The document discusses the author's experiences with physical activity and health from a young age, which influenced their interest in pursuing physical and health education. It reflects on how the author's upbringing and environment shaped their views on health and sport, and explores perspectives and approaches that will inform their teaching philosophy and practice in physical and health education.

1. Assignment 1: You and the
Profession
Value: 20%
Name: Jayde Hounsell
Student Number: 11472992

2. Me and My PDHPE Experiences
Sport has always been an integral component of my life. I have participated in
a number of both team and individual sports throughout my life including
netball, skiing, touch, tennis, little athletics, running and swimming. As a young
child I loved spending my time outdoors being involved in physical activity and
various games such as handball.
Reflections
of Physical
Activity My parents and the environment I grew up in were key influences in my life
which dictates my attitude towards health and physical education. I grew up in
and health a small country town where netball and football was the only weekend activity
at a young available. As a result netball has been a sport which I have identified with since
a very young age. My parents also were strong advocators for a healthy and
age active lifestyle hence I was involved in activities such little athletics, swimming
club and tennis lesson. Another influence that impacted on my sporting
choices was my friends. I participated in sports that my close friends also
played.

3. Me and My PDHPE Experiences
I learnt that
there was more
to PDHPE then
just physical
health. It also
included
mental, social
and spiritual
I participated in less health
individual sport and
more team work I participated in less physical
activity during the week. This
I loved the PRAC component of PDHPE was because I had the choice
yet paid less attention in the theory where as in primary school my
components that educated students the parents enrolled me in activities
importance of healthy food choices and such as little athletics and
regular physical activity swimming club.

4. Me and my PDHPE Experience
Key perspectives/approaches to health, wellbeing and physical
education
Holistic health approach: Previously PDHPE focused dominantly on physical
activity however spiritual health, social health and mental health are as equally
important and affect overall wellbeing and quality of life.
Guided discovery: This is where the teacher guides the learners through a
series of learning tasks and the learning is more student centred
(Tinning, Macdonald, Wright & Hickey 2001)
Piaget’s Constructivist approach: Viewed children as active constructors of
meaning who are born with mental structures but these are modified through
experience. Students therefore need learning activities to explore their own
understanding.
Vygotsky’ s Social constructivist theory – children actively construct
knowledge through interacting with others. The level of instruction needs to
be targeted to the student’s ZPD (above what the child can do independently
but below what is too difficult to master alone). A major implication of this is
scaffolding. This is where the degree and type of assistance that teachers
provide change as pupils become more competent at a particular task.
Scaffolding can be provided by teachers or more skilled peers and must be
suited to a students current level of proficiency (Tinning et al 2001).

5. Me and my PDHPE Experience
Key perspectives/approaches to health, wellbeing and physical education
Whole-part-whole teaching: Look at a skill or concept in whole
before breaking it into smaller segments to gain a conceptual
understanding and then bring it all together again at the end.
Limitation method and problem solving style: student centred
activity but the teacher provides limitation on the possible
activities (Tinning et al)
Brian Cambourne conditions of learning: Immersion,
Demonstration, Expectation, Response, Approximation, Use,
Responsibility and Engagement.
Developmental approach
VAK theory from Fleming: There are visual, auditory and
kinaesthetic learners. Find out which method best suits your
students and utilise this to maximise student learning.
Gardiner's multiple intelligences approach

6. Me and My PDHPE Experiences
Pressure from the
media: Body Image
and health (view
link below):
Teachers need to
teach students Fitness and
about the vast Healthy Eating
array of different Choices are
shapes and sizes essential to
overall
wellbeing
My current
attitudes in
relation to
health and
physical activity: I believe in the
importance of
PDHPE: Should Holistic Health
be taught in a
way that
includes all
students

7. Me and My PDHPE Experiences
LINKS BETWEEN YOUR PAST EXPERIENCES AND
CURRENT ATTITUDES AND VALUES
Being involved in physical activity and sports from a young age has motivated me to continue
to be an active individual
Healthy eating choices adopted from my parents and going to a boarding school that
promoted healthy eating has educated me the importance of a healthy diet
I am aware that PDHPE was a FUN subject at school but did I learn the necessary components
of holistic health? After considering my own personal experiences with this subject I am aware
that I want to educate students the importance of healthy decisions and overall wellbeing and
happiness. I also want to focus not solely on playing sports but how students can learn the
correct techniques of different skills- as teachers of physical education we can be improving
the skills of young students so they ALL enjoy and participate in physical activity
Having a friend who has suffered from a eating disorder has taught me that skinny does not
equal healthy and the media has a large role in portraying unrealistic expectations in relation
to body image.
Even though many of my friends became less active in high school I still participated in sports
such as Netball and Skiing. I think this has impacted positively on my overall wellbeing. I want
to instil the importance of health and physical activity in each and every one of my students
and carefully select learning activities which can engage all individuals
As a teacher of PDHPE I will give my students a CHOICE yet ensure it is beneficial to their
learning

8. The PDHPE Educator
Physical Characteristics:
• Fit
• Healthy
• Healthy weight range Types of teaching activities:
• Wears sporty clothes such as • Use activities which will
tracksuits, polo shirts and motivate students
runners- clothes that are • Age appropriate activities
comfortable and allow for • Effective and rich resources in
physical activity areas including:
• Accessories : - self and relationship
whistle, stopwatch, hat - diversity
- Bullying, harassment and
Knowledge: abuse
• K-6 PDHPE Syllabus - Movement, skill and
• Wide variety of learning activities performance
• Aware of different healthy eating - Mental health
choices - Healthy food choices
• Different teaching approaches - Physical activity
• Student backgrounds - FUN yet PURPOSEFUL
• How to integrate PDHPE with other activities
KLA’s - Teaching activities should
• Knowledge of different sporting include effective
activities planning, implementation and
• Quality teaching elements evaluation.

9. The PDHPE Educator
Actions and communications: Skills and Abilities:
• Approachable • Reasonably fit
• Effective communicator: Both • Be able to effective
talking and listening replicate technique of any
• Outgoing practical activity outlined
in the syllabus
• Energetic
• Be able to modify learning
• Friendly to suit different learners
• Enthusiastic • Motivating and engaging
• Sensitive with controversial • Have confidence in one’s
topics ability
• Caring • Organisational skills
• Skills in a number of
• Encouraging: “Good throw” &
different sporting activities
“You are making very good
progress” • Be able to employ
different teaching styles:
• Promote both intrinsic and
guided discovery, task-
extrinsic motivation
base learning and
reciprocal teaching
• Time management skills

10. The PDHPE Educator: The effective
educator
Teachers need to understand that 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. Teaching and learning opportunities need
to be varied in order to be responsive to the
different learning styles, experiences and
interests that students bring to the classroom
(Tinning et al 2001)

11. PDHPE and Educational Settings: My
position
What value/non-value do you believe PDHPE has for Primary
Education Setting:
• In my personal opinion PDHPE is a important subject that needs to be taught effectively
as it can impact on an individuals health, wellbeing and quality of life
• Despite this, PDHPE only comprises 9% of the school timetable which is insignificant
when comparing it to subjects such as Mathematics and English. It is therefore evident
that PDHPE has struggled to establish credible academic identity in the broader school
curriculum due to relative subject status, time restraints, lack of enthusiasm and lack of
knowledge (Hennessey 2013)
• As pre-service teachers it is imperial we are aware of the importance of PDHPE and
allocate time accordingly as it is concerned with the development of a student as a
whole person and thus has a important role in social, mental, physical and spiritual
health (Board of studies 2007)
• Important to prevent and reduce obesity of young children
• Important strands that may influence decisions later in life : active
lifestyle, dance, gymnastics, growth and development, games and sports, interpersonal
relationships, personal health choices and safe living
• Develop life essential skills
• PDHPE can increase self confidence
• PDHPE can improve cognitive skills

12. PDHPE and Educational Settings: My
position
PRESS PLAY: (Board of
Studies, 2007 pg. 7&8)
•Encourages an
Students develop understanding and
skills in: valuing of self and
• Communicating others
• Decision making Value of PDHPE •Promote physical
• Interacting activity
• Moving
in primary
• Problem Solving education •Emphasis informed
decision making
(Board of Studies leading to effective
2007) and responsible action
(Board of Studies
2007)

13. PDHPE and Educational Settings:
My position
HOW DO I COMPARE TO THE PDHPE
EDUCATOR IN THE PREVIOUS SECTION??
I believe I will be able to measure up to the ideal
PDHPE teacher because:
• I am a fit and healthy individual who loves
sport and physical activity
• I have good time management skills and will
ensure I allocate enough time to the
teaching of this KLA
• I will ensure I research and participate in any
training benefits which will benefit my
students
• I will learn about my students cultural
backgrounds and utilise teaching strategies
that cater for the diversity in my classroom.

14. PDHPE and Educational Settings: My
position
How do you feel about teaching PE in the K-6 context
Challenged: I believe it
Confident: I believe my Motivated: Excited: Every student
will be challenging yet
involvement in sports and I want to inspire should be educated to
exciting to implement
physical activity has gave children to be ensure they have a
an effective PDHPE
me a advantage. I believe I active and make healthy lifestyle. I am
program that will
am fit and active enough healthy life excited to be able to
educate students yet
to teacher students the choices combine my passion of
appeal to the diversity
skills and movement physical activity with
of all learners. However
involved in PDHPE creative and innovative
I do believe this is crucial
lesson plans to teach
in teaching the subject
students

15. PDHPE and Educational Settings: My
position
What do you believe teachers need to know and be
able to do to confidently teach PDHPE?
Teachers need to have a strong understanding of the K-6 PDHPE syllabus. This comprises subject
matter (Active lifestyle, Dance, Games and Sports, Growth and Development, Gymnastics and
Interpersonal Relationships, Personal Health Choices and Safe Living), Skills that students need to
develop from PDHPE (Communicating, Decision Making, Interacting, Moving, Problem Solving)
and effective learning activities that can develop these concepts in conjunction with the outcomes
and indicators (Board of Studies 2007)
Teachers need to develop context specific activities which will cater for different learning styles.
As reiterated by Tinning, Kirk and Evans in PDHPE teaching there is no set recipe that can be
applied in all situations. More importantly teachers should develop a way of thinking that will
allow certain knowledge and strategies to be appropriately employed in particular instances
(Tinning, Kirk & Evans 1993)
It has been proved that PDHPE experiences including programs that lacked variety and frequency
of delivery were dominated by the involvement in supervised games and involved little teaching
and learning (Morgan & Bourke 2008). It is therefore crucial that PDHPE teachers are directly
involved in teaching students skills and movements rather then merely supervising a game in
which may be dominated by two or three students.

16. PDHPE and Educational Settings: My
position
What do you believe teachers need to know and be
able to do to confidently teach PDHPE?
It is important that teachers have a positive attitude towards PDHPE and are able to recognise the
benefits it can impose on an individual. The thought of teaching a subject that was not enjoyed
throughout own schooling may be a substantial barrier to effective teaching and adversely impact on
teachers’ PE teaching confidence and their subsequent teaching behaviour” (Morgan & 2008).
If we believe that emotional, social and cognitive development is an important outcome of physical
education then classes, programs and assessment tasks need to be planned and taught with these
outcomes in mind; they do not happen just because students are actively involved and seem to be
spending appropriate amounts of time on tasks (Tinning et al).
Teachers need to have access to a vast array of teaching resources and be able to implement effective
lesson plans around these resources
Examples of lesson ideas and suggestions include:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=970#Video
http://www.healthykids.nsw.gov.au/teachers-childcare/physical-activity-primary-school/primary-
physical-activity-teaching-resources.aspx
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/resources/index.htm

17. PDHPE and Educational Settings: My
position
What do you believe teachers need to know and be
able to do to confidently teach PDHPE?
Teachers need to know the cultural context and background of each of their students.
There are many controversial issues which are taught in PDHPE teachers may have to
be sensitive introducing these if they are relevant to student lives (family breakdowns
etc.)
PDHPE teachers need to be adaptable and cater for a range of different learners within
the classroom . The activities need to value the importance of diversity and benefit the
class as a whole
It is the responsibility of both schools and teachers to ensure that the children have the knowledge
and competencies to use exercise appropriately in contributing to an active lifestyle- Rather then
attempting to make children fit (Kirk 1996). In order to do this education authorities and school
communities must develop strategies to improve the quality and quantity of resources, facilities, and
equipment to support the implementation of PE programs.” (Morgan, & Hansen, 2007, p. 106)
The educator needs to be able to implement a quality PE program to ensure that
children develop the knowledge, understanding, skills, values, and attitudes needed to
lead healthy and fulfilling lifestyles. (Morgan & Hansen 2007, p. 107)

18. References
Board of Studies (2007) K-6 PDHPE Syllabus
Hennessey, A. (2013) Lecture: The Nature and Role of PDHPE [PowerPoint Slides]
Charles Sturt University
Kirk, D. (1996) The crisis in school physical education: an argument against the tide.
The ACHPER Healthy Lifestyles Journal, 43 (4), 25-27
Morgan, P., & Hansen, V. (2007). Recommendations to Improve Primary School
Physical Education: Classroom Teachers’ Perspective. The Journal of Education
Research, 101(2), 99-111. Retrieved from
http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=697
611d9-5ecf-4f45-8f3a-64b728af5255%40sessionmgr4&vid=2&hid=10
Morgan,P & Bourke, S. (2008). “Non-specialist teachers’ confidence to teach PE:
the nature and influence of personal school experiences in PE”. University of
Newcastle, AustraliaVol. 13, No. 1,
Tinning, R., Kirk, D., & Evans, J. (1993). What stands for physical education in
primary schools? 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.

19. References
Pictures (Google Images)
http://24.media.tumblr.com/tumblr_m0afid9E0j1r661amo1
_500.jpg
http://images.huffingtonpost.com/2008-09-17-images-
kmoss5.jpg
http://consciouslifenews.com/wp-
content/uploads/2013/01/healthy-food-heart.jpg
http://img.ehowcdn.com/article-
new/ehow/images/a08/6o/9t/become-pdhpe-teacher-
800x800.jpg