Physical Education

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Physical Education Health Education - New
Agendas 80014 / EDU 1461
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THE TEACHERS OF PHYSICAL EDUCATION

• Week Two -
• The Role of the teacher within the
• Health and Physical Education
• Syllabus.

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WHAT IS PHYSICAL EDUCATION

• Physical Education is that part of a childs
  education which uses physical activity as the
  medium for education.
• It is concerned with the development of
  attitudes, knowledge and skills related to
  health, fitness and recreation.

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A LONG LONG TIME AGO IN A GALAXY FAR FAR AWAY

• From the earliest beginnings after the Education
  Act of 1875, generalist teachers have been
  providing Physical Education programs for their
  students.
• These programs have been shaped by the ever
  changing discourse that is health and Physical
  Education.
• Programs based upon Swedish gymnastics, military
  drill, medical examinations and colonial sports
  have all been offered under the communal title of
  PHYSICAL EDUCATION

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A LONG LONG TIME AGO IN A GALAXY FAR FAR AWAY

• Support was offered to the generalist teacher
  through resources such as syllabus documents in
  games, folk dancing, cricket and swimming.
• From the end of WW 2 until the early 1970s
  Physical Education was dominated by the remnants
  of military training. All movements were done
  with military precision, punishment was rampant
  for those who did not, or could not, perform the
  allocated tasks.
• Physical Education became a prime site for
  schooling bodies to be constrained yet useful. It
  offered purpose and structure to the youth of the
  day.

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THE MOVE TO REALPHYSCAL EDUCATION

• 1972 - New syllabus in Physical Education. It
  differed from all previous documents as it placed
  health education as a primary objective.
• Unlike the earlier syllabus documents that
  supplied teachers with How to lesson plans,
  this syllabus did not. Generalist teachers now
  had to plan Physical Education lessons for
  themselves either on a class, year level or
  school basis.
• In tandem with this new document was the move by
  Education Queensland to place specialist teachers
  of Physical Education into primary school
  environments.

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THE MOVE TO REALPHYSCAL EDUCATION

• The role of the specialist teacher was to
  instruct and demonstrate Physical Education
  concepts to generalist teachers. It was not to
  teach students.
• In reality, the small number of these specialist
  teachers and the geographical constraints of
  getting to Queensland primary schools meant that
  in reality they were rarely seen.
• When they did appear it was a quick fix scenario.
  The latest equipment, techniques and methods that
  would have benefited teachers was often not
  forthcoming. It became a Do this until I see
  you culture.

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THE MOVE TO REALPHYSCAL EDUCATION

• In the late 1970s more teachers were appointed
  as Physical Education specialists , and their
  role evolved to actually include instruction of
  students. (Interesting that this did not appear
  on the role description until some 15 years
  later)
• With the specialist instructing the class, the
  generalist teacher was required to attend the
  lesson, take notes and follow up the activity
  with their class at a later stage.
• Assessment was a shared responsibility between
  the specialist and generalist teachers, but it
  was the generalist teacher who maintained full
  responsibility for the program.

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SO WHAT REALLY HAPPENED?

• If you were pro-active towards physical Education
  you did the following
• Attended the Lessons
• Took Notes of the Selected Activities
• Participated when required
• Asked for additional resources
• Followed up activities on a regular basis
• Worked to ensure your students had access to
  quality Physical Education experiences
• If you were inactive towards Physical Education
  you more than likely did the reverse of these
  listed above.

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THE MOVE TO NON-CONTACT TIME

• Generalist teachers freed from attending Physical
  Education and Music specialist lessons. Some
  still choose to attend but most used to the time
  for marking etc.
• The result was that follow-up lessons became a
  figment of Education Queenslands imagination.
  They were regularly timetabled but in most
  schools this timetabling was rarely checked, and
  on even less occasions enforced by
  administrators.
• Physical Education was reduced to Aussie Sport
  or Daily P.E on a irregular basis, with a
  rationale based upon children blowing away the
  cobwebs.

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WHAT WILL YOUR ROLE LOOK LIKE?

• If you have a specialist PE teacher appointed to
  your school, you will generally be required to
• Teach lessons in health and personal development.
• Assist with swimming instruction and act as an
  official at school carnivals etc.
• Additionally you may be involved in the coaching
  of a sporting team or the co-ordination of
  sports-based experiences at your school.
• If you do not have access to a specialist teacher
  then you are responsible for the planning and the
  implementation of physical activity for you
  students.

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WHAT WILL YOUR ROLE LOOK LIKE?

• Integrated curriculum means that all classroom
  activities should be able to be integrated to
  produce rich learning experiences.
• Health and Physical Education is linked to
  activities from the other seven key learning
  areas (KLAs) to assist in the attainment of
  health and Physical Education outcomes.
• Global planning needed.
• Knowledge of the syllabus document needed.

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THE HEALTH AND PHYSICAL EDUCATION 1-10 SYLLABUS

• Framework drafted from the national profile.
• Growth and development
• Fundamental movement patterns and coordinated
  movements of the body
• Fitness
• Physical activity
• Effective relationships
• Identity
• Safety
• Challenge and risk
• The Role of food and nutrition
• The multi-dimensional nature of health.

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THE HEALTH AND PHYSICAL EDUCATION 1-10 SYLLABUS

• The syllabus document is broken into three
  sections or strands (preferred name).
• 1. Promoting the Health of Individuals and
  Communities
• 2. Developing concepts and Skills for Physical
  Activity
• 3. Enhancing Personal Development.

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STRAND 1 PROMTING THE HEALTH OF INDIVIDUALS AND
COMMUNITIES

• States of health, which include factors
  influencing health and health promoting
  behaviours.
• Challenge, risk, and safety.
• Nutrition.
• Health Resources.
• Social and physical environments.

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STRAND 2 DEVELOPING CONCEPTS AND SKILLS FOR
PHYSICAL ACTIVITY

• Movement skills, including fundamental movement
  skills, and specialised skills for movement.
• Movement concepts, including the components of
  movement, principles of movement, skill
  acquisition, and exercise physiology
• Safety.
• Strategic awareness.
• Health-related fitness, including the
  relationship between health, physical activity
  and fitness.
• Sociocultural perspectives, including factors
  that influence attitudes towards, and
  participation in, physical activities.

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STRAND 3 ENHANCING PERSONAL DEVELOPMENT

• Identity and relationships, including aspects of
  identity relationships in families, friendships
  and groups, and factors that influence identity
  and relationships.
• Cooperation and communication
• Growth and development.

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THE SYLLABUS LEVELS

• The syllabus has identified a series of
  benchmarks that have been listed as level
  statements. These are the broad expectations of
  what should be demonstrated at a particular
  level, and at in a chronological timeframe.
• Foundation Level - pre school/early year 1.
• Level 1- year 1
• Level 2- year 3
• Level 3 - year 5
• Level 4 - year 7
• Levels 5 and 6 are appropriate in high school
  settings, or for advanced primary school
  students.

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SO WHAT?

• Both generalist classroom teachers and specialist
  PE teachers need to make themselves aware of the
  working capabilities of this document.
• Upon graduation this syllabus will have undergone
  full implementation in Qld State schools, and a
  large number of independent schools.

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FOR NEXT WEEK

• Begin to talk about the planning process in
  Health and Physical Education.
• Read through curriculum development
  framework
• conceptual framework
• suggested planning process
• For those of you not signed up in tutorial groups
  today is your last opportunity!