Assignment 2: What Makes An Effective PHE Educator

What Makes an Effective PHE Educator

From this EDCP320 course, I have learned a much more comprehensive perspective of what it means to be a good Physical and Health Education (PHE) educator. Aside from the foremost importance of physical safety, proper supervision, space and equipment (Robinson & Randall, 2014), a good PHE educator comprises of four main characteristics: 1) Being encouraging and supportive, 2) Having the ability to incorporate inclusion into the lesson plan for children with disabilities, 3) Being physical and health literate, 4) Being able to provide a safe, respectful, and welcoming environment for diverse students (race, ethnicity, sexual orientation, socio-economic status/SES, religion, and gender identity).
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It should not be a last-minute modification of the original instruction because “inclusion without appropriate supports is not considered inclusion at all” (Block, 2007; Goodwin et al., 2003; Reid 2003a, 2003b as cited in Robinson & Randall, 2014, p. 147). A good PHE educator is aware and caters to the students who are behind, left out, or struggling and will discover the child’s strengths and accommodate or modify the game so that the child’s strengths are demonstrated. For instance, if a child has Attention Deficit Hyperactivity Disorder (ADHD) and there are 4 stations to rotate through, the rule can be changed so that students must go to each station at least once, but can go through the stations as many times as they like (Hardin, 2000) and so the child with ADHD can demonstrate endurance. Also, as discussed in class, students could be asked to either walk or run to the wall on their own time or varying speeds so that the “slowest” student does not always end up last. Another way is to provide the disabled student a special and admirable role in certain sports. For instance, if a student has a paralyzed arm, that student could be the goalkeeper in