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YOU and the PROFESSION PDHPE by Netasha Pearse
2. Me and My ExperiencesIn Australia we say sport is a way of life? Well for me it is. I grew up participating in local sportthat consisted of gymnastics, swimming, soccer, hockey, touch football, netball, league tag andmy sporting discipline CYCLING! I loved participating in sport and always tried out for theschool team and representative teams for athletics during Primary school and High School. Mypassion was cycling from the age of 6 until my early adulthood as from a young age I justsimply fell in love with riding. What influenced me to choose such activities were the positiveattitudes of my parents towards being healthy and playing sport, as well as theencouragement from my teachers. As I got older my participation remained consistent until Ireached university, now I do more leisurely activities.From my own experiences and attitudes after representing cycling at an Australian and Statelevel, I know how much sport can be stereotyped for it being just a males or females gamewhen it comes to some sports. Therefore I believe foremost that when introducing a sport it isimportant to have positive attitudes that reflect the reasons and benefits associated withphysical activity and the purpose that it serves. I feel physical activity should be stronglyadvertised and emphasised, as it allows for one to maintain a healthy lifestyle and encouragehealthy attitudes and approaches towards exercise. I feel that current health trends such asobesity, ADHD and diabetes need to be more enforced through early education as the increaseof these unhealthy trends will remain on the increase. 3. Whilst on prac I tried to emphasise that any sport can be played by any gender. The main aim is to havingfun and getting fit at the same time. This then allows sexist comments to be minimised and allow forwhole class approach participation within the game to take place. To encouraged sport is to make itdesirable to each individual, no matter the level of ability. This is why carefully constructed lessons needto be organised before implementing any PDHPE lessons. Therefore having the vital essentials in healthand education in which the students can refer and use in everyday living through informative information.HAVING A POSTIVE APPROACH = A HEALTHY APPROACH.Although I have had a positive experience with PDHPE AND HPE, I know some others have not. I wouldlike to think I can make the subject interesting, as well as rewarding with positive outcomes and benefitsfor students. I want to ensure that all children feel as though they can participate no matter what theirlevel ability may be, I want the lesson to have positive effects on pupils not negative implications forfuture learnings. I often saw children being force to play, and they did not want to be the looser.Emphasising there is no winners and the benefits of the game foremost are stepping stone in havingpositive outcomes for all children instead of the pressure of winning in games and sporting events fromKindergarten through to Year 6. 4. The PDHPE Educator As a PDHPE educator you need to have a sense of passion for health, fitness, wellbeing andof course education. Physical characteristics in which contribute to an HPE educator isfitness and an upbeat, outgoing, bubbly attitude that motivates and educates all at thesame time. As well as athletically built to some degree. PDHPE teachers teaching skills and strategies can be adapted for lessons through differentlearning theories such as Vygotskys cognitive theory , it is where the childrens socialinteraction with more skilled adults and peers is indispensable to their cognitivedevelopment. (Santrock, 1962 p. 25) Actions and communications of the PDHPE teachers I have encountered have been: Informative and descriptive with visual aids and examples Involved with practical classes and games Encouraging Communicate with a group, as well as assist one on one Motivate Also very descriptive with current health trends and educated about major health issues inAustralia It is not a competition, it is simply to learn about the sport, as well as exercising at thesame time (Providing positive outcomes for all students) 5. Skills and abilities in which a PDHPE has are: Prior knowledge to educational outcomes for physical development and health. Prior knowledge of a variety of sports, games, health and fitness and implementsthem in the classroom/lesson. Able to adapt lessons to level of ability through simplifying and modernisinglearning techniques. Knowledge and Types of teaching activities: Knowledge consists of how the body works such as education on nutrients, theimportance of healthy food groups, what part of the body does what and why,and teaches us the best way to keep our body healthy and fit, and if not theconsequences. An educator teachers different rules and outcomes for different sports,concentrated activities on fine motor skills, gross motor skills and differentmuscle groups, as well as parts of the body through movement. These were done through visual and practical aids, as well as theory based in theclassroom In addition to these there is always a need to explain why, how and when thesecome into play within the lesson. Such as when applying gross motor skills tosport, we may have to do drills then participate in a game of basketball, beforethat the student needs knowledge of the rules and how to play prior to thepractical side of the lesson. This is why types of teaching and knowledge of whatyou are teaching is important as well as applying what students have previouslearnt. 6. PDHPE and Educational Settings The value PDHPE is for Primary Education settings I believe is a form ofassistance, guidance and education of self worth and wellbeing to oneself insociety. It gives a means of purpose in health and physical education that assistsindividuals to make healthy lifestyle choices. As a PDHPE teacher I can see similarities in myself in the way of alwaysencouraging others to be the best they can be and help influence the importanceof exercise and health. It is something I am passionate about and think it is mostimportant to educate children on health , personal development and physicaleducation . There has been much debate on what and how to teach PDHPE through theyears. Kirk suggests that key arguments justify physical education place in theschool curriculum should be educational. As for as health related physical activityis concerned , it is the job of the schools to ensure that children have knowledgeand compentices to use exercise appropriately to contributing an active lifestyle.(Kirk,1996, p.3) 7. I personally feel confident about teaching PE in the K-6 context and would emphasise it has just the same importance and role in the form of education for my students. I feel as though through my degree I willbe provided with enough education and training that I can teach thissubject to the highest of standards. I think each aspect of the PDHPEsubject plays a vital role with in the means of education for children and the wider community about the benefits of physical education andhealth. There is a widespread belief among teachers and principals that generalists simply do not have the knowledge to teach skills (inmovement). Especially female teachers. (Tinning, Kirk, & Evans, 1993, p.4) In conclusion, I believe teachers need to know the and be familiar with the Teaching and learning outcomes in the NSW K-6 Syllabus for PDHPE and soon thenational curriculum. Being familiar with the rationale, aims and objectives, subject matter as well as outcomes and indicators. Through the strands of Interpersonal relationships, growth and development, games and sport, gymnastics, dance, active lifestyle, personal health choices and safe living (Board of Studies,2006, p.9) will allow those teaching PDHPE to teach confidently and accordingly as you can use this as a guide of relevance to what needs to be taught and how you can teach it.If we believe that emotional, social and cognitive development is an important outcomeof physical education then classes, programs and assessment tasks need to be plannedand taught with these outcomes in mind. (Tinning, Macdonald, Wright & Hickey, 2001, p142). 8. Reference List Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). How do students learn? InBecoming a physical education teacher: contemporary and enduring issues(pp. 137-143). Frenchs Forest, NSW : Pearson Education Australia. Kirk, D. (1996). The crisis in school physical education: an argument against the tide. TheACHPER Healthy Lifestyles Journal, 43 (4), 25-27 Tinning, R., Kirk, D., & Evans. J. (1993). What stands for physical education in primaryschools? In Learning to teach physical education. (pp. 1-21). Englewood Cliffs, NewJersey : Prentice Hall. Board of Studies NSW (2006). Personal Development, Health and Physical Education Syllabus Santrock, W J. (2011). Child Development: McGraw-Hill Companies, New York.
