Appropriate Instructional Practices

As a Physical Education teacher of Year 9 and 10 students, it is important to take steps to achieve prolonged participation in sport. The experience that a student has in HPE is likely to determine whether that student continues to participate in sport both at school and once they graduate (Penney, 2006). Wahl-Alexander (2011) found that students’ strongest memories from physical education were from authentic and rich sport experiences resulting from Sport Education (Siedentop & Tannehill, 2006). Sport Education aims to ensure the unit is delivered in a way that mimics an actual sport season, which has many

The national curriculum states that ‘PE develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school.’ (QCDA, 2008)

The key aims of PE on the national curriculum focusses on a healthy lifestyle developing competence across several physical activity areas and for children to be active for sustained periods of time and encouraging children to engage in competitive activities and sports (Smith 2014. P213).

Pupils who don’t understand the benefits of PE and therefore don’t value it are likely to not participate in lessons and drop out of sport and become inactivate once they have left school, if not before (Graham, 1995a; Harris, 1994).

Public school sports should be a a relief from everyday activities students endure. It should be a time of enjoyment. A time of safety. And a time of acceptance. It should not be associated with negative or dreadful suffering, or another phase students have to go through during their day. With more careful examination of sports and physical education programs, schools will discover by having more consideration of students' physical, mental, and social well being the athletic aspect of schools will be more successful.

In today’s world most people are saying to keep PE in schools because it can help kids learn better in classrooms because the physical activity helps strengthen and stimulate kids brains. The recent research studies showed that increasing fitness= improved academic and life style ().Recess offers an excellent opportunity for children to engage in free play or semi-structured physical activity during the school day, and allows them to apply skills learned in PE. Participation in recess is associated with academic benefits, such as improving attentiveness, concentration, behavior, and time on-task in the classroom (i.e. Pellegrini & Bjorklund, 2010) and also provides a unique contribution to a child’s creative, social, and emotional development

This year was a great year for me in 10th grade Physical Education. I definitely learned a ton, and the things I learned this year, will change my life forever thanks to Ms. Marvin. In this essay I talk about how I did in 10th grade PE and also future plans for me to live a healthy lifestyle.

Approaching instruction with clear instructional goals, or to borrow a phrase popularized by Stephen Covey, beginning with the end in mind, not only makes intuitive sense but is well supported by research. In his 35 years of meta-analysis on research in education, Robert Marzano (2003) identifies a guaranteed and viable curriculum as one of 11 factors with a proven track record of increasing student achievement. Marzano (2003) defines a guaranteed and viable curriculum as one in which

Some positive characteristics of an instructional designer include must be well versed in all types of media. This expert should be creative and forerunner of ideas. An instructional designer should be a diligent researcher and a good writer to present their through findings.

The perspective of this paper is to develop a philosophy on physical education and then explain what kind of job we plan on having later on in life and relate physical education to that. The purpose for developing this philosophy is to try and get the most out of the people I’m working with on physical education, whether it is an adult or adolescent.

Cognitive apprenticeship allows one to problem solve and complete complex tasks successfully. The concept that I think has more value with, cognitive apprenticeship is scaffolding. Scaffolding is best for students because it offers student support so they can master their education. Allowing students to stay on task with their work. “In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process” (Education Reform, 2015, para.1). This article also explains, “the term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance” (2015, para.1). When teachers support the student he or she feel encouraged. When the student feels more encouraged they are motivated to learning which allows them to achieve at a high rate academically.

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a

Physical education classes provide the opportunity to develop a variety of skills. When students play sports only a select group of skills are developed. The National Association for Sport and Physical Education suggestion instruction that includes “Instruction in a variety of motor skills that are designed to enhance the physical, mental, and social/emotional development of every child” (NASPE, 2003a). The National Association for Sports and Physical Education has a membership that consists of educators and administrators. One of the main goals of the organization is to improve and support high standards in physical education. Their definition shows that Physical education develops more than just the body. It is important that students also have the opportunity to develop emotional and social skills gained through physical education classes. If the students do not receive these skills it can have a negative effect over their lifetime.

“See you at practice!” most people will say this phrase to their friends throughout childhood. Thirty-six million children in the United States play a sport. That is over half the children in the United States. However, even with that statistic, some children still stay inside all day watching television or playing video games. Many parents do not enroll their children in a sport because they believe it will result in injury, or the child may feel left out. Some even believe that their child will be looked down upon if they are not as good as everyone else. They believe that if the child has more time on schoolwork it will raise their grades. But most children love to play outside and learn new sports. It has always remained a part of a child’s nature to run around and have fun. Only some parents realize that children who play a sport can have more discipline than those who don’t. Sports can also give children experience working with others as a team as well as confidence in themselves. Children and teens who play sports have an increased likelihood to possess higher confidence, act more disciplined, and work better with others.

As a way to establish how my personal body pedagogies could influence the learning experience of my future students a process of reflection takes place. This reflection will enable me to analyse the context of primary schooling, my prior and current body experiences and understand how the body is a socially produced idea. It is then I will be able to understand how my personal body story may affect my future HPE pedagogies and impact the experiences of my future students. As I described earlier I attended primary school at my local public school in Western Sydney. During all my years at primary school I was always involved in sporting carnivals, teams and classes. I was an outgoing students which enabled me to have the confidence during physical education. Due to my physical physique, as I was very tall for my age throughout school I was always encouraged by teachers to ‘try out’ for sporting teams or join events at the sports carnivals. It was during these events that my love for physical activity grew. The primary school I attended away promoted physical activity (Board of Studies, 2007) whether it was during lunch having teachers in the playground setting up games for children to participate in or providing students the opportunity to join different teams, PSSA or dance group participation within physical activities was encouraged. A reason why physical activities was an important part of my primary school is that the teachers were always involved and there to encourage