Through actively engaging within this semester and developing my knowledge and understanding game sense I have built confidence in planning lessons around theory, integration, and pedagogy. This new learning experience will guide me in approaching teaching in PDHPE in the first key to becoming a successful teacher and will give me the guidance to further develop my skills. I have learned that PDHPE can be integrated into other KLA's and a lesson can successfully be structured with implementing literacy and numeracy as a focus and engaging formative and summative assessment. The focus within the semester was also the engagement of understanding the new NSW PDHPE Syllabus that will provide the opportunity to deliver high-quality teaching experiences that will balance with the Quality Teaching Framework (Forrest, Webb and Pearson, 2007, p. 8). Forrest, Webb & Pearson (2007) state, “to integrate intellectual quality into the PDHPE program, we suggest there is a need to analyse what the central concepts and ideas are that we want the students to learn and the relationship/connections between each of these concepts” (p. 8). The reflection of the PDH unit inclusively is the demonstration of creating engagement in learning, self-direction, and self-regulation as learning in PDH is highly significant as it connects with the influence of PE, these both scales of PDH and PE impact the learning on each other. I feel confident in teaching PDHPE as a future teacher as this semester has helped me build my confidence, which I have developed and grown. I believe this was due to the content unpinning every week to transform as we looked at a range of theories such as Piaget or Vygotski, that supported our learning of the rationales, fundamentals, skills, and planning. Furthermore, the semester for PDHPE overall has taught me planning for a lesson should always take place before being taught and a well-organised unit of work and fewer plans will always result in a greater chance of students achieving their intended outcomes. References Forrest, G. J., Webb, P. & Pearson, P. (2007). Games for understanding in pre service teacher education: a 'game for outcome' approach for enhanced understanding of games. In R. Light (Eds.), 2006 Proceedings for the Asia Pacific Conference of Teaching Sport and Physical Education for Understanding (pp. 32-44). Sydney: University of Sydney.
Georgakis, Wilson & Evans, (2015) state “Game Sense learning is focused on learning to play and understanding the game as a whole and not on discrete parts of the game such as technique” (p. 74). Throughout this semester I have engaged in a variety of activities concerning PE to further develop my understanding and skills influencing the overall study of PE. Reflecting on the semester conducted at Western Sydney I engaged in an understanding of the purpose that PE isn't just a focus on games and sports, but the pedagogies, approaches, and strategies can be implemented in our lessons strongly. Through the development of one hour weekly engaging of PE sports, each activity that I engaged in weekly had Game Sense approaches adapted into the physical education class, providing myself an insight of how I can enhance student’s knowledge and focus on different KLA’s to be integrated into lessons. Game Sense provides more than just a physical side towards PE it provides a thinking process for students. The Game Sense approach provides individual learning of the context of the game and providing questions from teachers rather than direct questions (Georgakis, Wilson & Evans, 2015). The main aspect of learning is created within the game, Georgakis, Wilson & Evans, (2015) state, “the highlights of learning are intellectual and social aspects of games such as awareness and technical understanding, cognitive and affective development, and immediate involvement in games, which is motivating for students” (p. 73). Reflecting on my engagement in PE I have gained an understanding of how cognitive abilities and better skill development can be integrated into my lessons in the future. My approaches in PE have gained further tactic skills and game strategies through questions, students are developing a deep understanding of gameplay and encouraging discussion within peers. I believe that skills can be further developed, focused and engaged within game situations. I am grateful for being able to engage in a unit that allows post-graduate students to physically get active and learn through games.
References
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic Assessment in Physical Education: A Case Study of Game Sense Pedagogy. Physical Educator,72(1), 67-86.