Attn: Health and PE / Sport Coordinator

2019 South Australian Health & Physical Education Conference Immanuel College 15 - 16 April Conference Program Coordinated by ACHPER (SA) - Promoting Active and Healthy Living The Australian Council for Health, Physical Education and Recreation, SA Branch Inc. Supported by ACHPER (SA) partners: Invitation ACHPER (SA) wamly invite you to participate in 2 days of enriching HPE and attend the South Australian Health & Physical Education Conference to be held in Adelaide on 15 - 16 April 2019. This conference, set to attract over 200 delegates and with 50 sessions is one of the largest professional learning opportunities of its kind in South Australia. The conference will be professionally stimulating, enjoyable and supportive of those who work in education and community settings. The program provides a range of sessions that are of importance to Health Education, Physical Education, Dance, Sport educators as well as classroom teachers, recreation, sport and health professionals, sport coaches and school counsellors. ACHPER (SA) has encouraged presenters to provide innovative, practical and inspiring contributions that will enthuse you in your work with children and students. This dynamic conference features 4 keynote presentations, which will inspire your work. As a not for profit education association, this flagship event is crucial to our ongoing work and we welcome your attendance.

Your colleagues at ACHPER (SA) commend this conference to you and encourage you to also consider the many benefits of ACHPER membership. We look forward to seeing you at Immanuel College in Adelaide on 15 - 16 April for this high quality professional learning event. Conference Partners ACHPER (SA) Partners The Conference has been supported by our valued partners: • Credit Union SA • Footsteps Dance Company • IDM Sports • Tennis Australia and • TriSkills North Adelaide

Trade Exhibitors (as at 13 March 2019)

• BLK Performance Centre • IDM Sports • SA Sports Medicine Association • Buller Holidays • Kinect • Speedminton • Credit Union SA • Mini Hoopsters • Stay Active Childrens Sport Programs • FISAF • MissFIT Movement • Tennis Australia • Footsteps Dance Company • Premier’s be active Challenges • TriSkills North Adelaide For further information on our sponsors, supporters and partners, please see the final page of this program or visit: www.achpersa.com.au

Acknowledgment and Thanks ACHPER (SA) appreciates the support of a number of key ACHPER members who have assisted with the development of this conference program.

ACHPER (SA) thanks and wishes to acknowledge over 40 presenters who have generously supported this conference and assist the promotion of active and healthy living in South Australia. We thank these contributors for sharing their practice and helping to ensure a stimulating and innovative program.

Page 1 Comments from previous conference attendees • “Great to hear from other teachers and see work samples from peers who are doing some great work” • “Great workshops! Engaging and good practices to use in an everyday classroom” • “Really relevant to how schools and teachers are trying to move through the minefield of what is PE”

Keynote Speakers

ACHPER (SA) welcomes and thanks the following speakers who are supporting the conference.

Nicky Sloss, AISNSW Education Consultant: Student Wellbeing (Monday) A PDHPE teacher and wellbeing leader for over 20 years, Nicky is the Student Wellbeing Consultant at the Association of Independent Schools in NSW, Australia. In this role Nicky is able to share student wellbeing and pedagogical approaches in member schools across NSW with the aim of assisting educators to provide a safe and supportive school climate for their teachers and students. Nicky’s role includes extensive cross sectoral work and collaboration on a range of projects to support students in all education sectors and particularly to provide a voice for independent schools. Her current role incorporates whole-school wellbeing approaches along with experience in child protection training, curriculum advice and support - working with a range of educators from classroom practitioners to school executives.

Tim Olds, Professor of Behavioural Epidemiology, University of South Australia (Tuesday)

Tim OLDS is a Professor of Behavioural Epidemiology at the University of South Australia. After completing a PhD in French at the University of Sydney, Tim went on to study exercise science, earning a second PhD in 1997. His research interests have been in mathematical modelling of cycling performance, anthropometry, and more recently historical trends in the sleep, fitness, fatness, physical activity and food intake, and the relationship between health and use of time. Tim has 333 peer-reviewed publications and $28 m in grants and consultancies. Tim’s recent work has been looking at how the mix of activities across the 24-hour day affects health in children and adults. His most recent NHMRC grant, Life On Holidays, was stimulated by a series of studies showing that while children became fatter and less fit across the year, the entire increase in fatness and decrease in fatness occurred during the summer holidays.

Page 2 Keynote Speakers continued Martin Westwell, SACE Board of South Australia (Tuesday) Martin is the Chief Executive of the SACE Board, the senior secondary curriculum and assessment authority in South Australia. Building on his research career at the Universities of Cambridge and Oxford, Martin and his family moved to South Australia in 2007. Here, he took up the position of Director of the Flinders Centre for Science Education in the 21st Century and then Strategic Professor in the Science of Learning at Flinders University. His children attended public schools in South Australia. Martin was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, collaborating with classroom teachers to use principles from cognitive science in the development of pedagogical approaches and assessment practices. He was one of only two recipients of a $1m education grant from the Australian Space Research Program, collaborating with schools to develop ways of using earth observation technologies in students’ SACE Research Projects. His research has included the development of electronic assessment items, the use of machine learning to interrogate large education data sets, and the use of mobile eye-tracking technology to better understand how students allocate their attention. He has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region and has been a member of the steering group of their research network. Martin has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education. He was a Board Member of the SACE Board for five years before taking on the role of Chief Executive. In 2018, Martin received the Australian Council for Educational Leaders’ Gold Medal for the Most Outstanding Contribution to the study and practice of educational administration and leadership.

Category Information The conference elective sessions program (sessions 1 to 6) are listed in the following pages of this conference program. A summary of these is indicated by session number, below in categories to assist identification of relevant sessions. Please ensure your preferences for each session are recorded on your registration form. KEY: EY = Early Years MY = Middle Years W = Wellbeing PY = Primary Years S = Senior Years SC = Sports Coaches Class = Classroom Teacher = Active session Early Years (EY) Primary Years (PY) Middle Years (MY) 1.1, 1.2, 1.4, 1.8 1.1, 1.2, 1.4, 1.6, 1.8 1.1, 1.2, 1.3, 1.5, 1.6, 1.8 2.1, 2.2, 2.8, 2.9 2.1, 2.2, 2.4, 2.6, 2.9 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.9 3.2, 3.3, 3.4, 3.7 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8 4.1, 4.7 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.8 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8 5.1, 5.2, 5.4, 5.6, 5.7 5.1, 5.2, 5.4, 5.6, 5.7, 5.8 5.1, 5.2, 5.5, 5.6, 5.7, 5.8 6.2, 6.4, 6.5, 6.6, 6.7, 6.8 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8 Senior Years (SY) Classroom Teachers (Class) Wellbeing (W) Sport Coaches (SC) 1.1, 1.6, 1.7, 1.8 1.4, 1.8 1.4, 1.5 1.3, 1.6 2.3, 2.4, 2.5, 2.9 2.1, 2.9 2.1, 2.5 2.4, 2.7 3.1, 3.2, 3.5, 3.7, 3.8 3.3, 3.4 3.1, 3.4 3.2, 3.3, 3.7, 3.8 4.1, 4.6 4.1, 4.7 4.1, 4.4 4.3, 4.6, 4.8 5.1, 5.2, 5.3, 5.5 5.1, 5.6, 5.8 5.1, 5.6 5.2, 5.7 6.3, 6.4, 6.5, 6.6 6.2, 6.4, 6.5 6.4, 6.5 6.1, 6.2, 6.3, 6.6, 6.7, 6.8 Conference Program - Monday 15 April

Registration and trade exhibition are many potential ramifications for classroom 8.15am - 8.50am and HPE teachers and learners in adopting a focus on the development of physical literacy as a goal of PE (Hyndman & Pill, 2017; Pill, 2006). It is Conference Opening & Keynote Presentations - therefore an important concept for HPE teachers to be considering in their work. In this feature 8.50am - 10.30am presentation, there will be short presentations on various aspects of physical literacy, including A whole-school approach to wellbeing national and local/school site observations. The case Nicky Sloss, AISNSW Education Consultant: Student study of a school mapping physical literacy to their Wellbeing curriculum delivery will be examined. The adoption of physical literacy as the goal of PE presents a Positive relationships, a sense of belonging and powerful opportunity for the HPE profession. connectedness at school are inextricably linked to both teacher and student wellbeing and in turn, enhanced academic and wellbeing outcomes. Increasingly, schools are looking to take a proactive Morning tea and trade exhibition rather than a reactive approach to student wellbeing and consider a whole-school approach 10.30am - 11.00am that includes consultation with health education and school wellbeing staff. Session 1 - 11.00am - 12.30pm What strategies do you put in place to sustain 1.1 Thinking Outside the Square in Phys Ed your own wellbeing? How do you support your (EY, PY, MY, SY, ) students to develop and maintain their wellbeing? Christina Polatajko, Newbury Primary School This feature presentation will highlight a range of (Victoria) strategies underpinned by research, for teachers and students alike to enhance wellbeing whilst at It’s time to think outside the square with your school and during their lifespan. planning and implementation of your programs. This session will discover new ways to engage your Physical Literacy for Physical Education Feature students through meaningful content, minor games, Presentation ICT, apps and ‘old school’ equipment. This is suited for anyone who is ready to take their programs to Presenters: Associate Professor Shane Pill, Flinders the next level. University, Rick Baldock, ACHPER (SA), Katie Liebelt, Clare High School and Sport Australia 1.2 Purposeful questioning to enhance player representative learning (EY, PY, MY, ) Scott Hughes, Catherine McAuley School Sport Australia has adopted Physical Literacy as a narrative and objective towards getting more Questioning is an important part of Game Based Australians physically active. The ambition to get approaches to teaching in PE. This practical session more Australians active is important and urgent will provide you with evidence informed approaches given the increase in Australian sedentary behaviour to asking questions that stimulate critical and and concern for the associated health implications creative thinking to focus players attention on the of this trend. In Australia, Physical Literacy has technical, tactical and interpersonal areas of games been defined as the integration of physical, and sports. psychological, cognitive and social capabilities that help us live active, healthy and fulfilling lifestyles 1.3 Touch in the Middle Years 7-10 (MY, SC ) (Sport Australia, 2018). By adopting this definition, Janelle Morrisey, Marryatville High School Physical Literacy is closely aligned with common This is a practical session, focused on the skills and definitions of Student Wellbeing which typically tactics of Touch applied to the Middle years. This Sport Coaches (SC) include physical, cognitive, spirtual and social session will provide teachers with versatile activities capabilities (DECS, 2007). Physical literacy is also to use across a range of year levels to progress their 1.3, 1.6 definitionally similar to physical education (PE), students in the sport of Touch. 2.4, 2.7 as definitions of PE commonly include references to physical, psychological, cognitive, social and 1.4 Learner Engagement & Wellbeing program 3.2, 3.3, 3.7, 3.8 emotional domains of learning capabilities (EY, PY, Class, W) 4.3, 4.6, 4.8 (DECS, 2004). Quality PE programs also include Nick Warren, Grange Primary School learning in, through and about movement 5.2, 5.7 (ACARA, 2017). It is therefore not surprising that This session will allow participants to experience 6.1, 6.2, 6.3, 6.6, 6.7, 6.8 globally, physical literacy has been positioned as a “normal” physical education lesson based on a goal of PE (Roetert & MacDonald, 2015). There continued Conference Program - Monday 15 April

the TPSR model. As such it is intended to build on 1.7 Teaching Stage 1 Physical Education (SY) the Key-Note session that offered a theoretical Eulaly Allen, the Heights School, Danny Gloria, perspective of TPSR and its potential for inclusion in Gleeson College, Aaron Struck, Para Hills High School school physical education programmes. The lesson will use a physical education context to demonstrate This session will cover a range of discussion how the major themes and strategies of TPSR can and teaching topics relating to the new Stage be successfully integrated into school physical 1 course. Presenters will respond directly to education programmes. The session will follow the feedback provided from previous sessions and five stages that are traditionally associated with TPSR facilitate participants through a series of evidence based lessons and give participants an opportunity collection strategies which can be implemented to experience the five goals/levels.Practical in your classrooms. The session will look to provide opportunities for discussion as to how 1.5 Aligning the Australian Curriculum HPE to students could then reflect on the evidence the Australian Student Wellbeing Framework collection strategies and use them to enhance and Student Wellbeing Hub – Secondary Years and demonstrate improvement. The session will (MY, W) also provide opportunity for peer discussion and Natalie Jonas, ACARA review of tasks which are being used in current programs. Participants are asked to bring a task The critical inquiry and strengths-based approach for this part of the session. in the Australian Curriculum HPE and the student voice element in the Wellbeing Framework 1.8 AEROkids: Determined to make fitness view students as active leaders in their learning FUN! (EY, PY, MY, SY, Class ) journey. Participants will be engaged in exploring Kylie Thomas, AEROkids how the Australian Curriculum HPE learning area compliments the vision of The Australian Student AEROkids is a combination of gymnastics, aerobics Wellbeing Framework. Participants will also have and dance fitness aimed at students of all ages. In an opportunity to explore how the Australian this active workshop former World Sport Aerobics Curriculum HPE learning area aligns to the resources Champion, Kylie Thomas, will take you through on the Student Wellbeing Hub from Years 7-10. ways to get your students moving, improving their fitness, flexibility, fundamental movement skills 1.6 Blending approaches such as TPSR, Game and self-confidence all whilst developing healthy Sense and Sport Ed (PY, MY, SY, SC, ) lifestyle patterns. Commercial Rick Baldock, ACHPER (SA)

When examining various models of practice in Physical Education teachers are often left with the impression that they need to adhere to a model so Lunch and trade exhibition 12.30pm - 1.15pm that it’s fidelity is maintained. For the practitioner, however, they are often seeking a more pragmatic approach that will engage learners and enhance student achievement. This session will provide a Session 2 - 1.15pm - 2.45pm brief overview of these models and then provide time for attendees to discuss how these models can 2.1 A primary approach to a whole-school be best blended to enhance student learning. This wellbeing (EY, PY, MY, Class, W) session will be especially useful for those wanting to Nicky Sloss, Association of Independent Schools of renew their PE planning and the way in which they NSW structure units of work and lessons.

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This session will explore strategies, research and resources discussed in Nicky’s feature 2.4 Inclusivity in a mainstream PE class (PY, MY, presentation. Primary school teachers will have SY, SC, ) the opportunity to discuss a range of resources Rosette Zerella, Saint Ignatius College relevant to whole-school wellbeing and health education in their own school context. Gone are the days where being a timer or scorer counts as being inclusive. Every student should be able to be included practically. We do not ask for 2.2 Raising the profile of PE in a primary teachers to restructure entire lessons from the school: a specialist PE teachers’ perspective ground up, rather adapt skills and equipment to (EY, PY, MY) offer every student the opportunity to participate in Kylie Newbold, Parkside Primary School each lesson successfully. The session on ‘inclusivity in a mainstream PE class’ offers practical examples We all know the importance of having a quality on transforming lessons through inclusive teaching. Physical Education program available to every student in every primary school. How can we make all stake holders - students, colleagues, leadership 2.5 Positive Mental Health-where can it fit in to and parents value Physical Education more highly? your health program? (MY, SY, W) George Evreniadis, Adelaide High School

In this workshop teachers will be able to share 2.3 Leading pedagogical change in a Secondary their experiences, strategies, resources etc. on this HPE faculty (MY, SY) important health issue. You will be encouraged to Katie Liebelt, Clare High School utilize Seligman’s Positive Psychology resources, as Katie will share how their faculty is transitioning well as those suggested in Mind Matters, Beyond from a traditional HPE middle school program to Blue, headspace and other agencies. one that uses more contemporary approaches. 2.6 Sharing a Unit of work on Striking and Penney & Chandler (2000) asked: “How can Fielding Games for Years 7/8 (PY, MY, ) physical education be more connective (within Rick Baldock, ACHPER (SA) the subject, with other aspects of the curriculum, and with the lives and societies beyond school), This practical session will share aspects of a unit and express a lifetime approach to education?” of work using a thematic approach to enable They saw that “The contribution to learning that middle years students to display the transfer of we see the subject providing, rather than the their understanding and application of strategies activities through which we may ultimately achieve in Striking and Fielding Games. The development that contribution, should become the explicit and of this unit of work uses a backwards by design defining feature of the subject, and should provide approach to enable students to display their learning the framework for curriculum development”. as outlined in the AC: HPE Student Achievement Our new program, which is also informed by a Standards. Physical Literacy framework (Australian Sports 2.7 Tennis for Secondary Schools: Promoting Commission, 2017), is designed to not only meet tennis within HPE as an educative experience the needs of students and the AC: HPE Achievement for large groups of students from 7-10 (MY, SC, ) Standards (ACARA, 2016) but to do this within the Shane Leathem, Tennis South Australia context of our school community and Department for Education of SA strategic priorities. This has This practical workshop will explore Tennis resulted in faculty members beginning to use Australia’s Tennis for Secondary schools curriculum thematic game sense approaches (Pill, 2018) and program. Participants will experience a select series initiating the development of rich assessment of modified games and assessment tools from the tasks by challenging educators to explore new following sections of the resource: MOVEMENT ways of teaching and learning. continued

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CONCEPTS AND STRATEGIES Playing the Game; 3.2 GIFs, GIFs and more GIFs in Phys Ed (EY, PY, ACTIVE AND HEALTHY Physical Activity, Fun and MY, SY, SC, ) Fitness; PERSONAL, SOCIAL, AND EMOTIONAL Christina Polatajko, Newbury Primary School Promoting Personal and Social Competence. These (Victoria) modified games are framed to meet the needs of individual learners and informed by a Game Sense Let’s focus less on teacher voice and focus more approach on student voice, GIFs in Phys Ed will transform your teaching and student learning. GIFs are an 2.8 Teaching FMS to R-2 students through Net ongoing image/clip that are on ‘repeat’ which will and Wall Games (EY, ) support student development and engagement. Nick Skewes, St Augustines Parish School Please bring your own iPad with the app IMGPlay (Free app) to begin your GIF journey and be ready This session will demonstrate how using net and to be INSPIRED!! wall games as a vehicle for teaching fundamental movement skills to junior primary students. This 3.3 101 Different Tag Games (EY, PY, MY, SC, session also includes elements of Hellison’s TPSR Class, ) model and visual learning. Please come prepared Anthony Worden, Plympton Primary School to be active. We all know them and play them but do we know 2.9 Speedminton- More School Racket Sport how to change them or adapt them and modify Variations (EY, PY, MY, SY, Class, ) them? How do we turn them into games with an Geoff Bannister, Speedminton Australia educative purpose? Come along and learn some old games with a twist and some new ones as well. Speedminton continues to re-invent racket sport Designed for beginning teachers and participants teaching in Australia. New game progressions, who want to explore some new ideas. We will skill-building drills and variations to suit all age investigate simple games for early years through and skill levels will be addressed. Fun work-out to the ridiculous year 6/7 games. Come dressed guaranteed! Commercial and prepared to run! Due to popularity this session is a repeat session from the 2018 conference with many more new ideas.

Afternoon tea and trade exhibition 3.4 Unpacking the aims/propositions of 2.45pm - 3.15pm the AC:HPE curriculum to guide classroom practice to foster critical thinking and develop students’ health literacy (EY, PY, MY, Class, W) Session 3 - 3.15pm - 4.45pm Natalie Jonas, ACARA

3.1 A secondary approach to whole-school This workshop will focus on unpacking the wellbeing (MY, SY, W) aims (propositions) of the AC:HPE. It will allow Nicky Sloss, Association of Independent Schools of teachers the opportunity to explore how the aims NSW (propositions) can be used to guide practice to This session will explore strategies, research enhance critical thinking and develop students’ and resources discussed in Nicky’s feature health literacy. The workshop will be tailored presentation. Secondary school teachers will have to support generalist primary teachers and/or the opportunity to discuss a range of resources specialist Heath and Physical Education teachers. relevant to whole-school wellbeing and health Participants are encouraged to bring along any education in their own school context. resources they may wish to share with colleagues and/or any strategies they are currently using to embed the propositions when planning Health and Physical Education learning tasks.

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3.5 Tips for Beginner Teachers (PY, MY, SY) 3.8 Cre8tive Moves: A workshop for School Taly Trayans, Adelaide High School Teachers (PY, MY, SY, SC, ) Rebecca Williams, Educator and Essential Dance and Have you ever wanted a simple resource that not Fitness representative only allows you get on with your teaching, but also allows you to give those non-participants Are you ready to learn how to cultivate students’ something to do. This session will give you the creativity through movement? Cre8tive Moves is opportunity to get some hands on ideas from 29 an inter-active movement-based workshop for years’ worth of teaching experience. The ideas primary and middle / secondary school teachers. shared are simple but tried and tested. Using a student-centred approach, you will discover lesson ideas and activities for teaching and 3.6 Creating an inclusive and engaging program learning that will help you to develop your students’ using the Sport Education model (PY, MY, ) imagination, curiosity, self- confidence, self-esteem Danny Robinson, Victor Harbor Primary School and promote positive health and wellbeing. Explore a simple and effective framework for This session will explore creating an inclusive developing your students’ critical and creative and engaging program using the Sport Education thinking skills using movement. Learn how to model that can be adapted to suit any sport/ support and guide students to overcome their activity. This session will also have links to the emotional barriers - the “I’m not that creative” Game Sense Approach and Teaching Personal and obstacle through movement facilitation skills and Social Responsibility (TPSR). creative coaching techniques. 3.7 Seeing to be included (EY, PY, MY, SY, SC, ) Mark Haskett, Educator and Blind Cricket South Australia representative Conference Celebration - 4.45pm - 7.00pm Children achieve better outcomes when their diverse strengths, abilities, interests and cultural Join us for a conference celebration included in practices are understood and supported. Valuing your conference fee, this networking event will and respecting diversity is vital for children to feature quality food and drinks, and a great chance develop a strong sense of identity. Principles to catch up with old friends and make new contacts. of equity and diversity are linked to children Stay for 15 minutes for a drink and a healthy nibble developing a sense of belonging, identity or you are welcome to stay longer and join us for and wellbeing so that they become effective dinner! If you can attend please complete the tick communicators and confident, involved learners. box on page 10. This practical session will offer personal insights to enhance teaching experiences and also feature the use of simulation glasses and practical involvement with blind cricket.

Page 8 2019 Registration Form ACHPER (SA) Health & Physical Education Conference 15 - 16 April 2019, Immanuel College

Please note: Registrations will not be accepted unless preferred workshops have been selected. Please submit this form and an invoice will be sent upon receipt of this registration. Please register as soon as possible to secure session preferences!

Register online at www.achpersa.com.au (preferred method) OR Complete the form below and return to ACHPER (SA) email [email protected] fax: 08 7225 1648 (temporary number) or 132 Rose Tce, Wayville 5034

First Name: Surname:

School/Organisation:

Address:

Postcode: Tel : Mobile:

email: (required)

Please list any special requirements (e.g. dietary) Registration Fees Please tick the registration type below (inclusive of GST, lunch, refreshments, conference celebration and handouts) 1 day 1 day plus 2 day membership

ACHPER Member q $180 q $330

Non-Member q $250 q $430

Non-Member (Includes ACHPER q $320 q $470 membership)

Graduate Teacher Member q $160 q $280 (1st or 2nd year out teachers)

Graduate Teacher Non-Member q $200 q $290 q $385 (Includes ACHPER membership) (1st or 2nd year out teachers)

Student - FREE for first 30 q $60 q $110 q $120 (includes ACHPER membership) full time applicants Discount Offers q Discount Offer 1 If you have attended the ACHPER (SA) HPE Conference in April for the previous three consecutive years you are eligible to receive a special discount of $20 per day. Thank you for your continued support.

q Discount Offer 2 - Name of the Colleague attending:

For every colleague you recommend to attend the Conference and registers (who has not been to an ACHPER Conference in the past 5 years) you will receive a $50 discount. You must provide us with the name of the colleague attending. Cancellation Policy Cancellations must be received in writing and will incur a $100 administration fee for cancellations before Wednesday, 10 April 2019. Cancellations received after this date will unfortunately not receive a refund. Page 9 Conference Sessions Delegate Name: Registrations will not be accepted if first and second choices are not made. Please note sessions are subject to change due to cancellation of speakers or maximum or insufficient numbers. In the space provided please write your first and second preference for each session. Some sessions involve physical activity so comfortable clothing should be worn. Monday 15 April 11.00am - 12.30pm 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8

1.15pm - 2.45pm 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9

3.15pm - 4.45pm 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 Tuesday 16 April 10.30am - 12.00pm 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

12.45pm - 2.15pm 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

2.30pm - 4.00pm 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 ACHPER Membership - $140.00 ACHPER Membership offers many benefits to individuals, joining and enabling you to workwith other dedicated professionals. ACHPER Membership is available for all non-member attendees. If you wish to become a member please complete a membership form and return to ACHPER (SA). ACHPER does not provide school membership, only individual teachers and other professionals are eligible for membership but different categories do exist for recent graduates and students. For further details regarding membership please call ACHPER National on (08) 8352 3288. Conference Celebration / Happy Hour An informal, networking dinner will follow the Conference on Monday 15 April from 4.45pm - 7.00pm in the Function Centre at Immanuel College. The cost is included in your registration fee and includes food and beverages. Please tick the box if you would like to attend (this will assist with catering numbers). YES: q NO: q Morning Come and Try HIIT Session

Prior to the Conference beginning on Tuesday 16 April from 7:30am - 8:30am at Immanuel College, Sara Pettet from MissFIT Movement will take you through a morning High Intensity Interval Training (HIIT) session. The cost is included in your registration fee. Registration is essential.

Please tick the box if you would like to attend : YES: q NO: q

Payment Details (please submit registration form and an invoice will be sent) ACHPER (SA) ABN: 56 064 377 067 q Please invoice my school or organisation (a tax invoice will be forwarded shortly) q I have enclosed a cheque payment of $

(made payable to ACHPER (SA) please post with registration form to: ACHPER (SA), 132 Rose Terrace, Wayville, SA, 5034) q EFT transfer: BSB: 805 007, Account: 0070 5630, Reference Number: Please use invoice number & name q I would like to pay by credit card: q Visa q MasterCard

Name on card : Expiry date: /

Number: Signature: ACHPER (SA) has a privacy policy that endorses the National Privacy Principles set out in the Privacy Amendment (Private Sector) Act 2000. A copy of the privacy policy can be found on our website www.achpersa.com.au Page 10 Conference Program - Tuesday 16 April What should the world be able to infer about Morning Come and Try HIIT our students? Martin Westwell, SACE Board of South Australia

HIIT workout uses high intensity interval training. Employers and universities tell us that they are less The session involves a warm up, followed by a interested in the narrow proficiency of our students variety of aerobic and strength exercises using and more in “what they can do with what they various principles of training including tri sets, know.” In this context most definitions of learning supersets and ladder challenges. Think ‘cross-fit’ don’t stand up to scrutiny except perhaps the idea style training with music. The work intervals are of “hard thinking.” But what does this really mean? coupled with periods of short rest, which has been What are the implications for us as the custodians proven to allow the fastest improvement in fitness of our subjects? and strength. Sara Pettet, MissFit Movement Morning tea and trade exhibition Registration and trade exhibition 10.10am - 10.30am 8.15am - 8.50am Session 4 - 10.30am - 12.00pm Conference Opening 4.1 First steps in leading a whole school approach We are delighted to welcome Minister for to positive wellbeing (EY, PY, MY, SY, Class, W) Education, John Gardner MP to address conference Carlee Mitchell, St John’s Grammar School delegates. We are most thankful for the Minister’s time at the conference. This presentation will outline our first steps into a more significant approach to wellbeing at St John’s Grammar School. It will look at the evidence that Bert Apps Memorial Lecture - 8.50am - 10.10am supports a whole-school approach and the steps Keynote Presentations we have taken so far in building and sustaining a positive wellbeing culture within our school, early Building your best day learning centre (ELC) – year 12.

Tim Olds, Professor of Behavioural Epidemiology, 4.2 Play with Purpose: Adopting a game- University of South Australia based approach to teach cricket (PY, MY, ) Shane Pill, Flinders University The way children use their time affects their health, well-being, and academic performance. In this workshop participants will engage in game But activities are co-dependent: to increase play as deliberate practice. Purposeful game the time spent in one domain (such as physical design, learning intentions and success criteria activity) we must necessarily decrease the time for the games will be linked to AC:HPE curriculum spent in at least one other domain (such as sleep). descriptions of student achievement standards. This presentation will look at the combination of Links to levels of complexity, inquiry processes, activities which is associated with the best possible direct instruction and teaching to develop ‘thinking health outcomes in children. In particular, Tim will players’ will be discussed. Transfer of movement discuss recent findings which suggest that ALL of concepts from cricket to other striking/fielding the increases in fatness and decreases in fitness games will also be considered. occur during the summer holiday period. 4.3 Game sense: Target games (PY, MY, SC, ) Kylie Newbold, Parkside Primary School

What makes a target game a target game? Explore how you can introduce target games in the primary school setting through questioning, problem solving and playing. You will take away some practical ideas you can try when you get back to your school and classes.

Page 11 Conference Program - Tuesday 16 April 4.4 Music and Mental Health: Using music to Session 5 - 12.45pm - 2.15pm foster social and emotional well-being (PY, MY, W) George Evreniadis, Adelaide High School 5.1 Evidence-based Mindfulness Workshop: (EY, PY, MY, SY, Class, W) While this workshop will focus on primary school R-12 Mindful Moments Nicky Sloss, Association of Independent Schools of populations, the resources provided have also been NSW used in the middle school setting to address bullying and effective relationships. Resources (including a Would you like to increase or improve student CD and lyrics) will be supplied to the delegates in engagement in your lessons while at the attendance. same time improving their mental health and wellbeing? Participants will leave this session with 4.5 Educative games to develop strategies in increased knowledge and understanding around net and wall games (PY, MY, ) mindfulness, as well as a range of examples Dave Murray, Nuriootpa Primary School of mindfulness practice linked to student and This session will explore the types of games that teacher wellbeing as well as Australian National will not only engage your students but open up HPE Curriculum syllabus content. discussion and questioning regarding successful strategies for all net and wall games. 5.2 10 Awesome, Super Dooper,Amazing Games!! (EY, PY, MY, SY, SC, ) 4.6 Team Handball (MY, SY, SC, ) Christina Polatajko, Newbury Primary School Glen Urbani, Rostrevor College (Victoria)

This session will cover the basics of handball, an Need some quick ideas as instant activities or quick Olympic sport. The session aims to cover individual fix games? From this session you will walk away as well as team defensive and offensive techniques with 10 new games ready to implement into your and strategies, to a stage 2 physical educational programs. Not only will I share my secrets, I’ll also level but inclusive of all year levels. Included will be connect the games to meaningful and purposeful ideas for skill enhancement and modification and reasons of ‘why’ to use them. adapting for limited space settings. Big game in 5.3 Benchmarking assessment session for small space methodology. Stage 1 PE (SY) 4.7 Minor Games R-7 (EY, PY, MY, Class, ) Shane Hill and Renee Chatterton, Wilderness School Des Deuter, Mawson Lakes Primary School This workshop will begin by looking at the A range of fun and engaging R-7 minor games to performance standards for the stage 1 course, consolidate fundamental movement skills and including the opportunity to discuss how these increase opportunities for creative and critical standards apply to the assessment design criteria. thinking. There will be opportunities to examine samples of student work completed within pilots of the new 4.8 Orienteering for your School (PY, MY, SC, ) course and apply the performance standards to Amber Tomas, Educator and Orienteering SA the assessment of these samples. A must for those representative teaching stage 1 PE.

Orienteering is more than just running. It is a sport 5.4 Developing Physical Literacy through involving navigating using a map (and often a Fundamental Movement Skills (EY, PY, ) compass) to find a series of controls in the shortest Amber Heaft, Prospect North Primary School time possible. It is a sport which involves both mental and physical agility and stamina. Find out In this session we will explore how to use a how you can incorporate an orienteering program Physical Literacy framework to support whole child into your school. Sample an electronic maze and development with a focus on explicitly teaching short course around the school. Fundamental Movement Skills using a game sense approach. Walk away with ideas for your program, assessment, student goal setting and personalised Lunch and trade exhibition 12.00pm - 12.45pm learning. continued

Page 12 Conference Program - Tuesday 16 April 5.5 Like they have a choice... (MY, SY, ) Dillon Mullins, St Ignatius College Afternoon tea and trade exhibition Unsure of how you can incorporate choice into your PE curriculum? This session models the 2.15pm - 2.30pm incorporation of student agency into a middle years athletics unit. Participants will be encouraged to Session 6 - 2.30pm - 4.00pm explore fundamental movement skills (run, throw and jump) in the creation of a unique athletics 6.1 Sharing a unit of work: Invasion Games for carnival for the group. A hands-on exploration Middle Years students (PY, MY, SC, ) of how student choice can direct and drive your Scott Hughes, Catherine McAuley School planning. This practical session will share a unit of work using 5.6 They Are What They Eat/ Be active – read a backward designed, thematic approach to enable well (EY, PY, MY, Class, W) middle years students to display their learning when Fraser Keegan, Rite Bite & Mark Williams, Premier’s assessed against aspects of the AC: HPE Student Challenges, Department for Education Achievement Standards.

Good nutrition is fundamental to healthy child 6.2 Attacking and defending, dodging and development and overall performance - particularly weaving strategies (EY, PY, MY, SC, Class, ) at school. What students eat, and when, already Anthony Worden, Plympton Primary School impacts their ability to learn and your ability to A session for early years and primary teachers teach them. Learn how to maximise learner and leading on from the tag session. How we can use teacher potential through healthy eating in this the concept of tag to teach students from R- 7 the informative, practical and engaging session. The concepts of attacking and defending open space. We session will also explore the Premier’s be active will explore the different ideas behind weaving and Challenge - a tool for advocacy, and evidence dodging and how to teach these ideas to students. about physical activity and learning outcomes. We will look at the basic understanding (theories) of movement. 5.7 Tennis for Primary Schools: Promoting curriculum tennis through a game based 6.3 Approaching Rugby League from an Invasion approach for large groups of students from Sport Perspective (PY, MY, SY, SC, ) R-6. (EY, PY, MY, SC, ) Dave Cohen, NRL Shane Leathem, Tennis South Australia Using Invasion Sport principles, we look at how to This practical workshop will showcase how a Game introduce the passing backwards/going forward Based Approach can be used to teach Tennis in sports and make links to other sports through a Primary School setting. Participants will utilise Invasion Sport principles. This is an active, on-field Tennis Australia’s Tennis for Primary Schools session (ideally) and is highly regarded. Curriculum program to navigate their way from the Foundation years to an upper primary setting. A range of modified games will be presented to the continued participants, with the challenge being to adapt the games to best suit a large, diverse skill set, found in a class setting.

5.8 Time to Dance! (PY, MY, Class, ) Samantha Riley, Parafield Gardens High School

A practical session which will give you the skills and knowledge to design a unit of dance for your school or run the odd dance session within your PE class. We will learn some basic technical exercises and a simple dance routine in the style of jazz/hip- hop designed to engage students of all skill levels.

Page 13 Conference Program - Tuesday 16 April

6.4 Be You- whole school mental health (EY, PY, 6.7 Golf and Games (EY, PY, MY, SC, ) MY, SY, Class, W) Regional Development Officer, Golf Australia SA Branch Be You team, headspace in School MyGolf is the National Junior Development program One in seven young people aged between 4 and offered by Golf Australia - the NSO. The core of this 17 has experienced a mental health issue in the curriculum is the skill and game based learning past 12 months. The National Education Initiative platform built around “fun and having a go”. The - Be You was launched late in 2018 by Beyond value in golf is simply not just playing the game but Blue, headspace & Early Childhood Australia to also the life skills to be learnt. Come and have a go, support schools to make it easier for educators and work on your swing. to nurture the mental health and wellbeing of all young people. This session will explore the Be 6.8 Discovery phase soccer games (EY, PY, MY, You framework and wellbeing tools which are SC, ) now available free for all schools. The session will Adrian Gatto, Educator and Simply Football also include staff wellbeing considerations as an representative important place to start. With the FFA National Curriculum’s ‘Discovery Phase’ 6.5 Yoga and meditation for teachers to teach R - 6 students the 4 Core skills (techniques) and students (EY, PY, MY, SY, Class, W, ) of soccer. This session will use traditional games to Amber Heaft, Prospect North Primary School enhance the learning of soccer movement concepts and strategies in a FUN way! Experience the benefits of yoga and meditation for teachers first hand, and how to plan fun sessions for your students to develop their own physical and mental mindful practice. This session is run by a qualified teacher and Hatha yoga instructor. 6.6 The Vision Inclusion Challenge: Experience firsthand how sports can be modified for the Click here for vision impaired (EY, PY, MY, SY, SC, ) Kent Dredge, Blind Sports SA and David Tiller, 10 reasons to attend, Goalball SA

This workshop will enable the participants to gain a better understanding of the challenges testimonials and experienced by the vision impaired when playing blind cricket, goalball or participating in athletic footage from a previous activities. This active session will encourage participants to wear simulation glasses or blindfolds throughout the session. The aim will conference be to understand how sports can be modified to include vision impaired participants and have a contact point for any future enquiries. The session will feature a Goalball focus – it is an exciting and fast paced court sport that can be played by everyone! Athletes wear ‘blackout’ masks on the playing court which allows persons with varying degrees of vision to participate together. It also means anyone can play this exciting game at school, club, state or national level and being vision impaired or blind is no barrier.

Page 14 Thank you to our Partners and Supporters ACHPER (SA) Partners

Credit Union SA www.creditunionsa.com.au Footsteps Dance Company www.footstepsdancecompany.com.au IDM Sports www.idmsports.com.au Tennis Australia www.tennis.com.au TriSkills North Adelaide www.triskills.com.au Conference Trade Exhibitors BLK Performance Centre www.blkperformancecentre.com.au Buller Holidays www.mtbuller.com.au FISAF www.fisafaustralia.com.au Kinect website available soon Mini Hoopsters www.minihoopsters.net MissFIT Movement www.missfitmovement.com SA Sports Medicine Association www.sasma.com.au Premier’s be active Challenge www.pbac.sa.edu.au Speedminton Australia www.speedminton.com.au Stay Active www.stayactive.com.au To register: Please visit: www.achpersa.com.au or complete the registration form Other Supporters and fax to 08 7225 1648 or email: [email protected] Mount Lofty Spring Water For further details contact: www.mountloftysprings.com.au ACHPER (SA) |132 Rose Terrace, Wayville SA 5034 Kaboom Kids (satchel insert) tel: 08 8363 5700 | fax: 08 7225 1648 (temporary number) email: [email protected] | website: www.achpersa.com.au Program and Trade Exhibitors current as at 13 March 2019 Please note the program may change due to unforseen circumstances