It involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives.
My current research considers physical education curriculum and associated sports policy in the UK, across a time period of nearly years. I have adopted a genealogical approach, focusing on the historical discourses through which different forms of governing are constituted.
In so doing, I have explored ways in which certain discourses give rise to historically specific forms of knowing and governing the body in physical education, and I have examined the power effects that underpin these.
It is therefore possible to examine various discourses that have emerged in the UK physical education context and apply these to the new Australian PDHPE syllabus. A particularly significant aspect to note in the latter is how the syllabus has been structured. In essence, it is shaped by five propositions, organised into three content strands, with a focus on three PDHPE skill domains.
Figure 1 provides an illustrative representation of these elements and their relationship.
What becomes evident from this simple visual is how extensively self-regulation, coupled with healthism, have permeated the new Australian PDHPE syllabus. Indeed, self-management skills, along with interpersonal skills, and movement skills, form the foundation of the syllabus content.
They are encircled by three content strands, of which two are health-oriented. In the third strand, Movement Skill and Performance, health also rises to the fore.
In working under the assumption that everyone should endeavour to maximise their own health, healthism suggests that the individual has a choice when it comes to preventing their body from becoming diseased. Interestingly, healthism and personal responsibility are two core discourses that tend to dominate contemporary physical education in the UK.
In the latter it is confirmed that students need to recognise the importance of regular physical activity and its impact on physical, mental and social wellbeing. This implicitly suggests that individual conduct, attitudes and emotions are the relevant symptoms needing attention in health behaviours.
In similar ways to the Australian PDHPE syllabus, discourses consequently reveal themselves to be individualistic and regulatory in nature. They engage with a range of health issues and identify strategies to keep them healthy, safe and active.
This resulted in ruling authorities government and others increasing emphasis on governing physical activity — and conduct more broadly — through communities. Fostering national growth through social responsibility has since filtered into national state documents such as physical education syllabuses.
Taking these matters into account, it might be ventured that broader macro power structures which operate in society filter down to govern the technology of physical education at the micro level. While health has been an integral part of physical education curriculum content since the early 20th century in Australia, it was not until the s that health promotion became increasingly prevalent in the public policy arena.
This resulted in a new health consciousness and a discursive shift towards personal responsibility. The Australian PDHPE curriculum has seemingly embraced such healthism by placing its three skill domains as the core content from which the body might be constructed.
It might therefore be proposed that the new Australian PDHPE curriculum merely reconstructs old health concepts, breathing new life into them through its contemporary discourses of self-regulation and healthism.Notes on Sports Medicine for PDHPE!
Check out our Complete Course Notes written by top students Rated by students. Sports Medicine Australia put forward a policy that outlined the specific requirements for children when playing sport All in all, a degree of fitness is needed and they also need to keep hydrated.
Question 2 THAT SHOULD BE FOLLOWED IF AN INJURY DOES OCCUR. PDHPE - Is a compulsory course for students in all years from and is run over two periods a week. Units Studied. Year 7 Starting Over, Sports fundamentals, Team Games, Managing Risk, Body Wise, Chip n' Chase, Keep Safe (first aid) Policy library;.
PDHPE Stage 3 – Knowledge and Understanding GSS – Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules IRS – Describes roles and responsibilities in developing and maintaining positive relationships.
Pdhpe Sports Medicine Essay. Athlete Profile #3 ‘Davo Dickson’ was thrown from a bull during his training one afternoon - Pdhpe Sports Medicine Essay introduction. He was tossed into the steel cattle yards, screaming in agony he clutched his right forearm which clearly showed signs of bone deformity.
Jan 26, · We have PDHPE Health Priorities notes, and Factors Affecting Performance notes that cover all dot points in the HSC PDHPE syllabus for the Core sections. We also have comprehensive notes for Sports Medicine and Improving Performance.