1. Me and My PDHPE Experiences The PDHPE Educator PDHPE and Educational Settings (my position comparison verdict) EMR206 Assessment 1

2. Me and My PDHPE Experiences As a young child I was very active. My parents used to take me to the parks to play and climb on the play equipment, and I could ride my tricycle and my 3-wheeled scooter around the paths of the park. We also used to go to the local swimming pool right from when I was very young and my father would take me into the infants pool. As I got a little older, I learned to ride a two-wheeler bike, use a two- wheeled scooter, I became quite good at roller skating and roller blading, and we went for frequent walks. By this time I was at school and while there, we played many ball games and I became good at skipping both with a large rope and individual ones. I used to get novelty things for my birthdays like monster feet that were on stilts, flying gadgets based on the Frisbee principle etc. and kite flying. These things also kept me active. This was also the time when I learned to swim quite well. My parents bought pool passes each year and after dad teaching me to swim; I learned to do several laps. Occasionally in winter we would go to the heated pool at the RSL. 3. MeandMyPDHPE Experiences(Continued) All of the previous things continued as I got into my middle years at school, but added to the mix was longer walks, running, tennis, indoor soccer and other school sports such as netball etc. We also used to spend a lot of time with friends, many of whom had trampolines in their back yard this is another activity that I loved to take part in. 4. MeandMyPDHPEExperiences(Continued) As a young adult till now, walking and going to the gym are my preferred options although now that I have my licence my walking efforts have become somewhat reduced. I do enjoy going to the gym very much though, and I still enjoy swimming although I very rarely go to the pool now. 5. MeandMyPDHPEExperiences(Continued) As you can see, my choice of activities was quite varied at times and they have changed with my age. Each activity was one that I chose for pleasure. I have a sister who is two years younger than me and as we both grew we did more and more things outside together such as bike riding, roller skating and blading, using our scooters, skipping and swimming. My father taught me to play tennis and during my middle years we used to frequently hire a court and play along with my sister. It was also at this time that a group of friends and I decided to join an indoor soccer team for fun. I did this for around 4 years. My mother and I used to go for very long bike rides and walks which I also always enjoyed. 6. MeandMyPDHPE Experiences(Continued) Throughout school, PDHPE was always my favourite subject and I always enjoyed participating in school sports. I would spend most of my lunch breaks from year 5 to year 8 playing handball with my friends, and would go for a good run about twice a week just to keep myself fit. Taking part in school sport and other physical activities while at school opened the door for me to be able to experience some types of things that I may never have done otherwise. 7. MeandMyPDHPEExperiences(Continued) I always have and still do see physical activity in a very positive light, the fun and health value linked with it has always been something that motivates me. I believe that my positive feelings about physical activities will be a major influence in my teaching P.E. for children in years K-6, and the fact that I find such activities to be fun and enjoyable will most likely show through in the way that I teach and encourage it. 8. MeandMyPDHPE Experiences(Continued) The key influences in my life right from the beginning until now who have encouraged me in all things physical would be my parents who provided me with many opportunities to be able to take part in fun things they provided the necessary equipment (bikes, scooters, helmets etc.), as well as did some of the activities with me. They always brought me up understanding the dangers of smoking, and I believe that such influence around me has prevented me from ever wanting to do it. School was another key influence. At school we also learned the dangers of smoking, the benefits of exercise and were provided with opportunities to be able to take part in team games as well as individual fitness activities such as athletics and cross-country running etc. many of which I would probably never have done otherwise. My sister and different friends that I have had over the years have also had a big influence on me. My sister and I sometimes go to the gym together, and as mentioned earlier, right from when we were young we did many things together. My friends have encouraged me to take part in team activities outside of school I even joined a hockey team once (although that didnt go that well). In the years just before I got my drivers licence my sister, friends and I would walk quite long distances enjoying being outside. Sometimes we would be purposefully walking towards somewhere, and at other times just go for a walk to get out of the house for a while and enjoy the outdoors. 9. MeandMyPDHPEExperiences(Continued) Dorothy Sluss said in her book Supporting Play Birth to Age Eight that play is often influenced by a childs peers during primary age (Sluss, 2005, p.98), and later said, Three major characteristics that impact play include (1) a need for order, (2) a need to belong, and (3) a sense of self (Sluss, 2005, p.238). It was through play and team sport that I certainly felt a good sense of belonging, I knew where I fitted in, and a sense of order with the rules and the method of the game was also instilled in me. 10. The PDHPE Educator In many schools physical education holds a lower status than other school subjects. Reasons for this can be many and varied, but certainly include the recent history of physical education being equated with merely playing games, and being viewed as a purely physical and so educationally non-serious experience (Kirk, Nauright, Hanrahan, Macdonald, & Jobling, 1996, p.91). The point that those who see PDHPE as an educationally non-serious experience (Kirk, Nauright, Hanrahan, Macdonald, & Jobling, 1996, p.91) seem to miss is that a childs social skills, cognitive skills, as well as the emotional and physical benefits are also developed. 11. ThePDHPEEducator(Continued) Hand-eye coordination, further developing gross motor skills through running and jumping etc. all involve both thought and movement (Sluss, 2005, p.99). Laura E. Berk said in her book Infants, children and Adolescents 7th Ed., that physical activities for children aged between 6 and 12 years increases four basic motor abilities: Flexibility, Balance, Agility, and Force (e.g. can kick a ball harder than they could before) (Berk, 2012, p.428). 12. ThePDHPE Educator(Continued) A good PDHPE teacher needs to be one who lives a fairly healthy type of lifestyle which would involve being a non-smoker, someone who refuses to take illicit drugs and someone who does not drink alcohol excessively. Their healthy lifestyle would show through the way that they come across to other people as they display confidence and are competent as they attempt to be a positive example and role model to students. The way the PDHPE educator comes across to others in their appearance will also make a difference. It doesnt matter (in my opinion anyway) what size a person is, but I do think that they need to look like they live a fit and active lifestyle. Having a good posture without slouching and dressing in loose comfortable clothes and appropriate footwear for the task is also important. Their body language will speak volumes. (Yahoo image search - PE teacher). 13. ThePDHPE Educator(Continued) They may need to demonstrate some of the activities that they are attempting to get the students to take part in, and so having a good knowledge of the sport or game is also necessary. Other areas that are a major part of the PDHPE subject such as general health and well- being, personal development, and the physical education which would also include an understanding of gross motor skills and how they have been developed, is something that the educator will also need to have a good knowledge of, as well as to be able to set a good example. In order to instil enthusiasm in the students in the area of physical activity, a teacher needs to be able to display it. There is debate as to whether a specialist teacher or a general teacher should teach P.E. in schools. It seems that currently it is the general teacher who has to teach all subjects in the class. When asked to identify the necessary characteristics of a good physical education teacher, staff at Montaville spoke of the importance of personality and enthusiasm, sound organisational skills, the ability to motivate others and to sell the subject to others. Clearly, someone who doesnt want to teach physical education would be unlikely to satisfy all these criteria (Tinning, Kirk, & Evans, 1993, p.7). 14. ThePDHPEEducator(Continued) I believe that it is important for any educator to be able to meet each of the students at the skill level they are currently at, and so to try and get children who may not be particularly active to suddenly be able to competently do a cross-country run without receiving injury, or to throw a shot-put without knowing how to do so safely would do nothing but discourage such a child from ever trying to do it again. As teachers we need to be aware of our duty of care toward each student in order to prevent accidents and/or injuries. 15. ThePDHPEEducator(Continued) A PDHPE teacher needs to have a friendly, welcoming and encouraging nature as each child will be at different levels of fitness and I dont think that it is necessarily a one-size-fits-all subject. Some children dont like to try new things in front of other people in case they make a fool of themselves, while others will happily do so this is where the well-being part of the subject comes in. Although I think that children need to be challenged and to be able to move from their comfort zone, how a teacher does this will either help or hinder a childs further development in any particular activity. It is important that once the teacher has assessed any physical or emotional limitations that a child might have, that they provide a variety of activities to suit. Maybe children could be divided into different groups, for example, some children could begin a session after going through some stretching exercises before skipping with individual ropes, while others might prefer to throw and catch balls, and a third group might like to do a form of aerobics at their level. Children might then be encouraged to change groups half way through the session to whatever one they would prefer to do next so that they get a good 10 15 minutes doing each activity. The way a teacher talks to his or her students is very important. If a teacher in any way berates a child, they will more than likely not get a good result in much of what they want the child to do, and that episode where the child was spoken to badly might become the stand-out feature of the day or week, possibly affecting their attitude quite severely. The encouraging nature of the teacher needs to come through with the words that they speak, and if they make it very clear that the students dont have to be an expert, just have a go, the students might be a bit more inclined to take part as well as see the fun aspect of it all. 16. ThePDHPEEducator(Continued) It is a well-known fact that exercise increases many of the chemicals in the brain that help us to feel good. It relieves anxiety and will further assist the students to be able to sit and focus on the lessons that follow. It might also help a lot with children who are just generally restless to settle a bit. 17. ThePDHPEEducator(Continued) Safety equipment like hats, sunscreen and water are also important. Everybody needs a certain amount of time in the sun in order to get the vitamin D that their body needs from the sun but avoiding the hottest part of the day is best for the safety of everyone. This is also an area where the PDHPE teacher needs to set a good example. 18. PDHPE and Educational Settings (my position comparison verdict) I believe that a good primary PDHPE teacher needs to be both an encourager, and be able to positively meet each of the children at the skill level that they are at in order to build more skills over the year. With the teacher doing this and being this way, the students will become competent learners and may develop a good sense of fun in doing physical activities. They may become skilled at one that they continue on with right throughout their school years and beyond, the PDHPE educator teaches very valuable and important life skills. PDHPE teachers need to be life long learners. PDHPE teachers should make sure that their students are well informed on health issues and have a sense of control about the decisions they make (NSW Board of Studies, 2007, p.6). When this is the case, they are more likely to experience positive relationships, improved quality of life and less illness. PDHPE programs play a unique role in the development of students knowledge, understandings and practical skills that lead to better health (NSW Board of Studies, 2007, p.6). I dont believe that just trying to be nice all of the time necessarily makes a good teacher especially when you have a classroom full of different personalities who may interpret nice in different ways. I am hoping that I will further develop skills as a teacher that will do more than just get along with people, but will also command a degree of respect and therefore be a more confident teacher. 19. PDHPEandEducationalSettings(my position comparisonverdict)(Continued) As mentioned earlier in Part 2 of this, I believe that PDHPE teachers need to have good people skills, and be encouraging and optimistic. They need to be healthy themselves so that they can be a good role model if the children choose to follow, because I think that children are very quick to pick up on anything that they might see as hypocrisy for example, a teacher might tell children how bad smoking is for them, but at lunch time that same teacher is spotted just outside of the school grounds having a sneaky puff. PDHPE educators aim to develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives (NSW Board of Studies, 2007, p.8). The syllabus will form the basis for students to adopt a responsible and productive role in society (NSW Board of Studies, 2007, p.8). 20. PDHPEandEducationalSettings(my position comparisonverdict)(Continued) Because I have always had a lot of fun doing physical activities ever since I was very young, and have always been encouraged to build on my skills along with a sense of enjoyment out of doing them, I think that I will be able to pass this on to children in the context of teaching PE in K-6. I am generally a positive and encouraging person and am quick to spot a child having difficulties. I think that finding the balance between helping someone who is finding things difficult and also building on the skill-base of those who dont is an area that I may need to develop further as I often gravitate towards the struggler or the underdog. Students should be given adequate instruction and practise before participating in activities that have an element of risk. Warm-up and warm-down routines should be taught and incorporated in every movement lesson. Dangerous exercises should be avoided (NSW Board of Studies, 2007, p.47). Teachers should be aware of the special medical needs of students in their class and how to manage these situations (NSW Board of Studies, 2007, p.47). I also think that a teacher needs to be able to take the whole child into consideration - this includes their emotional and physical attributes and abilities as well as any cultural issues that they may become aware of in order to teach the child well. Being aware of each childs limitations is also very important. In order to be able to meet each student at the level they are at, as a teacher I will need to be flexible in the way that I teach so that student needs are met. students learn at different rates and in different ways and that they learn best if they are engaged in activities that are meaningful and relevant to them. It would seem, then, that teaching/learning opportunities in physical education need to be varied in order to be responsive to the different learning styles, experiences and interests that students bring to classes (Tinning, MacDonald, Wright, & Hickey, 2001, p.137). 21. PDHPEandEducationalSettings(my position comparisonverdict)(Continued) Effective teaching and learning in PDHPE requires effective planning, programming, assessing and reporting practices, then evaluating (NSW Board of Studies, 2007, p.51). I am in good physical health, I do not smoke nor take illicit drugs, I do however occasionally have a drink. I go to the gym when I can and I go to my doctor for regular check-ups. I am also very aware of sun-smart protocols and I take the safety of others very seriously. I may need to brush-up on the rules of certain games and sports in order to teach them well, but I think that I will be able to bring a fun factor into any physical activity I want to encourage children to take part in. 22. References Berk, L. (2012). Infants, Children, and Adolescents. (7thed). Boston: Pearson Education. Kirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I. (1996). Physical education and curriculum. The sociocultural foundations of human movement. Melbourne: Macmillan Education Australia. Ch. 10. Retrieved from http://www.csu.edu.au/division/library/ereserve/pdf/kirk-d.pdf NSW Board of Studies. (2007). Personal development, health and physical education: K-6: Syllabus. Sydney: Author. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/pdhpe/k6_pdhpe_syl.pdf 23. References(Continued) Sluss, D. (2005). Supporting play: Birth through age eight. USA: Delmar. Tinning, R., Kirk, D. & Evans, J. (1993). What stands for physical education in primary schools? Learning to teach physical education. Englewood Cliffs, New Jersey: Prentice Hall. Ch. 1. Retrieved from http://www.csu.edu.au/division/library/ereserve/pdf/tinning-r1.pdf Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical education teacher: contemporary and enduring issues. Frenchs Forest, New South Wales: Prentice Hall. Ch. 10. Retrieved from http://www.csu.edu.au/division/library/ereserve/pdf/tinning-r3.pdf Image: Yahoo image search. PE teacher. (n.d.). Original page http://au.images.search.yahoo.com/search/images;_ylt=A2oKiaD_av9R0V wAeGcN5gt.?p=PE+teacher&fr=yfp-t-501&ei=utf- 8&n=30&x=wrt&y=Search (Retrieved 3/8/13).