Summative: Part 2 - Bringing your body to HPE

In the last couple of months in doing this paper it has made me think a lot about HPE and my own beliefs and values......they have changed a bit, its questionable what has been said and taught in some ways, but I love physical education, it was my under grad, and I will forever love to be involved in anyway possible. The Health side of HPE is still evolving,and will continue to do so while I start out in this new chapter.

The images below that I have chosen represent me and what I believe is involved in learning HPE to me.

The Whare Tapa Wha model that incorporates the four walls of the Marae as Te taa hinengaro - psychological health, Te taha whanau - family health, Te taha tinana - physical health and Te taha wairua - spiritual health encapsulates alot of the seven areas of the HPE structure. That it is not only PE but the Health aspect of life that is important as well this includes the emotional, sexual, mental and physical wellbeing of children.

Everything in moderation, you need to be healthy and have a balanced diet to be able to have your body operate and function at its best. But you still need to have treats, just as long as these treats are in moderation and not everyday!!

Family is a big part of my life, I don't get to see mine a lot as we are scattered around New Zealand and the world at the moment but I know that they are there for me when I need them. I know in this day and age that family isn't a Mum, Dad, two kids and a white picket fence, families are created in all different shapes, sizes and make-ups. So knowing this and being aware of the language used when talking about these areas is crucial.

For me the ocean is one of the main reasons that I love sports and physical education so much. It is also a big part of Gisborne and the East Coast where I grew up and I feel that it is part of my culture and my identity.

As before the start of this paper I was brought up with the knowledge of eating fruit and vegetables to get the body going. And I still feel that fresh is best and that this is needed in educating children to try and break the cycle of poverty.

HPE is a great way of being healthy and happy not only physically but emotionally and spiritually. And for a lot of people including myself its a way for a release......

The above images reflect me and my evolving image of HPE, I know that some things on here will stay over time but some will change or adapt, and this along with everything in teaching is to evolve. I have to understand that every child is different, they have their own story, their own background, their own knowledge and experiences, and it is my responsibility as their teacher for the day/week/month/term or year to help and guide them to learn and understand the different aspects of Health and Physical education. In doing this I know that there will be a lot of controversial topics such as culture, health, food, poverty, lunch boxes, and sexuality but that you need to be open to the different possibilities of what is out there.

When taking lessons in HPE I need to remember why HPE is important and what the students are able to achieve and the learning that they will get from not only the lessons but the units, and try to incorporate the units into other curriculum areas. In taking these lessons and units I need to make sure that the sequence is critical as well as the best practice for me as a teacher is to reflect on my teaching as well as to gain feedback this will be able to pinpoint areas of improvement, what is done well, good strategies etc from a different set of eyes.

Teaching is about growing and learning with each day, week, month, term and year. If you don't grow then their is no learning, if there is no learning then there is no teaching..........just a thought.


References:

Burrows, L. (2008). Fit, fast and skinny: New Zealand school students talk about health. Journal of Physical Education New Zealand, 41 (3), (pp.26-36).

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. 

Gillespie, L. & McBain, S. (2007) Assumptions, adapted from the Scholarship
Physical Education Toolbox.