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

3. Current Situation

4. K-12 PE 1981

5. 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

6. K-9 HE 1988

7. Health Units Compulsory Units –Physical Well being –Social-emotional Well being –Nutrition –Dental Health –Safety –Community Health Optional Units –Drug Education –Family Life

8. Future Situation Framework Overview

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

10. 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

11. 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.

12. 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.

13. 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

14. 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.

15. 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.

16. 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.

17. 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

18. 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.

19. 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.

20. 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.

21. to learn how to make healthy decisions related to: –health and hygiene –active living –nutrition –drug use and other substances –sexual reproductive health.

22. 1. Movement 2. Fitness Management 3. Safety 4. Personal and Social Management Healthy Lifestyles Practices

27. A Guide to Reading the Outcomes

28. Find the Strand and Substrand Using Summary Charts

29. 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

30. Current Implementation Plan

31. Key Differences Refer to the Then and Now Chart

32. 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)

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

34. Combined Approach PE PE/HEHE

35. 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

36. Integrated Approach Health components are integrated in other subject areas (See Curricular Connections Chart last page of Framework Excerpts or handout) PE/HE MALA SC SS

37. 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)

38. 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

39. 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

40. 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)

41. Potential Decision Areas For School/Division/District Planning

42. 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.

43. 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?

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

45. 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.

46. What’s the difference? Then and Now Chart

47. 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

48. 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

49. Vision Physically Active and Healthy Lifestyles for All Students

50. 5-8 PE/HE: A Foundation for Implementation Overview Http://www.edu.mb.ca/ks4/cur/physhlth

52. Walk-Through

53. A Guide to Reading the Outcomes

54. Find the Page

55. 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

56. S.5.8.A.3b S - Skills 5 - GLO 5 - Healthy Lifestyle Practices 8- Grade A - Strand - Application of Decision- Making/Problem-Solving Skills 3- Sub-strand - Healthy Food Choices b- Sub-theme - Action Page 8-150

57. Document Search

58. 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

59. Outcome Analysis Identify –PE related outcomes –HE related outcomes –Both PE and HE outcomes –Potentially sensitive outcomes

60. Clustering Activity Design a Routine BLM 5-2

61. Planning Approach Start with the: –Outcome(s) in Mind –Cluster and Connect

62. 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...).

63. 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)

64. 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)

65. 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.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)

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.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)

67. 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)

68. 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)

69. 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)

70. 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)

71. 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)

72. 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...).

73. 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...).

74. 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...).

75. Stress Management Performance Task –Peer –Scoring Rubric –As given for the Resource Interview 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...).

76. 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.

77. 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...).

78. Active Learning Strategies Eniqma - page 7-14 Consequence Circle/Carousel Brainstorming - page 7-126