Transcript Unit Planning

Welcome to the
Physical Education/Health Education
Framework Orientation Session
Jan Pickell
Heather Willoughby
Physical Education/Health Education Consultants
Manitoba Education and Youth
Agenda
9:00 to 10:30
10:30 -10:45
10:45-11:50
11:50-1:00
1:00-2:00
2:00-2:30
2:30-2:45
2:45-3:15
3:15- 3:30
Framework Orientation
Break
Outcome Analysis
Lunch
Planning Process
Planning for Implementation
Break
Continue Planning
Wrap up
Session Outcomes
Participants will be able to:
outline key characteristics of the
Framework, implementation phases and
timelines
identify the implications of the
Framework in more detail for Senior
Years programming
begin planning for implementation of
PE/HE Framework in own school/
division/district
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
* K-8 Annotated Bibliography is online at www.edu.gov.mb.ca/ks4/learnres/bibliographies.html
** Release of S1-S2 Annotated Bibliography targeted for Nov. 2003
Five Interrelated General
Learning Outcomes (GLO’s)
http://www.edu.gov.mb.ca/ks4/cur/physhlth
Framework Orientation 2002
New Address
http://www.edu.gov.mb.ca/ks4
Research-based
movement skills
social behaviour skills
developmentally and age appropriate
learner-centred
inclusive
enjoyable
promote partnership building among
schools, families, and communities
(See 13 Guiding Principles p. 6 for other examples)
Framework Orientation 2002
Five Major
Health Risk Areas
for Children and Youth
Inadequate Physical Activity
Framework Orientation 2002
 63% of children and youth are insufficiently active for
optimal growth and development (Statistics Canada, 1996)
 The health of Canada’s children and youth is at risk due to
unacceptably high levels of physical inactivity and rising
rates of obesity.The rate of obesity in children has risen
50% in the past 15 years.An obese teenager has a 75%
chance of remaining obese for life. (The Physical Inactivity
Epidemic and Reducing Physical Inactivity in Canada,
Ottawa, 2001.)
Framework Orientation 2002
Health Canada
Summer Active Guide 2002
3 out of 5 Canadian children and youth ,
5-17 years old, are not active enough
for optimal growth and development
Activity levels decrease with age


among 5-12 year olds is 49%
among 13-17 year olds is 36%
Framework Orientation 2002
Unhealthy Dietary Behaviours
Framework Orientation 2002
 Two main aspects of poor nutrition and poor eating
habits are: meal skipping and junk food.
 Over 90% of items in school vending machines are
soft drinks. (Manitoba Council on Child Nutrition and Health--School Based Survey, 2001)
 Less than 12% of 15 - 18 year olds meet the
dietary recommendations for fruit, while less than
12% of the girls, 15 - 18 year olds meet the milk
recommendations. (Dept. of Agriculture’s Food Intake
Survey, 1996).
Framework Orientation 2002
Snack Serving Sizes
Comparisons
Food Item
1960
2001
Medium
Popcorn
A Bag of
Potato Chips
Medium Soft
Drink
Burger
3 cups
16 cups
28 grams
95 grams
8 oz
32 oz
1.5 oz of meat
6 oz of meat
Framework Orientation 2002
Drug Use Including
Alcohol and Tobacco
Framework Orientation 2002
In Manitoba, high school student
survey, 60% of all students identified
“alcohol and drug use” as the biggest
problem students face at school (1997
Student Survey Report, Addictions Foundation of
Manitoba)
43% adolescents males and 42%
females reported being“really drunk”
on 2 or more occasions (Health Canada,
1999)
Framework Orientation 2002
24% of youth aged 15-19 smoke
Generally, males smoke more than
females but females are higher at
ages 15-17 (26% vs. 20%) ( Health Canada
1994).
1 in 5 youth use doping substances to
improve their performance in sports
(R.C.M.P. 1998).
Framework Orientation 2002
Sexual Behaviours That Result
in STD’s and STI’s and
Unintended Pregnancies
Framework Orientation 2002
Manitoba has one of the highest teen
pregnancy rates in Canada (Manitoba Health, 2000)
7 children and teens get pregnant every
day in Manitoba (Manitoba Health, 2000)
Good sexuality education programs help to
delay first intercourse and protect sexually
active youth from HIV, STDs, and
pregnancy (CYS Steering Committee on Adolescent Pregnancy,
1996)
Framework Orientation 2002
First Sex for Kicks, not Love!
37% of young people lose virginity out of
curiosity
54% of girls and boys admitted to losing
their virginity by the time they were 17
pregnancy rate for teens aged 15-19 is 36
per 1000 in Manitoba, compared to 18 per
1000 nationally (Winnipeg Free Press, Nov. 2, 2002)
Framework Orientation 2002
Teen Pregnancy Prevention
Campaign
Teen Pregnancy Prevention Media
Campaign will be launched Dec. 16, 2002
- funded by Healthy Child Manitoba-managed by Klinic, MAST, and Sexuality
Education Resource Centre
Project began in 1998 and the Media
campaign to be aired for 6 weeks
Framework Orientation 2002
There is a dire lack of education
regarding adolescent sexuality issues
Primary factors contributing to teen
pregnancy include lack of communication
and practical skills
Messages should be targeted to youth
by age twelve
Framework Orientation 2002
Behaviours That Result in Intentional
and Unintentional Injuries
Framework Orientation 2002
Unintentional injuries are the leading cause
of death among children and youth (SmartRisk
Foundation, 1998)
In 1998, the 16-24 year old age group
accounted for 14.6% of licensed drivers
and 28.3% of all drivers convicted of an
alcohol offence (DDVL Traffic Collision Statistics Report
1999 cited in the resource - Wrecked-Senior High School AntiImpaired Driving Kit 2002)
Framework Orientation 2002
Inadequate physical activity
Unhealthy dietary habits
Drug use including alcohol and tobacco
Sexual behaviors that result in sexually
transmitted diseases/infections and
unintended pregnancies
Behaviors that result in intentional and
unintentional injuries
Framework Orientation 2002
Key Characteristics
1. Combined Approach
PE
Framework Orientation 2002
PE/HE
HE
2. Outcomes Approach
5 GLO’s
SLO’s for knowledge and skills
Attitude indicators for each GLO
All outcomes are compulsory
Treatment of potentially sensitive
content (I.e. personal safety, substance use
and abuse prevention, human sexuality) is
determined locally
Framework Orientation 2002
3. Integrated Approach
MA
LA
PE/HE
SC
Framework Orientation 2002
SS
Health components
are integrated in
other subject areas
(See Appendix B:
Curricular
Connections)
Curricular Connections
Math - reading and interpreting graphs--fitness charts, health stats
Science - laws of force/motion connect
with mechanical principles of movement
Social Studies - Traditions and Heritage
connects with multicultural games and
physical activities
Arts (dance) - learning rhythms/moving to
music
Framework Orientation 2002
Example of a Language Arts
Outcome Connection
ELA - 5.1.2 (Encourage Support and
Work with Others)

demonstrate effective group interactive skills and
strategies
PE/HE - K.4.S1.B.2a (Personal and Social
Management)

Identify communication skills and strategies that
promote team/group dynamics (e.g., listen actively,
encourage others, be assertive in acceptable ways,
show self-control, stay with the group, until completion
of the task, develop group consensus…)
Framework Orientation 2002
Example of a Science Outcome
Connection - Senior 1
SC- S1-1-09 (Cluster 1 - Reproduction)
 Describe the structure and function of
the male and female human reproductive
systems.
PE/HE - K.5.S1.E.1a (Healthy Lifestyle
Practices)
 Review the anatomy and physiology of the
reproductive system of human beings
Framework Orientation 2002
4. Active and Interactive Approach
Emphasizes a skill-based approach
using a high level of physically active
and interactive learning experiences
Framework Orientation 2002
5. 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)
Framework Orientation 2002
6. Treatment of Potentially
Sensitive Outcomes Determined by
a Local Planning Process
School Division/District Planning Process
must be used to determine local policy
related to potentially sensitive content
Schools must seek parental involvement and
provide a parental option prior to
implementation
Potentially sensitive content appears in
GLO 3 and 5
Framework Orientation 2002
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
 S1-S2: 2 credits with 50% PE/50% HE reported as
one full credit or 2 half credits
 Additional health time through integration in various
subject areas
 Additional time through optional Senior 3 and 4 courses
Framework Orientation 2002
Students With
Special Needs and
Medical Problems
Students with Special
Needs (chart p.14)
Modifications
Adaptations
Accommodations (new policy
related to adjustment of physical
skill-based outcomes)
Framework Orientation 2002
Accommodation
Example
 S.1.S1.A.1. Select and refine
transport skills, applying mechanical
principles (i.e., force, motion,
balance) related to activity-specific
physical activity skills
 Select and refine transport skills,
applying mechanical principles (i.e.,
force, motion, balance) related to
activity-specific physical activity
skills (e.g., moving into a ready
position to catch the ball in
volleyball, striking a beachball or
balloon…)
Framework Orientation 2002
Safety and Liability
 Safety and liability is the responsibility of
school divisions/districts and their employees.
 Teachers are expected to:




be knowledgeable
anticipate hazards
minimize risks
demonstrate expertise in physical activity
management
 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.
Framework Orientation 2002
Safety and Liability
Criteria (p.15)
 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?
Framework Orientation 2002
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
Framework Orientation 2002
 student learning
outcomes
 health-oriented
curriculum model
 “active“ health
 combined subjects and
time
 recommended time in %
 promotes integration
 shared delivery
Continued
 optional units with
parent “opt-out” option
 Dept. provided a family
life curriculum and
teacher training
 “prudent parent”
standard of care
 department-developed
learning resources
Framework Orientation 2002
 compulsory outcomes
with local decisionmaking authority and
parental option
 teacher training is a
local responsibility
 “professional” standard
of care
 a Call for learning
resources
Framework Walk-Through
The Overview section starts and ends on
what pages?
Page 3-21
What is on page 19?
A Guide to Reading the Outcomes
How is the document divided up? Hint…look
for the blue dividing pages
By General Learning Outcomes (GLO’s)
Framework Orientation 2002
What is the title of the chart on p. 27?
Basic Movement Skills Developmental
Process
What is the title of the Chart on page 28?
Summary Chart for Movement
What is the title for the Chart on page 115?
Scope and Sequence Chart for Personal and
Social Management
Framework Orientation 2002
Name the strand that the “Other
Considerations” on page 150 is addressing?
Human Sexuality
What chart is on page 202?
Some Suggested Curricular Connections
with Other Subject Areas
Framework Orientation 2002
Which Appendix describes a A School
Division/District Planning Process?
Appendix C
Find the definition of Alternative Pursuits
in the Glossary.
Physical activities that occur in the
environment outside the
classroom/gymnasium (e.g., playing fields,
park trails, lakes , community indoor
facilities…)
Framework Orientation 2002
Framework Orientation 2002
A Guide to Reading the
Outcomes (p.19)
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
K.1.S2.C.1
K - knowledge
1 - GLO 1 Movement
S2 - Grade
C - Strand titled Activity-Specific
Movement (top of the page)
1 - Sub strand titled Rules (left
column)
Page 40
Framework Orientation 2002
K.3.S2.B.3
K - knowledge
3 - GLO 3 Safety
S2 - Grade
B - Safety of Self and Others (top of
the page)
3 - Prevention and Care of Injuries
(left column)
Page 97
Framework Orientation 2002
S.5.S1.A.4
S - Skills
5 - GLO 5 Healthy Lifestyle Practices
S1 - Grade
A - Strand titled -Application of
Decision-Making/Problem Solving Skills
4 - Substance Use and Abuse
Page 189
Framework Orientation 2002
An Example of Clustering in PE
K.2.S1.C.1.a
Explain the structure of skeletal
muscle (i.e., belly, bundle, fiber,
myofibril) and fiber types (i.e., slowtwitch, fast-twitch) as they relate to
muscular development
Framework Orientation 2002
K.2.S1.C.1b
Identify types of strength exercises
(i.e., isometric, isotonic) and stretching
exercises (i.e., static, ballistic, passive)
for personal fitness development (i.e.,
strength, endurance, range of motion)
Framework Orientation 2002
K.2.S1.C.3
Design and implement effective
warm-up and cool-down routines for
specific team-related physical
activities (e.g., volleyball, soccer,
rugby...)
Framework Orientation 2002
S.2.S1.A.1a
Demonstrate a level of participation
that contributes to the goals of an
individualized fitness plan
Framework Orientation 2002
The Little Book of Lifestyle
Artistry----Dr. Martin Collis
Because we are a mind/body
continuum, we think better when we
are physically active.
Our children have been inoculated
against everything except inactivity.
Great thoughts begin in the muscles.
Framework Orientation 2002
Vision
Physically
Active and
Healthy
Lifestyles
for All
Students
Framework Orientation 2002