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Orientation Session for the Grades 58 Physical EducationHealth Education Implementation Document

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Title: Orientation Session for the Grades 58 Physical EducationHealth Education Implementation Document


1
Orientation Session for the Grades 5-8 Physical
Education/Health Education Implementation
Document
  • Heather Willoughby
  • Physical Education/Health Education Consultant
  • Manitoba Education and Youth

2
Current Situation
3
K-12 PE 1981
4
6 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

5
K-9 HE 1988
6
Health Units
  • Compulsory Units
  • Physical Well being
  • Social-emotional Well being
  • Nutrition
  • Dental Health
  • Safety
  • Community Health
  • Optional Units
  • Drug Education
  • Family Life

7
Future Situation
  • Framework Overview

8
K-S4 Framework 2000
  • Framework Excerpts (back of 5-8 Implementation
    document, just before the bibliography)

9
Five 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

10
GLO 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.

12
Physical 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

13
GLO 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.

15
GLO 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

17
GLO 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.

19
GLO 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.

21
2. Fitness Management
1. Movement
3. Safety
Healthy Lifestyles Practices
4. Personal and Social Management
22
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23
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24
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25
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26
A Guide to Reading the Outcomes
27
Find the Strand and Substrand
  • Using Summary Charts

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

29
Current Implementation Plan
30
Key Differences
  • Refer to the
  • Then and Now Chart

31
Outcomes 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)

32
Active and Interactive Approach
  • Emphasizes a skill-based approach using a high
    level of physically active and interactive
    learning experiences

33
Combined Approach
PE
PE/HE
HE
34
Recommended 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

35
Integrated Approach
  • Health components are integrated in other subject
    areas (See Curricular Connections Chart last page
    of Framework Excerpts or handout)

36
Locally-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)

37
Examples 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

38
Local 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

39
Compulsory 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)

40
Potential Decision Areas For School/Division/Distr
ict Planning
41
Safety 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.

42
Safety 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?

43
Programming for Students with Special Needs
  • Modifications
  • Adaptations
  • Accommodations (new policy related to adjustment
    of physical skill-based outcomes)

44
Accommodation 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.

45
Whats the difference?
  • Then and Now Chart

46
Then 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

47
Continued
  • 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

48
Vision
  • Physically Active and Healthy Lifestyles for All
    Students

49
5-8 PE/HE A Foundation for Implementation
Overview
  • Http//www.edu.mb.ca/ks4/cur/physhlth

50
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51
Walk-Through
52
A Guide to Reading the Outcomes
53
Find the Page
54
K.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

55
S.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

56
Document Search
57
Characteristics 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

58
Outcome Analysis
  • Identify
  • PE related outcomes
  • HE related outcomes
  • Both PE and HE outcomes
  • Potentially sensitive outcomes

59
Clustering Activity
  • Design a Routine BLM 5-2

60
Planning Approach
  • Start with the
  • Outcome(s) in Mind
  • Cluster and Connect

61
Design 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)

71
Stress 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...).

72
Stress 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...).

73
Stress 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...).

74
Stress 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

75
Stress 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.

76
Stress 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...).

77
Active Learning Strategies
  • Eniqma - page 7-14
  • Consequence Circle/Carousel Brainstorming - page
    7-126
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