This document summarizes key lessons and insights from four physical education tutorials. The first tutorial taught about using a games-based approach to skill development and differentiation. The second focused on critically evaluating health resources. The third discussed developmentally appropriate practices, motivation theories, and inclusive pedagogy. The fourth emphasized integrating diverse cultural games and activities to enhance learning and cultural awareness.

1. PE tutorial 03.03.16
This practical tutorial for PE aimed to teach us about Games – Education &
Game-Sense & their associated essential components, foundations and benefits. This
involved fundamental movement skills, programming and developing an effective
task series i.e. informing, refining, simplifying, extending and engaging. Furthermore
it also aimed to teach us about differentiation for inclusive purposes and the value and
potential in adjusting PE activities.
Throughout learning activities such as invasive games of ‘Oz tag’, Frisbee or
‘Soccer with sharks’ we were able to understand the benefits of a Game-Sense
approach from practical perspectives as well as discussing the theory behind this.
Through these 3 activities ‘special awareness’ was emphasized and that its nature as
an underpinning element of movement education was explored. Through examples
and scenarios related to these games I was taught the benefits of teaching skills
through playing games, which draws from Movement Education frameworks. We
first developed competencies and discussed the importance of supporting skill sets
towards being aware of ones space when throwing and catching balls. It was also
through the activity of Oz tag that appropriate ways to ‘develop a task series’ were
addressed. The tutor broke down the steps of explicit instructions, development,
refining and simplifying and so on, throughout the exercise exhibiting how to address
these processes.
I learnt from my participation in this tutorial that it is more engaging and
students will be more inclined to participate in PE activities if they are applied
through a Games – Education and Games-Sense approach. I was made aware of the
value in applying a successful task series inclusive for all students, and that
developing M.E. facets such as developing special awareness must be scaffolded with
a movement education approach, building on skill sets and advancing to games.
HPE tutorial 10.03.16
The aim of this HPE tutorial was to review and critique specific resources in
regards to syllabus strands: personal health choices and active lifestyle. The aim was
addressed primarily through a collaborative exercise where we had to discuss and
evaluate the effectiveness of certain resources towards the aforementioned strands.
This was an inquiry method where we had to present and compare our findings to
other groups’ in a reciprocal exercise. Going through and identifying the flaws and
positive attributes of resources as a group, listening to diverse opinions and breaking
down the sources through a higher order thinking approach eventuated in a well-
established and supported critique of these resources. Ideas were conceptualized from
these sources such as personal health choices for further development and child-
centered activities. The aim was addressed very effectively throughout this
cooperative learning task and the outcomes were of a high level taking into a myriad
of considerations. Listening to further groups presentations and taking on board their
high quality investigations also meant that we got to attain a lot of learning towards a
variety of resources not merely our own.
The resource ‘sugar shocker’ that my table received was very valuable,
although it was detailed in a teacher focused way of learning, the content and

2. involvement of concrete and visual representations supported students’ learnings
towards nutrition effectively. I learnt from this tutorial some appropriate ways in
planning lessons for students versus those inappropriate i.e. the comparison of sugar
cubes where students have to count out quantities possessed in fruit juice versus cola
is very effective and idyllic for inquiry based constructivist learning. I also learnt of
the importance of sensitivity around a lot of subjects i.e. prevention and smoking, and
the value role-play holds. Students’ subjectivities were of emphasized significance
when addressing topics and subject matter and it was reinforced for myself that
amongst being engaging and child-centered one must be highly conscientious and
objective when approaching topics.
HPE tutorial 23.03.16
This online tutorial aimed at making us aware of ‘developmentally appropriate
practices’ & practical guidelines. As well as developing our understanding towards
‘Cognitive Evaluation theory’ and motivating children in PE. It achieved this
throughout the online module, using a power point presentation and associated voice
recordings attesting to the imperative for ‘developmental perspective’ and more.
Throughout the presentation, valuable theories, resources and references were referred
to for additional research. I learnt a plethora of information, ranging from the facts
that students are recommended to have 60 minutes of physical activity a day in a
variety of ways, to ideas of incorporating this into classes by extending learning to
outdoor experiences with movement and so on. Ways for parents to get involved in
ensuring students obtain sufficient time exercising through engendering physical
activities was provided. I learnt to think about how to motivate students, using
positive learning environments, collaboration and engagement as our practical
tutorials did for us. I gained understandings towards developmental age, realizing that
like the syllabus where learning and outcomes are segmented into stages, children
learn in stages not necessary associated with chronological age and that I have to be
attuned to this. I must accommodate needs of learners appropriate for developmental
age whether that be physical, cognitive or affective. I learnt of the domains of
teaching and moving away from skill based pedagogies, where instead we instill
Games – Educations of TGfU and open ended guided, discovery learning with
constructivist approaches inclusive of all learners. I was made more aware of the
characteristics of children and that facets that inform teaching should be in
accordance to these subjectivities, furthermore this led to detailing Bronfenbrenner’s
ecological model (1979) and the imperative not to assume ethnocentric lenses was
asserted whilst remembering that play is influences by culture so being very critically
aware is of an upmost importance. And finally I learnt about ‘cognitive evaluation
theory’ which supports students intrinsic motivation as opposed to extrinsic, which is
in line with humanist approaches to motivation and by extension this theory can be
approached to motivate participation in PE effectively.
PE tutorial 28.04.16
The aim of this PE tutorial was to teach through a Games - Education
approach the importance of including PE exercises from an array of diverse cultures.
Through the use of Indigenous Australian activities we were taught of the rich
teaching opportunities presented in PE classes towards cultural studies. We received

3. an article that detailed the value in playing games with a deeper social message and
expanding cultural horizons for sporting activities. We were then asked in groups to
play such games and by extension ended up reflecting on the nature of these games,
analyzing their similarities to more familiar games, assessing their main points and
the effectiveness. Having the article produced that we had to read through initially
before physically performing the game added a depth of understanding towards
cultural practices and identities that we may not of gathered otherwise.
I learnt that PE and sports are merely a cultural practice and that there is
abundant value in integrating PE activities from a range of diverse cultures in order to
instill cultural awareness and enhance learning experiences. I learnt that is can be very
engaging for students to learn different sports and to identify and assess the
differences/similarities to familiar sports / PE activities. I also assessed the value in
ensuring you teach your students of the cultural context of the games, weather it be by
reading a loud an article or having a larger unit of study collaborate and integrate with
the study for example while studying Jandamarra in literature studies, one could study
the origin of the Bunuba people and then tell students that for PE we are going to
perform dances / sports documented as in line with this culture. As long as culture
sensitivity and the right steps are taken to accurately address these topics.