Conference Program

Wednesday 12th Nov

9:00 AM

KEYNOTE 1 - Assembling Future HPE for People and Planet WellbeingFiona Chambers+

Human flourishing and planetary health are one destiny—not two. In the Anthropocene, to survive, we must radically reimagine our place within ecosystems, not above them. What if Future HPE became a revolutionary force for the wellbeing of multi-species and non-living entities, operating boldly within Earth's planetary boundaries (Whitmee et al, 2015)? What if we fused ancient intelligence with cutting-edge artificial intelligence to architect this transformation. What if we wielded design fiction (Bleecker, 2009) as our tool to prototype - and manifest - this audacious future? This isn't speculation. It's an invitation to co-create. Join me in rehearsing tomorrow's reality. Together, we'll stress-test a Future HPE that redefines wellbeing for our Pale Blue Dot and its inhabitants. Let's play.

Speakers

Fiona Chambers

Professor of Education, University College Cork

As a Full Professor of Education who is an internationally recognised leader at the intersection of sport, education, and innovation, I bring 30+ years of transformative experience to complex challenges. My impact extends across four pivotal global leadership roles: elected President of AIESEP, Vice-President of CEREPS, UNESCO CIGEPS Observer, and Expert Advisor for UNESCO's Global Observatory for Gender Equality in Sport. In 2020, I founded StrategicDesign@UCC, an acclaimed human-centred innovation hub that has secured €3M in funding and earned membership of the prestigious Global Design Thinking Alliance http://www.gdta.org/. This initiative exemplifies my commitment to addressing complex societal challenges through transdisciplinary methodologies. My pioneering work includes founding numerous groundbreaking initiatives: the Master of Arts and Postgraduate Diploma in Innovation through Design Thinking, the Global Design Challenge for Sport and Physical Activity, Made2Move, All Island All Active, and multiple research networks and projects focused on education, innovation and sport pedagogy. As a two-time TEDx speaker (2023, 2024), a recipient of the Federation of Irish Sports inaugural Women in Business in Sport award (2023), and consistently being recognised among the 50 most influential women in Irish sport, I've demonstrated the powerful impact of combining strategic leadership with passionate advocacy. My expertise is sought globally, reflected in Visiting Professor appointments across four international institutions and ongoing consultancy work with universities, sporting organisations, and global businesses. Through human-centred design thinking, I continue to bridge the gap between theory and practice, empowering individuals across sectors to tackle our most pressing societal challenges through innovative thinking and collaborative action.

10:00 AM

Outdoor education camps: Building relational networks to promote human and social capital (30 mins)Katherine Main+

A key goal for youth adventure camps is to support the building of social networks and social capital between students and school staff. By their very nature, school adventure camps build relationships as students live in a communal setting, including sleeping, eating, and participating in activities where students need to work together as a group to solve challenges, and where their successes and failures are taken together, rather than being individually competitive. This collaborative or cooperative pedagogical approach supports the development of social skills such as communication, teamwork, and collaboration.

Key to fully realising the benefits of these types of activities are the building of the relational networks and social capital to unite and support students’ growth. Data for this study were collected through semi-structured interviews with camp staff member (N=5) and teachers (N=27) and observations of staff during the delivery of a series of camp programs. Data were analysed using Braun and Clarkes’ (2021) thematic analysis protocols. Findings from this study showed that at a surface level, camp staff appeared to be quickly building social capital with students to enhance their camp experience. However, they were indeed building trust and creating the conditions for the development of students’ individual human capital (skills such as resilience and persistence as they develop a positive sense of self) and opportunities to build and strengthen the social capital between students and teachers to meet the overarching goals of the camp experience for students, teachers, and schools.

Speakers

Katherine Main

Associate Professor in the School of Education and Professional Studies, Griffith University

Katherine's research expertise focuses on middle school/junior secondary reform and the need for targeted professional development to build teacher efficacy, including the collective efficacy of teacher teams. Her most recent work has been exploring the bidirectional influences of student and teacher well-being and, in particular, understanding programs and intentional pedagogies that engage young people in learning.

Outdoor Education at Christian Youth Venues: built to THRIVEAndrew Grant+

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Andrew Grant

Introducing PlayVolley: Volleyball Australia's new junior program (60 mins)Caitlin Honey+

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Caitlin Honey

General Manager, Growth and Development, Volley Australia

Inclusion 101: Teaching HPE to sudents with an intellectual disability (60 mins) Robyn Percy Goulding+

Everything begins with engaging students in your teaching environment. Their presence in this space is the first step toward skill development. This workshop will explore various methods to draw students into your environment and strategies to keep them engaged. We will discuss essential tips for working with students who have intellectual disabilities (ID), including planning before your session, differentiating to ensure that everyone succeeds, and making sure all students leave wanting to return. You will:

Explore a range of ideas to keep students engaged.

Learn how to prepare for students with an ID.
Discover strategies that can be immediately implemented within your practice.
Walk away feeling more confident in your ability to support students with an ID.

Speakers

Robyn Percy Goulding

Inclusion Consultant, The Inclusion Consultant

Robyn Percy Goulding is an experienced educator, consultant, and advocate for inclusion. With over a decade of teaching in special education, Robyn has led innovative programs in sport, health, and wellbeing while building strong community partnerships. As founder of The Inclusion Consultant, they work with schools, sporting organisations, and workplaces to move beyond box-ticking and create environments where every individual feels safe, respected, and able to thrive. Known for practical strategies and engaging presentations, Robyn has become a trusted voice in inclusive education and community spaces across Victoria and beyond.

A pedagogical reconciling of game-based and contraints-led approaches (60 mins)Shane Pill+

In Australia, a common or ‘conventional’ and persisting coaching-teaching approach is recognised. It involves a reductionist and behaviourist understanding of skill development in that sport skills are broken into components that are assembled progressively, a type of progressive part-task training.

This approach might be referred to as 'drill to skill before play' or a 'technical to tactical' approach. A long standing alternative is a game-based approach (GBA), which gained prominence in Australia in the mid-1990's as the Game Sense approach. GBAs emphasise purposeful modification of game forms to condition the play while retaining representation of the core logic of the sport to teach technical and tactical elements of play as complimentary and often coupled.

A useful metaphor is a whole-part-whole approach. Since then, also as an alternative to the persisting behaviourist coaching-teaching approach, there is the constraints-led approach (CLA) as the management of game constraints to favour the emergence of some game features. Often seen as incompatible or competing, in this session participants will engage in practical activities that could be either and both a GBA and a CLA. Viewed through a pedagogical lens, a shared emphasis on 'realism' resulting in the intentional design of practice as a learning encounter will be illustrated. Come dressed to be active.

Pill, S. (2021). Reconciling approaches: Informing game sense pedagogy with a constraints-led perspective. In R. Light & C. Curry (Eds.), Game Sense for Teaching and Coaching: International Perspectives. Routledge.

Speakers

Shane Pill

Professor in Education, Flinders University, Adelaide, Australia

Shane Pill is a Professor and leading educator in physical education, sport coaching and development, and curriculum. With a background in teaching and leadership, Shane brings a research-informed approach to pedagogy and curriculum design, project development, and interventions. He is widely published and regularly consults with schools, sporting organisations, and education systems across Australia and internationally. Shane’s work bridges theory and practice; he is highly active in coach education and continues to be a practicing sport coach. He is passionate about empowering educators, coaches, and sport providers to create inclusive, engaging learning environments that foster lifelong participation in physical activity and sport. Shane is a Fellow and Life Member of ACHPER.

11:30 AM

Learning from Mountains & First Peoples on Country in Australia: Embracing International Mountain Day (30 mins)Barry Golding+

Honorary Professor Golding completed a 2024 book about six mountains in central Victoria as a 2023 State Library Victoria Fellow. Called ‘Six peaks speak: Unsettling legacies on southern Dja Dja Wurrung Country’, the book was researched ‘ground up’ from a multidisciplinary perspective with the support of DJAARA as the Recognised Aboriginal Party. Barry’s work draws attention to the ongoing impact of colonisation, highlighting that many mountains are not as they seem, and that we have a lot to learn about the importance of mountains to First Nations peoples as well as their ongoing and unsettling legacies in order to ensure our future survival. In the process, Barry was surprised to find that International Mountain Day, IMD, created by the United Nations two decades ago, celebrated each year on 11 December, had seldom been fully embraced in Australia. And there are striking coincidences between the origins of IMD in the US and unsettlement in central Victoria in 1838. Barry’s vision is for IMD to be adopted and celebrated in other parts of Australia in 2025 and beyond on Country in collaboration with other First Nations peoples as well as with outdoor educators. This plenary presentation is about Barry’s passion for mountains, what he has discovered along the way and a sharing of his ways of researching and working respectfully with Australian First Peoples on Country. Honorary Professor Golding is keen, in this international conference, for his vision for celebrating mountains and their many legacies to be better known and understood.

Speakers

Barry Golding

Professor, Federation University, Australia

Dr Barry Golding AM is an Honorary Professor with Federation University in Ballarat, Australia. He self-describes as a ground-up, community-oriented, polymathic, place-based researcher and story teller. His degrees span four disciplines: geology, arts, environmental sciences and education. Barry has researched and published internationally about vocational, adult, community, First Nations and informal learning. He has published widely about Men’s and Women’s Sheds in community settings, including two definitive international books: The Men’s Shed Movement: The Company of Men (2015) and Shoulder to Shoulder: Broadening the Men’s Sheds Movement (2021). Barry is honorary Patron of the Australian Men’s Shed Association (since 2009) and Ambassador of the Australian Women’s Sheds Association (since 2024). Barry is former President of Adult Learning Australia and in 2016 was awarded the Member of the Order of Australia (AM). Since retirement from paid academic work in 2015, Barry has actively researched and written about the interactions between the geology, environment, unsettlers and First Nations people in central Victoria, focussed on the first five years of invasion and contact, 1836-41. In 2023 Barry undertook a State Library Victoria Creative Fellowship, researching and writing a book, Six Peaks Speak: Unsettling legacies in southern Dja Dja Wurrung Country, published in 2024.

Teens lifting in the modern world – Evidenced-based resistance training in HPE (30 mins)Joe Scott, Dawn Penney+

The rapid advancement in technology and its association with sedentary behaviour and
physical inactivity have in resulted in significant health, economic, and social consequences
for young people. Australian guidelines recommend young people accumulate at least 60
minutes of moderate-to-vigorous physical activity (MVPA) every day and participate in
muscle-strengthening activities (e.g., resistance training) on ≥3days/week. Alarmingly, only
2% of Australian adolescents meet both the MVPA and muscle strengthening guidelines.
This research project, funded National Health and Medical Research Council (NHMRC)
partnership funding, reflected that Health and Physical Education (HPE) teachers are
uniquely placed to assist young people safely develop lifelong physical activity and
resistance training skills, and school-based physical activity interventions need to be ‘scaled-
up’ to improve population health. The investigator team worked with >60 NSW Department
of Education secondary schools and HPE teachers to assist in implementing the Resistance
Training for Teens (RT4T) program and assessed the effectiveness of three support models
(i.e., Low, Moderate and High). Preliminary findings indicate that both teachers and students
viewed the program favourably, with differing opinions on the amount of support required for
implementation. Findings from NSW schools provided a platform for investigating
prospective scalability of the program. Insights from interviews conducted with HPE
curriculum leads from across Australia are drawn upon in discussing the future prospects for
RT delivery in HPE nationally. Findings will inform strategies to address differing barriers and
enables for implementing RT in HPE to advance and innovate pedagogy in this area.

Speakers

Joe Scott

Senior Lecturer in Health and Physical Education, University of the Sunshine Coast

Dr Joe Scott is a Senior Lecturer and lead of secondary Health and Physical Education (HPE) at the University of Sunshine Coast (UniSC). He is also a registered teacher and fellow of the Higher Education Academy. He has held state board and president roles for ACHPER and is on ACHPER’s national Health Promoting School Committee. He has presented his awarded program of research at national and international conferences. Through teaching and research, Joe’s passionate about innovating HPE philosophies and practices to empower teachers and young people to develop a love for being active and healthy.

Dawn Penney

Vice Chancellor's Professorial Research Fellow, Edith Cowan University

Professor Dawn Penney is a leading figure in Health and Physical Education research nationally and internationally. Dawn has worked with government agencies, curriculum authorities, schools and sport organisations in collaborative research and evaluation projects addressing policy and curriculum development in health and physical education, and the provision of physical activity and sport for young people. Much of Dawn’s research explores issues of equity and inclusion in education and sport and ultimately, seeks to enhance learning and participation opportunities for all young people. Her work in community sport challenges sporting agencies, governments, and schools to engage with emerging forms of participation that can support and strengthen community health, wellbeing and engagement. Dawn also has specialist knowledge in assessment policy and practices, with senior secondary physical education a particular focus for assessment research. Dawn has held senior positions in universities in the UK, New Zealand and Australia. She is currently a Professorial Research Fellow at ECU, and also a Visiting Professor at Cardiff Metropolitan University/Prifysgol Fetropolitan Caerdydd and an Adjunct Professor of Physical Education and Sport Pedagogy at Monash University. Dawn is a passionate and experienced supervisor of Masters and PhD students. Her experience beyond universities includes sport development and coach education. She is an active sport participant and community volunteer.

Holistic Thriving in HPE: A dynamic interplay of body, mind, and spiritDebra Ayling+

Thriving in Australian schools is framed within Health and Physical Education (HPE) across five wellbeing dimensions: physical, emotional, cultural, mental, and spiritual (Education Council, 2019). Yet, the Australian Curriculum: HPE mentions “spiritual” only once, compared with far greater references to the other dimensions.

This study investigated how spiritual health is integrated into Health Education (HE) in three Christian primary schools in Brisbane. Through surveys, interviews, and classroom observations, findings showed 97% of educators viewed spiritual health as vital, though 25% were uncertain of its curricular place and 18% considered it inapplicable. Many described it as foundational to other aspects of wellbeing.

These insights highlight the curriculum’s silences and argue for reframing HE to include spiritual identity and purpose alongside physical movement. In an era shaped by digital technologies, such integration supports a holistic, God-centred approach to education—enabling students to thrive through body, mind, and spirit.

Speakers

Debra Ayling

Senior Lecturer, Christian Heritage College, Queensland, Australia

Teaching and learning have shaped my professional journey, beginning with a Bachelor of Education in Newcastle. I’ve taught secondary Health and Physical Education, contributed to the NSW School Swimming Education Program, and worked with students from Preschool to Year 6. My passion for Health Education led me into Higher Education, where I now lecture in HPE and Curriculum and Pedagogy for pre-service teachers. After completing a Master of Education focused on Health Education in faith-based schools, I recently earned my PhD in the same field at Griffith University. I continue learning alongside those I’m privileged to teach.

From Insight to impact: Making Data work in the HPE classroom (30 mins)Lissie Doyle+

Discover how to collect, interpret, and act on classroom data to drive student growth. Focusing on VCE Health, Human Development, and PE, this session introduces high-impact strategies like Do Nows and Checks for Understanding that you can use immediately.

Through real examples and case studies, you’ll explore a flexible marking code that improves outcomes, strengthens assessment consistency, and aligns tasks with learning goals. Learn how to build student reflection, improve parent communication, and deliver targeted teaching.

Grounded in explicit teaching and formative assessment, this session offers practical tools for busy classrooms and fresh insights for both teachers and school leaders.

Speakers

Lissie Doyle

Head of HPE , Kardinia International College

Lissie is a Health and Physical Education teacher at Kardinia International College with a background in outdoor education. She is passionate about evidence-informed teaching and the use of real-time data to shape practice. She has led curriculum and assessment innovations at her school, sharing insights from both successes and challenges. Fascinated by how teaching practices create safe, supportive environments where young people thrive, Lissie is committed to continual professional growth. She is currently learning to support colleagues through instructional coaching, helping them refine their practice and strengthen outcomes for students.

Empowering Through Responsibility: A Systematic Review of the TPSR Model in Education (30 mins)Sonja Maric+

The Teaching Personal and Social Responsibility (TPSR) framework aims to foster leadership, responsibility and student empowerment through physical activity. This systematic review synthesises international research on the implementation and outcomes of the TPSR model within school-based physical education (PE) settings. Guided by PRISMA protocols, 16 peer reviewed studies published between 2000 and 2025 were identified between four databases; ERIC, PsycInfo, Web of Science and SportsDiscuss. Findings highlight consistent positive effects on students' personal and social development (Hellusion, 2011; Escarti et al., 2010). Implementation fidelity, teacher training and contextual adaptation emerged as key mediators of effectiveness (Pozo et al., 2016). While most studies reported improved behaviour and classroom climate, evidence of long term transfer remains limited (Walsh et al., 2020). Implications for future research include the need for longitudinal studies and teacher training. description

Speakers

Sonja Maric

Associate Lecturer, PDHPE/Education Psychology, Macquarie University/University of Syd

Sonja Maric is an Associate Lecturer in the Macquarie School of Education, specialising in Physical Education and Health (PDHPE). Drawing on her background as a PDHPE teacher and fitness professional, she integrates practical experience with academic expertise. Her research focuses on Teaching Personal and Social Responsibility (TPSR) in physical education, exploring how movement experiences foster positive social behaviours.

Unlocking the Leadership Power of Storytelling (30 mins)Adrian Fisher+

As the demands of our industry grow, so too does the need for leadership that can inspire, unite, and navigate change. Storytelling is one of the most powerful yet underused tools for leaders, rarely taught or embedded in leadership development. Drawing on 25 years of experience in sport and recreation leadership, and insights from training across universities, not-for-profits, and local government, this session explores how stories—not spreadsheets or meetings—shape trust, belonging, and purpose-driven teams. Through examples and case studies, attendees will see how storytelling builds morale, humanises strategy, engages stakeholders, sustains organisational legacy, and strengthens leadership presence. Practical tools and a framework will guide participants to craft and embed compelling narratives, transforming them from task-driven coordinators to purpose-driven leaders. Storytelling is not optional—it’s a strategic imperative.

Speakers

Adrian Fisher

Manager Recreation & Community Services, City of Busselton

Adrian Fisher is the Recreation and Community Development Coordinator in the City of Busselton Local Government. He began as a physical education specialist but has now worked in local government, private industry, and the university sector in Western Australia. Adrian is a national board director of ACHPER and other National and State Boards including Parks and Leisure WA Board. He is the Director of the Perth Sports Network, educating and connecting sport eco-system professionals. Adrian has an MBA, likes to exercise a lot, and in his spare time, is the Race Director for Red Dust Obstacle Course Racing.

Arnold wanted X – Time to reflect on Australia’ relationship with in, through & about? (30 mins)Brendan SueSee+

For more than 20 years in Australia, physical education (PE) curriculum development has been influenced by Arnold’s (1979; 1988) conceptualisation of three dimensions of ‘about’, ‘through’, and ‘in’ movement. Collectively referred to as ‘the Arnoldian perspective’, it represents three types of knowledge to unify the mind–body dichotomy which PE has struggled with (Pill 2016; Thorburn 2008; Whitehead 1990). Given that Arnold’s influence is evident in numerous syllabus documents, it is reasonable to assume these principles will be evident throughout Australian syllabus. The purpose of this paper is to examine the claimed adherence to the Arnoldian perspective in syllabus documents. We suggest that a reinterpretation of Arnold’s intention has occurred and conclude by discussing the potential effects of this reoriented view of Arnold’s perspective on students, teachers, and PE in general. We aim to stimulate a discussion around the Australian PE communities relationship with a concept which is so influential.

Speakers

Brendan SueSee

Senior Lecturer, University of Southern Queensland

Brendan SueSee (PhD) is a Senior Lecturer at the School of Education, University of Southern Queensland, Australia. He was a high school teacher for 21 years. His research interests include teaching styles, alignment between HPE syllabus documents and reporting, and cognition. He is author of over 80 academic and scholarly publications on teaching styles in physical education and most recently the author and editor of The Spectrum of Teaching Styles in Physical Education (Routledge, 2020) and co-author of The Spectrum of Sport Coaching Styles (Routledge, 2022).

Defining success: a coach’s perspective (60 mins)Shane Pill+

Background:
Success in sport is understood differently by coaches and leaders. While research explores what makes coaches successful, little is known about how they define success.

Methods:
A survey and follow-up interviews with Australian coaches explored their views on success and what shaped them.

Findings:
Coaches held multiple definitions of success. While winning was common, none saw it as the sole measure. This shift supports more holistic, modern coaching approaches and provides evidence to guide future policies and resources.

Speakers

Shane Pill

Professor in Education, Flinders University, Adelaide, Australia

Get Hooked into Hockey! A Practical Hockey Workshop for Educators (90 mins)Amy Welsh, Rochelle Slade+

Ready to pick up sticks and give hockey a go in your school?

This engaging, practical workshop is perfect to build your confidence and competence to deliver hockey as part of your School's PE program.

No experience required, in this session you'll learn the fundamental skills of the game, participate in engaging skill-based activities, and explore small-sided games that you can take straight back to your school setting.

In addition to the on-field action, you will also discover a range of free programs and curriculum-aligned resources available through Hockey Australia to support your teaching.

Whether you're new to the sport or looking to refresh your teaching approach, this session will leave you equipped, inspired, and ready to get your students hooked into hockey.

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Speakers

Amy Welsh

Participant Experience Manager, Hockey Australia

“With 5 years’ experience in sport development and community engagement, I am dedicated to enhancing the experience of players, parents, teachers, and schools across all levels of the game. I am passionate about growing participation and ensuring positive pathways into hockey, and work closely with Member Associations, clubs, and schools to deliver engaging programs and resources. I strive to strengthen connections between hockey and the community.”

Rochelle Slade

Schools and Junior Recruitment Coordinator, Hockey Victoria

With over a decade of experience in coaching and primary education, and a lifetime of hockey, Rochelle Slade specialises in junior sports development and professional learning. Her work at Hockey Victoria focuses on leveraging educational knowledge to increase and improve the primary school hockey experience. Rochelle's core aim is to increase the number of junior hockey players and enhance retention rates throughout Victoria.

1:30 PM

2.03 - Respectful Relationships - Curriculum driving a whole-school approachMatthew Ryan+

This interactive workshop introduces educators to ACARA's evidence-informed Respectful Relationships Education (RRE) Professional Learning Hub course, aligned to the Australian Curriculum. Grounded in a whole-school approach, the session will explore how RRE supports schools to promote gender equality, prevent gender-based violence, and build safe and inclusive learning environments (Our Watch, 2021; 2025). Educators will engage with curriculum-aligned strategies that integrate respectful relationships education across learning areas and develop students’ Personal and Social capability and Ethical Understanding general capabilities.

Participants will explore a focus on how the Australian Curriculum can address the six key features of whole-school change and the four gendered drivers of violence (Our Watch, 2025), through developmentally appropriate learning about respect, power, empathy, consent, and ethical decision-making. Activities will highlight practical ways to support student learning across topics such as gender norms, digital disrespect, sexuality, and diversity. Emphasis is placed on the development of self-awareness, social awareness, and self- and social management as foundational to building equitable relationships and respectful communities.

The workshop will also showcase the Curriculum connection: Respectful relationships resource, examples of curriculum integration, and resources to support whole-school implementation. Educators will leave with practical strategies, discussion tools, and planning ideas to embed respectful relationships education meaningfully and sequentially across year levels.

Department of Social Services. (2022). National Plan to End Violence against Women and Children 2022–2032.

Our Watch. (2025). Respectful relationships education: A blueprint for preventing gender-based violence through education systems.

Our Watch. (2021). Change the Story: A shared framework for the primary prevention of violence against women in Australia.

Pfitzner, N., Ollis, D., Stewart, R., Allen, K.A., Fitz-Gibbon, K., & Flynn, A. (2022). Respectful relationships education in Australia: National stocktake and gap analysis of respectful relationships education material and resources. Victoria, Australia.

Speakers

Matthew Ryan

Relieving Curriculum Specialist HPE, Australian Curriculum, Assessment and Reporting Authority (ACARA)

Experienced HPE Teacher of 20 years. Skilled in F-12 Education. Experience leading system-wide curriculum design, professional learning and policy advice. Advocate for inclusive health, safety and wellbeing education. Strong communicator, relationship-builder, project manager. Education professional graduated from University of Wollongong.

4.04 - Moving and thriving in a (un)queer AI World: outcomes of our collaboration designing HPE resources for exploring queer games and sportslisahunter, Bex Zantuck, Kade Matthews+

This presentation reports on a recent pilot project drawing on I/i pedagogies (digital PE, digital PETE, gamification, inclusion and interruption) in a collaboration between educators, students and genAI. The project aimed to create resources for school use aligned to ACARA: HPE curriculum to understand the affordances of queer-led events and organisations for Rainbow Mob, LGBTQIA+ people and allies to participate in games and sports. Using Participatory Activist Research and a suite of gen AI apps to develop the resources, they were then critiqued for normative assumptions, opportunities to reveal participatory or specular pleasures, and precarity in inclusion. Using the findings, our future research will trial the resources for their role in storying diversity, equity and inclusion; enhancing movement participation and possibilities for joy/euphoria being who one is without social discrimination; interrupting architectures of gendered, sexed and sexualities classifications and ordering practices; and, the role of genAI in removing normative biases in curriculum and resource development.

Speakers

lisahunter

DR, Monsash University

lisahunter (they/it) works to address the effects of social power on discrimination, marginalisation and deterioration of relationships, education and health. They research and teach in areas including health education, diversity in sex/gender/sexuality, First Peoples-Colonial/Settler relationships, public pedagogies of surfing and bluespace, moving meditation, planetary health, Health & Physical Education curriculum and pedagogy, middle schooling, and social justice in teacher education. Their work can be viewed here. It has been teaching, researching and learning in several countries, currently Bundjil’s Country where Boon Wurrung/Bunurong Traditional Custodians and other First People have been generous in sharing their knowledge despite their lands being stolen.

Bex Zantuck

Student, Monsash University

Bex is in their third year of a Bachelor of Secondary Health and Physical Education at Monash University, with a minor in Biology and a focus on Genetics. She’s interested in researching inclusivity and accessibility in sport, particularly for LGBTQ+ individuals and people with disabilities, and in exploring ways to create more equitable environments in physical education and community sport. She enjoys playing team sports, staying active, and exploring new ways to make movement engaging. Bex is excited to continue developing her skills and knowledge in both research and practical initiatives in health and physical education.Student

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Kade Matthews

Monsash University

4.06 - Working with students to promote engagement, voice and agency in Health and Physical Education (60 mins)Laura Alfrey, Naomi Harte+

What would happen if we invited students to help shape their Health and Physical Education (HPE) experiences? Research suggests that working with students to co-produce their HPE experiences can promote engagement and learning…but how do we do this? This interactive workshop will provide an opportunity for you to reflect and share on what you (could) do in the name of student voice and agency in your HPE lessons. There will also be an opportunity to engage with two case studies - one from England and one from Victoria - where HPE teachers worked with their students to co-produce new and improved approaches to teaching through fitness testing. You will draw on these case studies, as well as your own experiences and expertise to begin a Student Voice and Agency Action Plan.

Speakers

Laura Alfrey

Associate Professor, Faculty of Education at Monash University

Laura Alfrey is an Associate Professor in the Faculty of Education at Monash University. Laura works with teachers, students and other stakeholders to generate new knowledge related to health and physical education in primary, secondary and tertiary settings in Australia and beyond. Across these contexts, her work has led to shifts in policy and practice that support inclusive health and physical education.

Naomi Harte

Sessional Academic (Teacher and Researcher), Monash University

Naomi is an early career Health and Physical Education researcher and teacher educator. She has a background of teaching in secondary schools.

Her research interests centre on working with teachers and students to enhance positive learning experiences, in and through HPE. Her PhD explored teachers' and students' experiences of fitness testing.

3.06 - Raiise Respect: Empowering Young People to Champion Gender Equality and Prevent Gender Based Violence Through Education (60 mins)Ross Wait, Charlotte Davis+

Raiise Respect is an evidence-informed education program empowering young people to champion gender equality, challenge stereotypes, and build respectful relationships. Grounded in social justice and aligned with the UN Sustainable Development Goal 5, Raiise aims to prevent violence against women and girls by addressing its root causes—gender inequality and disrespect.

Designed for Years 8–10, the interactive, curriculum-aligned eLearning program was co-created with education, sport, and family violence experts. Modules explore power dynamics, communication, and bystander action through stories, data, and reflection to foster critical thinking and behaviour change.

Born from Australia’s co-hosting of the FIFA Women’s World Cup, Raiise leverages the unifying power of sport to promote gender equity and cultural change. Research shows sport helps develop transferable life skills such as leadership, communication, and emotional regulation—skills central to respectful relationships.

The program aligns with the Australian Curriculum Version 9.0 (ACARA, 2022) and complements the Keeping Safe: Child Protection Curriculum, supporting safer, more inclusive school communities.

Speakers

Ross Wait

Director, Raiise

Ross is a social impact leader and educator passionate about using sport as a vehicle for learning and change. Ross has designed evidence based education programs that link to the curriculum and promote respect, inclusion, and wellbeing.

As the creator of Raiise, an education initiative promoting gender equality and respectful relationships, he empowers schools, sporting clubs, and organisations to challenge stereotypes and build safer communities. Drawing on experience with elite sporting organisations, communities and government, Ross continues to drive programs that inspire positive behaviour and lasting social impact.

Charlotte Davis

Community Programs Manager, Raiise

Charlotte has always had a passion for sport, as well as a strong social conscience and motivation to serve the community.

Charlotte has been a Paramedic for 15 years, and has circled back to her passion for sport, and community service to work as Community Program Coordinator of the Raiise Program. After seeing the impacts of violence and inequality in the community on the front line, it was time to change her lens and make a change through education and empowerment.

Charlotte has served on community boards, volunteers at her children’s sporting clubs.

3.02 - Fundamental Movement Skills (FMS) to Physical Literacy (60 mins)Bernie Holland+

Are you wondering how to transition students from developing fundamental movement skills in the primary years to acquiring sports skills in upper primary and early secondary? Join Bernie Holland in this workshop to understand the basics about fundamental movement skills, join in practical and engaging FMS activities, and make the connections between FMS and various prominent sport skills required across a range of sports and recreation.

Speakers

Bernie Holland

Professional Learning Consultant, ACHPER Australia

Dr Bernie Holland has dual post-graduate qualifications in adapted physical education and fundamental movement skills. Formerly a PE teacher-educator at RMIT, currently ACHPER Australia's Professional Learning Advisor, and previously the Professional Learning Manager and Active Schools Manager in Victoria, Bernie has decades of experience in helping teachers master the basics of teaching FMS, adapting and differentiating for diverse student needs, and laying the groundwork for physical literacy and skill mastery in the upper years of schooling.

Multicourt - Level 8 - Reducing student anxiety in practical PE lessons involving Fitness activities (W) (60 mins) Dave Robinson+

Ability in sport and physical activity is highly valued in many societies and strongly linked to important facets of identity such as social construction of gender and self-worth. The public nature of students’ efforts and performances in PE lessons (and their perceptions of this visibility) can increase their vulnerability, leading to fears of judgement, shame and humiliation and intensifying their state anxiety in the PE environment. This can lead to students withdrawing from active PE participation and disengaging from sport and physical activity generally as a way of protecting their emotional well-being. This workshop provides participants with practical strategies that the presenter has found effective in enhancing student participation in physical fitness activities while at the same time lessening their anxiety when performing them and boosting their confidence and sense of competence in the PE domain.

Speakers

Dave Robinson

Lecturer - Curriculum & Pedagogy (Health & Physical Education), University of Southern Queensland

Dave taught HPE in Queensland regional schools for 25 years. A highly experienced S&C coach specialising in high school-athletes (elite and not-so-elite), Level 3 rugby union coach and coach educator for the Queensland Rugby Union, he has experience with a wide variety of sports. Dave’s focus is on devising fun, engaging activities regardless of limitations in space, equipment and/or participants' abilities. He has presented workshops at state, national and international conferences on practical and innovative teaching strategies involving games, S&C and sprinting. A life member of Queensland Schools Rugby and of Wide Bay School Sport, Dave still maintains his active involvement in coaching school sport.

2:30 PM

Lecture Theatre 2.03 - PLENARY 1 - Exploring the transformational possibilities of planet-centric Health, Outdoor and Physical Education (HOPE) for learners and communities in Society 6.0. Dave Aldous+

The purpose of this interactive forum is to discuss the transformational possibilities that planet-centric Health, Outdoor, and Physical Education (HOPE) provide for learners and communities in Society 6.0. The forum will begin by outlining how learners and communities contribute to society 6.0, which can be founded through progressive relations, cumulative knowledge and different identities that are central to visions for planet-centric HOPE. Drawing upon activities that are intended to enable generative discussion and dialogue, the forum will then provide an opportunity for attendees to deliberate on ideas for planet-centric HOPE in society 6.0. The forum will conclude through the sharing of principles, practices and activities that can support the enactment of planet-centric HOPE that enables all learners and communities to thrive in society 6.0.

Speakers

Dave Aldous

Senior Lecturer, Edith Cowan University

David is an experienced researcher and educator who has worked across school and university contexts. David’s research interests lie in developing sociocultural understanding of the interrelationships that exist between culture, policy, people, and practice across sport, health and physical education. Previous research has included understanding student lived experiences of transition in education and working with government agencies, curriculum authorities, teacher educators and educators in the enactment of policy and curriculum within schools and teacher education. Currently his research is focused on the re-visioning of sport, health and physical education across institutional, industry and community settings. These interests are reflected in David’s Undergraduate teaching, Masters and PhD supervision. Outside of university, David enjoys participating in paddleboarding, swimming and other adventurous activities.

Thursday 13th Nov

9:00 AM

2.03 - Reframing Assessment in HPE: From Transactional Practice to Transformative Learning (Symposium) (120 mins)Michelle Bradford, Lee Wharton+

This symposium explores how summative assessment in Health and Physical Education (HPE) can move beyond tasks grounded in procedural compliance to become pedagogically powerful and student-centred. Drawing on recent qualitative research with early- to mid-career teachers, we will present a chain of four interconnected studies.

The first paper argues that many HPE teachers misrecognise the functional intent of assessment. Rather than informing teaching, assessment is often used for surveillance or behaviour management—and consequently is fraught with issues of transparency and consistency (Hay & Penney, 2013).

The second paper will propose a backward design model—Assessment, Learning, and Teaching Cycle (ALTC)—that addresses the issues raised in Paper 1 and repositions assessment as central to curriculum alignment and instructional planning (Wiliam, 2018).

The third paper follows a teacher who embedded proficiency scales into their practice to support differentiated instruction and formative feedback. This case illustrates how transparent learning progressions can enhance student agency and elevate the educative value of summative assessment.

The fourth paper presents a case study of a school in its third year of implementing the ALTC across its HPE faculty. Collaborative task design, structured moderation, and shared unpacking of the Australian Curriculum: HPE have strengthened curriculum fidelity, improved assessment consistency, and built teacher confidence (Wyatt-Smith, & Klenowski 2014). The case demonstrates tangible shifts in student achievement driven by shared understandings of success and increased alignment between teaching, learning, and assessment.

Speakers

Michelle Bradford

Associate Lecturer, Queensland University of Technology

Michelle is an Associate Lecturer in the School of Education at QUT and the Academic Lead: QTPA. With over 25 years’ teaching experience across primary and secondary state schools in southeast Queensland, she has designed several units in the Bachelor of Education: Health and Physical Education program and Master of Teaching (Early Childhood, Primary and Secondary). Michelle has authored several HPE textbooks and brings extensive experience in curriculum, pedagogy and assessment. Her research interests focus on Health and Physical Education, teacher education and assessment practices. She is currently studying a PhD, exploring assessment practices of HPE and Mathematics teachers.

Lee Wharton

Associate Professor, Queensland University of Technology

Lee is a registered teacher and an Associate Professor in the School of Exercise and Nutrition Sciences at QUT. He spent 15 years teaching across Queensland’s state, private (GPS), and independent school sectors before moving to academia. Lee’s research explores physical activity and sedentary behaviours of school-aged children, particularly how specialist lessons influence physical activity levels, executive function, and learning behaviours. More recently, his research has investigated the role of sporting clubs in promoting social inclusion, health engagement and community- based education. His research also explores how Indigenous languages, dance, and games serve as cultural artefacts and expressions of identity.

2.03 - Backward Design Model: Assessment, Learning and Teaching Cycle (ALTC)Michelle Bradford+

This second paper will propose a backward design model: the Assessment, Learning, and
Teaching Cycle (ALTC), that teachers can use to address the issues raised in Paper 1 and
repositions assessment as central to curriculum alignment and instructional planning.

Speakers

Michelle Bradford

Associate Lecturer, Queensland University of Technology

2.03 - Accessibility of Assessment TasksMichelle Bradford, Cassie Lloyd+

This third paper responds to concerns regarding accessibility of assessment tasks,
follows a teacher who embedded proficiency scales into their practice to support
differentiated instruction and formative feedback. This case illustrates how transparent
learning progressions can enhance student agency and elevate the educative value of
summative assessment.

Speakers

Michelle Bradford

Associate Lecturer, Queensland University of Technology

Cassie Lloyd

HPE Teacher, Stuartholme College

Cassie Lloyd is a third year HPE teacher at Stuartholme College in Brisbane. As a teacher, her focus is to maximise student engagement and agency in HPE through focusing on delivering student-centred teaching and learning.

2.03 - A School Case Study Implementing the ALTC cycleMichelle Bradford, Maggie Pembroke+

The fourth paper presents a case study of a school in its third year of implementing the ALTC
across its HPE faculty. Collaborative task design, structured moderation, and shared
unpacking of the Australian Curriculum: HPE have strengthened curriculum fidelity,
improved assessment consistency, and built teacher confidence. The case demonstrates
tangible shifts in student achievement driven by shared understandings of success and
increased alignment between teaching, learning, and assessment.

Speakers

Michelle Bradford

Associate Lecturer, Queensland University of Technology

Maggie Pembroke

Curriculum Lead for Physical Education & Health, Downlands College

Maggie graduated from QUT in 2017 and began her teaching career at Emerald State High School before accepting a teaching position at Downlands College, Toowoomba, QLD. She is a skilled educator, and Curriculum Lead for Physical Education & Health. Her aim is to engage her students with innovative and expansive educational experiences to improve their perceptions and understanding of HPE.

EXCURSION - Road to Zero, Melbourne Museum (120 mins)+

World-first road safety education complex.

Discover the science behind crashes and take a trip into the future at Road to Zero, a world-first road safety education experience at Melbourne Museum.

Large-scale projections, interactive touch screens and virtual reality reveal the science of road safety and why human bodies aren’t built to survive major impacts.

While the Road to Zero education experience is aimed at secondary school students, entry is free and open to anyone to visit.

Explore the latest in vehicle technology and road design and how we can each contribute to making zero road deaths and serious injuries a reality.

3.06 - Advancing HPE pedagogy to empower young people to thrive in the modern worldJoe Scott+

Authors: Dr Joseph Scott, Dr Alexandra Metse, Dr Bronwen McNoe, Ms Sally Blane, Ms
Sharyn Chin Fat, Ms Justine Osbourne, Ms Nicky Muir, Ms Rebecca Frantz

Health-promoting schools (HPS) prioritise health promotion at all school levels through
policy, curriculum, environmental changes, and connections with health networks to assist
young people to thrive in the modern world. Health and Physical Education (HPE) teachers
play a central and highly influential role in modelling healthy behaviours and promoting
preventative routines in HPS. While physical activity, sleep, and sun safety (PASS) are
known modifiable health behaviours, limited research exists on how teacher education
programs in Australia and New Zealand prepare future educators to deliver PASS-related
content. With the aim of advancing HPE pedagogy in this area, this study explored the
perspectives of 98 teacher educators regarding their programs and graduates' readiness to
teach PASS.

Findings revealed a strong emphasis on physical activity, with significantly less
or no focus at all on sleep and sun safety. Alarmingly, many respondents were unsure or
disagreed that their graduates were confident in planning and teaching lessons on physical
activity (28%), sun safety (42%), or sleep (75%). A lack of awareness of relevant guidelines,
benefits, and risks was also noted. HPE teacher educators expressed more confidence in
their graduates’ knowledge and ability to teach physical activity (p<0.05), than sun safety or
sleep (p>0.05), and identified several barriers and enablers to improving PASS education,
including the need for increased support. Finding suggests a need to advance health
promotion pedagogy leading to more comprehensive and consistent teacher education to
equip graduates with the skills to promote healthy behaviours and contribute meaningfully to
whole-school health promotion strategies.

Speakers

Joe Scott

Senior Lecturer in Health and Physical Education, University of the Sunshine Coast

3.06 - Exploring the Value of Student Autonomy in Physical Education: Two Case Studies in the UK and AustraliaSimon Board+

Traditionally, the activities covered within the physical education (PE) curriculum are decided by the physical educator within their department and according to available facilities. An issue occurs with this kind of professional autonomy if the teacher prefers a particular type of physical activity themselves and also feels more confident in teaching it (see Banville et al., 2021; Morgan & Bourke, 2008). Notably, the predominance of competitive sport in PE has been associated with these types of teacher preferences (Banville et al.,2021; Jefferson-Buchanan, 2023; Leeder & Beaumont, 2021) even though many students find these activities neither relevant nor meaningful for their current and future physical activity choices (Macías et al., 2021). This article explores two high school case studies, in the UK where a Sport England personality survey was conducted and Australia, where growth was examined through the use of the Solo Taxonomy (Biggs & Collis, 1982) based intervention.

Speakers

Simon Board

Head of PDHPE Kambala / Associate Lecturer in PDHPE, Charles Sturt University

Simon Board is an educational specialist in the area of Personal Development, Health and Physical Education. Over 25 years, he has led, developed and grown future-focused and collaborative PDHPE departments at a number of independent schools and is currently employed as Head of PDHPE at Kambala. He is also currently an Associate Lecturer at Charles Sturt University, instructing units on Master's in Mentoring, Educational Leadership and PDHPE and Outdoor Education. Simon’s leadership experiences are reinforced by the completion of a Master of Leadership and Management in Education from Newcastle University, and he looks to undertake PhD study focusing on Contemporary approaches to Skin Cancer Education in 2026. He most recently published a paper in Journal of Physical Education, Recreation and Dance titled: "Exploring the value of student autonomy in physical education: two case studies in the UK and Australia" and in 2025 looks to release a research paper titled ‘Can dedicated workshops and associated syllabus implementation be used to improve high school students knowledge and understanding of skin care and protection?’

3.06 - From Barriers to Belonging: Using Inclusive Sport to Create Lasting Change (60 mins)Robyn Smith OAM+

For many students with disability, school sport is blocked by invisible barriers. This session explores how Sport Inclusion Australia, as School Sport Australia’s national inclusion partner, works with teachers and school leaders to embed inclusive practices through programs like **Included Through School Sport**. With a person-first approach, it focuses on breaking down barriers for students most at risk of exclusion, including those with disability, First Nations students, and those in regional areas. Attendees will gain practical strategies, tools, and insights into eligibility processes to create inclusive, culturally responsive PE and sport environments where every student can belong, develop, and succeed.

Speakers

Robyn Smith OAM

CEO, Board Member Of Virtus Board Member Of The International Paralympic Committee, and Brisbane 2032 Olympic & Paralympic Games , Sport Inclusion Australia

Robyn Smith OAM has over 30 years of leadership advocating for inclusion through sport, collaborating with government agencies, Paralympics Australia, and National and International Sporting Organisations to create opportunities for athletes with impairments. She has managed Australian teams at the 1992 and 2000 Paralympics and delivered major international Virtus events. Robyn is experienced in delivering global sport diplomacy DFAT programs and was awarded the Order of Australia Medal in 2022 for her service. She serves on the boards of the International Paralympic Committee, Brisbane 2032 Olympic & Paralympic Games, Virtus, and the Australian Sporting Alliance for People with a Disability.

3.02 - What schools want from Sporting SchoolsDavid Middlemast+

Join David as he discusses the Australian Sports Commission's flagship initiative "Sporting Schools" and how the program is helping more than 9000 schools get Aussie kids active.

Speakers

David Middlemast

Engagement and Content Lead, Sporting Schools, Australian Sports Commission

David Middlemast is a Marketing and Engagement Professional with over a decade of experience connecting communities with sport, education and events. David currently leads the engagement and content for Sporting Schools, the Australian Sports Commission’s flagship initiative helping more than 9,000 schools get Aussie kids more active, more often and connect students with community sport. He works closely with schools and sporting partners, supporting coaches and teachers to deliver engaging and inclusive sport experiences that inspire a lifelong love of sport and play.

Multicourt - the Spectrum of Teaching Styles and incorporating technology to teach Pickleball, POP Tennis and Tennis within a thematic approach. (60 mins)Brendan SueSee, Mitch Hewitt, Shane Pill+

Thematic teaching in PE involves organising curriculum around a central theme or topic that connects various PE concepts and activities. Emphasising transfer of learning across similar sports and movement contexts fosters a deep understanding of concepts common to sports. This presentation will use the Spectrum of Teaching Styles (SoTS) to deliberately teach Pickleball, POP Tennis & Tennis linking concepts common to net/wall games & incorporate ICT’s to enhance the learning experiences. The incorporation of technology beyond flashing lights and cool stuff will be done with two teaching styles from the SoTS - Reciprocal Style – C and Self-Check Style-D. Style C is just as effective as Practice Style in developing a motor skill (Babatunde, 2014), with half the number of practice trials, and more verbal feedback and error identification (Goldberger & SueSee, 2020). Students taught with Style – D demonstrated a positive attitude toward learning, effort ( Ames,1992 ; Corno & Rohrkemper, 1985)

Speakers

Brendan SueSee

Senior Lecturer, University of Southern Queensland

Mitch Hewitt

National Youth Programs Manager, Tennis Australia

Mitch has worked at Tennis Australia for over 10 years and is currently the National Youth Programs Manager. He coached tennis in the family business for over 35 years, worked as the Head Tennis Professional at the American Club in Singapore, and also spent time as a Primary and Secondary School Physical Education teacher. Mitch has a PhD in Sport Pedagogy and Teaching Styles and has published various journal articles, book chapters and edited books in the area of coaching, teaching, sport and physical activity. He has also presented at various national and international sport coaching and physical activity conferences.

Shane Pill

Professor in Education, Flinders University, Adelaide, Australia

Multicourt - Making Netball engaging and inclusive for primary years (60 mins)Adriana Pinder+

This engaging practical session will explore a range of tips and tricks to improve engagement and inclusion within the primary setting, using Netball as the sporting example. Aspects of this session are taken from the new and improved Sporting Schools Netball Primary Program (Foundation to Year 6), launching through Sporting Schools in 2026. This program has undergone testing in schools, and input from a range of stakeholders to be more engaging and inclusive, and curriculum aligned. Gain insight into how Netball Australia has approached modifications to traditional netball to add to your toolkit when delivering Netball or other Territorial/Invasion Games.

Speakers

Adriana Pinder

Schools Engagement Manager, Netball Australia

Adriana is a collaborative leader in education and sport, focused on transforming how children engage with movement and physical activity. With a track record of delivering sustainable, high-impact programs, Adriana champions cross-sector collaboration to create inclusive, evidence-based initiatives. A thought leader in Health and Physical Education, Adriana advocates for student-centered practices and empowers others through strengths-based mentoring and strategic vision. A former ACHPER Victoria team member and HPE teacher, Adriana brings her first-hand experience working with teachers and students into her work, now leading the Netball Schools portfolio at Netball Australia.

11:30 AM

2.03 - ACHPER Scholar Lecture - Realignment(s) as a futures focus in and for Health and Physical Education: Policy and pedagogy meets possibilities and probabilities.Dawn Penney+

This scholar lecture will reflect on and seek to extend futures focused perspectives in
Health and Physical Education (HPE) that are underpinned by concerns to advance
quality and equity. The concept of realignment is introduced as a means via which to
productively explore sustained dilemmas and tensions that are evidenced within and
across policy and pedagogy in HPE, and responses arising ‘in the field’. At the heart
of the lecture are the matters of what we recognise as possible futures and what
actions and investments will shape probable futures - for the field, for those
associated with it and for the young people whose lives it is directed towards.

Speakers

Dawn Penney

Vice Chancellor's Professorial Research Fellow, Edith Cowan University

1:30 PM

4.04 - Thinking Outside the Box: Decision-Points and AI Prompt Strategies to Enhance Rubric Design for Use in Physical EducationDavid Gow+

This session is informed by David’s PhD research into assessment rubrics used by Victorian secondary school PE teachers to evaluate student performance in invasion games and sports at Year Levels 7–10 (ages 13–16). The reFRAME approach describes a range of decision-points to guide rubric design and refinement. Complementing the framework, a range of AI prompt engineering strategies are drawn from the broader literature to further enhance rubric design. While the reFRAME approach was conceptualised in the context of assessing student performance in invasion games and sports, the decision-points and AI prompt strategies may be applied to other assessment contexts within and beyond PE. Attendees are encouraged to bring copies of existing assessment rubrics to review and refine.

Speakers

David Gow

Lecturer- Health and Physical Education, Royal Melbourne Institute of Technology (RMIT)

I joined RMIT as lecturer in secondary pedagogy and professional experience in the Master of Teaching program in September 2024. I subsequently joined the HPE Undergraduate team in July 2025. In February 2024 I completed my PhD at Flinders University, Adelaide, under the supervision of Professor Shane Pill. My thesis investigated Physical Education teachers’ assessment of invasion games and sports in Victorian secondary schools. Prior to working in higher education I taught for 26 years in government, independent and international schools in Victoria, Vietnam, Germany, and the UK. I am also an experienced Head of Department in HPE in a high achieving F-12 coeducational school. My research interests include assessment, feedback, rubric design, games and sports, and initial teacher education. My research has a pragmatic lens that focuses on providing actionable outcomes for teachers to support student learning.

2.03 - Using AI to enhance, not replace, learning in HPEEmma Jackson, Tayla Crowther+

In a rapidly evolving digital age, artificial intelligence (AI) is reshaping how we view and teach Health & Physical education. Yet, many educators remain hesitant, or are even restricted from, incorporating AI into their curriculum due to fears of dependence, misinformation, or the perceived loss of “learning”. This session challenges that narrative and instead presents AI as a transformative tool that can enhance—not replace—the learning that occurs in a Physical Education classroom.

This presentation will explore practical, curriculum-aligned ways AI can deepen student learning, engagement, and personalisation in HPE. Through a case study, participants will discover how AI can be used to develop a personalised training strategy, what the student experience of learning to prompt is like during this process and how the development of critical thinking can be incorporated to allow students to discern what is relevant and useful. This session will showcase accessible tools and classroom-tested strategies that bridge the gap between traditional physical education and 21st-century skills. It will also outline strategies for how academic integrity is maintained through this process.

We will discuss the ethical, pedagogical, and practical dimensions of using AI, including how to ensure its application supports inclusivity, correct acknowledgement of sources and critical thinking. Rather than barring AI, it’s time to teach students how to use it wisely, critically, and creatively, because their future health choices, careers, and wellbeing will depend on it.

Speakers

Emma Jackson

Head of Department – Health & Physical Education, All Hallows’ School

No Photo

Tayla Crowther

Health & Physical Education Teacher, All Hallows’ School

4.06 - World of Wellbeing: Teacher focused strategies and initiatives to empower your workplace, classroom and teacher journey with ideas and skills. (60 mins)Megan Binnie+

The session will discuss and cover a wide range of wellbeing strategies to support your professional journey in education. Discussions will guide the topics covered in more depth and ideas for action planning.

Come to discover the world of wellbeing – for both Staff & Students. Empower your workplace, classroom and teacher journey with research, ideas and skills.

Topics:
• Staff Wellbeing Strategies, Initiatives, Resources & Supports.
• Self-Care, Communication, Psychological Safety/First Aid, Trauma Informed Practice.

(Rashid et al., 2025; Beltman, 2020; Baumeister et al., 2001; Fitzpatrick & Stalikas, 2008).
(Cipriano et al, 2023, Durlak et al., 2022, Farrington et al, 2012, Taylor et al.,2017).

Speakers

Megan Binnie

Regional Wellbeing Coordinator, Previous Head of Wellbeing, CQ Education Queensland. HDR Student, QUT,

With a background as a Senior Health Teacher, HPE Teacher, Sport Excellence and experience in supporting her schools in developing sustainable Wellbeing Programs for both staff and students, both in Urban and Rural schools over the last 17 years. Since 2014 Megan has been involved in embedding wellbeing and leadership programs within schools as a Head of Year, establishing camps, overseas expeditions, local programs and opportunities for Staff and Students to flourish and build relationships. Immersing people within wellbeing projects has been a major part of Megan’s wellbeing journey, establishing opportunities for growth in projects that bring joy to the world, everyday

3.06 - Three message systems of Sporting Excellence ProgramsBrad Hall+

Skrubbeltrang et al. (2016) explained that many schools globally run programs for high-level student-athletes. O’Hara (2020) described Specialist Sport Programs (SSPs) as “secondary school sport program[s]” where "students specialise in one sport (in place of... elective subjects) while being fully integrated into regular academic classes” (p. 18). The purpose of this presentation is to conduct a scoping review of existing research on SSPs to identify gaps in this literature. This review will pay particular attention to previous findings related to the knowledges taught in SSPs, the pedagogies used in SSPs, and the forms of assessment that characterise SSPs. Following Arksey and O’Malley’s (2005) searching and screening process, 19 texts were analysed. Findings indicate that SSPs teach sport science topics, life skills and sport-specific skills and strategies. According to findings, this content is taught through student-centred games, drills and peer coaching via the local community members and the Teaching Personal and Social Responsibility model. Results also state that students undergo entry assessments on their physical capabilities, academic results and/or an interview, and are summatively assessed on their critical thinking and abilities to reach developmental milestones. Previous literature has not focused on SSPs as educational programs, nor problematised their educational worth. Future research is therefore needed to, first, thoroughly understand and question what is going on in these programs and, second, experiment with alternative practices to optimise SSPs’ three message systems. This research agenda should inform SSP curriculum development and what is taught in tertiary education and professional development settings.

Speakers

Brad Hall

PhD Candidate and Sessional Academic, Griffith University

Brad Hall (BSecEd, GCEdStud, MEd&ProfStudRes) is a PhD Candidate and Sessional Academic in Health and Physical Education (HPE) at Griffith University. His doctoral study investigates how and why the curriculums, pedagogies and assessments in Queensland secondary schools’ Sport Excellence programs are the ways they are. Prior to starting his PhD, Brad completed a research master’s degree that looked at how pre-service HPE teachers interpreted and translated the five propositions in the Australian Curriculum: HPE.

3.06 - A case study of a South Australian specialist sports school learning framework and wellbeing: A model for flourishing studentsChris Slee+

Specialist sports schools offer unique learning environments for secondary school students by combining their interest in sport with education. With one in every two Australian students feeling stuck, disengaged from their learning and struggling with their wellbeing (Gallup, 2020), it is essential for schools to consider how their learning frameworks can promote positive student outcomes. In fostering the wellbeing of students, schools can enhance a student’s connection to their school (Cunsolo, 2017), engagement with their learning (Seligman et al., 2009) and overall academic achievement (Pietarinen et al., 2014). Specialist sports schools may offer a unique model to promote student wellbeing by capitalising on the reported psychosocial benefits of sport participation (Vella, 2019). However, as Australia does not offer a standardised specialist sports school system (O'Neill et al., 2017), research examining Australian specialist sports schools and the mechanisms that promote student wellbeing is underexplored. This presentation reports on preliminary findings from interviews conducted with students enrolled in Year 11 and 12 of a South Australian senior secondary specialist sports school. Results are analysed according to the PERMAH (Kern, 2022) model of wellbeing to examine how students consider their specialist sports school learning environment to support their wellbeing. Findings can be used by educators and wellbeing professionals working within schools to consider how specialist sports schools’ curriculums can be planned to promote student flourishing.

Speakers

Chris Slee

PhD Candidate and Access Project Officer, Flinders University

Chris Slee is a PhD candidate at Flinders University where he is conducting a case of study of a South Australian senior secondary specialist sports school with an applied focus on how student’s experience wellbeing in this unique, sports-centred learning environment. His research is inspired through his working background in youth mental health and tertiary education sectors where he worked closely with high school students who felt disconnected from their education. Outside of his studies, Chris can be found on the tennis courts or soccer field when not recovering from his latest injury.

3.02 - Calm and chaos in fitness testing studentsGraham Dudley+

Graham has been involved in assessing human performance for two decades around the world covering school functional assessments to elite draft combines for the NFL. With extraordinary experience in applied technologies, protocol development consulting for the fitness, allied health and sport performance industries, Graham brings a wealth of "real-world" knowledge in the good, bad and uglies of fitness testing.

Calm and chaos in fitness testing students is a light-hearted chat to explore the pros and cons, barriers and solutions, old school and next gen opportunities and the topic of validity and reliability for HPE professionals. Graham will touch on the age limits where dexterity moves to function and progresses into fitness and performance with a demonstration around the GPTQA flow used by the allied health sector in injury prevention and a preventative care model.

HPE teachers are essential in the proactive development of students and in the environmental motivation of fundamental wellbeing for the school and Graham will present and discuss activities and learning that has proven to be successful when integrating assessment, tracking data and AI.

Sit back, smile and chill for 60-mins with Graham to chat about our united love/hate relationship with the Beep Test.

Speakers

Graham Dudley

Global CEO, Global Performance Testing

I have been fortunate to explore the world throughout my life and career and now enjoy sharing the experiences and knowledge to my growing network. A passionate person for the well-being of others with a motivation to ensure moral foundations are maintained especially in the areas of human performance, active living, mindfulness and sport in all communities. With three decades of experience in professional business administration across Europe and Australasia I offer agile support to my partners, customers and suppliers especially in areas of global distribution, data collection and integrity and sales management. My travelling life has seen me circumnavigate the globe with working experience in North America, Asia, Australia and Europe and I maintain great networks and working knowledge of the local markets. I have represented corporations and government departments in trade missions in the US, UK, Australia and India. The collision space of data, technology, AI, allied health, education and sport are of sincere interest to me and this is the foundation of my creating Global Performance Testing International in 2011 and the Global Performance Testing Quality Assurance (GPTQA) platform in 2014 to bring an objective and standardisation to data collection from humans. This in turn gives us confidence in future AI and professional health practice.

Multicourt - Introducing Squash Stars - games you can play in any space! (60 mins)Mia Ararat, Rick Baldock+

Looking for an innovative and developmentally appropriate program that introduces primary school-aged children to the fundamental and physical elements of squash? Look no further than Squash Stars! This engaging game-based Squash Australia program, adapted for the school setting, is designed to be fun and inclusive for children in years 3-6. Developed in collaboration with ACHPER (SA) to develop physical literacy, fundamental movement and squash-related skills, Squash Stars is delivered in line with core curriculum outcomes and requirements.

Speakers

Mia Ararat

Squash Stars Program Coordinator, Squash Australia

Mia Ararat is the Squash Stars Coordinator for Squash Australia. Mia's role is promote Squash Stars across the schooling sectors via ASC Sporting Schools and to assist schools and clubs who wish to implement Squash Stars in their setting.

Rick Baldock

Professional Learning Officer, ACHPER South Australia

Rick Baldock is the Professional Learning Officer for ACHPER South Australia. Rick has many decades of experience as a HPE curriculum advisor, teaching and learning specialist, program developer and teaching mentor! As the chief writer behind the Squash Stars program, Rick joins Mia Ararat, Squash Stars Coordinator from Squash Australia in developing this fun, practical workshop designed for the upper primary years.

2:30 PM

2.03 - PLENARY 2 - (Re)Humanising digital technology use in Physical Education (Online)Ove Østerlie+

Digital technology and AI are not designed to replace the human, but to enhance human-ness. In PE, where relational pedagogies and embodied learning are central, technology should be thoughtfully entangled with human interaction to support inclusion, participation, and meaningful movement experiences. Rather than diminishing teacher–student relationships, digital tools can extend their possibilities: making PE more accessible, equitable, and connected in a rapidly digitalising world.

Speakers

Ove Østerlie

Associate Professor, NTNU Norway

Ove Østerlie is an Associate Professor in Physical Education Teacher Education (PETE). He has been recognised as an Excellent Teaching Practitioner within the Department of Teacher Education, Faculty of Social and Educational Sciences at NTNU Norway. Ove's research centres around digital technology use in Physical Education. He is the author of more than 50 articles and books on Flipped Learning in HPE and digital technology use, recently releasing a Routledge publication on Digital Learning in Physical Education with Chad Killian. Ove's Plenary focuses on re-centering the human in digital technology use in HPE.

Friday 14th Nov

9:00 AM

507 - KEYNOTE 3 - Imagining a Restorative Future for Physical EducationMichael Hemphill+

This presentation draws on a history of scholarship in teaching responsibility and restorative justice to imagine a restorative future for physical education. A restorative future is one that expands opportunities for physical education to embrace the needs and interests of students, communities, and cultures. The presentation will focus on three aspects including relationships, responsibility, and transfer. First, establishing meaningful relationships with diverse students and communities is a foundational aspect of restorative physical education. These relationships must be nurtured, and appropriate responses are required to address relational harm. Second, professionals and scholars must broaden our focus on individual responsibility to include a focus on advocacy and collective action. Third, a renewed focus on the transfer of learning is essential to a restorative future. While acknowledging global challenges for physical education, this presentation will invite us to imagine a restorative physical education as a brighter future for our field.

Speakers

Michael Hemphill

Associate Professor, UNC Greensboro

Dr. Michael A. Hemphill joined the Department of Kinesiology at UNC Greensboro in 2016 as an assistant professor and was promoted to associate professor in 2021. Since that time his scholarship has focused on social and emotional learning in academic and physical activity contexts. He is co-author of a model called “Restorative Youth Sports” which is an instructional approach to integrated conflict resolution and relationship building skills in physical education curriculum. A hallmark of his scholarship has been a commitment to community engagement which has led to research and programs that are mutually beneficial to the university and the local community in Greensboro, NC. He was recognized for exemplary community engaged scholarship with the receipt of the Ernest A. Lynton Award for the Scholarship of Engagement in 2020. He is also recognized as a scholar committed to diversity and inclusion. His professional association, the Society of Health and Physical Educators, has recognized him with the Charles D. Henry Award for exemplary service on behalf of ethnic minorities in the profession. More recently, he served as co-chair of the Faculty Senate Equity Task Force at UNC Greensboro. Prior to joining the faculty at UNC Greensboro, Dr. Hemphill served as assistant professor of health and human performance at the College of Charleston (Charleston, SC). He earned his PhD in Kinesiology from Purdue University in 2011.

10:00 AM

5.07 - TPSR Panel Discussion (60 mins)Michael Hemphill, Mia Ararat, Rick Baldock, Dylan Scanlon, Carla Luguetti, Kylie Newbold+

Program item description

Speakers

Michael Hemphill

Associate Professor, UNC Greensboro

Mia Ararat

Squash Stars Program Coordinator, Squash Australia

Rick Baldock

Professional Learning Officer, ACHPER South Australia

Dylan Scanlon

Lecturer - Health & Physical Education, Deakin University

No Photo

Carla Luguetti

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Kylie Newbold

4.06 - The experiences of students with innate variations of sex characteristics in HPE: What is known and what to do about it to work towards positive not negative outcomes?lisahunter, Christine Isabel Monjal+

Christine Monjal, lisahunter, Annette Brõmdall, Agli Zavros-Orr, Kirstine Hand

It has been well established that HPE makes ‘friends and enemies’ of students (Tinning, 2000). Current literature highlights the need for health and physical education (HPE) in school settings to be safe, inclusive, and affirming learning environments for learners with innate variations of sex characteristics (IVSC) to ensure optimal educational outcomes. However, research that synthesises the existing literature is lacking. Our presentation is from our project that starts with a scoping review to bring together existing empirical literature. It calls attention to the need for IVSC-inclusive interventions, support mechanisms, and protective factors in HPE. This is to support and promote optimal educational outcomes and relatedly for health and wellbeing for students with IVSC. The findings highlight the detrimental and harmful effects that ‘invisibility’ and ‘endosexism’ has on people with IVSC in HPE settings across the world, and on their educational outcomes. In the limited research, people with IVSC, parents of students with IVSC, human rights and IVSC advocates, and scholars stress the need for HPE settings to promote inclusive, affirming, humane, safe, and educationally relevant learning environments for people with IVSC, reflective of human rights and anti-discrimination legislation. In presenting the data we aim to enhance understanding about IVSC and open discussion about implications and opportunities for HPE educators and researchers to reimagine and redesign teaching and sport practices in inclusive ways. Ultimately this is for us to be the educator and friend rather than the excluders and the enemy to people with IVSC.

Speakers

lisahunter

DR, Monsash University

Christine Isabel Monjal

Classroom Teacher, Classroom Teacher, NSW Department of Education

Christine Monjal is a primary school teacher and Master of Education researcher living and working on Dharug Country. She is committed to creating inclusive and supportive learning environments that honour the diversity of learners, including First Nations and EAL/D students. With teaching experience across Australia and internationally, and a background in education, psychology, and child protection, she values wellbeing and belonging for both students and teachers. Christine has a strong interest in HPE, particularly fitness and its impact on concentration, attention, learning, and belonging. Her current research examines how HPE can better support students with innate variations of sex characteristics (IVSC) through inclusive and affirming practice.

3.06 - Prescribing Teacher Agency in Senior Outdoor Education Curriculum (60 mins)Josh Ambrosy, Chris Clark, Maddie Brew+

The eminent school reform theorist Michal Fullan (2018) notes that “If you want to kill a good idea mandate it” (p. 9). However, this is the challenge that curriculum authorities around the country face when they develop and review curricula. A significant challenge for senior secondary teachers around the country is how to teach the prescribed content within courses involving high-stakes assessment regimes. Such assessment regimes can cause an observable practice of ‘teaching to the test’. As part of the latest VCE Outdoor and Environmental Studies curriculum review, the Victorian Curriculum and Assessment Authority implemented a unique approach to this problem. Through the prescription of three new Areas of Study in the VCE Outdoor and Environmental Studies, which are completed via larger student projects transcending multiple outcomes, Victorian teachers are enabled to have agency over the design of parts of their curriculum whilst working in a prescribed curriculum framework.

This symposium will unpack the literature behind this reform and present the mechanism for prescribing teacher agency in the VCE Outdoor and Environmental Studies Course. Following this, a panel of teachers will present how they have used this new mechanism within the course to help tie together the practical and theoretical requirements of study design. Finally, a discussion will be held with the audience to explore how agency might be prescribed in other HPE learning areas currently.

Speakers

Josh Ambrosy

Senior Lecturer, Secondary Education and Outdoor Education, Federation University

Experienced education professional with a history of work in a variety of settings. Key skills include critical thinking, analytical problem solving, research and professional writing. Experience working on multidisciplinary projects with a range of complex internal and external stakeholders.

Chris Clark

Curriculum Manager - Health and Physical Education, Victorian Curriculum and Assessment Authority

Chris is a research-active author, with publications in "Gendered pedagogy in senior secondary physical education curriculum enactment" and "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education". In this paper, Chris brings his expertise in senior secondary curriculum to the integration of Outdoor Education in senior schooling.

Maddie Brew

Teacher - VCE Outdoor and Environmental Studies, Sale College

Maddie Brew is a highly engaged teacher of VCE Outdoor and Environmental Studies. Maddie graduated from Federation University in 2023, completing her final year of study and two years since graduating at Sale College. Although new to teaching, Maddie has already presented at a state conference and been an external examiner for VCAA.

4.06 - Asking Young Australians What They Want and Need in Sex EducationAnja van Aswegan+

Most Australian students receive sex education during school, but literature

suggests that they feel their school-based sex education is neither relevant nor meeting their needs. With the National Curriculum covering P-10, states and territories are responsible for curriculum in senior secondary year levels, including sex education. However, these state interpretations vary widely and lack consistency in content and delivery. This research explores the nature, extent and quality of Years 11 and 12 school-based sex education from the perspective of recent graduates. It identifies who, what, and how graduates recall being taught, what they report was missing, and what they think should be included in Years 11 and 12 sex education. 60.84% of participants indicated not receiving any sex education in Years 11 and 12 and 79.72% view their sex education as lacking in quality. Inconsistencies in delivery and content amongst and between demographics such as gender, schooling sector, and region, demonstrate the need for a nationwide, mandatory, and comprehensive sex education curriculum for the senior years.

Speakers

Anja van Aswegan

Primary School Teacher, QLD Education Dept

Anja van Aswegen is an educator with experience in teaching mainstream, special, EAL, and gifted cohorts of students at schools, private programs, and volunteer settings. She works as a Primary school classroom teacher within the Queensland education system. Recently, she has undertaken a Masters of Education and Professional Studies Research at Griffith University. Her thesis, which she is presenting at this conference, explores formalised sex education in Australia – a topic of passion and interest.

3.02 - Connecting with Australia’s Sport Participation Strategy, Play Well (60 mins)Matt Calf, Alexandra Guest, Mark Toner-Joyce, Chris Alexander, Phil Reeves+

Program item Australia’s Sport Participation Strategy, Play Well, launched in November 2023. The
Play Well Strategy, co-designed with the sector, is part way through delivery of
Horizon One (Alignment), with a suite of activities focused on creating welcoming
and inclusive environments that ensure everyone has a place in sport. Join the crew
as they share more about the Play Well Strategy and dive deeper into two Play Well
activities, the Physical Literacy Coalition Action Plan (launched in July 2025) and the
Play Well Affiliate Program, focused on alignment, connection and collaboration
across the sport ecosystem.description

Speakers

Matt Calf

Senior Manager, Industry Programs, Australian Sports Commission

Matt is a Senior Program Manager at the Australian Sports Commission with a deep commitment to enhancing community wellbeing through sport and physical activity. He plays a key role in advancing the Play Well strategy and is leading the implementation of the Physical Literacy Coalition Action Plan. Matt is passionate about fostering physical literacy as a foundation for lifelong participation in physical activity. His work bridges policy and practice, and is focused on driving coordinated, collaborative national action to support children and youth to develop their physical literacy.

Alexandra Guest

Program Manager , Play Well Affiliates

Alex is a Program Manager at the Australian Sports Commission (ASC), responsible for industry engagement projects including the State & Territory Partner Network and the ASC’s Play Well Affiliate Program. Alex has over 20 years of experience working across a range of roles including National and State Sporting Organisations, Local Government, district sport associations and a cooperative research centre. A child of two retired HPE teachers, Alex’s connections to the sport ecosystem include as a former elite track cyclist turned social mountain biker, small business owner delivering learn to ride programs, a mum to two boys engaged in multiple community sports, and now adult sport participant, learning to sail for the first time this summer.

Mark Toner-Joyce

CEO, ACHPER

As CEO of ACHPER, Mark sees movement as a national priority. He’s committed to transforming health through education, sport, and recreation—driving innovation so every Australian can move more, live well, and thrive. No one left behind. Greater national impact ahead.

Chris Alexander

General Manager, Industry Standards & Development, AusActive

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Phil Reeves

Executive Officer, School Sports Australia

Multicourt - Self-Checking Coaching Styles- Aligning desired outcomes and coaching style (60 mins)Brendan SueSee, Shane Pill+

Coaching by Individual Programming (Self-Check) Style – D is a coaching style from the Spectrum of Sports Coaching (Pill et al., 2022) and usually involves the student using a coach prepared task sheet with criteria. The student then performs a task and uses the criteria to reflect on their movement and make decisions around how well they met the criteria (Mosston & Ashworth, 2008). In this innovative presentation we will outline how it can be used by coaches to self-reflect on their practice with the aim of more accurately aligning their intentions with their behaviour. Research suggests Style
D is appropriate to achieve self-regulatory skills and to establish a mastery-oriented climate. Mastery climates encourage a positive attitude toward learning, effort (Ames, 1992 ; Corno & Rohrkemper, 1985 ; Nicholls, 1989 ), and exercise and sports ( Christodoulidis, Papaioannou & Digelidis, 2001 ).

Speakers

Brendan SueSee

Senior Lecturer, University of Southern Queensland

Shane Pill

Professor in Education, Flinders University, Adelaide, Australia

11:30PM

5.07 - Empowering Teachers and Students Through Indigenous Games: Evaluation of the EMU Teacher Professional Learning ProgramNarelle Eather+

Education Movement and Understanding (EMU) is a 16-lesson PE program integrating Indigenous Games, literacy, and numeracy. This study evaluated a one-day EMU Teacher Professional Learning program designed to support teachers in delivering EMU in schools. Ten primary schools (N = 419 students, mean age = 10.7) in the Hunter Region were randomly assigned to treatment or control groups. Teachers completed surveys and follow-up interviews to assess the program’s impact. Teachers reported increased cultural understanding, pedagogical confidence, and capacity to deliver cross-disciplinary, high-quality PE, while students showed greater engagement, wellbeing, cultural connection, and improved academic and physical outcomes. The EMU program was well received and shows strong potential to scale culturally responsive, holistic education across Australian schools.

Speakers

Narelle Eather

Associate Professor / Head of Discipline, Health and Physical Education, / Senior Research Fellow Australian Sports Commisssion, The University of Newcastle

Associate Professor Narelle Eather is a leading researcher in physical education, physical activity and sport at the University of Newcastle. She is also a Senior Research Fellow in the Play Well Research Unit and with the Australian Sports Commission, where she contributes to national initiatives aimed at improving youth wellbeing through sport and movement. Her work focuses on scalable, evidence-based interventions across school, community, and sport settings, with a strong emphasis on equity, inclusion, and cultural responsiveness. A/Prof Eather is widely published and actively involved in policy translation, stakeholder engagement, and the development of innovative education programs.

5.07 - Valuing and appreciating Aboriginal and Torres Strait Islander histories and cultures in HPE: A panel discussion (60 mins)Matthew Ryan, Sue Whatman, Max Lenoy+

This panel pulls together HPE curriculum experts who are actively working to develop curriculum exemplars and advice for HPE teachers who are interested in the cross curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. Teachers often grapple with what, how and where to embed these knowledges in their HPE teaching practice. We discuss what is happening in the field, what curriculum developments are occurring at ACARA, share some exemplars which are under development and invite feedback from the audience to shape our future work.

Speakers

Matthew Ryan

Relieving Curriculum Specialist HPE, Australian Curriculum, Assessment and Reporting Authority (ACARA)

Sue Whatman

Associate Professor in Health, Physical Education and Sport Pedagogy, Griffith University

A/Prof Sue Whatman (LMACHPER) is the National Vice President of the Board of the Australian Council for Health, Physical Education and Recreation (ACHPER) and Associate Professor in Health and Physical Education and Sport Pedagogy at Griffith University Gold Coast. Sue has an extensive background in health and physical education teacher education (H/PETE), sports coaching pedagogy, and Indigenous education. Sue has a Doctor of Philosophy (Ph.D) in Health Education curriculum from the Queensland University of Technology (QUT). As co-leader of EDJEE within the Griffith Institute of Educational Research, with a specific interest and expertise in Bernstein sociology of education, Sue is currently supervising 10 Higher Degree Research students (PhD and Masters), and is a Senior Fellow in the Higher Education Academy (SFHEA).

Max Lenoy

Curriculum Specialist for Aboriginal and Torres Strait Islander Histories and Cultures, Australian Curriculum, Assessment and Reporting Authority (ACARA)

Max Lenoy is Kuku Yalanji, Jirrbal, and Warungnu from North Queensland.  He is the Curriculum Specialist for Aboriginal and Torres Strait Islander Histories and Cultures at the Australian Curriculum, Assessment and Reporting Authority (ACARA). Max works with teachers, communities, schools and institutions to develop First Nations resources for the Australian Curriculum.

4.06 - Culturally Responsive Pedagogy in Chinese PETETian Bao+

The use of Game-Based-Approaches (GBA) such as Game Sense or TGfU in Schools and PETE has been widely acknowledged. However, empirical insights on pre-service PETs experiences in PETE coursework using GBA, specifically in Net/Wall Games is still scarce.
In the presented study a blocked semester course (12h in total) on net and wall games was held at an Austrian university using a GBA. The two overarching goals were, firstly to increase the students understanding of net/wall games in general (tactical problems and technical solutions) and in detail in two specific sports. Secondly, to increase the students understanding of GBA as a pedagogical approach.
At the end of the class two focus group interviews were conducted with a sample of 11 pre-service PETs. In addition, the Teacher Researcher wrote a research diary during the implementation phase. The focus groups were analyzed using Thematic Analysis (Braun & Clarke, 2022).
The analysis of the data focused on the students experiences of the course in general and how they perceived the core pedagogical principles of GBAs such as the use of questioning. Thereby, giving relevant insights in learners experience especially in relation to learning design of GBAs.
The results are discussed in the context of existing research on GBAs in PETE and in terms of how research can help practitioners in the implementation of GBAs, focusing on the role of the teacher/coach. Thereby contributing to advancing the pedagogical approach and evaluating learning.
Braun, V., & Clarke, V. (2022). Thematic Analysis: A Practical Guide. Sage.

Speakers

Tian Bao

Sports Lecturer, Hunan Normal University in China

Tian Bao is a sports lecturer at Hunan Normal University in China, specialising in football (soccer). Tian is also a Doctor of Philosophy student in the School of Education and Professional Studies at Griffith University. Tian's doctoral research is exploring culturally responsive teaching in physical education teacher education (PETE) in Chinese universities.

4.06 - The Spectrum as a model – the new kid on the block in Models Based Practice MBP and a philosophy helping MBP fly further.Brendan SueSee, Shane Pill+

This presentation provides a rationale for The Spectrum of Teaching Styles (SoTS- Mosston & Ashworth, 2008) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates (SueSee et al., 2021), we contest the view that the concept of teaching styles is different from that of a pedagogical model (Pill et al., 2023). In doing so, we highlight the most central aspects of the SoTS and explain fundamental characteristics that warrant its representation with existing pedagogical models. We go further to outline the philosophy of the Spectrum as non-linear and how it details the ‘how’, ‘when’ and ‘why’ of pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is the SoTS is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes or a narrowing between the 'hope and the happening' (Casey et al., 2020).

Speakers

Brendan SueSee

Senior Lecturer, University of Southern Queensland

Shane Pill

Professor in Education, Flinders University, Adelaide, Australia

3.06 - Enhancing Physical Activity and Learning for Children of All Ages and All Abilities (60 mins)Jess Orr, Natalie Lander, Jo Salmon, Gunchmaa Nyam, Emiliano Mazzoli+

This presentation explores the critical importance of aligning physical activity (PA) initiatives with state and national teaching, learning, and wellbeing frameworks. It highlights how meaningful collaboration with educators can enhance the relevance, reach, adoption, and sustainability of physical activity-based research initiatives within the school sector.

Translating the benefits of PA into sustainable school-based programs remains a challenge. Schools are increasingly under pressure to meet evolving educational priorities, often defined by state-mandated teaching and wellbeing frameworks. As a result, externally driven initiatives that don’t align with these core priorities are less likely to be adopted or sustained.

Recognising these realities, TransformUs has evolved from a traditional PA promotion initiative into a school-embedded approach that authentically aligns with educational and wellbeing goals. Rather than positioning increased PA as the sole end goal, TransformUs (https://transformus.com.au/transformus-research/) now uses PA as a strategic tool to enhance student engagement, learning outcomes, and wellbeing—priorities that directly align with school and state mandates. This shift has been achieved through sustained engagement with educators, ensuring that the program complements existing and evolving curriculum, supports best-practice pedagogy, and integrates seamlessly into school life. This realignment has enhanced both the feasibility and longevity of the initiative within complex educational environments.

By repositioning PA as a means to support—not compete with—educational and wellbeing priorities, initiatives like TransformUs can foster genuine partnerships with schools. Aligning with state frameworks and instructional models enables PA initiatives to be operationalised through teaching and learning, enhancing both relevance and sustainability in the school setting.

Speakers

Jess Orr

Education Leader, TransformUs, Deakin University

Jess has been in education for almost 20 years. Her experience includes working as a teacher/leading teacher in secondary schools; and a leader in the Teaching Academies of Professional Practice to reform Initial Teacher Education, support the development of Pre-Service Teachers, and develop immersive and collaborative programs/projects across the primary, secondary and university sectors. Jess joined the TransformUs team as the Education Leader, after working collaboratively with TransformUs to implement TransformUs across 10 schools. Jess has led the alignment of TransformUs to state teaching and learning, and wellbeing frameworks; and works collaboratively with schools to implement TransformUs pedagogies.

Natalie Lander

Associate Professor, Physical Activity and Nutrition, Deakin University

Dr Natalie Landers is an Associate Professor in the Institute for Physical Activity and Nutrition, at Deakin University. Her research focus is around developing and delivering evidenced-based teacher education interventions, which aim to improve students' health, learning and wellbeing outcomes. Natalie has completed a Bachelor of Applied Science and Education (RMIT University), a Masters in Educational Psychology (Queensland University of Technology), Bachelor of Health Science: Honours (H1) (Deakin University), and a PhD (Deakin University). In addition, Natalie has 10 years' experience as a leading teacher in primary and secondary schools, and 10 years of university teaching experience at both an undergraduate and postgraduate level. Natalie is the lead research in Transform Us, a program integrating physical literacy and movement into the existing curriculum, without altering the core content. Developed through over 16 years of research by Deakin University’s Institute for Physical Activity and Nutrition (IPAN), this program is available to all Victorian primary, secondary and special schools.

Jo Salmon

Distinguished Professor, Deakin University

Deakin Distinguished Professor Jo Salmon is Director of the Institute for Physical Activity and Nutrition, Deakin University and holds a NHMRC Level 3 Investigator Grant. She has >25 years research experience focused on ways to support children and adolescents to sit less and move more. Jo developed TransformUs 16 years ago, which is a whole school program that has been shown to reduce children's sedentary behaviour, increase physical activity and benefit health and class engagement. With more than $40 million in research funds and over 500 peer review publications, Jo was recently ranked number 22 in the research.com 2025 Best Female Scientists Ranking in Australia.

Gunchmaa Nyam

PhD candidate, Deakin University

Gunchmaa Nyam is a PhD candidate at Deakin University’s Institute for Physical Activity and Nutrition (IPAN). Her research examines how 24-hour movement behaviours (physical activity, sedentary time, and sleep) shape children and adolescent's health and wellbeing. She worked as part of the TransformUs Secondary Effectiveness Trial, using both device-based and self-reported data, and focus groups studies. She is passionate about improving youth health through evidence- based strategies and collaborative research.

Emiliano Mazzoli

Executive Dean Postdoctoral Research Fellow, Deakin University

Dr Emiliano Mazzoli is an Executive Dean Postdoctoral Research Fellow at Deakin University’s Institute for Physical Activity and Nutrition (IPAN). He leads TransformUs All Abilities, the co-designed adaptation of TransformUs which aims to promote physically active learning among students with disability. He also co-led the adaptation of TransformUs for Saudi Arabian schools. Dr Mazzoli’s research focuses on equitable physical activity opportunities for underrepresented children, especially those with disability. He is interested in developing and testing physically active interventions and unconventional assessment approaches (e.g., virtual reality) to improve children’s physical literacy, physical activity, cognition, creativity, and on-task behaviour.

3.06 - Adapting the Resistance Training for Teens program for Muslim girls: a co-design approachNiamh O'Loughlin+

Resistance Training for Teens (RT4T) improves fitness and exercise confidence among adolescents. With Australia’s Muslim population growing, this study aimed to adapt RT4T for Muslim girls in Islamic schools. Sixteen girls, seven HPE teachers, and five Muslim community leaders contributed to the program’s adaptation through co-design workshops, focus groups, and interviews. While Islamic teachings support physical activity, cultural barriers such as gender norms exist. Participants emphasised the need for modest, female-only imagery, culturally relevant content, autonomy-supportive teaching, and program names highlighting strength. Iterative adaptation was essential to ensure RT4T is culturally

Speakers

Niamh O'Loughlin

Cotutelle PhD candidate, Deakin University and Coventry University

Niamh O’Loughlin is a third-year PhD candidate jointly enrolled at Deakin University and Coventry University. Her research centres on developing culturally responsive approaches to health and physical education, with a focus on tool design to measure knowledge outcomes among adolescents. Niamh’s work bridges education and public health, aiming to enhance equitable participation and evidence-based practice in school settings.

3.02 - Developing a thematic game sense PE curriculum (60 mins)Ray Breed+

We will investigate a games-based approach for teaching games in PE, with an overview of the game sense model, particularly from a skill acquisition lens. How/where does it fit within the primary and secondary PE curriculum? We will explore ideas for developing a PE curriculum using contemporary approaches in teaching. Traditional curriculum models will be presented with examples, and then we’ll look at opportunities for change and how to develop a more thematic approach for teaching games. There will be plenty of opportunity for questions, discussion and reflection of your current practices. You will develop your understanding of: (1) a game sense approach to teaching games, (2) how game sense fits into a PE curriculum, and (3) developing thematic units of work for teaching games.

Speakers

Ray Breed

Lecturer Physical Education and coaching pedagogy, and Exercise and Sport Science, Federation University, Australia

Dr Ray Breed is a Lecturer at Federation University across two broad fields: Physical Education and coaching pedagogy, and Exercise and Sport Science. He has a specific interest in skill acquisition and has coached sport from junior to elite senior level. Ray's research is predominately in models-based practice and game sense pedagogy, player movement demands and lower limb injury prevention and management.

Multitcourt - Games within Games: a practical approach to build self-esteem and promote social-emotional skills in PE (60 mins)Dave Robinson+

This active workshop will have attendees playing and devising “Games within Games”, which PE practitioners may use with classes to explicitly promote social-emotional learning outcomes as well as help students alter their perceptions of success and how they view themselves and their abilities when engaging in games and sports. A HPE teacher in regional Queensland state schools for thirty years and experienced coach educator, the presenter has found conducting these types of activities to have a range of positive outcomes with students and players of various ages and abilities in real-world contexts. The activities and ideas presented are meant to stimulate creative thinking in teachers and coaches, enhance players’ tactical and technical understandings, develop their social-emotional skills and build an appreciation of essential, though often unrecognised, contributions on the field/court in a fun and engaging manner.

Speakers

Dave Robinson

Lecturer - Curriculum & Pedagogy (Health & Physical Education), University of Southern Queensland

1:30 PM

5.07 - "An Informal Sport Education: Changes in Sport Participation and Implications for PE "Justen O'Connor+

People are continuing to change the way they engage with sport. Informal, flexible, and self-organised forms of sport are now a dominant feature of lifelong participation. This session introduces an Informal Sport Education as an evolution of Siedentop’s Sport Education model for a contemporary physical education. Key to this approach is the negotiation of game features, competition levels, and team structures (game design). Find out how to keep sport relevant, engaging, and connected to the diverse ways people are actually playing sport today.

Speakers

Justen O'Connor

Associate Professor, Monash University

Justen is an associate professor in sport and physical education studies and Associate Dean Strategy at Australia's highest-ranked Faculty of Education - Monash Uni. His work centres on supporting people to achieve full and equitable participation in physical activity and sport. Justen's research is currently exploring informal sport and physical activity forms as a way to engage more people in physical activity. Justen is an accomplished Key-Note speaker, giving talks on the future of Australian engagement in sport and physical activity with implications for physical education, social connection and bridging forms of social capital. Justen has published extensively in high-ranking journals, is the current recipient of an Australian Research Council grant and has worked on a range of projects for a host of different organisations including VicHealth, the Vic Department of Education and Australian Multicultural Foundation. You can connect with Justen's work via Monash: https://research.monash.edu/en/persons/justen-oconnor Twitter: @justenoconnor Or his blog pages: https://healthphysicaleducation.blogspot.com/

5.07 - Pre-Service PETs experiences in PETE Net/Wall Games using a Game-Based-ApproachMaximilian Poncet-Rief+

Co-Author: Daniel Rode, from the University of Salzburg

In the presented study a blocked semester course (12h in total) on net and wall games was held at an Austrian university using a GBA. The two overarching goals were, firstly to increase the students understanding of net/wall games in general (tactical problems and technical solutions) and in detail in two specific sports. Secondly, to increase the students understanding of GBA as a pedagogical approach.

At the end of the class two focus group interviews were conducted with a sample of 11 pre-service PETs. In addition, the Teacher Researcher wrote a research diary during the implementation phase. The focus groups were analyzed using Thematic Analysis (Braun & Clarke, 2022).

The analysis of the data focused on the students experiences of the course in general and how they perceived the core pedagogical principles of GBAs such as the use of questioning. Thereby, giving relevant insights in learners experience especially in relation to learning design of GBAs.

Speakers

Maximilian Poncet-Rief

Assistant Professor Research and Sport Pedagogy, Universität Graz

Maximilian Poncet-Rief is currently an Assistant Professor for Physical Education research and Sport pedagogy at the University of Graz, Austria. Before, he worked as Senior Lecturer at the University of Salzburg, Austria where he also conducted his Ph.D research. Next to his vast experiences in teaching theoretical and practical courses in Sport Science and different PE Teacher Education programs, his research focusses on pedagogical models (i.e. Game-Based-Approaches), PE Teacher Education, democracy and sport, and longitudinal qualitative research designs. His academic preparation includes: State Examination for Teaching (subjects: Physical Education, Political Science) University of Marburg, Germany, Ph.D. University of Salzburg, Austria.

3.02 - World of Wellbeing: Student focused strategies and initiatives to empower your classroom with ideas and skills. (60 mins)Megan Binnie, Hugh Shannon+

This session is design to be a practical session to discuss, plan and gain insights into actioning wellbeing initiatives. The focus of planned activities can be at classroom, year level or whole school year levels. The session will include opportunities to consider relationships between these levels. Discussions and action planning will be guided during the session.

The session will connect potential curriculum alignment including Australian Curriculum HPE/PSC Version 9 - Years 7-10 HPE, QCAA Health General Senior Syllabus (Unit 1 PERMA+) and pastoral care, student wellbeing or personal development programs.

(Cipriano et al, 2023, Durlak et al., 2022, Farrington et al, 2012, Taylor et al.,2017).

Speakers

Megan Binnie

Regional Wellbeing Coordinator, Previous Head of Wellbeing, CQ Education Queensland. HDR Student, QUT,

Hugh Shannon

Senior Lecturer in Health and Physical Education, Queensland University of Technology

Dr Hugh Shannon is a Senior Lecturer in Health and Physical Education at Queensland University of Technology. He has school teaching and leadership experience in HPE, Senior Health, Senior Physical Education and Science. Hugh is an ACHPER Fellow and member of the ACHPER Queensland Board and ACHPER Australia Health Promoting Schools Committee.

4.06 - Democratic Professional Learning Communities: Centring Teacher Voice and Collective GrowthLuiza Lana Gonçalves+

This workshop explores how democratic Professional Learning Communities
(PLCs) can serve as powerful vehicles for advancing social justice, equity, and
inclusion in education. Too often, professional development is top-down, generic, and
disconnected from teachers’ real-world challenges, particularly for those working in
diverse or marginalised contexts. This session advocates for a shift toward teacher-
driven, context-responsive PLCs that prioritise educator voice, agency, and professional
autonomy. Drawing on international experience facilitating inclusive PLCs, the
workshop will engage participants in critical reflection, collaborative dialogue, and
practical planning to build equitable and sustainable professional learning cultures.
Attendees will explore how to centre teacher needs, recognise diverse perspectives, and
negotiate barriers that hinder meaningful collaboration. Designed especially for Health
and Physical Education teachers, department heads, and school leaders, this session
invites participants to lead PLCs that not only support teacher growth but also
contribute to more just and inclusive educational environments.

Speakers

Luiza Lana Gonçalves

Lecturer, Health and Physical Education, Federation University Australia

Dr. Luiza Gonçalves is a Lecturer in Health and Physical Education at the Institute of Education, Arts, and Community, Federation University Australia. She earned her PhD in 2019 from the University of São Paulo, Brazil, including a research internship at the University of Limerick, Ireland. Her work focuses on collaborative practices in disadvantaged school settings and the internationalisation of research in Health and Physical Education (HPE).

3.06 - How meaningful is ‘meeting the standards’? Health and Physical Education in Initial Teacher Education for Generalist Primary Teachers in Australia.Dawn Penney+

Program item description

Speakers

Dawn Penney

Vice Chancellor's Professorial Research Fellow, Edith Cowan University

Lawn - Indigenous knowledges in HPE: How and when to use Yulunga games (60 mins)Sue Whatman+

Valuing and appreciating Aboriginal and Torres Strait Islander histories and cultures is a cross curriculum priority that teachers often struggle to articulate in health and physical education. This session will be an active workshop, playing a selection of games from the ASC Yulunga resource, stimulating conversations about how, why and when to use these games to embed Indigenous knowledges in HPE.

Speakers

Sue Whatman

Associate Professor in Health, Physical Education and Sport Pedagogy, Griffith University

Multicourt - Introducing Handball Australia's Sporting Schools Program (60 mins)Lee Wilson+

Lee Wilson, CEO of Handball Australia will introduce the new Handball program for delivery through Sporting Schools. This practical and highly engaging session will take you through the unit overview, deliver a sample lesson, show the progression over weeks and share sample assessment opportunities aligned to the Australian Curriculum.

Speakers

Lee Wilson

CEO, Handball Australia

2:30 PM

5.07 - PLENARY 3 - Creating Space for a 'Busier, Happier and Better' Physical EducationDillon Landi+

Imagine stepping into a class where students are moving, smiling and seemingly ‘good.’ Put simply, they are ‘busy, happy and good.’ But what happens when smiles hide discomfort, when ‘good’ masks exclusion and when ‘busy’ doesn’t guarantee belonging? For many students, PE feels less like an opportunity for movement and more like something to endure. Drawing on students’ experiences and advancements in teaching, this presentation re-imagines quality PE. One where success is not about keeping students busy but considers what they are 'busy' doing. Where ‘happy’ reflects students’ confidence in who they are and how they move. Where ‘good’ is not compliance but bringing about ‘better’ and inclusive movement cultures. This presentation invites teachers to rethink what makes a ‘successful’ PE class. Because the true test of PE is not students being busy, happy and good, but leaving with the sense that the world holds space for them to move.

Speakers

Dillon Landi

Lecturer, University of Queensland

Dr Dillon Landi is a Lecturer in Health, Wellbeing and Education in the School of Human Movement and Nutrition Sciences at the University of Queensland. His internationally recognised research and teaching focuses on equity, diversity and inclusion within sport, health and physical education. Dillon has won significant research awards from AERA, BERA, AIESEP and SHAPE America. He holds a PhD from the University of Auckland and two postgraduate degrees from Columbia University, New York. Prior to joining UQ, he held academic appointments at the University of Auckland, Towson University (Maryland, USA), and the University of Strathclyde in Glasgow. He also currently serves as Managing Editor of Physical Education and Sport Pedagogy and sits on the editorial board of Sport, Education and Society.

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Conference Program

Conference Themes

Wednesday 12th Nov

Registration and Coffee+

Welcome to ACHPER 32nd International Conference+

KEYNOTE 1 - Assembling Future HPE for People and Planet WellbeingFiona Chambers+

Speakers

Fiona Chambers

Outdoor education camps: Building relational networks to promote human and social capital (30 mins)Katherine Main+

Speakers

Katherine Main

Outdoor Education at Christian Youth Venues: built to THRIVEAndrew Grant+

Speakers

Andrew Grant

Introducing PlayVolley: Volleyball Australia's new junior program (60 mins)Caitlin Honey+

Speakers

Caitlin Honey

Inclusion 101: Teaching HPE to sudents with an intellectual disability (60 mins) Robyn Percy Goulding+

Speakers

Robyn Percy Goulding

A pedagogical reconciling of game-based and contraints-led approaches (60 mins)Shane Pill+

Speakers

Shane Pill

Morning Tea - in the Exhibition Hall+

Learning from Mountains & First Peoples on Country in Australia: Embracing International Mountain Day (30 mins)Barry Golding+

Speakers

Barry Golding

Teens lifting in the modern world – Evidenced-based resistance training in HPE (30 mins)Joe Scott, Dawn Penney+

Speakers

Joe Scott

Dawn Penney

Holistic Thriving in HPE: A dynamic interplay of body, mind, and spiritDebra Ayling+

Speakers

Debra Ayling

From Insight to impact: Making Data work in the HPE classroom (30 mins)Lissie Doyle+

Speakers

Lissie Doyle

Empowering Through Responsibility: A Systematic Review of the TPSR Model in Education (30 mins)Sonja Maric+

Speakers

Sonja Maric

Unlocking the Leadership Power of Storytelling (30 mins)Adrian Fisher+

Speakers

Adrian Fisher

Arnold wanted X – Time to reflect on Australia’ relationship with in, through & about? (30 mins)Brendan SueSee+

Speakers

Brendan SueSee

Defining success: a coach’s perspective (60 mins)Shane Pill+

Speakers

Shane Pill

Get Hooked into Hockey! A Practical Hockey Workshop for Educators (90 mins)Amy Welsh, Rochelle Slade+

Speakers

Amy Welsh

Rochelle Slade

Lunch - in the Exhibition Hall+

2.03 - Respectful Relationships - Curriculum driving a whole-school approachMatthew Ryan+

Speakers

Matthew Ryan

4.04 - Moving and thriving in a (un)queer AI World: outcomes of our collaboration designing HPE resources for exploring queer games and sportslisahunter, Bex Zantuck, Kade Matthews+

Speakers

lisahunter

Bex Zantuck

Kade Matthews

4.06 - Working with students to promote engagement, voice and agency in Health and Physical Education (60 mins)Laura Alfrey, Naomi Harte+

Speakers

Laura Alfrey

Naomi Harte

3.06 - Raiise Respect: Empowering Young People to Champion Gender Equality and Prevent Gender Based Violence Through Education (60 mins)Ross Wait, Charlotte Davis+

Speakers

Ross Wait

Charlotte Davis

3.02 - Fundamental Movement Skills (FMS) to Physical Literacy (60 mins)Bernie Holland+

Speakers

Bernie Holland

Multicourt - Level 8 - Reducing student anxiety in practical PE lessons involving Fitness activities (W) (60 mins) Dave Robinson+

Speakers

Dave Robinson

Lecture Theatre 2.03 - PLENARY 1 - Exploring the transformational possibilities of planet-centric Health, Outdoor and Physical Education (HOPE) for learners and communities in Society 6.0. Dave Aldous+

Speakers

Dave Aldous

ACHPER Welcome Drinks - In the exhibition Hall+