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Latest! Release of SPEA Newsletter 2025 Jubilee Edition
NIE PESS AWARD Recipient:
My Journey
Hey everyone!
I am Anders, a beginning teacher from Northshore Primary School. I have recently graduated from the Physical Education and Sports Science (PESS) Bachelor of Science Programme at the National Institute of Education (NIE).
Growing up in a family of Physical Education teachers, sports has always been a significant part of my life. From rolling balls across the living room floor to attempting forward rolls on my parents’ bed, I was exposed to a wide range of physical activities from a very young age. These early experiences laid the foundation for my love for movement and physical activity. Over time, this interest developed beyond simple participation into a deeper appreciation for Physical Education as a discipline and, eventually, a profession I aspired to pursue.
Before entering NIE, I had the opportunity to do relief teaching in schools. Although the experience was brief, it was an important reality check. I quickly realised that being good at sports did not automatically make me good at teaching sports. Knowing how to do something and knowing how to teach it are very different things. This realisation was humbling, but it also motivated me to make the most of my time in NIE and focus on becoming a better educator, not just a better athlete.
NIE Experience
My four years at NIE were both enriching and thoroughly enjoyable. The PESS programme provided me with a strong foundation in both content knowledge and pedagogical skills, helping me develop a more complete understanding of what it means to be a Physical Educator.
One phrase that stuck with me throughout my NIE journey was: “Scaffold, scaffold, scaffold.” Content modules such as Fundamental Movement Skills (FMS), Principles of Games (POG), and Gymnastics emphasised the importance of breaking skills down into achievable steps within students’ Zone of Proximal Development (ZPD). This shifted my perspective from expecting students to succeed immediately, to intentionally creating opportunities for success.
The pedagogical modules, such as Instructional Methods and Strategies, were equally impactful. Microteaching sessions were particularly eye-opening. They allowed me to test my ideas in a conducive environment and quickly realise that some of them, while great on paper, were not always practical in reality. Through these experiences, I learnt how to give clear and concise instructions, use demonstrations more effectively, and ask purposeful questions to support student learning and reflection.
NIE Experience
My practicum experience was where everything truly came together. Teaching in a real school setting exposed me to the realities of the classroom: managing large class sizes, sharing venues, engaging students with diverse needs, and adapting lessons on the spot when things did not go according to plan (which happened more often than I expected!). There were days when I questioned my ability as an educator, especially when I lost control of the class and watched chaos unfold right in front of me. Those moments were uncomfortable, but also deeply humbling.
What helped me through was the constant reminder that, just like my students, I was learning too. Mistakes were inevitable, and growth did not happen overnight. Feedback from mentors, cooperating teachers, and peers played a crucial role in helping me slow down, be patient with myself, and focus on improving one step at a time. Looking back, those challenging practicum moments were some of the most important learning experiences of my training.
NIE Experience
Beyond academics, the people I met at NIE made the journey especially meaningful. From countless hours in the MPH playing volleyball to meals at the NIE canteen, the friendships formed in PESS made learning far more enjoyable. These friends remain an important support system today, offering encouragement, shared laughter, and regular “unloading” sessions after long teaching days.
Transition as a Beginning Teacher
Transitioning from NIE to full-time teaching at Northshore Primary School has been both exciting and challenging. As a beginning teacher, I often feel prepared yet unprepared at the same time. My four years of training taught me how to plan lessons carefully, but nothing quite prepares you for the unpredictable nature of schools. From staying updated with the latest student interests (such as the sudden rise of K-pop demon hunters) to avoiding trigger words like “67” that can instantly derail a class, every day seems to come with a new lesson for me as well.
Beyond PE lessons, I have quickly learnt that teaching does not stop in the classroom. A large part of my time now goes into form teachership, CCA duties, committee work, and supporting school events. While juggling these responsibilities can be challenging, they have helped me appreciate the many hats teachers wear and reminded me that learning on the job is all part of the journey.
That said, I am incredibly grateful for the support of a warm and encouraging department and school environment. Having colleagues who are always willing to guide, reassure, and share their experiences has made this transition far less daunting and has played a big role in helping me settle into the school.
Future Aspirations
Future Aspirations
Looking ahead, one area I am particularly interested in exploring is the use of Artificial Intelligence in PE lessons, especially for Assessment for Learning. The affordances of AI, coupled with tools such as Vibe Coding, open up exciting possibilities for designing meaningful and engaging applications that support student learning. In Term 4, I had the opportunity to be part of an AI Community of Practice, where I learned from and shared ideas with more experienced educators who were experimenting with AI in education.
I am curious to explore how these tools can be applied effectively in real classroom settings, and how they might enhance feedback, motivation, and student understanding in PE. At the same time, I hope to continue learning from experienced educators, refining my teaching practices, and contributing positively to my department and wider PE fraternity.
As a beginning Physical Educator, my journey is only just starting and I look forward to learning, experimenting, and growing every step of the way.
Article contributed by:
Name : Mr Anders Ong Wee Jun
Designation : PE Teacher
School : Northshore Primary School
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