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Latest! Release of SPEA Newsletter 2025 Jubilee Edition
NIE PESS Harry Tan Book Prize Awardee feature:
Stepping Into the Court: A Beginning PE Teacher’s Journey
I am a beginning Physical Education teacher – still learning, still reflecting, and still growing into the educator I aspire to become. In July 2025, I was deeply humbled to be awarded the Harry Tan Eng Kwang Book Prize, an honour that recognises outstanding students in Physical Education programmes. While the award bears my name, it represents far more than individual achievement. It reflects the guidance of mentors, the camaraderie of peers, and the belief that Physical Education, when taught with purpose, has the power to shape character, confidence, and community. For me, this recognition marks not a destination, but a meaningful starting point in my teaching journey.
Graduation from NIE, Singapore
From Learner to Educator: My Journey as a Student Teacher in PESS
My journey through the Physical Education and Sports Science (PESS) programme has been both grounding and transformative, shaping my identity as a Physical Education teacher. I entered the programme with an appreciation for sport and physical activity, but it was through PESS that I came to understand PE as a purposeful and educative discipline.
As a student teacher, I learned to view PE as an educative space – one where physical, cognitive, social, and affective learning intersect. Lesson planning was no longer about filling time with activities, but about intentional design: crafting progressions, setting clear learning intentions, and designing tasks that allowed every student to experience success. Teaching practicums further sharpened this understanding, reminding me that PE lessons must be responsive, inclusive, and deeply human.
Most importantly, PESS cultivated a habit of reflection. I learned to constantly ask myself how my choices as a teacher shaped student experiences in PE – who felt included, who felt challenged, and who might have felt left behind. These questions continue to guide my practice today. PESS did not simply train me to teach PE; it shaped how I see learners, learning, and myself as an educator.
Receiving the Harry Tan Eng Kwang Book Prize during the NIE Graduation Ceremony
Conducting a sharing on movement concepts to his peers in PESS
Conducting a sharing on movement concepts to his peers in PESS
First Steps On The Ground: Reflections of a Beginning PE Teacher
First Steps On The Ground: Reflections of a Beginning PE Teacher
Stepping into schools as a beginning teacher has been both exhilarating and sobering. Theory provides direction, but practice brings reality into sharp focus. I quickly learned that effective PE teaching is not measured by flawless demonstrations or perfectly executed lessons, but by student engagement, safety, and meaningful participation.
One of my earliest reflections is the importance of relationships. Students learn best when they feel seen, supported, and safe to try – even to fail. In PE, where learning is often public and physical, trust becomes the foundation of participation. A well-timed encouragement, a respectful correction, or a simple check-in can make the difference between participation and withdrawal.
I recall one class where several students were initially withdrawn – hesitant to participate, reluctant to communicate, and unsure of their place in group activities. Among them were students with Special Educational Needs (SEN), who were especially cautious and worried about making mistakes or being judged by peers. Instead of pushing for immediate performance, I intentionally designed PE lessons around cooperative tasks, shared goals, and team-based problem-solving.
Over time, the impact was evident. Students who once kept to themselves began engaging in discussions and offering ideas. Teamwork improved, communication became more respectful, and students supported one another more naturally. Some shared that PE had become a space where they felt safe expressing themselves without fear of judgement. A few SEN students reflected that these lessons helped them feel more confident and positive about themselves.
These moments affirmed for me the unique power of Physical Education: when thoughtfully designed, PE can nurture mental well-being, resilience, and empathy alongside physical learning. They also highlighted the delicate balance between structure and flexibility. While clear routines and expectations are essential, responsiveness to student needs, space constraints, and energy levels are equally critical.
A class photo to commemorate
Khairul's last day in school.
A class photo to commemorate
Khairul's last day in school.
Providing feedback to students
Providing feedback to students
Hopes for Physical Education: Teaching beyond Performance
Hopes for Physical Education: Teaching beyond Performance
As I reflect on my experiences, my hopes for PE are clear – to continue moving beyond narrow definitions of performance and competition.
In Singapore and internationally, PE holds immense potential to develop not just physically literate individuals, but empathetic teammates, resilient learners, and confident performers through challenge, cooperation, and self-discovery. This requires intentional teaching – where success is differentiated, effort is valued, and progress is celebrated in multiple forms.
I hope PE classrooms become spaces where every student, regardless of ability, body type, or sporting background, feels a sense of belonging – where students leave lessons empowered with knowledge, skills, and positive attitudes towards learning. As beginning teachers, we play a crucial role in shaping these experiences, one lesson at a time.
Looking Ahead: My Future Plans in Physical Education
Looking Ahead: My Future Plans in Physical Education
Looking ahead, my growth will continue to be anchored in PE. I hope to refine my pedagogy through reflective practice, mentorship, and professional dialogue. Deepening my understanding of approaches such as game-based learning, constraint-led pedagogy, and assessment for learning will remain a priority.
Student-centred learning has been central to my approach. When students are given ownership – through choice, roles, and reflection – they engage more meaningfully. They begin to see PE not as something done to them, but with them, transforming participation into purpose and effort into growth.
I also see opportunities for technology to support PE learning in today’s digital age. Tools such as video feedback, digital journals, or simple performance tracking can help students visualise progress, reflect on learning, and set personal goals. When used intentionally, technology can enhance – not replace – the human connections that make PE powerful.
Students learning about sports in PE with the use of technology
Students learning about sports in PE with the use of technology
Khairul and his colleagues dressing up as students
Khairul and his colleagues dressing up as students
Still Learning, Still Moving Forward
Still Learning, Still Moving Forward
Receiving the Harry Tan Eng Kwang Book Prize is an honour I hold with gratitude. Yet, the moments that define my journey are often quiet ones – a student choosing to participate, a group learning to work together, or a child discovering confidence through movement.
As a beginning PE teacher, I remain a learner at heart. I look forward to continuing this journey – growing with my students, learning from fellow educators, and advocating for a Physical Education that empowers every learner to move with confidence, connect with others, and thrive.
Article contributed by:
Name : Mr Khairul Usman Bin Salim
Designation : PE Teacher
School : Peicai Secondary School
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