What are considered the greatest implications of embedding physical activity within the
senior PDHPE course?
The response should include a reason for and against embedding physical activity and
should include at least 2 references. The word is count is 300 words.
The stage 6 PDHPE course currently requires students to demonstrate knowledge and skills
relating to health and the theory of performance. However, embedding physical activity
within the course potentially possesses benefits and disadvantages to the learning experience.
Initially, including physical activity components in senior PDHPE increases student
interaction and practical skills in relation to the theory. According to Ardzejewska, Piscioneri
and Goode (2014), the physical education components enhances student engagement and
attitude. For example, in science, practical experiments are utilised to link concepts with
applications (Shana and Abulibdeh, 2019). Visual representation of key ideas improves
understanding of students but also promotes problem solving skills and communication when
working in groups (Shana et al., 2019). This aspect of learning in science can also be applied
to PDHPE. Implementing physical education in senior PDHPE also increases engagement by
producing variety in lesson structure. According to Ardzejewska et al., (2019), physical
education components will provide students with a break the highly content focused of health
theory. Thus, applying physical education to senior PDHPE is beneficial in providing
students with multiple means of presentation and creating a course that takes into account the
engagement of students.
Alternatively, embedding physical activity into senior PDHPE also exhibits disadvantages
towards student learning. The application of physical education in the stage 6 syllabus often
demonstrates limiting opportunities of relevance towards the theory in the course. For
example, practical lessons must be well- structured and specific to achieve certain learning
outcomes (Ardzejewska et al., 2019). In class, students can become distracted by external
factors including peers, clarity of instructions and transitioning through tasks (Ardzejewska et
al., 2019). Assessment of physical education will also create disparities in performance due to
athletic ability, gender and pre-existing skills. Physical education should be assessed on
development and progression of individual growth to promote lifelong participation in
physical activity (Ho et al., 2019). Therefore, physical education in senior PDHPE becomes a
challenge for teachers to achieve specific learning outcomes and assessments that reflect the
skills and knowledge of students.
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References
Ardzejewska, K., Piscioneri , A., & Goode , K. (2014). There’s no Physical Activity in Physical
Education’: The Challenges of Studying Senior PDHPE in NSW, Australia. World
Journal of Education, 4(5), 1-10.
Ho, Ahmed, M. D., Khoo, S., Tan, C. H., Dehkordi, M. R., Gallardo, M., Lee, K., Yamaguchi, Y.,
Tao, Y., & Shu, C. (2019). Towards developing and validating Quality Physical
Education in schools—The Asian physical education professionals’ voice. PloS
One, 14(8), e0218158–e0218158. https://doi.org/10.1371/journal.pone.0218158
Shana, Z., & Abulibdeh, E. S. (2019). SCIENCE PRACTICAL WORK AND ITS IMPACT ON
STUDENTS’ SCIENCE ACHIEVEMENT. Journal of Technology and Science, 10(2), 199215.
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