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EMR206- PDHPE ASSESSMENT 1

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EMR206- Assessment task #1 A multi-media presentation By lauren irving 11468890 PDHPE: YOU AND THE PROFESSION

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Starring…… THE STEREOTYPE Sue Sylvester as:

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THE IDEAL Shannan Ponton as:

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The Future PE Teacher!! And… Lauren Irving

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Me & My PDHPE Experiences

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My involvement in physical activity as a child included sports and activities such as: Swimming Bike riding Cross country Little athletics Dance-Jazz Ballet Netball Soccer My experiences physical activity ….

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The prominent influences on my involvement in physical activity include: My parents- Mum & Dad My two brothers Close cousins Friends Societal values/ideals My influences of physical activity ….

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How my involvement in physical activity changed over time… When commencing high school my interest in soccer slowly declined. Finding my place in a new environment, I started thinking that soccer was not a socially acceptable sport for girls, and had decided to take up netball with my school team instead.

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Attitudes and feelings During my high school years, my enthusiasm towards activity had slowly declined. I did not enjoy physical activity as I did previously in primary s chool.

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My current views on physical activity My negative experiences of physical activity during high school have not changed my understanding of the importance of physical activity. I still participate in many forms of physical activity today, which include going to the gym, netball with friends and taking my son an dog for long walks on a regular basis …

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As a pre-service teacher, my attitudes and feelings towards physical activity will strongly influence my teaching of PDHPE. As a pre-service teacher… “Children develop the knowledge , skills understanding, values and attitudes from a young age that will enable them to lead healthy and fulfilling lives (BOS NSW, 2009).

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The Ideal PDHPE Teacher

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When thinking of an ideal PE teacher there are often many stereotypes which come to mind…

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Is this one of them ???? Masculine Excessively competitive Authoritarian Relentless Inconsiderate Super athletic Aggressive

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The ideal PE Teacher should look more like this! On the other hand I believe … Attributes: h appy, friendly, approachable, enthusiastic, confident, well groomed, inspirational, knowledgeable, organised, prepared, empathetic, actively involved, accommodating, physically fit and healthy….

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How should the ideal PE teacher dress?? The ideal PE teacher should wear: Protective and supportive footwear Comfortable and professional clothing which allow for easy movement Sun protection clothing and accessories- long sleeve shirt, hat, sunglasses, sunscreen Long hair should be tied back to avoid sight obstruction Whistle – for safety reasons, gaining students attention over noisy activities, reducing vocal problems- (Meldrum & Peters, 2012)

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Motivational and encouraging, Provide students with positive reinforcement, choice, and a sense of responsibility towards themselves, others and the environment (Kirk, Nauright , Hanrahan , Macdonald & Jobling , 1996) Actively involved in each lesson Engage students with confident, tall posture and the use of open body language D emonstrate own dedication for health and fitness Communicate and engage with all students D evelop trusting relationships P rovide students with positive, accurate and relevant feedback, which specifies how students can improve on skills and understanding, such as “I like how you threw the ball like this, you could maybe try it this way to….” (Tinning, Kirk & Evans, 1993) Aware of the varying gender, age, cultural differences and disabilities, which are present amongst their students and be accepting and accommodating of this ( DinanThompson , 2009) Safety should also be a high priority Able to look beyond their own perspectives of what physical education should encompass and consider the interests of all students (Tinning et.al., 1993) How should the ideal PE teacher act, what should they say??

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The ideal PE teacher should have knowledge of… The ideal PE teacher should have an interest and general understanding of health, fitness, nutrition and sports. They should also have extensive knowledge of the k-6 PDHPE syllabus, including all aspects of the syllabus aims , objectives , outcomes & indicators for each stage level. In addition to this, experience with and understanding of each of the 8 content strands is required.

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Comparison: The verdict

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The verdict! Students are active participants in their own learning, but as educators we are responsible to encourage and support young students, to understand the importance of a healthy lifestyle, enabling them to make confident health and lifestyle choices late in life- (Meldrum & Peters, 2012) Like the ideal PE teacher I have a general knowledge about health, fitness, nutrition and sport and hold a high interest in maintaining a healthy lifestyle. Although I have the motivation an enthusiasm to teach young students about PDHPE, I believe there is still much to learn about this area of the curriculum.

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School Personal Development, Health and Physical Education (PDHPE) programs should focus on encouraging students to make informed decisions related to health and physical activity and develop positive attitudes towards a healthy lifestyle (BOS NSW, 2007). “There is not set recipe that can be applied to all situations when teaching physical education. There needs to be a way of thinking about physical education that will allow certain knowledge and strategies to be appropriately employed in particular instances” (Tinning, Kirk & Evans, 19993). I don’t believe that one set mould exists for all PE teachers to fit into. We all have our own particular strengths, and must work with these strengths to achieve the best outcomes for our students.

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THE END Thank you for taking the time to watch my presentation… Lauren Irving 1146890

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REFERENCES Board of Studies NSW. (2007). Personal development, health and physical education K-6: syllabus. Sydney: BoS NSW. Retrieved July 23, 2012 from: http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe DinanThompson , M. (2009). Health and physical education: Issues for curriculum in Australia and New Zealand. South Melbourne: Oxford University Press. 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. Meldrum, K. & Peters, J. (2012). Learning to teach health and physical education: the student, the teacher and the curriculum. Frenchs Forest: Pearson Australia . 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. Photos and images retrieved from: Google.com

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