In This Issue
Leadership - CEO John Stokes
31st ACHPER International Conference January 2019 ABSTRACT SUBMISSION DEADLINE EXTENDED
National Health and Physical Education (HPE) Day
RESOURCE; PLAY WITH PURPOSE: The Game Sense Coaching Approach for Football (Soccer)
Forging strengths-based education with non-traditional students in higher education
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2018 Professional Learning
Partners and Supporters
Leadership - 
Chief Executive Officer - 
John Stokes 
In January this year, I commenced as CEO for ACHPER. My career background and experience is different to previous incumbents in the role (previously known as the National Executive Director).

I am not from an education, teaching or health background. For some members and stakeholders this may be surprising for an organisation like ACHPER.

My background is as a professional association executive with experience in a number of different sectors including accounting, training & development, construction and forestry. Previously, I have been employed by a large private school in South Australia as a Director of Development and was CEO for AIM SA, which at the time, was the largest private provider of VET management training in the state. In addition, AIM SA was an accredited higher education provider offering a nested MBA qualification. These roles exposed me to the education sector, but with fundamentally different job functions.

As the new ACHPER CEO, my role is to work with stakeholders to ensure that not only is the organisation delivering on its vision and mission, but that it is also continually exploring new ways to enhance its activities and influence. To achieve these objectives, it usually requires a new appointee to review the current operational status of an organisation, and where required, make recommendations for improvement. This usually means some 'change' may be required. As a professional association executive, I know that the word 'change' can be daunting for some stakeholders. Therefore, I usually substitute that word with 'continuous improvement' (CI).

31st ACHPER International Conference January 2019

CALL FOR ABSTRACTS - Deadline Extended until
COB Friday 24 August 2018

The 31st ACHPER International Conference: Reconfiguring HPE and Sport to Enrich Communities  will have both national and international appeal.

This event has already attracted high quality keynote speakers from overseas and Australia and promises to be a showcase of contemporary and future focused ideas that will ensure that it is a must attend event for Health and Physical Education professionals and health, sports and other industry stakeholders.

We invite abstracts for paper presentations, workshops/interactive sessions, symposia and posters addressing one of the following themes:
  • Community Engagement
  • Contemporary Practices
  • Public Policy Influence

Abstract submissions close on Friday 24 August 2018

To submit your abstract please 
National Health and Physical Education (HPE) Day Wednesday September 5 2018 

The National HPE Day Website contains some great ideas and activities that your school can undertake on Wednesday September 5 2018 to demonstrate how much it values this important learning area in the curriculum.
ACHPER encourages schools, children, teachers and communities to take photos and videos of active participation in physical activity and upload them onto social media using the #HPEday hashtag.

RESOURCE; PLAY WITH PURPOSE: The Game Sense Coaching Approach for Football (Soccer) 
Play with Purpose: The Game Sense Coaching Approach for Football (Soccer) is relevant for teachers and coaches from primary aged children to youth and adult football. 

The resource can also be used as a developmental model for clubs to base their player pathway programs.

Purchase for $37.95 (members receive 10% discount).

In Volume 9 Issue 2, 2018 of the Curriculum Studies in Health and Physical Education Journal, Bonnie Pang and colleagues challenge existing conventions around the philosophy and content of HPE in initial teacher education programs with a view to increasing the level of diversity embedded in them. 

Drawing on the principles of Critical Race Theory, they explore the experiences of 'non-traditional' learners in one such program. Through the data they provide thoughtful strategies about how HPE teacher educators can better acknowledge and accommodate diversity in their programs.