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Assessment 1 digital presentation


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Assessment 1 digital presentation

  1. 1. PDHPE: Health & Movement Studies EMR205 Assessment item 1 ‘You and the Profession’ Tayla Johnson 11490284 Rachael Jefferson-Buchanan
  2. 2. Me and my PDHPE experiences
  3. 3. Age 4
  4. 4. Age 8
  5. 5. Age 16
  6. 6. A casual family plank...
  7. 7. Yes, this is actually my Mum!
  8. 8. Historically, the inclusion of physical education in the school curriculum has been linked to ‘military training, fitness for war, nationalism, social regulation, and the promotion of healthy
  9. 9. Australia's political perspective towards health is ruled by the
  10. 10. ‘In many schools physical education holds a lower status than other school subjects’
  11. 11. The PDHPE Educator
  12. 12. (Morgan, & Bourke, 2008, p. 2)(Morgan, & Bourke, 2008, p. 2)
  13. 13. • PDHPE teachers generally have knowledge about and are skilled in most sporting activities. • They are expected to be fit individuals and often have related qualifications such as their first aid and bronze medallion.
  14. 14. PDHPE and educational settings – my position
  15. 15. NSW Board of Studies PD/H/PE K-6 syllabus ‘Direct concern with supporting the development of the student as a whole person. Its implementation has the potential to contribute to improved and ongoing quality of life for all individuals within the community. The syllabus is based on a broad notion of health that encompasses all aspects of an individual’s wellbeing, inclusive of social, mental, physical and spiritual health. It is concerned with developing in students the knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives.’ (NSW Board of Studies, 2007, p.5)
  16. 16. To be deemed a confident and competent PDHPE teacher, programs should...• Focus on encouraging students to make informed decisions related to health and physical activity to develop positive attitudes towards a healthy lifestyle. • Include participation in regular and varied physical education experiences, which provide the foundation for a lifelong commitment to valuing and leading a healthy lifestyle. • Include systematic and explicit teaching of personal and social skills to give students a basis for resilience and the resourceful management of their own lives. • Have the flexibility to treat sensitive and controversial issues in a manner reflective of ones own ethos. (NSW Board of Studies, 2007, p.5)
  17. 17. ReferencesKirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I. (1996). Physical education and curriculum. In The sociocultural foundations of human movement. Melbourne: Macmillan Education Australia. Ch. 10. Ebbling, C., Pawlak, D., & Ludwig, D. (2002). Childhood obesity: public-health crisis, common sense cure. The Lancet, 360, 473-82. Retrieved from Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). How do students learn? In Becoming a physical education teacher: contemporary and enduring issues (pp. 137-143). Frenchs Forest, NSW : Pearson Education Australia. NSW Board of Studies. (2007). Physical Development, Health and Physical Education K-6 syllabus. Sydney: Author. Morgan, P., & Bourke, S. (2008). Non specialist teachers’ confidence to teach PE: the nature and influence of personal school experiences in PE. Physical Education and Sport Pedagogy, 13(1) 1-29, DOI: 10.1080/17408980701345550