2. - My family immersed me in sport
from a young age
- Attend a small school of only 14
students therefore catering for all
students in same activities would
have been difficult
- Types of sporting in primary school

3. -More sporting teams in high school
-Grouping of students in
- terms of physical activity
-and education
-The importance of physical
-activity and sport at the
-beginning of high school

4. Knowledge, Skills and Abilities
 a commitment to personal health and Physical Characteristics
physical fitness
 Hair tied back
 to enjoy working with children and
 Wears appropriate clothing and
young people
shoes for physical activity
 to be enthusiastic and able to motivate others
 Ectomorph Body Type: thin, lean
 to enjoy and have reasonable skills in a wide muscle mass, small bone structure
range of physical activities
 planning ability
Actions and Communications
 Good posture
Types of Teaching Activities  Positive attitude and relationship with
students
 Learning of skills required for
specific sports/games  Good communication skills
 Discussions/reflections  Encourages students
 Demonstrations  Participates in activities

6. Knowledge, Skills and Abilities
 a commitment to personal health and Physical Characteristics
physical fitness
 Hair tied back
 to enjoy working with children and
 Wears appropriate clothing and
young people
shoes for physical activity
 to be enthusiastic and able to motivate others
 Ectomorph Body Type: thin, lean
 to enjoy and have reasonable skills in a wide muscle mass, small bone structure
range of physical activities
 planning ability
Actions and Communications
 Good posture
Types of Teaching Activities  Positive attitude and relationship with
students
 Learning of skills required for
specific sports/games  Good communication skills
 Discussions/reflections  Encourages students
 Demonstrations  Participates in activities

8. Knowledge, Skills and Abilities
 a commitment to personal health and Physical Characteristics
physical fitness
 Hair tied back
 to enjoy working with children and
 Wears appropriate clothing and
young people
shoes for physical activity
 to be enthusiastic and able to motivate others
 Ectomorph Body Type: thin, lean
 to enjoy and have reasonable skills in a wide muscle mass, small bone structure
range of physical activities
 planning ability
Actions and Communications
 Good posture
Types of Teaching Activities  Positive attitude and relationship with
students
 Learning of skills required for
specific sports/games  Good communication skills
 Discussions/reflections  Encourages students
 Demonstrations  Participates in activities

9. - Value of PDHPE education
- Opportunities to make decisions/choices and informed
about the processes involved
- The immersion of PDHPE and the positive and negative
attitudes caused by the involvement
- How do you feel about teaching PDHPE
- Conclusion

11. - Value of PDHPE education
- Opportunities to make decisions/choices and informed
about the processes involved
- The immersion of PDHPE and the positive and negative
attitudes caused by the involvement
- How do you feel about teaching PDHPE
- Conclusion

13. - Value of PDHPE education
- Opportunities to make decisions/choices and informed
about the processes involved
- The immersion of PDHPE and the positive and negative
attitudes caused by the involvement
- How do you feel about teaching PDHPE
- Conclusion

15. - Value of PDHPE education
- Opportunities to make decisions/choices and informed
about the processes involved
- The immersion of PDHPE and the positive and negative
attitudes caused by the involvement
- How do you feel about teaching PDHPE
- Conclusion

17. Australian Council for Health, Physical Education and Recreation (1993), Position Statement – Quality Physical Education
in Australian Schools, ACHPER, Adelaide.
Gallahue, D., & Donnelly, F. (2003). Developmental Physical Education for all children (4th ed.) Champaign, II: Human
Kinetics
Graham, K.C., Hussey, K., Taylor, K., &Werner, P. (1993). A study of verbal presentations of three effective teachers.
Research Quarterly for Exercise and Sport, 64, 87A (Abstract).
Kirk, D., Nauright, J., Hanrahan, S., MacDonald, D., & Jobling, I. (1996) Physical Education and curriculum. In The
Sociocultural foundations of human movement (pp. 88 – 98). South Melbourne: Macmillian Education Australia.
NSW Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. NSW Board of Studies:
Sydney, Australia.
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.
Tinning, R., Kirk, D., & Evans, J. (1993) What stands for physical education in primary school? In Learning to teach physical
education. (pp. 1 – 21). Englewood Cliffs, New Jersey: Prentice Hall.