Welcome to the Physical Education/Health Education Framework Orientation Session

1. Welcome to the Physical Education/Health Education Framework Orientation Session Jan Pickell Heather Willoughby Physical Education/Health Education Consultants Manitoba Education and Youth

2. Agenda 9:00 to 10:30 Framework Orientation 10:30 -10:45 Break 10:45-11:50 Outcome Analysis 11:50-1:00 Lunch 1:00-2:00 Planning Process 2:00-2:30 Planning for Implementation 2:30-2:45 Break 2:45-3:15 Continue Planning 3:15- 3:30 Wrap up

3. 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

4. Current Implementation Plan

5. Five Interrelated General Learning Outcomes (GLO’s) http://www.edu.gov.mb.ca/ks4/cur/physhlth

6. New Address http://www.edu.gov.mb.ca/ks4

7. 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)

8. Five Major Health Risk Areas for Children and Youth

9. Inadequate Physical Activity

10. 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.)

11. 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%

12. Unhealthy Dietary Behaviours

13. 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).

14. Snack Serving Sizes Comparisons

15. Drug Use Including Alcohol and Tobacco

16. 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)

17. 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).

18. Sexual Behaviours That Result in STD’s and STI’s and Unintended Pregnancies

19. 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)

20. 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)

21. 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

22. 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

23. Behaviours That Result in Intentional and Unintentional Injuries

24. 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 Anti-Impaired Driving Kit 2002)

25. 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

26. Key Characteristics

27. 1. Combined Approach PE PE/HE HE

29. 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

30. MA LA PE/HE SC SS 3. Integrated Approach • Health components are integrated in other subject areas (See Appendix B: Curricular Connections)

31. 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

32. 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…)

33. 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

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

35. 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)

36. 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

37. 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

38. Students With Special Needs and Medical Problems

39. Students with Special Needs (chart p.14) • Modifications • Adaptations • Accommodations (new policy related to adjustment of physical skill-based outcomes)

40. 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…)

41. 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.

42. 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?

43. 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 % promotes integration shared delivery Then and Now

44. 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 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

45. 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)

46. 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

47. 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

48. 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…)

50. A Guide to Reading the Outcomes (p.19)