1. PDHPEME AND MY PROFESSIONJACQUELYN MARKS

2. Me and MyexperiencesI started participating in physical activity eversince I was 4 years old. I began competitivecycling when I was four until I turned 15 yearsold. I started playing softball when I turned 5 andcontinued that until the age of 16. When I wasfour a played netball in one of my elder sistersschool teams and I have continued playing eversince. I currently play netball five days a weekand I go running and walking almost every day.I chose these sports as they are what my eldersisters and parents played and wanted me toparticipate in. They are the influences on howmuch physical activity I participate in. they havealways encouraged me to be healthy andphysically active. 3. As I grew older my feeling towardssports and physical activity did alterslightly. Through time I decided tochoose just one sport to participate infully, this was netball. Also I realisedwith time the importance of physicalactivity and a healthy lifestyle and eversince then I have concentrated onbeing healthy and active. 4. I love physical activity even if its justa walk around the lake with myfriends and this in turn will help meteach PDHPE in the K-6 context andhopefully my enthusiasm for sportsand a healthy and active lifestylewill encourage my students to beactive also.My love for sports is what is going tomotivate myself and my studentswithin my classroom. Whether itsplaying sports on the oval orlearning about them and healthyliving in the classroom it will be myvalues and attitudes that influencethem. 5. The PDHPEEducatorThe stereotypical PDHPE teachers physicalcharacteristics: Dresses in comfortable clothing Tracksuits Shorts T-shirts Females tie their hair back Males short hair Wears appropriate footwear Minimal jewellery, wears a watch for timekeeping purposes Usually carries a whistle for an easy wayto grab childrens attention 6. Actions andCommunicationAn effective PDHPE teacher is: Enthusiastic Encouraging Confident Make content interesting They give instructions clearly and precise They are able to demonstrate effectively They give positive feedback Keep students organisedThe teachers ability to communicate withthe learner is critical to effective physicaleducation. In terms of instructionalevents, the presentation of the instructionaltask is critical. (Rink, J.E. 2003) 7. Skills and PDHPE teachers are: Physically fit to keep up with children HealthyAbilities Enjoys working with children Motivates Planning and organisational skillsEffective teaching, is teaching that resultsin more intended Thinks on their feet and reacts quickly in emergencieslearning than does less effective teaching Mentally fit- not easily frustrated when giving instructions and demonstrating(Rink, J.E. 2003). Experience in majority of sports that they teach with expert experience in only a few 8. PDHPE teachers like all teachers need to be familiar with thesubject syllabus.Knowledge They need to have a broader knowledge which includes: Providing students with the skills they require Moving Problem solving Communicating Interacting Decision- making Interpersonal relationships Growth and development Physically Socially Cognitive emotional Active lifestyles Personal health choices Safe living Games and sport Gymnastics Dance (NSW Board of Studies.2007). 9. Teaching ActivitiesAn activity for each strand include:Active lifestyle- Stage one example; Participates in physical activity, recognising that it can beboth enjoyable and important for health. creates a class list of activities they like to do or playthat can be considered active.Games and sports- Stage two example; Participates and uses equipment in a variety ofgames and modified sports. Lists sports and the equipment needed to participate in thesesports and explain the correct use of these.Growth and development- Stage three example; Explains and demonstrates strategies fordealing with life changes. Prepares presentations that shows how the systems of the body allrelate to one another, using appropriate language and research techniques.Interpersonal relationships- Early stage one example; identifies how individuals care for eachother. Explores their family members and describes how they care for them.Personal health choices- Stage one example; recognises that positive health choices canpromote wellbeing. Brainstorms ideas of what individuals do stay healthy, such asfood, exercise brushing their teeth.Safe living- Early stage one example; demonstrates an emerging awareness of the conceptsof safe and unsafe living. Identifies individuals who can keep them safe and places that aresafe to play and be around. (NSW Board of Studies. 2007). 10. In all performances in which other peopleare involved, the performer needs to beaware not only of his or her own role but ofthe roles of others and various relationshipsbetween performers.(Brown, S., Clarke, D., Lambert, K., Cheers, J., & McClung, M. 2001)This statement can be used in relation to allof the teaching activities in the previousslide, using team work and showing who in 11. Setting... My PositionWith my love for physical activityand most sports and also myknowledge of the importance ofbeing healthy both physically andemotionally I value PDHPE as a KLAfor the primary education setting.I value the challenge of proving thePDHPE subject is more then justgetting out on the oval and playinga game or running. It is about theholistic wellbeing of individuals.I value a safe and inviting classroomand an encouraging and motivatingenvironment for physical activityoutside. 12. Alike: I love sports and physical education Enthusiastic Encouraging ConfidentComparison of Creative- I believe I have the ability to make the content interesting Staying positiveMyself and a Organised HealthyPDHPE Teacher Enjoy working with children Experience in sportsDifferent: Lack of experience Unable to think on my feet inemergencies Mental fitness- frustration Demonstration Lack of knowledge of the subject content- coming from lack of experience 13. FeelingsI am very excited about teaching PE inthe K-6 Context as teaching is something Ihave always dreamed of doing. I am alsotowards very sporty and enjoyed learning PDHPEat school, and feel I would enjoy teachingthe subject just as much.teachingTeaching this subject in school would bescary if I was to be thrown into aPE in theclassroom tomorrow, but only becausemy knowledge of the subjects content isnot as deep as I wish for it to be, howeverK-6with time and a deeper understanding Iwill feel more comfortable in front of aclass.contextI am also very determined to make PDHPEfun and enjoyable for my students, eventhe theory side of it. 14. Need to KnowFor teachers to confidently teach pdhpe Ibelieve they need to know about the holisticview of the subject, in regards tosocial, emotional, mental, physical and cognitiveaspects of an individuals wellbeing.They need to be fully educated in individualshealth, health priorities, factors effecting theirhealth, improving individualsperformance, physical developments, healthyliving, lifestyles and exercise.They need to have a deep knowledge andunderstanding of the syllabus and theimportance of the strands involved.And teachers most importantly need to knowtheir students how they learn, theirmotivation, engagement, physical, emotionaland social status of their wellbeing. 15. ResourcesRink, J. E. (2003). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis(Eds.), Student learning in physical education (2nd ed.) (pp. 165-183). Champaign, Il. : HumanKinetics.NSW Board of Studies. (2007). Personal development, health and physical education K-6:Syllabus. Sydney: Author.Brown, S., Clarke, D., Lambert, K., Cheers, J., & McClung, M. (2001). PDHPE application andinquiry: Preliminary course. New York: Oxford University Press.Nichols, B. (1990). Moving and learning: The elementary school physical educationexperience (2nd ed.). Missouri: Times Mirror/Mosby College Publishing.Tinning, R., McDonald, D., Wright, J., & Hickey, C. (2001). Becoming a physical educationteacher: Contemporary and enduring issues. Frenchs Forest: Pearson Education Australia.Wall, J., & Murray, N. (1990). Children and movement. Colorado: WM.C.Brown Publishers.Tinning, R., McCuaig, L., & Hunter, L. (Eds.). (2006). Teaching health and physical education inAustralian schools. Frenchs Forest: Pearson Education Australia.