Annotated Bibliography

Teaching Movement Education.

Abels, K., & Bridges, J. (2010). Teaching Movement Education (pp. 9-30). USA: Human Kinetics.

Abels & Bridges have found there are four movement concepts (and their connected movement elements) that they represent as four roots on a tree, these are:

1. Body – what we move.

2. Space- the place we move in.

3. Effort- how we move.

4. Relationships- the notion that our movements are connected with other people and ideas.

The authors sate that the students find the learning that occurs within the HPE subject as important as what they learn in other curriculum subjects such as maths and science.

Fast, Fit, and Skinny

Burrows, L. (2008). “Fit, fast, and skinny”: New Zealand school students ‘talk’ about health. Journal of Physical Education New Zealand, 33(2), 30-41.

This article by Burrows looks at defining what New Zealand children think about their own health; the resources that they use to understand their own health; and the important indicators of health. The research done has found that students define health (in general) in terms of:

-          Exercise

-          Body image

-          Nutrition

But not by the aspects that are included in Hauora – social, emotional & spiritual.

It does confirm that to fulfil curriculum requirements set, that teachers need to incorporate these aspects (Hauora) into lessons/units in order to change this.

Holistic Well-Being and the World of Māori Movement

Erueti, B., & Hapeta, J. (2011). Ko Hauora raua ko Te Ao Kori: He Whānau Kotahi Holistic well-being and the world of Māori movement: One family. In S. Brown (Ed.), Issues and controversies in Physical education: Policy, power and pedagogy (pp. 125-136). Auckland, New Zealand: Pearson.

The authors argue that Te Ao Kori (the Māori perspective of physical activity) has great value for the HPE New Zealand curriculum; it incorporates a holistic approach to health and well-being by including the holistic concepts of Hauora.

The Whare Tapa Wha model includes four interwoven cornerstones of the marae:

Te Taha Wairua (spiritual)

Te Taha Hinegaro (mental)

Te Taha Whanāu (Social)

Te Taha Tinana (physical)

Positive Learning Environments

Lambirth, A., & Bailey, R. (2000). Promoting a positive learning environment. In R. Bailey & T Macfadyen (Eds.), Teaching Physical Education 5-11 (pp. 28-36). London: Continuum.

Promoting a positive learning environment is essential for HPE to be effective. There are many elements that contribute towards and affect students learning, motivation, and learning. This can include: the manner in which a teacher communicates and how they respond to events.

This article reiterates the importance of well developed lesson plans that allow achievable and relevant learning activities, it also provides a summary of further considerations that teachers need to develop to ensure the teaching and learning is maximised, this includes:

·         Behavioural management techniques

·         Planning

·         Routines

·         Control strategies

·         Co-constructed rules

Negotiated Curriculum

lisahunter ., & Forrest, N. (2010). Negotiated Curriculum. In D. Prendergast & N. Bahr (Eds.), Teaching physical education (pp. 118-126). French’s Forest, N.S.W: Pearson Education Australia.

The below models and styles were discussed to enable more effective teaching and learning in the classroom, by creating students as co-inquirers who negotiate and co-construct aspects of their own schooling (including the curriculum):

-          Mosston & Ashworth’s spectrum of teaching styles.

-          An inquiry learning framework.

-          The Beane/ Brodhagen model of negotiate curriculum.

Teaching Approach

Tasker, G. (1994). Teaching approach. In G. Tasker (Ed.), Taking action: Life skills in health education (pp. 10-17). Wellington, New Zealand: Learning Media Limited.

Tasker believes that teachers are role models for their student’s and so teachers need to be fully aware of how their own attitudes, beliefs, and values are implicitly/explicitly transmitted to their students. He believes that teachers need to consider the needs, learning styles, and backgrounds of their students are based upon their previous experience, skills, and understandings and cater for all of these differences.

Tasker presents a series of guidelines to this:

·         The most effective learning takes place in a positive learning classroom environment.

·         Establishing guidelines are important – co-construct these with the students.

·         It is best for students to work in groups- especially randomly assigned groups.

·         Students work more effectively when they are assigned roles.

·         Monitoring groups is essential- to keep students on task and create leadership opportunities.

·         Role play is important- it provides studies the opportunity to develop and extend their skills in a safe environment.

·         Lesson planning is needed, ensure the lesson includes: learning objectives, warm-ups, activities, gives students opportunities to process their understanding, has a closing, and includes the focus for the next lesson.

Reflecting on your Teaching

Tinning, R. (2006). Reflecting on your teaching. In Tinning, McGuaig and lisahunter (Eds.), Teaching Health and physical education in Australian schools (pp. 251-257). N.S.W, Australia: Pearson Education Australia.

Reflection is necessary for teachers it allows them to adapt and analyse their beliefs, actions, and attitudes. Professional journals were used as an effective means to produce reflective practices. This article defines two types of refection:

·         reflection in action, and

·         reflection on action.

The students’ attitudes towards reflection were categorised as:

Recalcitrant – I see reflection as irrelevant.

Acquiescent – reflection is done because I have to.

Committed reflectors – I see value in reflection.