1. PDHPE: You and theProfession EMR205 PDHPE: Health & Movement StudiesAssessment 1Amanda Gleeson 11477019

2. Me and My ExperiencesWhat types of physical activity did you participate in? 3. Why I chose these activities 4. Did my choice of physical activity change with age?I would have to say yes it did. Although I continued to play netball up untilthe age of 16, a knee and ankle injury forced me to stop playing for aseason. This in turn resulted in me not playing the sport for many years.Recently in the past 3-4 years I have again taken up the sport as a socialgame rather than the competitive game I used to play.Touch Football was always a hobby sport that I played during my PrimarySchool Years. I didnt continue touch in High School as I concentrated myfocus on Netball and then during my later years in High School onSwimming. This is a sport that I have again recently taken up socially.Swimming became my focus after my knee and ankle injury stopped mefrom playing Netball. I had always enjoyed being in the pool. Swimming tome was not about winning it was about personal health and wellbeing. Mysister was active in swimming and the Water Polo club so I continued toattend as a swimming buddy.Moving to Wagga in Year 11, the change of schools and clubs wasoverwhelming. I decided to put a pause on my swimming and focus on theHSC. After school my focus then switched to work and socialising.Unlike others, I definitely dont do as much physical activity as I shouldand definitely not as much as I used to do. I am making the change for abetter, healthier, future. 5. What are your current attitudes/feelings associatedwith Physical Activity? 6. How might these feelings influence your teaching of Physical Education in the K-6 context?School Personal Development, Health and Physical Education (PDHPE)programs should focus on encouraging students to make informeddecisions related to health and physical activity and develop positiveattitudes towards a healthy lifestyle (NSW Board of Studies, 1999, p.5)I feel that by adopting a positive attitude to Physical Education andtreating all students equal they will feel the sense of togetherness, theywill be inspired by each other, they will learn a balance of practicalphysical educational and theory based physical education and they willshare their own individual passion with the classroom teacher and theirfellow students.I believe that having been physically active in Primary School and in earlyHigh School and then seeing this slowly decline, I can relate to a lot ofstudents who may feel the same way, but at the same time encourage allstudents to do their best and most of all HAVE FUN! 7. The PDHPE Educator 8. What does a PE Teacher look like? Hat & SunglassesComfortable Clipboard/FoldeClothing rRelaxedPostureWhistle AppropriateFootwear 9. How does a PE Teacher act? 10. What are they types of things that a PE Teacher might be saying to their students? 11. What skills/abilities does a PE Teacher have? 12. What knowledge does a PE Teacher have? 13. (NSW Board of Studies, 1999,) 14. PDHPE and EducationalSettings - My do you believe PDHPE has for What value/non value Position Primary Education Settings?Physical activity is present in daily activities. PDHPE is an important KeyLearning Area (KLA) for Primary Education as it provides students with theknowledge and understanding of how to look after themselves and others.PDHPE makes students aware that not everyone is the same, but each of theirpeers has a unique ability that they can share with the class.PDHPE promotes an appreciation of self valuing and the values of others.PDHPE through the Syllabus, students acquire the skills and abilities tocommunicate, make decisions, interact, move and problem solve.Through PDHPE students encourage their peers, are able to cooperate whenworking in teams and are able to think for themselves.Physical Education is that part of a childs education that uses physical activityas the primary medium for education. Physical Education is an process thatincreases a childs ability and desire to participate, in a socially responsibleway, in physical activity in the forms of games, sport, dance, adventure activitiesand other leisure pursuits (ACHPER, 1993, as cited inKirk, Nauright, Hanarahan, Macdonald and Jobling, 1993, p. 90) 15. How would you compare?In comparison to the image of what aPDHPE Teacher look like, I am quietdifferent. I am not as physically fit as Iuse to be, although, I am makingchanges to my own personal health andwellbeing so that I can be the bestPDHPE Teacher that I possibly can beto ensure that I leave a positiveimpression about PDHPE to thestudents that I teach. 16. How do you feel about teaching PE in the K-6context?Students in K-6 should feel happy, safe, respected and included in theschool environment and community. Teachers of PDHPE should beproactive with their students and promote positive health and wellbeing inthe classroom, playground and throughout the wider school community.I believe that I am a fair and understanding person and I am looking forwardto teaching PDHPE in the classroom.To be able to teach my students confidently I need to not only be familiarwith the syllabus but also with the students in my class.As a teacher of PDHPE it is a huge responsibility to be able to cater for allstudents skills and abilities and the level of their ability, as students will takethese with them for the rest of their lives and some may take their sportingabilities to the next level.PDHPE needs to be engaging and exciting as most of your early memoriesof physical activity start in Primary School. 17. What do you believe teachers need to know and beable to do to confidently teach PDHPE?It is important for teachers to be familiar with the Quality Teaching Elements:Intellectual Quality, Quality Learning Environment and Significance. The QualityTeaching Elements focus on the need to enforce to the students the expectations thatyou have for them and their learning.The teacher must create a positive and suitable environment for learning to enablestudents to engage in their learning. Through promoting the fundamental principlesof diversity, social justice and supportive environments, individuals and communitiesare better able to act for positive health outcomes (NSW Board ofStudies, 1999, p.6).According to the Queensland-based research of Kirk, Gore and Colquhoun(1989, p.24) there is a widespread belief among teacher and principals thatgeneralists simply do not have the knowledge to teach skills (in movements)(Tinning, Kirk & Evans, 1993, p.3). As Primary School PDHPE teachers may beclassed as generalist teachers they need to have a comprehensive understanding ofthe syllabus. To be able to successfully teach the students PDHPE teachers need tobe skilled and knowledgeable and confident in what they are teaching to the studentsas well as being committed and enthusiastic about the KLA. 18. ReferencesGallahue, D. L. (1996). Effective teaching. In Developmental physical education fortodays children (3rd ed. ) (p. 200-218). Dubuque, Iowa: Brown & Benchmark.Kirk, D., Nauright, J., Hanrahan, S., Macdonald, D., & Jobling, I. (1996), Physicaleducation and curriculum. In The sociocultural foundations of human movement (p.88-98). South Melbourne: Macmillan Education Australia.NSW Board of Studies. (1999). Personal Development, Health and PhysicalEducation K-6 Syllabus. Sydney: AuthorRink, J. E. (2003). Effective instruction in physical education. In S. J Silverman & C.D. Ennis (Eds.), Students learning in physical education (2nd ed. (p. 165-183).Champaign, II.: Human KineticsTinning, R., Kirk, D., & Evans, J. (1993). What stands for physical education inprimary schools? In Learning to teach physical education. (p. 1-21). EnglewoodCliffs, New Jersy: Prentice Hall.