and walking almost every day.
I chose these sports as they are what my elder
sisters and parents played and wanted me to
participate in. They are the influences on how
much physical activity I participate in. they have
always encouraged me to be healthy and
physically active.

3. As I grew older my feeling towards
sports and physical activity did alter
slightly. Through time I decided to
choose just one sport to participate in
fully, this was netball. Also I realised
with time the importance of physical
activity and a healthy lifestyle and ever
since then I have concentrated on
being healthy and active.

4. I love physical activity even if its just
a walk around the lake with my
friends and this in turn will help me
teach PDHPE in the K-6 context and
hopefully my enthusiasm for sports
and a healthy and active lifestyle
will encourage my students to be
active also.
My love for sports is what is going to
motivate myself and my students
within my classroom. Whether its
playing sports on the oval or
learning about them and healthy
living in the classroom it will be my
values and attitudes that influence
them.

5. The PDHPE
Educator
The stereotypical PDHPE teachers physical
characteristics:
• Dresses in comfortable clothing
• Tracksuits
• Shorts
• T-shirts
• Females tie their hair back
• Males short hair
• Wears appropriate footwear
• Minimal jewellery, wears a watch for time
keeping purposes
• Usually carries a whistle for an easy way
to grab childrens attention

6. Actions and
Communication
An effective PDHPE teacher is:
• Enthusiastic
• Encouraging
• Confident
• Make content interesting
• They give instructions clearly and precise
• They are able to demonstrate effectively
• They give positive feedback
• Keep students organised
The teacher's ability to communicate with
the learner is critical to effective physical
education. In terms of instructional
events, the presentation of the instructional
task is critical. (Rink, J.E. 2003)

7. Skills and
PDHPE teachers are:
• Physically fit to keep up with children
• Healthy
Abilities •
•
Enjoys working with children
Motivates
• Planning and organisational skills
Effective teaching, is teaching that results
in more intended • Thinks on their feet and reacts quickly in emergencies
learning than does less effective teaching • Mentally fit- not easily frustrated when giving instructions and
demonstrating
(Rink, J.E. 2003).
• Experience in majority of sports that they teach with expert
experience in only a few

8. PDHPE teachers like all teachers need to be familiar with the
subject syllabus.
Knowledge They need to have a broader knowledge which includes:
• Providing students with the skills they require
• Moving
• Problem solving
• Communicating
• Interacting
• Decision- making
• Interpersonal relationships
• Growth and development
• Physically
• Socially
• Cognitive
• emotional
• Active lifestyles
• Personal health choices
• Safe living
• Games and sport
• Gymnastics
• Dance (NSW Board of Studies.
2007).

9. Teaching Activities
An activity for each strand include:
Active lifestyle- Stage one example; Participates in physical activity, recognising that it can be
both enjoyable and important for health. creates a class list of activities they like to do or play
that can be considered active.
Games and sports- Stage two example; Participates and uses equipment in a variety of
games and modified sports. Lists sports and the equipment needed to participate in these
sports and explain the correct use of these.
Growth and development- Stage three example; Explains and demonstrates strategies for
dealing with life changes. Prepares presentations that shows how the systems of the body all
relate to one another, using appropriate language and research techniques.
Interpersonal relationships- Early stage one example; identifies how individuals care for each
other. Explores their family members and describes how they care for them.
Personal health choices- Stage one example; recognises that positive health choices can
promote wellbeing. Brainstorms ideas of what individuals do stay healthy, such as
food, exercise brushing their teeth.
Safe living- Early stage one example; demonstrates an emerging awareness of the concepts
of safe and unsafe living. Identifies individuals who can keep them safe and places that are
safe to play and be around.
(NSW Board of Studies. 2007).

10. “In all performances in which other people
are involved, the performer needs to be
aware not only of his or her own role but of
the roles of others and various relationships
between performers.”
(Brown, S., Clarke, D., Lambert, K., Cheers, J.,
& McClung, M. 2001)
This statement can be used in relation to all
of the teaching activities in the previous
slide, using team work and showing who in

11. Setting... My Position
With my love for physical activity
and most sports and also my
knowledge of the importance of
being healthy both physically and
emotionally I value PDHPE as a KLA
for the primary education setting.
I value the challenge of proving the
PDHPE subject is more then just
getting out on the oval and playing
a game or running. It is about the
holistic wellbeing of individuals.
I value a safe and inviting classroom
and an encouraging and motivating
environment for physical activity
outside.

12. Alike:
• I love sports and physical education
• Enthusiastic
• Encouraging
• Confident
Comparison of • Creative- I believe I have the ability to make the
content interesting
Staying positive
Myself and a
•
• Organised
• Healthy
PDHPE Teacher
• Enjoy working with children
• Experience in sports
Different:
• Lack of experience
• Unable to think on my feet in
emergencies
• Mental fitness- frustration
• Demonstration
• Lack of knowledge of the subject content-
coming from lack of experience

13. Feelings I am very excited about teaching PE in
the K-6 Context as teaching is something I
have always dreamed of doing. I am also
towards very sporty and enjoyed learning PDHPE
at school, and feel I would enjoy teaching
the subject just as much.
teaching Teaching this subject in school would be
scary if I was to be thrown into a
PE in the
classroom tomorrow, but only because
my knowledge of the subjects content is
not as deep as I wish for it to be, however
K-6
with time and a deeper understanding I
will feel more comfortable in front of a
class.
context
I am also very determined to make PDHPE
fun and enjoyable for my students, even
the theory side of it.

14. Need to Know
For teachers to confidently teach pdhpe I
believe they need to know about the holistic
view of the subject, in regards to
social, emotional, mental, physical and cognitive
aspects of an individuals wellbeing.
They need to be fully educated in individuals
health, health priorities, factors effecting their
health, improving individuals
performance, physical developments, healthy
living, lifestyles and exercise.
They need to have a deep knowledge and
understanding of the syllabus and the
importance of the strands involved.
And teachers most importantly need to know
their students… how they learn, their
motivation, engagement, physical, emotional
and social status of their wellbeing.

15. Resources
Rink, J. E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis
(Eds.), Student learning in physical education (2nd ed.) (pp. 165-183). Champaign, Il. : Human
Kinetics.
NSW Board of Studies. (2007). Personal development, health and physical education K-6:
Syllabus. Sydney: Author.
Brown, S., Clarke, D., Lambert, K., Cheers, J., & McClung, M. (2001). PDHPE application and
inquiry: Preliminary course. New York: Oxford University Press.
Nichols, B. (1990). Moving and learning: The elementary school physical education
experience (2nd ed.). Missouri: Times Mirror/Mosby College Publishing.
Tinning, R., McDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education
teacher: Contemporary and enduring issues. French’s Forest: Pearson Education Australia.
Wall, J., & Murray, N. (1990). Children and movement. Colorado: WM.C.Brown Publishers.
Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Teaching health and physical education in
Australian schools. French’s Forest: Pearson Education Australia.