Conference keynote details

ACHPER (SA) are delighted to offer another quality program. We thank all of our presenters for their time and efforts to share their professional practice with their peers. The strength of this year’s program reflects the highly professional approach to teaching and learning of our local South Australian educators. ACHPER (SA) welcomes and thanks a number of keynote, invited guests and presenters who are innovative and enthusiastic professionals who will stimulate our annual Conference.

Maree Dinan-Thompson, Associate Professor in HPE Curriculum and Dean for Learning, Teaching and Student Engagement, James Cook University (Australia)

Maree Dinan-Thompson is Associate Professor in HPE Curriculum, and currently Dean (Acting) for Learning,  Teaching and Student Engagement, at James Cook University. Maree’s teaching and research has focused on HPE curriculum, construction and implementation issues, and more recently assessment. Her recent research on assessment in PE has called for in-depth studies including student and teacher voice to build assessment literacy capacities. Maree has also acted in advisory and expert writing roles for ACARA and the Queensland Curriculum and Assessment Authority (QCAA).

Keynote Presentation: We value what we measure….We measure what we value…. Do we assess learning in, through and about movement?

Assessment in physical education is complex and sometimes controversial. Assessment defines the valued knowledge, understanding and skills that students are to experience and achieve to a recognised standard. Notions of ‘low stakes’ and ‘high stakes’ assessment will also influence the valuing and explicitness of assessment in physical education. This keynote presentation explores the proposition of ‘Valuing Movement’ calls for teachers to consider Arnold’s (1979) seminal concepts of learning in, through and about movement and physical activity. These are not positioned as separate concepts and learning but rather that the interrelationship of all three leads to deep learning. In the proposition there is the acknowledgement that an individual’s broad knowledge base informs both ‘how and why we move’ and that ‘we can improve’ (ACARA, 2015, p. 6) in movement and physical activities.

This presentation raises issues about legitimated knowledge, understanding and skills in physical education assessment and, impact for student learning.

 

Mitchell Hewitt, National Education Project Manager, Tennis Australia

Mitchell Hewitt is the National Education Project Manager for Tennis Australia. He has a Bachelor of Applied Science (Human Movement) (Hons), Grad Dip Ed (Teaching), Masters in Education and has a PhD in pedagogy (teaching styles and coaching methodology). Mitchell has over 20 years tennis coaching experience and has been a primary and secondary physical education teacher. A highly regarded and renowned presenter, we look forward to Mitchell’s insightful approaches to teaching and coaching and value his active involvement with the Conference.

Keynote Presentation: Planning for diversity through inclusive practices: Using a constraints-led perspective and Mosston and Ashworth’s Spectrum of Teaching Styles to design a HPE program with educative purpose

A strengths-based approach includes the customisation of instruction to the learning readiness of students by integrating teaching practices that are responsive to the diverse needs and capabilities of large groups. A constraints-led perspective and The Spectrum of Teaching Styles provide opportunities for differentiated learning and the development of movement techniques in a Game Sense approach with educative purpose. These pedagogies will be highlighted through the construction of Tennis Australia’s Tennis for Schools program.

 

Dawn Penney, Research Fellow, Edith Cowan University

Dawn Penney is a Professorial Research Fellow at Edith Cowan University, Australia, an Adjunct Professor at Monash University, and a member of the ACHPER National Board. Dawn’s research focuses on contemporary developments in policy, curriculum and assessment relating to Health and Physical Education and sport in schools and aims to bring equity issues to the fore of political and professional debates. She is a passionate teacher educator and researcher who has worked with curriculum authorities and sport organisations nationally and internationally in curriculum developments and initiatives designed to support the provision of quality physical education. Dawn’s publications include Politics, policy and practice in Physical Education (1999); Gender and Physical Education: Contemporary issues and future directions (2002); Sport Education in Physical Education: Research Based Practice (2005); Assessment in Physical Education: A sociocultural perspective (2013) and School health education in changing times. Curriculum, pedagogies and partnerships (2016).

 

Keynote presentation: Assessment, equity and quality in the enactment of the AC: HPE

In this presentation Dawn will look at the role of assessment in shaping issues of equity and quality in Health and Physical Education and to address the opportunities and challenges that the Australian Curriculum Health and Physical Education (AC: HPE) presents for assessment practices and students’ learning opportunities. Dawn will draw on international and national policy frameworks and research to explore principles that can inform the design of assessment tasks and approaches to assessment and feedback that are developed in enacting the AC: HPE, and address implications for program design and pedagogy.


Dr Louise McCuaig, Senior Lecturer Health and Physical Education, The University of Queensland

Dr Louise McCuaig is Senior Lecturer Health and Physical Education (HPE) and Teaching and Learning Chair at the School of Human Movement & Nutrition Science, The University of Queensland. Louise’s teaching and research addresses the curriculum, pedagogical and assessment practices of school based health education, and the impact of teacher education, caring teachers and health literacy curricula on young people’s healthy living practices. Louise’s research relating to health literacy and salutogenic models of health and wellbeing contributed to the development of two foundational propositions underpinning the Australian Curriculum: Health and Physical Education.

 

Keynote Presentation: (St)healthy education: enacting a strengths-based approach in and to Australian Health Education

 

Despite significant reform and public investment, the “health” components of the new AC:HPE are yet to gain sustainable traction in the core curriculum of Australian schooling. Findings from our recent research strongly suggest that limited teacher training and a crowded school curriculum have resulted in the marginalisation of school based health education. As a consequence, schools are turning to external providers whose programs often fail to align with the educative intent of the AC:HPE.

This presentation begins with a critique of the current status of Health Education according to a range of risk and protective factors that determine a subject’s accountability and status in the core curriculum. From this perspective Louise provocatively explores the manner in which interventionist thinking represents a pathogenic toxin for a robust AC:HE. Building on this knowledge, Louise will then adopt a salutogenic approach to identify the role that the AC:HPE propositions can play in the provision of (st)healthy education in Australian schools. As such, these strategies will speak specifically to schools’ and teachers’ demands for ‘double dip’ curriculum approaches that address education agendas concerning science, literacy and numeracy capabilities.


Invited Interstate Presenters

ACHPER (SA) welcomes Andy Hair from the University of Canberra, Bernie Holland - ACHPER Victoria, Ash Dashlooty - ACHPER Western Australia, Ben Williams – Griffith University/ACHPER Queensland and Glenn Amezdroz – Queensland Curriculum and Assessment Authority who have supported our Conference and will significantly contribute to our diverse program.

Other Presenters

ACHPER (SA) thanks all of our presenters for their time and efforts to share their professional practice with their peers. The strength of this year’s program reflects the highly professional approach to teaching and learning of our local South Australian educators.

We are thankful to access such innovative and enthusiastic presenters to stimulate our annual Conference.