assessment 1 digital presentation
TRANSCRIPT
PDHPE: Health & Movement Studies
EMR205
Assessment item 1‘You and the Profession’
Tayla Johnson11490284
Rachael Jefferson-Buchanan
Me and my PDHPE experiences
Age 4
Age 8
Age 16
A casual family plank...
Yes, this is actually my Mum!
Historically, the inclusion of physical education in the school curriculum has been linked to ‘military training, fitness for war, nationalism, social regulation, and the promotion of healthy lifestyles and leisure pursuits.’
(Kirk, 1996, p. 90).
Australia's political perspective towards health is ruled by the rise of childhood obesity (Ebbling, Pawlak & Ludwig, 2002).
‘In many schools physical education holds a lower status than other school subjects’
(Kirk, 1996, p. 91).
The PDHPE Educator
(Morgan, & Bourke, 2008, p. 2)(Morgan, & Bourke, 2008, p. 2)
• PDHPE teachers generally have knowledge about and are skilled in most sporting activities. • They are expected to be fit
individuals and often have related qualifications such as their first aid and bronze medallion. • The teaching activities that
PDHPE educators are required to provide are either.... physical or theoretical.
PDHPE and educational
settings – my position
NSW Board of Studies PD/H/PE K-6 syllabus‘Direct concern with supporting the development
of the student as a whole person. Its
implementation has the potential to contribute to
improved and ongoing quality of life for all
individuals within the community. The syllabus is
based on a broad notion of health that
encompasses all aspects of an individual’s
wellbeing, inclusive of social, mental, physical and
spiritual health. It is concerned with developing in
students the knowledge and understanding, skills,
values and attitudes that will enable them to lead
healthy and fulfilling lives.’ (NSW Board of Studies,
2007, p.5)
To be deemed a confident and competent PDHPE teacher, programs should...
• Focus on encouraging students to make informed decisions related
to health and physical activity to develop positive attitudes
towards a healthy lifestyle.
• Include participation in regular and varied physical education
experiences, which provide the foundation for a lifelong
commitment to valuing and leading a healthy lifestyle.
• Include systematic and explicit teaching of personal and social
skills to give students a basis for resilience and the resourceful
management of their own lives.
• Have the flexibility to treat sensitive and controversial issues in a
manner reflective of ones own ethos. (NSW
Board of Studies, 2007, p.5)
ReferencesKirk, D., Nauright, J., Hanrahan, S., Macdonald, D. & Jobling, I. (1996). Physical education
and curriculum. In The sociocultural foundations of human movement. Melbourne:
Macmillan Education Australia. Ch. 10.
Ebbling, C., Pawlak, D., & Ludwig, D. (2002). Childhood obesity: public-health crisis,
common sense cure. The Lancet, 360, 473-82. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0140673602096782#
Tinning, R., MacDonald, D., Wright, J., & Hickey, C. (2001). How do students learn? In
Becoming a physical education teacher: contemporary and enduring issues (pp. 137-
143). Frenchs Forest, NSW : Pearson Education Australia.
NSW Board of Studies. (2007). Physical Development, Health and Physical Education K-6
syllabus. Sydney: Author.
Morgan, P., & Bourke, S. (2008). Non specialist teachers’ confidence to teach PE: the nature
and influence of personal school experiences in PE. Physical Education and Sport
Pedagogy, 13(1) 1-29, DOI: 10.1080/17408980701345550