Emr assessment 1
- 1. + PDHPE: You and the Profession. Emma Francis 11490889
- 2. + Me and My PDHPE Experiences
- 3. + My feelings towards PDHPE while I was at school. Wasn‟t interested in sport. Forced to do it therefore never felt comfortable. “Feelings of competence or incompetence tend to be reinforced” (Tinning, 1993, p.9) Wanted to do my own thing. Didn‟t really pay attention to health. Until high school I never had a specialized PDHPE teacher. Primary teachers where very big on games that they wouldn‟t have much impact on. Ie: Soccer, Football, Cross over Red Rover etc. “Even the game itself often fails to be defensible as a good or worthwhile physical education experience.”(Tinning,1993,p. 9)
- 4. + How did I participate in PDHPE in school. Played hockey on the school team in year 5. Competed in the swimming carnival in year 3. 1st in my year. 2nd in the district. Did not want to go to western region. Went to “Healthy Harold” every year. Competed in the bike race at school. Participated in a variety of sports in high school sport. Had to do PDHPE until year 10.
- 5. + How did I participate in PDHPE outside of school. Played: Hockey. Tennis. Gymnastics. Dance: tap, ballet, jazz, rock „n‟ roll and hip hop. Swimming. Afterschool activities. Combat. Went up the bush and built things with my friends.
- 6. + How I treat PDHPE now I am an adult. Not overly concerned with sport. Do not play sports at all. Do not smoke. Do not drink. Do not do drugs.
- 7. + Why I feel the way that I currently feel about PDHPE Was never a major push to consider long term health. Never that motivated. Never really learnt about health. Have always been very awkward when talking about health and the body. Never good or interested in sports.
- 8. + The PDHPE Educator Reflections
- 9. + What I think a PDHPE Teacher should look like “70‐80% of communication is non‐verbal. That means that what we do often matters more than what we say, and our wardrobe is an extension of ourselves.” (Silberman. 2010, p.1) Should wear appropriate clothing: Tracksuit pants/ yoga pants/ shorts (should not go much higher then the knee. Appropriate shirts/ jackets (clean, collared and covering whole of the teachers stomach). Running shoes. Hair should be neat and well kept. Shaven or groomed facial hair. Moderate jewelry/ accessories unless appropriate (hair bands, sun glasses, wedding ring etc) Should have a watch. Should have everything she needs ready for the class. “How we dress holds significance” (Silberman, 2010, p.1)
- 10. + What I think a PDHPE Teacher should act like A PDHPE Educator should be: Easy to talk to. Nice. Shouldn‟t judge students on ability. Should always encourage students. Have positive body language. For example: Arms by their sides. Smiling. Positive hang gestures. Speak to students appropriately. For example: “Run from here to the bench and try to beat your personal best.” “Everyone make teams of 6 though mix up the groups.”
- 11. + What I think a PDHPE Teacher should be able to do. Should be able to make their students feel comfortable and safe. I believe a PDHPE educator should be able to do everything that they except their students to do. Firm grasp of the skills outlined in the PDHPE syllabus Communicating. Decision Making. Interacting. Moving. Problem Solving. (Board of Studies NSW, 2007, p.10)
- 12. + What I think a PDHPE Teacher should know Doesn‟t have to know everything. Goes out of their way to find out information. Open to new ideas. How to work with different students. What activities will work with each class.
- 13. + How I think a PDHPE Educator should teach Have a preplanned lesson. Adaptable. Back up lessons. Cater to students. Age appropriate. Class appropriate.
- 14. + PDHPE and Educational Settings- My Position
- 15. + The Value of PDHPE for Early and Primary aged students. Encourages all students including students who think they are not good at PDHPE to have a good. Students who are exceptionally talented learn about new sports they may excel in. Students start to learn about “safety”. (Board of education, NSW, 2007) Students need PDHPE in early childhood so they can develop their “Gross Motor Skills” (Santrock,2011) allowing students to develop their “Fine Motor Skills” (Santrock, 2011) in the early- mid primary years. “As far as health related physical activity is concerned it is the job of schools to ensure that children have knowledge and competences to use exercise appropriately in contribution to an active lifestyle. ” (Kirk, 1996, p.26)
- 16. + The Non Value of PDHPE in Early and Primary aged students Everything suddenly becomes a competition. Some students will quickly become negative about PDHPE if the subject isn‟t taught correctly. Some students can start to feel awkward about physical health and wellbeing. PDHPE is usually seen only as a sport subject and the health aspect becomes overshadowed, leading students to forget about health and focus only on sport. “The assumed relationship between health and exercise was essentially that excise equated to fitness which in turn equated to health”. (Tinning, et. al.,2001,p.163) A person can be very healthy yet still unfit and visa versa
- 17. + What I believe PDHPE can do for Early and primary aged students Positive outlook regarding PDHPE if taught correctly. Allow students to feel safe when participating in PDHPE activities. Teach students that not everything needs to be a competition. Push students who are gifted in PDHPE to do develop their skills more so and allow them to achieve in different sports.
- 18. + How I will teach PDHPE I will make it inclusive. I will push the student who are obviously gifted. I will wear proper clothing. I will ensure my students feel comfortable and safe when talking in health. I will make sure if I do not know something I will go out of my way to find out. I will try and be able to do everything I can to make all students feel adequate and valued in sporting teams. I will try not to make everything a competition unless it is in context.
- 19. + Reflection and Justification
- 20. + Reflection & Justification of what I think teachers need to know PDHPE has to be centered around the student not the classes. Students need to feel safe and comfortable. PDHPE teachers should dressed appropriately, be friendly and not judge students on their abilities.
- 21. + Reference List Kirk, D. (1996). The crisis in school physical education: an argument against the tide. The ACHPER Healthy Lifestyles Journal, 43 (4), 25-27. New South Wales Board of Studies. (2007). Personal Development, Health and Physical Education K-6. (pp. 1- 60). Sydney, NSW: Board of Studies. Santrock, J. W. (2011) Child Development. (13th ed.). New York, NY: McGraw Hill. Silberman, C., Geslak, E., & Tucker, K. (2010). What is considered appropriate dress for PE Teachers. PE Central. 1-4. Tinning, R., Kirk, D., & Evans. J. (1993). What stands for physical education in primary schools? In Learning to teach physical education. (pp. 1-21). Englewood Cliffs, New Jersey : Prentice Hall. Tinning, R., Macdonald, D., Wright, J., & Hickey, C. (2001). The physical education curriculum. In Becoming a physical education teacher : contemporary and enduring issues (pp. 156-178). Frenchs Forest, NSW : Pearson Education Australia.
Editor's Notes
- #2: PDHPE: You and the Profession by Emma Francis number 11490889
- #3: Me and my PDHPE experiences
- #4: When I was at school I was not into PDHPE.Like Tinning 1993 explains I didn’t feel comfortable because I was usually the worst at any kind of sport so I felt incompetent and useless and judged. I HATE talking about anything to do with the body and puberty it made me and still makes me feel really awkward, my family never discusses anything to do with the body and was always brushed off if my sister and I would ask questions therefore I have grown up with the idea that it is an awkward subject that people do not want to talk about. I went to a school that had basically no specialized PDHPE teacher and I guess that was another reason I didn’t like PDHPE due to the fact that the sports that I liked were not catered for.
- #5: I participated in a few sports when I was a child but the moment they became too competitive I quickly gave up because if I know I can not win then I don’t want to see myself try my hardest and end up failing. So I chose not to go to western region in year 3 due to the fact that the only reason I came 1st and 2nd in swimming was because there were not many girls in my age group as I was younger then everyone thus I wasn’t actually competing I was getting the awards by default and I didn’t want to look like an idiot on a regional scale. Every Wednesday in high school we would have sport, at the beginning of the term we would choose a sport that we wanted to do then we would have to stick to it, I found a couple of sports I liked but I mostly picked the sports my friends wanted to do. All for social reasons
- #6: My parents forced me to participate in sports outside school though I did not like them at all apart from the social aspect. Mainly I wanted to just play with my friends as we would go up the bush and build houses and pretend towns, that was more my idea of fun. I was forced to keep at these sports by my parents until I finally put my foot down and said I did not want to do them anymore.
- #7: a lot of people in my family smoke and drink heavily and I believe that this is a main contributor for why I do not participate in either activities, I grew up seeing the negative side of these and do not want to allow myself to become like that. I do not play sports as they usually bore me and I am usually the person who the ball hits in the face, or who falls over, or who gets hit with the hockey stick, I like to steer clear of any physical contact.
- #8: Apart from going to healthy Harold and getting a health book in year 6 I cannot remember much about anything to do with health, I mostly learnt everything on tv with all the after school specials or learnt the hard way. I think that because of this I will try my hardest to give my students the PDHPE education that I never really had or responded to I believe that PDHPE revolves around the student not the class and what works for the majority may not work for the minority so I will try my hardest to include everyone in this learning.
- #10: I agree with Silberman 2010 that humans as a whole judge each other on what we look like before we get to know the person therefore I believe that clothes are an import way of determining who you are and what you do. These are my ideas on how a PDHPE teacher should look when teaching, I believe that these clothes give a professional PDHPE educator look , I don’t feel that body type has anything to do with being a good PDHPE teacher as that is a variable. A teacher could be incredibly fit yet still not be able to teach the class well.
- #11: PDHPE teachers need to be supportive and should never put down any student. Ever. If they do they can install a sense of worthlessness in the student which can stick to them forever thus allowing them to have negative views on PDHPE. To avoid this PDHPE teachers should create a safe environment for the students so that no one is put down or bullied because of their skills. I believe that PDHPE teachers should be easy to talk to and know how to talk to their classes and what the best way is to encourage their students without sounding too pushy.
- #12: I think the teacher should have a very deep understanding of the skills outlined in the PDHPE syllabus, they should be able to make their students feel comfortable in their classrooms an example of this is in year 9 or 10 we had a PDHPE teacher who was very close with our class and we could joke around with her, when it came time to learn about sex education she came walking into the classroom with the song “lets talk about sex” playing, this made us feel a little bit more comfortable and open when we were learning about the topic. They should also be able to play all the sports and activities that they are making their students participate in.
- #13: I don’t think that ANY teacher has to know everything I think that teachers in general should be willing to say that they don’t know something and then try to find something out, this shows students that it is okay not to know everything. I believe that they should be open to other opinions and ideas on how to run activities this gives the students a sense of value as their ideas are being used. I believe that they should know how to work with particular students and that what will work for one class may not work with another.
- #14: I strongly believe that PDHPE teachers should have their lessons prepared and should be able to adapt their lessons to make them harder or easier for the students. PDHPE teachers should be ready to throw in the towel if their lesson is not working and have a back up plan at the ready, this could be a lesson or game that the class has already done and know how to play or something that the teacher always has on the ready in case of a failing class. I think it is imperative that the lessons be class and age appropriate other wise it is totally pointless if a game is too easy the students are not learning anything and will soon become board.
- #16: The value of PDHPE I believe is to develop an interest in the subject and to also encourage students who think they are not good at PDHPE to have a go. I believe that early childhood students need to have PDHPE taught effectively to them so they can continue to develop their gross and fine motor skills santrock 2011. I also strongly agree with Kirk (1996) that the school should teach students how to be healthy not to make them healthy. It is the responsibility of the student not the school to ensure the student has a healthy wellbeing
- #17: I do not think that it is valuable for students to think that everything is a competition because of PDHPE, from personal experience I feel that when everything becomes a competition the loser then feels that they are not good enough and therefore will have a negative view on PDHPE. I disagree with Tinning 2001 that health and exercise are the same thing. I believe that they are two separate things, yes they do help each other however exercise does not make you spiritually, emotionally or mentally healthy only physically, an equal amount of time needs to be spent on each subject separately in order to achieve a healthy wellbeing, this notion needs to be inforced by PDHPE teachers so their students learn the value of both health and exercise .
- #18: I believe that PDHPE can make a huge impact on students lives in a positive way if all these factors are taken into consideration. If not I believe that PDHPE can impact negativly like it did on me when I was younger.
- #19: I believe that if I were to compare myself to PDHPE teacher in the previous section I think I wouldn’t be able to do everything the students can do because of my lack of skill but apart from that I think I would be about the same. I will try and be this kind of PDHPE teacher. I feel as though If I had this kind of teacher I would have been a lot more interested in PDHPE at school then what I was.
- #21: Firstly I believe that PDHPE teachers have to ensure that their classes are a mix of what is good for the class as a whole and what is good for the students, because if a lesson is keeping the class happy but not actually benefitting the students then what is the point? They are learning nothing. Secondly teachers should understand that students need to feel safe and comfortable in their class in order to have the best learning experience other wise they will start to become awkward and disinterested like I did. Lastly I believe that PDHPE teachers need to dress appropriately or else they will be looked on as unprofessional and not being serious therefore students will not take the subject seriously.
- #22: Thank you for listening to my presentation.