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Friday, June 30, 2006

Resources for teaching PDHPE

Resources for
Personal Development, Health & Physical Education (PDHPE) Teachers K- 6

PDHPE is one of the six key learning areas in the Australian NSW primary curriculum. It is concerned with developing in students the knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives. The subject matter of PDHPE K- 6 is organised into eight interrelated strands consisting of: Dance, Games and Sports, Gymnastics, Growth and Development, Interpersonal Relationships, Safe Living, Personal Health Choices and Active Lifestyle. There are also five essential skills that students should also develop from PDHPE. They are: communication, decision making, interacting, moving and problem solving.

Resources:

Australian Council for Health, Physical Education and Recreation (ACHPER)
ACHPER is a professional association representing professionals working in the fields of health, physical education, human movement studies, sport, recreation, dance and community fitness. This site has close links to the educational system and schools. Teachers can utilise ACHPER locally and nationally for support in terms of new curriculum resources, new ideas to promote active and healthy living and professional training and development.

Sports Media: Physical Education and Sports for Everyone
The Sports Media site is a meeting point for all organisations, associations and teams who are involved in Sports and PE. As a member of the World-Wide Internet PE & Sports Organization they guarantee a speakers corner for everyone, everywhere. Sports Media will also assist with lesson plans, coaching tips and sports from all around the world.

Board of Studies: PDHPE K-6 Syllabus
The aim of the PDHPE K-6 Syllabus is to develop in each student for the ages of Kindergarten to Year 6, the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. It also provides schools with a curriculum framework for teaching and learning related to the health priorities for young people of drug education, fitness and physical activity, child protection and nutrition.

http://www.healthykids.nsw.gov.au/
Every kid deserves to be healthy
Good food habits and daily physical activity – if your child has these, they're well on the way to a healthy life. But achieving this isn't always so simple. This website shows you how to do it and links you to many other sites on this important topic. Check out Useful Links for more resources in this site.

Purchasing of Resources:

NSW Department of Education and Training: Public Schools NSW
Various books distributed for PDHPE teachers for units of work for K-6 which facilitate the systematic learning of skills and understandings. Fourteen books covering all aspects of the PDHPE syllabus strands.

Education Bookstore: PDHPE Zone
PDHPE Zone Stage 4 is a series of four new booklets written by experienced NSW PDHPE teachers. It is relevant to the Physical Education and Health syllabuses in all states. Each booklet is supported by a Teacher CD that provides models for the integration of the four books as well as a range of worksheets covering literacy, numeracy, technology and practical skills.

Lesson Plans:

Dance Lesson Plans:
PE Central provides a site for teachers to view many dance lesson plans ranging primarily for K-6. You can sort via styles of dance or view primarily all dance plans. The ability to submit dance plans are available as well as converse with other teachers about teaching dance.

Games and Sport Lesson Plans:
A way to increase active time in lessons with a focus on games is to select minor games which require high activity levels. You probably already use a range of minor games in your PDHPE lessons. These are great for getting students involved in the lesson and focus on fun and enjoyment.

Gymnastic Lesson Plans:
An array of Gymnastic lesson plans designed to suit all skill levels and ages. Teachers can choose a lesson on how to teach specialised Gymnastic skills such as the Stadler Handstand, Balance Beam or High Bar drills. Don't forget to visit the site labelled non-traditional gymnastics.

Growth and Development Lesson Plans:
Visit Lesson Plan Central web site and take straight into your classroom lesson plans on Growth and Development. Various lessons looking at the stages of infancy up to early adolescence, systems of the body and how the science of laughter can enhance our social, mental and physical well being.

Interpersonal Relationship Lesson Plans:
Discussion Questions, Writing Assignments, and Student Activities for Character Education and Life Skills. View lesson plans on developing a respect for others, dealing with pressures and getting along with parents.

Safe Living Lesson Plans:
In addition to Risk Watch's age-appropriate lesson plans in every module, we've created interactive activities to use in your classroom. The following lesson plans are categorized by Risk Watch grade levels, but some activities may be appropriate for several age groups, so "click around" and explore all of your options!

Personal Health Choice Lesson Plans:
The Alabama Learning Centre provides a site of lesson plans that define a personal health goal, identify how personal health choices are influenced by peers, media, family and the community as well as recognise activities and behaviours that encourage healthy family living.

Active Lifestyle Lesson Plans:
Lessons to promote personal fitness and a healthy lifestyle. Choose lessons plans for K to Gr 7. Plus various other links and resource suggestions for teachers.

Fundamental Movement Skills

Students need to master certain fundamental movement skills if they are to enjoy the wide range of physical activities, sports and recreational pursuits offered in our communities. The following professional development sections allow you to gain an understanding of each skill and look at practical suggestions to incorporate these skills into your PDHPE and sport programs.

Static balance
Sprint run
Vertical Jump
Catch
Hop
Side gallop
Skip
Overarm throw
Leap
Kick
Dodge
Two-hand strike


Teachers Sharing Ideas:

Teachers Forum: PDHPE Billboard
An online message system enabling PDHPE teachers to converse and share ideas with other teachers or professionals in specialised areas. A list of email addresses with subject of interest and date posted is supplied.

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Constructivism

"MySpace"

“My Space”

My first exploration in “MySpace” quickly made me aware that “I was an ‘immigrant’, not a native” (as discussed in Allan Coman’s lecture) and led me to ask how should I handle this situation.
The choice was overwhelming so I went from one subject to another without really connecting. I experienced that it was time consuming and that I needed to be clear on what I was wanting from this media. I was not ready to appreciate the amount of information which ranged from objective knowledge to observations of a personal nature. How was I to connect in such an open forum? Many questions came to my mind. Why are people so ready to expose themselves at such a personal level? Why do they feel free at times to be so aggressive to one another? What does time spent in these forums replace? Can one connect and receive support from such media? Is there something missing in the lives of people that they need to connect in this way? Does it compliment or replace real human interaction?
From a positive point of view, I acknowledge that there is information to be found in this media which may enrich me in some way.
I recognise that I need more time to find answers to my questions to be able to guide the younger generation to use this media for their benefit and in a healthy manner.
At this stage I experience that my views towards “MySpace” lack objectivity and therefore I may not be giving a fair assessment of the value of it. In time I will explore this media further in an effort to connect with and understand those that use it.

Piaget, Vygotsky Constructivism

As a Steiner early childhood teacher considering computer use in primary education it is reassuring that we are starting our assignment by looking at Jean Piaget and Vygotsky. Both theorists share certain similarities with Rudolf Steiner’s view of child development.
Piaget realised that children were not miniature adults and that they go through four stages of development. The Rudolf Steiner curriculum is also based on fourc stages of development that shares real similarities with Piaget. Steiner pedagogy is based on the assumption that the child must be allowed to behave and to learn in ways appropriate to the child’s developmental stage. Learning can occur in Piagetian terms only when the inner structures mature. Then children can assimilate what the environment presents to them.
Piaget’s stage of preoperational representation (4-7 years) corresponds roughly to Steiner’s stage of imitation. Piaget’s stage of concrete operation covers a similar period to Steiner’s stage of imagination. Both theorists recognize that during the latter stage the child only gradually develops the capacity to acquire reversibility, conservation and the ability to reason about concrete matters.
Both Piaget and Steiner emphasise the importance of play in children’s learning. They both maintain that play enables children to develop their perceptual ability and intelligence and provides them with opportunity for socialization and experimentation with everyday reality.
Vygotsky was born the same year as Piaget however his cultural background was very different. He was guided by Marxist principles, particularly with respect to the influence of social history and culture on development. Vygostsky sociocultural theory of cognitive development focuses on how the culture of a social group, its shared beliefs, values, knowledge, skills and customs is transmitted to the next generation because children actively construct their knowledge through social interaction. Children “grow into the intellectual life of those around them”. (Vygotsky, 1978, p.88).
Through one’s experience in teaching, that social interaction plays a fundamental role in the development of cognition as indicated by Vygotsky is visible daily as they learn together in social play with both their peers and adults. Steiner, using a different terminology for the “zone of proximal development”, also taught that the range of skills that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. The adult guidance should be non intrusive. This structured intervention, referred to as scaffolding, allows the child to build on what they already know to reach a higher level of knowledge.
We take into consideration Howard Gardner’s theory of “Multiple Intelligences” which recognizes the various ways of learning are so varied that “no two people will think in exactly the same way”.
Each of the theorists studied here leads the educator toward the conclusion that the teacher’s role is, in von Glasersfeld’s words, that of “a midwife in the birth of understanding.”
New knowledge, such as an Einstein offered to the world, could not be taught by a teacher that failed to give the space for the student’s discovery. Today’s educator must guide the student along a technological path that due to its breadth they themselves cannot fully assimilate and therefore cannot predict what learning outcomes their students will create for themselves.
To be this guide we must strive to understand what this technology offers our students while at the same time retaining an ethical responsibility to truly serve the child’s needs through an understanding of their development. In the modern context it is too easy to let the technology guide us and possibly rush the younger child away from the physical play.