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Physical Education

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Why should we bother to study health in the primary school environment? ... Physical dares and risks. Preventive, protective and treatment actions in emergencies: ... – PowerPoint PPT presentation

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Title: Physical Education


1
Physical Education Health Education - New
Agendas 80014
2
BRIDGING THE STRANDS
  • Week Eleven -
  • On the road to Personal Development

3
WHY THE PUSH TO HEALTH EDUCATION?
  • Why should we bother to study health in the
    primary school environment?
  • Shouldnt that task be the responsibility of
    health care professionals and parents instead of
    teachers?
  • Shiltons article in the readings provides some
    understanding of the place of health education in
    schools.

4
WHY THE PUSH TO HEALTH EDUCATION?
  • The acquisition of health-related knowledge and
    skills are essential for people to make informed
    choices about lifestyles.
  • There has been widespread support from health
    authorities, education networks, parent groups
    and non-government health agencies to acknowledge
    the fact that schools play an essential role in
    the above.
  • This support has been enhanced in Queensland
    through the construction of the three strand
    Health and Physical education 1-10 key learning
    area syllabus, which provides opportunities for
    the development of knowledge, attitudes and
    skills to promote and enhance health.

5
WHY THE PUSH TO HEALTH EDUCATION?
  • Most behaviour patterns that lead to ill-health
    can be avoided.
  • Childhood and adolescence are seen as appropriate
    times to focus on ones understanding of health
    concepts.
  • Now there is substantial research to indicate
    that success can be achieved in positively
    influencing health practices through the
    transmission of meaningful information.
  • However, these expectations of success must be
    tempered with influences on behaviour that occur
    outside the realm of the school, such as parents,
    peers, the media and the environment.
  • Success is most likely when the school works in
    collaboration with the broader community to
    promote healthy practices.

6
UNDERSTANDING THE STRANDS
  • Promoting the health of individuals and
    communities Enhancing Personal Development
    sound like a wonderful ideas.
  • But..It sounds broad - a closer look at the core
    content and you will begin to see how broad these
    strands actually are!

7
CORE CONTENT- PROMOTING HEALTH OF INDIVIDUALS AND
COMMUNITIES
  • Challenge, risk and safety
  • Behaviours that promote personal and group safety
    related to
  • Aquatic environments.
  • The sun.
  • Road and transport use.
  • Personal hygiene.
  • Fire
  • Safe, unsafe, risky and challenging behaviours
    in
  • Physical activities
  • Relationships
  • Physical dares and risks
  • Preventive, protective and treatment actions in
    emergencies
  • Risk assessment
  • Risk management
  • First aid

8
CORE CONTENT- PROMOTING HEALTH OF INDIVIDUALS AND
COMMUNITIES
  • Nutrition
  • Relationship between food, growth and development
    and health
  • Impact of eating behaviours on health.
  • Choosing nutritious foods
  • Role of food types in meeting nutritional needs
  • Planning diets based on nutritional needs for
    growth, energy and health.
  • Energy requirements for physical activity.
  • Health resources
  • Issues related to the selection of health
    products, services and information
  • Health needs of self and others
  • Access and availability
  • Effective use
  • Reliability of information

9
CORE CONTENT- PROMOTING HEALTH OF INDIVIDUALS AND
COMMUNITIES
  • Social and physical environments
  • Health effects of human behaviours on social and
    physical environments including home, work and
    recreation
  • Pollution
  • Harassment, bullying and racism.
  • Creation and maintenance of environments that
    promote and protect health
  • Role of individuals
  • Role of communities
  • Impact of rules. Laws and policies.

10
CORE CONTENT- ENHANCING PERSONAL DEVELOMENT
  • Identity and Relationships
  • Aspects of Identity
  • Self -concept
  • Self-esteem
  • Gender identity
  • Sexual identity
  • Cultural identity
  • Relationships in families, friendships and groups
  • Roles, rights and responsibilities.
  • Enhancing and managing relationships
  • Factors influencing identity relationships
  • Group affiliation
  • Stereotyping
  • Media and popular culture
  • Values, attitudes and beliefs
  • Change
  • Interactions with others
  • Personal behaviours
  • Stages of growth and development

11
CORE CONTENT- ENHANCING PERSONAL DEVELOMENT
  • States of Health
  • Factors influencing health
  • Growth and Development
  • Nutrition
  • Physical Activity
  • Society, culture and biological environment
  • Individual and group actions and behaviours.
  • Health promoting behaviours of individuals and
    groups related to
  • Physical, social, mental, emotional and spiritual
    wellbeing.
  • Tobacco,alcohol and other drug use.
  • Communicable and non-communicable illness and
    disease, including sexually transmitted
    infections.
  • Strategies to promote personal and community
    health.

12
CORE CONTENT- ENHANCING PERSONAL DEVELOMENT
  • Co-operation and Communication
  • Interpersonal skills
  • Communication
  • Assertiveness
  • Conflict resolution
  • Negotiation
  • Co-operation
  • Expressing ideas and emotions
  • Making decisions and solving problems
  • Growth and Development
  • Aspects of growth and development
  • Stages of growth and development
  • Factors influencing growth and development
  • Strategies to enhance growth and development
  • Clarifying values, settings, time management

13
WHAT OF IT?
  • Such a broad range of content allows for outcomes
    to be achieved across many different platforms
  • So what does this mean to you as either a
    generalist or specialist teacher of physical
    education?
  • This vast amount of content cannot be covered in
    one 30 minute lesson per week.
  • The answer revolves around a combined approach
    whereby classroom teachers, specialist teachers,
    school communities and parents are used to design
    learning experiences for students.
  • From this comes the concept of the Health
    Promoting School.

14
HEALTH PROMOTING SCHOOLS
  • What is a Health Promoting School?
  • Based on the principle of the Ottawa Charter for
    Health Promotion, the Health Promoting Schools
    approach recognises that effective health
    education encompasses more than just the
    development of personal skills and knowledge.
    Supportive (school) environments both physical
    and social, policy development, community action
    and effective use of resources, all have a part
    to play in a comprehensive approach to promoting
    individual and community health.
  • A Health Promoting School then, is one which
    considers the broad health needs of all school
    community members, and addresses those needs in
    the context of three essential and interrelated
    components
  • School organisation, ethos and environment
  • Curriculum, teaching and learning
  • School partnerships and services

15
HEALTH PROMOTING SCHOOLS
  • Schools using the Health Promoting Schools
    approach facilitate change using a combination of
    democratic and collaborative strategies, to
    develop and implement a health curriculum that is
    appropriate to the needs of the school community,
    which is then supported and extended through the
    everyday organisation and practices of the
    school. It is a holistic approach which has been
    proven internationally to be far more effective
    than traditional, curriculum-based health
    education models.
  • The Health Promoting Schools approach is fast
    becoming the favoured model for effective health
    education and promotion in an ever increasing
    number of countries around the world, including
    Australia. The approach also incorporates the
    principles of many Education Queensland policies
    and priorities including active and informed
    citizenship, inclusive curriculum, social
    justice, effective learning and teaching,
    supportive school environments and school-based
    management.

16
HEALTH PROMOTING SCHOOLS
17
HEALTH PROMOTING SCHOOLS
  • The physical environment refers to
  • clean safe surrounds
  • adequate amenities
  • the availability of nutritious food
  • The social environment refers to
  • the absence of discrimination
  • the acceptance of individual and cultural
    differences
  • the fostering of caring relationships
  • Health curriculum refers to
  • comprehensive and sequential lessons
  • relevant health issues being raised
  • experiences where attitudes, values and
    behaviours are shaped
  • Wider community issues refer to
  • partnerships with parents and local people in the
    community
  • learning activities relevant to wider community
    life

18
OKAYIT MAKES SENSE BUT.
  • As teachers we have a HUGE responsibility to
    foster the social development of our children. In
    particular we must exhibit as role models
  • the absence of discrimination
  • the acceptance of individual and cultural
    differences
  • the fostering of caring relationships
  • How we do this depends on our own social
    development!

19
SOCIAL DEVELOPMENT
  • The key to our social development as teachers is
    the ability to build quality relationships.
  • Today, we are going to delve into the two things
    necessary to build quality relationships
    Communication Self Esteem.

20
COMMUNICATION
  • Communication involves sharing feelings,
    attitudes and ideas, and is essential for
    developing and maintaining rewarding
    relationships.
  • Communication can take the form of either
  • Verbal
  • Words
  • Voice
  • Non-Verbal
  • Writing
  • Gesture
  • Expression
  • Posture
  • Positioning
  • Smell
  • External factors such as noise

21
POOR COMMUNICATION
  • Words can have different dictionary meanings.
  • Words can have different meanings to different
    cultural groups.
  • Words are only symbols. These symbols must be
    understood by both parties.
  • Voice, expression and gesture. Can rely confusing
    messages to recipients of auditory communication.
  • Generalisation is almost always misleading.
  • Poor or selective hearing.

22
BARRIERS TO COMMUNICATION
  • Limited opportunity.
  • Hiding parts of message.
  • Group and social norms.
  • Hearing opinion as fact.
  • Stereotyping.
  • Expecting people to know what you havent told
    them.
  • Not checking on the receipt of messages.
  • Reacting emotionally - not getting the real
    message.
  • Reacting defensively.
  • Deliberately misleading recipients about messages.

23
GOOD COMMUNICATION
  • Good communication is needed to
  • Know ourselves
  • Know others
  • Recognise our needs
  • Determine the needs of others
  • Set goals
  • Establish processes for reaching goals
  • Co-ordinate behaviours
  • Carry out required behaviours
  • Evaluate life experiences
  • Experience ourselves in life and through life.

24
SELF ESTEEM
  • Self esteem is our feeling of personal worth. It
    is reflected in the way we treat ourselves, the
    way we treat others, and the way others treat us.
  • A sense or feeling of confidence and competence
    to function successfully in life.
  • Holding ourselves in high regard.
  • Dropping the act to let our real personality
    shine through.
  • Being authentic and able to accept responsibility
    in life.
  • Self esteem develops from four places
  • fate
  • family
  • lifes experiences
  • perception

25
ENHANCING SELF ESTEEM
  • Im okay..youre okay, not youre okay but Im
    not! Learning to love yourself.
  • Believe in yourself. Practice rights not wrongs.
  • Surround yourself with people who make you like
    yourself.
  • Always have a goal. Be wary of dream-takers..
  • Take time to appreciate the simple things in
    life.
  • Live life to the full. Carpet Diem!!

26
ENHANCING OTHERS SELF ESTEEM
  • Learn to tell people how much you care.
  • Nobody cares about how much you know until they
    know how much you care!
  • Learn to listen.
  • The greatest motivational act one person can do
    for another is to listen.
  • Respect others.
  • Enable and empower those around you. Provide
    opportunities for success to occur.

27
ENHANCING OTHERS SELF ESTEEM
  • Act congruently and consistently.
  • Dont leave room for any unclear areas.
  • Create a safe environment for those around you.
    Maslow was right! Only when our basic survival
    needs have been met can we reach for more.
  • Acknowledge the strengths in others.
  • There are two things people want more in life
    than money and sex - praise and recognition.
  • Practice random acts of thoughtfulness.

28
ENHANCING OTHERS SELF ESTEEM
  • Let everything you do be done as if it makes a
    difference.
  • As teachers this should be your creed for
    everyday that you work. The day you believe that
    you cannot make a difference in the lives of your
    students - Get another job!!!
  • Think about your life. Who would you acknowledge
    as making a difference in your life? Why would
    you choose that person?

29
ON THE ROAD TO BETTER RELATIONSHIPS
  • The secret to better relationships lies in good
    communication and positive self-esteem.
  • We all need better relationships, with ourselves
    as well as others if we are going to inspire
    those around us.
  • It may be challenging, fraught with frustration,
    and emotionally difficult but the results are
    worth the effort.
  • Remember what we have learnt from those around us
    - those whose opinion we value!!! Its over to
    you to become one of them.
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