Transcript No Slide Title

Orientation Session for the
Grades 5-8
Physical Education/Health Education
Implementation Document
Heather Willoughby
Physical Education/Health Education Consultant
Manitoba Education and Youth
Current Situation
K-12 PE 1981
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
K-9 HE 1988
Health Units
• Compulsory Units
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–
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–
–
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Physical Well being
Social-emotional Well being
Nutrition
Dental Health
Safety
Community Health
• Optional Units
– Drug Education
– Family Life
Future Situation
Framework Overview
K-S4 Framework 2000
• Framework Excerpts (back of 5-8 Implementation
document, just before the bibliography)
Five Major Health Issues
for Children and Youth
(Framework Excerpts-5)
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•
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•
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
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.
• 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.
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
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.
• 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.
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.
• 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:
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–
exercise
equipment and facilities, playgrounds
fire
weather
road & traffic, bicycle
water
internet
violence
shaken baby syndrome
community laws
sexual exploitation
GLO 4-Personal and Social
Management (Overview-12)
• The student will
demonstrate the
ability to develop selfunderstanding, to
make health-enhancing
decisions, to work
cooperatively and
fairly with others, and
to build positive
relationships with
others.
• to learn how to:
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–
plan and set goals
solve problems
make healthy decisions
get along with others
resolve conflicts peacefully
show ways to manage their stress
and emotions.
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.
• to learn how to make healthy
decisions related to:
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–
health and hygiene
active living
nutrition
drug use and other substances
sexual reproductive health.
1. Movement
2. Fitness Management
3. Safety
4. Personal and Social
Management
Healthy Lifestyles
Practices
A Guide to Reading the Outcomes
Refers to Knowledge
GLO #
Grade
Strand
SLO in substrand
K. 3. 6. B.4. a
Additional SLO per
sub-strand
S . 5 . S1 . A . 1
SLO in substrand
Strand
Grade Senior one
GLO #
Refers to Skills
Find the Strand and
Substrand
Using Summary Charts
• 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
Current Implementation Plan
Implementation of K-S2 Physical Education/Health Education
2000-01
2001-02
2002-03*
2003-04**
2004-05
2005-06
K-4
K-4
K-4
Implementation
Voluntary implementation
System-wide implementation
planning year
for schools
5-8
5-8
5-8
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
S1-S2
S1-S2
S1-S2
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
* Distribution of K-8 Annotated Bibliography targeted for Nov. 2002
** Distribution of S1-S2 Annotated Bibliography targeted for Nov. 2003
Key Differences
Refer to the
Then and Now Chart
Outcomes Approach
• Moved from teacher objectives to student
learning outcomes
• Knowledge and skills SLO’s 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)
Active and Interactive Approach
• Emphasizes a skill-based approach
using a high level of physically
active and interactive learning
experiences
Combined Approach
PE
PE/HE
HE
Recommended Minimum Time Allotments
• Grades K-6: 11% of the instructional time
– 11% x 300 min/day x 6 day/cycle=198
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.
– 75%PE = 134min/6 day cycle
– 25%HE= 44 min/6 day cycle
• Additional health time through integration in
various subject areas
Integrated Approach
MA
LA
PE/HE
SC
SS
• Health components
are integrated in
other subject
areas (See Curricular
Connections Chart last
page of Framework
Excerpts or handout)
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)
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
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
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)
Potential Decision Areas For
School/Division/District Planning
A
B
C
D
E
Potentially
Sensitive
Content
Breadth/
Depth
Treatment
of Content
Parental
Options
Scheduling
of
Instruction
Parental
Communication
Personal
Safety
Substance
Use and
Abuse
Prevention
Human
Sexuality
more/at/
less/none
alternative
within/
integrated/
separate/
delivery
combination
letters/
meetings/
permission
forms/
websites/
brochures/
newsletters
schoolbased/
F
G
Teacher
Staff
Training Assignments
Requirements
number
of days/
type of
training
staff/parents
/peers/
community/
others
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.
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?
Programming for
Students with Special Needs
• Modifications
• Adaptations
• Accommodations
(new policy related
to adjustment of
physical skillbased outcomes)
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.
What’s the difference?
Then and Now Chart
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
Continued
• optional units with
• compulsory outcomes
parent “opt-out” option
with local decisionmaking authority and
parental option
• Department provided a • teacher training is a
Family Life curriculum
local responsibility
and teacher training
• “prudent parent”
• “professional” standard
standard of care
of care
• Department-developed • a Call for learning
learning resources
resources
Vision
Physically Active and
Healthy Lifestyles for All
Students
5-8 PE/HE:
A Foundation for Implementation
Overview
Http://www.edu.mb.ca/ks4/cur/physhlth
Walk-Through
A Guide to Reading the Outcomes
Refers to Knowledge
GLO #
Grade
Strand
SLO in substrand
K. 3. 6. B.4. a
Additional SLO per
sub-strand
S . 5 . S1 . A . 1
SLO in substrand
Strand
Grade Senior one
GLO #
Refers to Skills
Find the Page
K.2.7.C.4
•
•
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•
•
•
K - Knowledge
2 - GLO 2 - Fitness Management
7- Grade
C - Strand - Fitness Development
4 - Sub-strand - Motivational Factors
Page 7-56
S.5.8.A.3b
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•
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S - Skills
5 - GLO 5 - Healthy Lifestyle Practices
8- Grade
A - Strand - Application of DecisionMaking/Problem-Solving Skills
• 3- Sub-strand - Healthy Food Choices
• b- Sub-theme - Action
• Page 8-150
Document Search
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
Outcome Analysis
• Identify
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PE related outcomes
HE related outcomes
Both PE and HE outcomes
Potentially sensitive outcomes
Clustering Activity
Design a Routine BLM 5-2
Planning Approach
• Start with the:
– Outcome(s) in Mind
– Cluster and Connect
Design a Routine
• K.1.5.B.3a Design
movement sequences
that show contrast in
levels, planes,
pathways, and
directions (e.g.,
gymnastic floor
exercise routine...).
• Performance Task
• Teacher/Peer
• Checklist (BLM 5-2)
• Criteria:
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a beginning pose
2 changes of level
2 changes in direction
2 changes in pathways
an ending pose
• 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)
• Performance Task
• Peer: Scoring
Rubric
• Criteria
– reinforce the criteria
identified for each of
the basic transport
skills (See K-4 BLM G5)
• 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)
•
•
•
•
•
Observation
Teacher
Checklist
Criteria:
use teacher/
studentdeveloped
criteria for
throwing and
catching skills
• 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
•  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. (536)
• Performance Task
• Teacher
• Scoring Rubric (BLM G3)
• 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)
• 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
• 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)
•
•
•
•
Observation
Peer
Scoring Rubric
Criteria: always (3),
sometimes (2), and
rarely(1)
– plays safely when helping
others
• 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)
• Performance Task
• Teacher
• Scoring Rubric
Criteria: consistently
(4), frequently (3),
sometimes (2), and
rarely(1)
– follows safety routines
and rules in given
situations
• 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)
• Performance Task
• Group
• Checklist
• Observers record
behaviours as the group is
working. Groups exchange
lists and identify the
positive behaviours
• 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 nonaggressive behaviour, resist
negative influences...) for
getting along with others in
making group decisions while
participating in class
activities.(5-122)
• Observation
– Self
– Checklist
– Each student fills out selfassessment form as given
on page 5-123.
Stress Management
• K.4.8.C.2 Explain how
stress may have
positive or negative
consequences (e.g., fight
or flight, productivity,
illness...).
• Journal/Learning
Log
– Teacher
– Anecdotal notes
– Suggested
questions
Stress Management
• 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...).
• Performance Task
– Group Assessment
– Rating Scale
– As outlined for the
project
Stress Management
• 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...).
• Performance Task
– Group
– Rating Scale
– As outlined for the
project
Stress Management
• K.3.8.B.4 Demonstrate the
ability to access valid health
information and healthpromoting 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
Stress Management
• 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.
• Journal
– Self
– Anecdotal notes
– Suggested
questions
Stress Management
• S.4.8.A.5 Apply stressmanagement 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...).
• Journal
– Self
– Anecdotal notes
– Suggested
questions and BLM
8-7)
• Observation
– Teacher
– Scoring Rubric
Active Learning Strategies
• Eniqma - page 7-14
• Consequence Circle/Carousel
Brainstorming - page 7-126