2. Assessment item 1:

3. • As a child I participated in lots of different physical
activities during Sport and PE. As I grew up in a small
country town after school sports were very limited, so
during school we played a variety of games and sports
that we wouldn’t have been exposed to otherwise. These
games included hockey, tennis, soccer, basketball and
my favourite ultimate frizbee. The physical activities which
were offered outside school were cricket and swimming in
summer and netball and AFL in the winter.
• I chose to play all the sports offered outside school. I
played AFL and cricket with the boys up until I was 10. this
was influenced by the boys in my class as I was the only
girl. Netball later became my choice of sport and this was
because of my sister and the limited choices I was given.

4. • My choice of physical activities changed
with age. As I matured I chose to favour the
sports that were stereotyped as being
feminine. I stopped playing the ‘boy sports’
and started playing games that were more
female based.
• Physical activities are a great way for
children to meet others who have similar
interests. It was a fun and enjoyable way to
spend my weekends and was very
community minded in my home town.

5. • Because of these experiences and memories I have as a
child, I have a very positive attitude towards physical
activities. It is not only a fun way to meet new friend but
also helps fight obesity among children.
• As I have a very positive attitudes towards physical
activities, I would try to incorporate it into everyday
teaching within my classroom. I would like my classroom to
experience and be introduced to many different types of
physical activities, this is to ensure all students likes are
being met. By hopefully fulfilling all the students interests in
regards to physical activities, my students will have a
positive attitude towards it. By passing on my positive
attitude to my students I hope in return that can pass it on
to their children in the future to help fight obesity within
Australia.

6. • Ideal PDHPE Teacher Characteristics
•Dress
•Like this picture an ideal PDHPE
teacher should look sporty – have
joggers on, trackies or shorts, t-shirt
and a hat
•Accessories
•Accessories which I associate with an
ideal PDHPE Teacher depends on what
activity or sport we are doing that day.
The accessories include: stop watch,
clip board, sunscreen and a pen.
•Body Type
• A body type of an Ideal PDHPE teacher
to me is one that is fit looking not
overweight. They don’t have to be
muscular or extremely skinny, just have
the body type of someone who looks as
if they can participate within the
chosen sport/activity.

7. How does the Ideal PDHPE Teacher Act
• What might they be doing:
– An Ideal PDHPE Teacher would be involved within the
sport/activity the class is doing. They would be helping the
students which may not be fully understanding the skill
base and encouraging them to keep on having a go.
They would be challenging the students which are more
competent at the sport by tagging or going against them.
But most of all the ideal PDHPE teacher would be making
the lesson fun and enjoyable for each student. The
posture of an Ideal PDHPE teacher would be very warm
and inviting to ensure students aren't frighten to ask for a
little extra help developing their skill base. They have to be
very approachable and interact well with others to ensure
all students are getting the most out of very PE or Sport
lesson.

8. • Speech of an Ideal PDHPE Teacher
– An Ideal PDHPE Teacher would speak in a voice
which could be heard easily but didn’t have an
angry tone to it. An Ideal PDHPE Teacher to me
wouldn’t say drop and give me 10 push ups but
rather would be a kind person who would offer
their help and encourage all students and
pushing them to reach their potential. Such
things as ‘keep going your doing great,’ ‘wow
your really good at this task can you try this one
now,’. These would be said to ensure all students
feel confident enough within the PDHPE
classroom to give anything a go.

9. • Skills/Abilities
– An Ideal PDHPE Teacher should have good sporting
abilities and be well rounded in a few different sports. A
student is more likely to take direction off a teacher they
have seen do the activity or sport well rather then
someone just telling them how to do it from the sideline. A
skill that a PDHPE teacher would need is to be able to
perform the require skills well in front of the class.
• Knowledge
– An Ideal PDHPE teacher should have a wide and sufficient
knowledge of the sport or skill they are teaching their
students. A knowledge of the rules for the sport is a must I
personally think. This shows the students that are
knowledge about the sport and in return would make
them listen more as they now knowledge the teacher
really knows their sport.

10. • Activities/Movements
– An Ideal PDHPE Teacher would concentrate on one
sport a week roughly. They would break each sport
down in to the core skills required and teacher these
skills before the students actually play the sport. For
example if the chosen sport for the week was tennis,
before a game of tennis was played the students
would learn the correct way to serve, their grip,
forehands and backhands etc. Once majority of the
students have the finer skill under control they would
then move on to a new skill and finally a actual
game. By taking the time on each skill allows those
students who may not have played tennis before to
get an understanding of what is need and help them
to join in, in the game later on.

11. •Stereotypes of a PE Teacher
• Stereotypes of PE teachers exist,
these include:
•Big and buff
•Male
•Authoritative
•Angry/mean
•Favours students due to sporting
abilities

12. • Stereotypes and self worth
– Many students have a negative attitude
towards physical education and it is due to their
past experience with their PE Teacher. The
different stereotypes also contribute to these
negative attitudes. As PE Teachers can be seen
as mean and favour students with sporting
abilities, these stereotypes would give a student
who maybe less sporty then other students to
have a negative view on physical activities. As
PE Teachers it is our job to overcome these
stereotypes to ensure all students have a positive
attitude to physical activities to help fight
obesity.

13.  I think I am a lot this ideal PDHPE teacher and one of the
main reasons is due to my positive experiences with PDHPE
which in return give me a positive attitude towards it. I see
my self as a very sporty person and have a pretty extensive
knowledge base on different sports. I know my knowledge
base is limited compared all the over sports out their but in
order to be a great PDHPE teacher I would research every
sport to ensure I was confident in it before I taught it to my
students.
 Over all I think I rate reasonably high on the scale of my ideal
PDHPE teacher. One of the reason I think I rate high is
because of my attitude towards it, my sporting abilities and
what I want to achieve with all students. I just don’t want
them to be good at sports I want them to have a positive
attitude towards physical activity.

14.  I feel very confident about teaching PDHPE in the K-6
context but one of my main concerns is pointed out by
Morgan and Bourke (2004), ‘Insufficient time was the
most common cited impediment to the delivery of PE
programs.’
 This is one obstacles that I would need to overcome to
ensure that I am fulfilling my obligations in the rest of the
KLA’s as well as PE. I would address this problem by
cross curriculum teaching. Cross curriculum teaching
would allow me to cover two KLA’s in the one time
period. I know that successful cross curriculum teaching
is hard but I think the time and effort put in to make it
successful is worth it. Students need to have PE in their
day to day school lives and cross curriculum teaching is
the only way to achieve this.

15. Hastie & Martin 2006 state ‘Teachers feel they lack confidence, training & time to
teach PE effectively and subsequently may avoid teaching PE although.’
One attribute that a teacher needs to justify this finding is to have better time
management and want to teach PE. Me as a teacher would love to teach
PE so I would find time with cross curriculum teaching and seek training or
help for the sports and skills I was unsure about. Research in to the sports
would not only make the teacher comfortable in teaching them but also
show the students that they know what they are taking about.
Hastie & Martin 2006 also found a problem that most PE teachers faced and until
reading this article I didn’t know that this would also affect me as a teacher.
‘Teacher’s emphasised the areas of fitness, games & sports skill and
organised sport, while the areas of gymnastics, aquatics and adaptive
physical education received minimal attention due to the limited expertise of
teachers, legal liability issues and time restrictions.’ Such sports as gymnastics
and aquatics never crossed my mind and I think a lot of other teachers
would be the same. Another problem with these sports is that it would be
harder to cross curriculum teach. So in order to teacher PE confidently I
would have to make sure I cover all areas and chosen sports of the
curriculum, use cross curriculum teaching when I can and ensure all students
are enjoying their PE and me as a PE teacher.

16. Graham 1943 stated ‘the first step is to become aware of
our stereotypes.’ and this is correct in PE teaching. By
first identifying the stereotypes of PE teachers that the
world already has, it now emphasises to me what not to
do as a PE teacher. I think the stereotypes of PE
teachers don’t need to represented in my PE teaching.
This is because the reason we have these stereotypes of
PE teachers is because of experiences that have
happened to us in the past in PE, and its because of
these experiences that people have a negative
attitude towards physical activities. So in order for all
children to see physical activities and PE in a positive
light we have to shed the stereotypes of what a PE
teacher is and start from scratch.

17. http://www.aare.edu.au/04pap/mor04509.pdf
P.J. Morgan & S.F. Bourke, 2004 (Accessed 27th March 2012)
Graham, George (1943), Teaching Children Physical Education: Becoming a Master
Teacher, 3rd
ed. Pp. 37-39
Hastie, P., & Martin, E. (2006). Teaching elementary physical education. San Francisco:
Pearson
Benjamin Cummings.
Webster, Peter John, Teachers’ perceptions of physical education within the K-6
personal
development, health and physical education key learning area, Doctor of Education
thesis Faculty
of Education, University of Wollongong, 2001. http://ro.uow.edu.au/theses/978
(Accessed 27th
March 2012)