Title: Orientation Session for the Grades 58 Physical EducationHealth Education Implementation Document
1Orientation Session for the Grades 5-8 Physical
Education/Health Education Implementation
Document
- Heather Willoughby
- Physical Education/Health Education Consultant
- Manitoba Education and Youth
2Current Situation
3K-12 PE 1981
46 Learning Goals
- Develop physical well being
- Develop desired movement patterns through the
neuromuscular system - Express ideas, thoughts, and feelings with
confidence through physical activity - Develop an independence in pursuing physical
activity throughout life - Develop safety and survival practices
- Develop positive social interactions through a
variety of physical activities
5K-9 HE 1988
6Health Units
- Compulsory Units
- Physical Well being
- Social-emotional Well being
- Nutrition
- Dental Health
- Safety
- Community Health
- Optional Units
- Drug Education
- Family Life
7Future Situation
8K-S4 Framework 2000
- Framework Excerpts (back of 5-8 Implementation
document, just before the bibliography)
9Five Major Health Issues for Children and Youth
(Framework Excerpts-5)
- inadequate physical activity
- unhealthy dietary behaviours
- drug use, including alcohol and tobacco
- sexual behaviours that result in sexually
transmitted diseases/infections and unintended
pregnancies - behaviours that result in intentional and
unintentional injury
10GLO 1-Movement (Overview-4)
- The student will demonstrate competency in
selected movement skills, and knowledge of
movement development and physical activities with
respect to different types of learning
experiences, environment, and cultures.
11- to demonstrate the knowledge and skills related
to the 14 basic movement skills and the 5
physical activity categories so students can
participate in a variety of physical activities
and sports - The choice of physical activities and sports
will depend on the available facilities,
resources, interests, and teacher training.
12Physical Activity Categories(Appendix A)
- Individual/dual type sports/games such as
badminton, track field, tennis, golf, fencing,
table tennis, bowling - Team sports/games such as softball, touch
football, soccer, lacrosse, volleyball,
basketball, ultimate - Alternative Pursuits such as cross country
skiing, hiking, skating, canoeing, cycling,
walking, orienteering - Rhythmic/Gymnastic Activities such as aerobic
dance, folk dance, hip-hop, rhythmic gymnastics,
pyramid building, educational gymnastics - Fitness Activities such as rope jumping, bench
stepping, weight training, fitness circuits,
relaxation exercises, jogging
13GLO 2-Fitness Management (Overview-7)
- The student will demonstrate the ability to
develop and follow a personal fitness plan for
lifelong physical activity and well-being.
14- to develop a personal fitness plan, set personal
goals, participate in a variety of fitness
activities working towards goals, assess and
monitor personal progress and achievement. - to promote personal goal setting and progress.
15GLO 3-Safety (Overview-9)
- The student will demonstrate safe and responsible
behaviours to manage risks and prevent injuries
in physical activity participation and in daily
living.
16- to learn and follow the rules and safe practices
to avoid injury and accidents related to physical
activity - to learn about safety for self and others related
to topics such as - exercise
- equipment and facilities, playgrounds
- fire
- weather
- road traffic, bicycle
- water
- internet
- violence
- shaken baby syndrome
- community laws
- sexual exploitation
17GLO 4-Personal and Social Management (Overview-12)
- The student will demonstrate the ability to
develop self-understanding, to make
health-enhancing decisions, to work cooperatively
and fairly with others, and to build positive
relationships with others.
18- to learn how to
- plan and set goals
- solve problems
- make healthy decisions
- get along with others
- resolve conflicts peacefully
- show ways to manage their stress and emotions.
19GLO 5-Healthy Lifestyle Practices (Overview-14)
- The student will demonstrate the ability to make
informed decisions for healthy living related to
personal health practices, active living, healthy
nutritional practices, substance use and abuse,
and human sexuality.
20- to learn how to make healthy decisions related
to - health and hygiene
- active living
- nutrition
- drug use and other substances
- sexual reproductive health.
212. Fitness Management
1. Movement
3. Safety
Healthy Lifestyles Practices
4. Personal and Social Management
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26A Guide to Reading the Outcomes
27Find the Strand and Substrand
28- K.1.5.B.2
- Movement Development/Mechanical Principles of
Human Movement - K.1.6.B.2
- Movement Development/Mechanical Principles of
Human Movement - K.3.5.A.1
- Physical Activity Risk Management/Physical
Activity Safety - K.3.6.B.1
- Safety of Self and Others/Community Safety
Awareness - K.5.7.E.4a
- Human Sexuality/Health Issues
- S.5.8.A.3
- Application of Decision-making/Healthy Food
Choices
29Current Implementation Plan
30Key Differences
- Refer to the
- Then and Now Chart
31Outcomes Approach
- Moved from teacher objectives to student learning
outcomes - Knowledge and skills SLOs for each GLO
- Attitude indicators for each GLO
- All outcomes are compulsory with local
decision-making authority for treatment of
potentially sensitive content (i.e. personal
safety, substance use and abuse prevention, human
sexuality)
32Active and Interactive Approach
- Emphasizes a skill-based approach using a high
level of physically active and interactive
learning experiences
33Combined Approach
PE
PE/HE
HE
34Recommended Minimum Time Allotments
- Grades K-6 11 of the instructional time
- 11 x 300 min/day x 6 day/cycle198 min.
- 75 PE 150 min/6 day cycle
- 25 HE 48 min/6 day cycle
- Grades 7-8 9 of the instructional time
- 9 x 330 min/day x 6 day cycle 178 min.
- 75PE 134min/6 day cycle
- 25HE 44 min/6 day cycle
- Additional health time through integration in
various subject areas
35Integrated Approach
- Health components are integrated in other subject
areas (See Curricular Connections Chart last page
of Framework Excerpts or handout)
36Locally-Determined Delivery Model
- Delivery models are to be determined by school
divisions/ schools based on best practices
through a collaborative planning process (refer
to Appendix C in the Framework)
37Examples of Delivery Models
- All Physical Education specialist taught
- PE taught by PE specialist, HE taught by
classroom teacher, school counsellor, and/or
other - All classroom teacher taught
- Continuous
- Block
- Involve parents, families, communities
38Local Decision-Making Authority for Treatment of
Potentially Sensitive Content
- School/Division/District Planning Process must be
used to determine local policy related to
potentially sensitive content - Schools must seek parental involvement
- Schools must provide a parental option prior to
implementation
39Compulsory Outcomes for Potentially Sensitive
Content
- Personal Safety
- (GLO 3 Safety-Strand B, Safety of Self and
Others) - Substance Use and Abuse Prevention (GLO 5
Healthy Lifestyle Practices) - Human Sexuality
- (GLO 5 Healthy Lifestyle Practices)
40Potential Decision Areas For School/Division/Distr
ict Planning
41Safety and Liability
- Teachers are expected to provide professional
standard of care rather than the careful and
prudent parent standard of care especially in
high risk type of activities.
42Safety and Liability Criteria
- The Supreme Court of Canada has established four
criteria to determine the necessary and
appropriate standard of care within the context
of physical education - Is the activity suitable to the age, mental, and
physical condition of participating students? - Have the students been progressively taught and
coached to perform the activity(ies) properly and
to avoid the dangers inherent in the
activity(ies)? - Is the equipment adequate and suitably arranged?
- Is the activity being supervised properly in
light of the inherent danger involved?
43Programming for Students with Special Needs
- Modifications
- Adaptations
- Accommodations (new policy related to adjustment
of physical skill-based outcomes)
44Accommodation Example
- S.1.8.A.2 Perform combinations of manipulation
skills (e.g., dribbling/shooting,
tossing/catching...), applying mechanical
principles on use of projectiles (e.g.,
increasing relative projection height or angle
tends to increase flight time...) for control. - Describe or indicate using pictures, the proper
form and the effects of force on flight patterns
for control using others to demonstrate.
45Whats the difference?
46Then and Now
- teacher objectives/goals
- sport-oriented curriculum model
- sit-down health
- separate subjects and time
- recommended time in minutes
- supports integration
- separate delivery
- student learning outcomes
- health-oriented curriculum model
- active health
- combined subjects and time
- recommended time in of instructional time
- promotes integration
- shared delivery
47Continued
- optional units with parent opt-out option
- Department provided a Family Life curriculum and
teacher training - prudent parent standard of care
- Department-developed learning resources
- compulsory outcomes with local decision-making
authority and parental option - teacher training is a local responsibility
- professional standard of care
- a Call for learning resources
48Vision
- Physically Active and Healthy Lifestyles for All
Students
495-8 PE/HE A Foundation for Implementation
Overview
- Http//www.edu.mb.ca/ks4/cur/physhlth
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51Walk-Through
52A Guide to Reading the Outcomes
53Find the Page
54K.2.7.C.4
- K - Knowledge
- 2 - GLO 2 - Fitness Management
- 7- Grade
- C - Strand - Fitness Development
- 4 - Sub-strand - Motivational Factors
- Page 7-56
55S.5.8.A.3b
- S - Skills
- 5 - GLO 5 - Healthy Lifestyle Practices
- 8- Grade
- A - Strand - Application of Decision-Making/Proble
m-Solving Skills - 3- Sub-strand - Healthy Food Choices
- b- Sub-theme - Action
- Page 8-150
56Document Search
57Characteristics of the Specific Learning Outcomes
- some are PE related, some HE related, and some
are PE and HE inter-related - support making curricular connections
- recursive
- year-end
- can be clustered
- short or long term
- vary in degree of complexity
58Outcome Analysis
- Identify
- PE related outcomes
- HE related outcomes
- Both PE and HE outcomes
- Potentially sensitive outcomes
59Clustering Activity
60Planning Approach
- Start with the
- Outcome(s) in Mind
- Cluster and Connect
61Design a Routine
- Performance Task
- Teacher/Peer
- Checklist (BLM 5-2)
- Criteria
- a beginning pose
- 2 changes of level
- 2 changes in direction
- 2 changes in pathways
- an ending pose
- K.1.5.B.3a Design movement sequences that show
contrast in levels, planes, pathways, and
directions (e.g., gymnastic floor exercise
routine...).
62- Performance Task
- Peer Scoring Rubric
- Criteria
- reinforce the criteria identified for each of the
basic transport skills (See K-4 BLM G-5)
- S.1.5.A.1 Perform transport skills for control,
applying mechanical principles (e.g., angle of
projection, gravity, absorption...) while
travelling alone and/or with others, with or
without obstacles.(5-22)
63- Observation
- Teacher
- Checklist
- Criteria
- use teacher/ student-developed criteria for
throwing and catching skills
- S.1.5.A.2 Perform manipulation skills for
control (e.g., hand dribbling and foot dribbling
a ball for maintaining control...), applying
mechanical principles (e.g., body alignment,
application of force, addition of forces...)
while travelling alone and/or with others.(5-26)
64- S.1.5.B.2 Combine selected movement skills
(e.g., extensions, variations...) in a variety of
group/team activities/games, including innovative
activities (e.g., modified soccer, cooperative
challenges...). (5-32)
- Performance Task
- Teacher/Peer
- Checklist (BLM 5-2)
- Criteria
- a beginning pose
- 2 changes of level
- 2 changes in direction
- 2 changes in pathways
- an ending pose
65- ? S.1.5.D.1 Demonstrate functional use of basic
rhythmic steps, positions, and patterns in
repeatable sequences (e.g., aerobics, jump rope,
creative dance, folk dances...), showing two or
more different styles/traditions. (5-36)
- Performance Task
- Teacher
- Scoring Rubric (BLM G-3)
- Criteria consistently (4), frequently (3),
sometimes (2), and rarely(1) - demonstrates the performance criteria
- demonstrates functional use of selected
skills/steps - demonstrates interpersonal skills
66- Performance Task
- Teacher
- Scoring Rubric (BLM G-3)
- Criteria consistently (4), frequently (3),
sometimes (2), and rarely(1) - demonstrates the performance criteria
- demonstrates functional use of selected
skills/steps - demonstrates interpersonal skills
- S.1.5.D.2 Demonstrate functional use of
combining two or more selected movement skills
and applying movement concepts (e.g., combine
travelling, rolling, balancing, and weight
transfer into smooth flowing sequences showing
contrast in direction, speed, flow...) in
gymnastic-type sequences/routines (e.g., ball
gymnastics, stuntastics, pyramids, creative hand
apparatus...). (5-38)
67- Observation
- Peer
- Scoring Rubric
- Criteria always (3), sometimes (2), and
rarely(1) - plays safely when helping others
- K.3.5.A.1 Show an understanding of safe
practices (e.g., take turns, position self at a
safe distance, be respectful of varying ability
levels...) when helping others while practising
in regular or modified physical activities.
(5-66)
68- Performance Task
- Teacher
- Scoring Rubric Criteria consistently (4),
frequently (3), sometimes (2), and rarely(1) - follows safety routines and rules in given
situations
- S.3.4.A.1 ? S.3.5.A.1 Follow set rules and
routines for safe participation and use of
equipment in selected physical activities (e.g.,
fair-play rules, change-room routines, equipment
distribution, sharing space...). (5-88)
69- Performance Task
- Group
- Checklist
- Observers record behaviours as the group is
working. Groups exchange lists and identify the
positive behaviours
- K.4.5.B.2a Review verbal and non-verbal
behaviours that help (e.g., listening, keeping
secrets, smiling...) and hinder (e.g., betraying
loyalty, making fun of, not listening,
interrupting, using inappropriate body
language...) communication for building positive
relationships. (5-106)
70- Observation
- Self
- Checklist
- Each student fills out self-assessment form as
given on page 5-123.
- S.4.5.A.3 Demonstrate functional use of
interpersonal skills (e.g., listen attentively,
summarize information, clarify feelings, abstain
from put-downs, be encouraging, play fairly, be
inclusive, show non-aggressive behaviour, resist
negative influences...) for getting along with
others in making group decisions while
participating in class activities.(5-122)
71Stress Management
- Journal/Learning Log
- Teacher
- Anecdotal notes
- Suggested questions
- K.4.8.C.2 Explain how stress may have positive
or negative consequences (e.g., fight or flight,
productivity, illness...).
72Stress Management
- Performance Task
- Group Assessment
- Rating Scale
- As outlined for the project
- K.4.8.C.3 Examine the effects of stress (e.g.,
increased blood pressure, elevated heart rate,
muscle soreness, nausea...) and relaxation (e.g.,
low blood pressure and heart rate...) on body
systems (e.g., digestive, cardiovascular,
endocrine...).
73Stress Management
- Performance Task
- Group
- Rating Scale
- As outlined for the project
- K.5.8.A.2 Examine lifestyle practices (e.g.,
physical activity habits, nutritional habits, use
of tobacco and alcohol, rest habits, personal
hygiene, stress management...) and their effects
on body systems (e.g., contribute to or prevent
coronary heart disease, diabetes, hypertension,
cancer, osteoporosis, obesity, depression...).
74Stress Management
- K.3.8.B.4 Demonstrate the ability to access
valid health information and health-promoting
products and services available in the community
(e.g., doctors, public health nurses, health
agencies and associations related to cancer,
heart disease, kidney disease, sexuality
education, alcoholism youth advocates,
helplines, school/community counselling programs,
friendship centres, ombudsperson, the
Internet...).
- Performance Task
- Peer
- Scoring Rubric
- As given for the Resource Interview
75Stress Management
- Journal
- Self
- Anecdotal notes
- Suggested questions
- K.4.8.C.4a List healthy strategies (e.g.,
seeking support from others and community
resources, positive self-talk, physical
exercise...) and unhealthy strategies (e.g.,
smoking, alcohol misuse, isolation, fighting...)
for dealing with stress and/or anxiety.
76Stress Management
- Journal
- Self
- Anecdotal notes
- Suggested questions and BLM 8-7)
- Observation
- Teacher
- Scoring Rubric
- S.4.8.A.5 Apply stress-management strategies
(e.g., progressive relaxation, deep breathing,
guided imagery, focusing, positive thinking,
self-talk, talking with others, humour...) in
case scenarios related to stressful situations
(e.g., coping with anger, sadness, defeat, loss,
changes associated with puberty, illness,
environmental destruction...).
77Active Learning Strategies
- Eniqma - page 7-14
- Consequence Circle/Carousel Brainstorming - page
7-126