Orientation Session for the Grades 5-8 Physical Education/Health 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) • Thestudent 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 willdemonstrate 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 willdemonstrate 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

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 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)

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/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

35. MA LA PE/HE SC SS 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/District 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.2Perform 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. What’s the difference? Then and Now Chart

46. 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 Then and Now

47. 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 Continued

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