Teaching Quality Health And Physical Education

Taught well, Health and Physical Education can provide purposeful, stimulating and challenging learning experiences. It can help children to develop sophisticated understanding, skill and capabilities through their bodies and to see greater meaning in not only what they are learning but also their wider lives; and it can enrich all other aspects of the curriculum. This practical 2nd edition helps pre-service and in-service teachers to develop and implement quality Health and Physical Education experiences in primary schools. It introduces the general principles of teaching and learning in HPE and explains why this learning area is an important part of the Australian Curriculum. Chapters then discuss considerations and practical implications for teaching both health and physical education using a strengths-based approach. Packed with evidence-based and research-informed content, this valuable text also includes numerous examples and activities that help bridge the gap from theory to real-world practice. Above all, it helps gives educators the confidence to teach primary Health and Physical Education so that every child benefits. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools cengage.com.au/mindtap

Physical and Health Education in Canada: Integrated Strategies for Elementary Teachers is a compendium of integrated, evidence-based approaches to physical and health education teaching from leading physical and health educators and researchers from across Canada.

"This reference text is based on national standards for health and physical education. It provides elementary school teachers with information they can use to integrate health and PE subjects into their classroom curriculum"--

Sustainable development star ts with safe, healthy, well-educated children. Par ticipation in qualit y physical education (QPE), as par t of a rounded syllabus, enhances young peoples' civic engagement, decreases violence and negative pat terns of behaviour, and improves health awareness. Despite evidence highlighting the impor tance of QPE to child development, the world is witnessing a global decline in its delivery and a parallel rise in deaths associated with physical inactivit y.

This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.

Health and Physical Education provides readers with the knowledge, understanding and skills required to successfully teach health and physical education in Australia. With emphasis on the development of movement competence and health literacy from the early years to secondary, this book brings together research, theory, curriculum and pedagogy in an engaging introduction for pre-service teachers. Now in its fourth edition, Health and Physical Education has been thoroughly updated, and features a new chapter covering ethics, morals the and duty of care and their practical application in school health and physical education. Maintaining strong connections to learners of all ages, the text links closely to the Early Years Learning Framework and the recently updated Australian Curriculum: Health and Physical Education. Each chapter is framed by the five propositions of the Australian Curriculum: Health and Physical Education, and includes vignettes, activities and discussion and review questions to encourage reflection and group work.

This research investigates elementary student teachers' experiences of learning to teach health and physical education (HPE) in a one-year pre-service teacher education program at Windermere University in Canada. The participants in the research are preparing to become elementary classroom teachers; a group who often recall negative prior experiences of HPE from their time as school pupils and report an overwhelming lack of preparation and confidence to teach HPE. Mixed-methods of data gathering were employed in the form of pre- and post-test surveys of 308 student teachers, and three interviews conducted with a purposive sample of ten student teachers. Four main findings emerged from the research. First, elementary student teachers' embodied identity as healthy and physically active individuals profoundly shaped their prior experiences of HPE. Second, the 12-hour HPE course offered in Windermere's pre-service program broadened student teachers' views of HPE and provided them with some basic strategies for teaching elementary HPE. Third, the practice teaching experience provided some student teachers with opportunities to either observe or to try teaching HPE; few had opportunities to do both. Fourth, there was a positive and statistically significant change in student teachers' identities as teachers of HPE from the beginning to the end of the pre-service teacher education program. Implications for school HPE, pre-service teacher education programs, policy regarding teachers of HPE, and future avenues for research are discussed in light of the findings.