As per module,
Big Ideas: Consider new ways of thinking about teaching Health and Physical Education as we reflect on our lived experiences, classroom observations and physical, mental, emotional and social well-being.
Introduction to Learning Communities and use of breakout rooms (Carolyn and Mike) Take a moment to introduce yourselves within your learning community. Using the google jamboard, complete the following ice breaker activity called “Everys and Onlys”:
- Discuss 5 things everyone in your learning community has in common with respect to physical activity and well-being.
- Find 3 things that are unique to only a few individuals (e.g., experience, interest, passion, hobby).
- Find the frame in the jamboard that corresponds to your build-out break-out room within your learning community (A-Q).
- Record your responses using post-it notes.
Course Overview – Review synchronous and asynchronous modules format, the course expectations, layout on Quercus and course evaluation/assignments.
10:40-11:00am - Course Overview Int Basic & Senior Basic
11:10-11:30am - Course Overview Part II & Specialists
11:40am - 12:00pm - Q&A (optional)
Online Task 1.1 (Discussion-Based) - Who’s in the Room?
a) In your learning community, briefly share with colleagues recent teaching experience, why you are taking the course this summer
and what you hope to get out of it.
b) Respond briefly to a minimum of two colleagues in your own learning community, perhaps making a connection to your experiences, contexts in which you are teaching and/or interests related to HPE.
Post location: Your Learning Community (access via Modules section in Quercus)
Your Post Due: Friday, July 8th @ 9am
Your Responses Due: Friday, July 8th by end of the day
Online Task 1.2 (Online Upload): A Walk Towards Quality HPE – Examining the Fundamental Principles for High-Quality Health and Physical Education Programs
Read the following article from the Ontario Physical and Health Education Association (OPHEA): Shifting Narrative in Health & Physical Education Towards Action
Read the blog written by Temertzoglou, C. (2016) https://www.gophersport.com/blog/fundamental-principles-for-high-quality-health-physical-education-programs/
Using the SWOT Strategy template (see Quercus - Modules - Online Task 1.2 - SWOT Activity), complete the following:
1) Reflect on your teaching experiences or observations in HPE settings and draw an explicit connection to one of the five principles for a high quality HPE program as summarized in the front matter pages 9-10 of either document;
Elementary HPE curriculum document or Secondary HPE curriculum document
2) Using a SWOT strategy, reflect on your experiences/observations, share the following: a strength (to build on, maintain), weakness (to remedy or fix), opportunity (to prioritize or optimize) and a threat (to defend, counter). Refer to the questions related to the principles on pages 57-58 of either document to guide your thinking.
Upload location: Quercus - Modules - Online Task 1.2 - SWOT Activity
Due: Friday, July 8th @ 9am
Online Task 1.3 (Reflect/Share Post): Understanding Physical Literacy and making connections to self and students.
Choose one of the following two articles to read:
Then watch the first 5:05 mins of the video Connecting Physical Literacy and Physical Education below from PHE Canada and think about what the notion of “physical literacy” means to you.
In the Online Task 1.3 - Reflect/Share discussion board (Quercus), post an image that represents a significant moment in your physical literacy journey and describe how this significant moment informs your teaching in HPE. You are not required to reply to another post.
Post location: Quercus - Modules - Online Task 1.3 - Reflect/Share - OISEAQHPEMATTERS
Due: Fri. July 8th @ 9am
Resources:
https://blog.gophersport.com/fundamental-principles-for-high-quality-health-physical-education-programs/
As per discussion,
"Online Module Task 1.2
Summary of #Ophea100 Learning Series: Shifting the Narrative in Health and Physical Education towards Action, OPHEA Healthy Schools and Healthy Communities.net (2021)
This presentation piece provided excellent questions for a beginning and seasoned teacher of an HPE program. The set of questions draw attention on the needs for the 21st century learner as well as the needs to get away from "how" it was taught and look at "How it should be taught".
Summary of Temertzoglou C. Fundamental Principles for High-Quality Health & Physical Education Programs (2016)
'Let’s take a look at the 5 Principles and think about how they can guide your implementation of your HPE program this school year…
Health and physical education programs are most effective when they are delivered in healthy schools and when students’ learning is supported by school staff, families, and communities.
Initiatives such as “Who got Caught” certainly can lend to building a healthy school and allow opportunities for students, staff and the community to connect. Adults in the school act as positive role models for healthy active living.
The Healthy Active Living: Keep Fit, Stay Healthy, Have Fun (Grades 9/10) resource by Thompson Educational Publishing, allows teachers to connect with families on a regular basis about their son or daughter’s progress in Health and Physical Education. Outcomes of HPE affect people throughout their lives from womb to bloom and so this resource can help bring back the important conversations about healthy active living on a daily basis between school and home.
This resource uses a “flipped classroom” model where content is read prior to class and then knowledge is applied in the context of a HPE classroom or gymnasium.
Physical activity is the key vehicle for student learning.
We know that there is a positive correlation between physical activity and student learning. Active kids are more fit to learn; they are more attentive and focused and show increased positive mood and behaviour. So think about your HPE class…
Are you maximizing participation of all of your students?
Is joy of movement emphasized to ensure students become and stay active throughout their lives?
Do you expose your students to a wide variety of physical activities and movement forms in multiple environments to develop physical literacy?
Are all students given the opportunity to develop their physical fitness through moderate to vigorous exercise?
Are differentiated opportunities provided to allow students to practice to increase their skill through physical exploration?
Physical and emotional safety is a precondition for effective learning in health and physical education.
Students may not always remember all that you taught them but they will remember how much you care. Creating a safe respectful learning environment can provide a sense of belonging for students, increase student confidence in their own ability and increase student engagement and outcomes.
Reflect on how you ensure a positive learning space that is safe, inclusive and supportive for all your students. Check out a previous blog of mine how to make your PE class more engaging and inclusive.
In addition here are some questions you can ask yourself:
Do you ensure that all students can “start where they are” meaning activities are modified or adapted as needed to ensure all students have a entry level to participate?
Do you ensure that exercise is presented always as a positive healthy experience and not as punishment?
Are the activities chosen and health related topics that are introduced reflective of your students’ diverse backgrounds so that there is personal relevance?
Are explicit steps taken to support students to develop healthy relationships and ensure that bullying and harassment are prevented in all learning spaces?
Learning in health and physical education is student-centred and skill-based.
This principle reminds me of one of my mentors and great leaders of Health and Physical Education, the late Dr. Andy Anderson, an international scholar, researcher and teacher of Health and Physical Education at OISE. Andy’s educational philosophy was “every child is a champion” meaning, we as HPE teachers need to meet the diverse needs and abilities of all our students and ensure that they all experience success. Modified, small-group activities can allow for maximum participation and opportunities for skill improvement. Student choice and challenge of activities keeps the focus student-centred and maximizes student learning and improvement.
I like to use the idea of “choose your challenge” whereby students can adapt the level of challenge of activities with different types of equipment used, complexity of movement form, group sizes as examples. Finally, remember to share learning goals at the beginning of every class and co-construct success criteria of learning with your students to encourage student engagement and self-assessment.
Learning in health and physical education is balanced, integrated, and connected to real life.
Think about ways in which you can integrate learning in health education and learning in physical education so it is reflected in both home and community environments. Students can apply their knowledge in various settings in the community; for example, a family wellness night whereby the community is invited to share in the learning of the students with respect to healthy active living. Perhaps a pedometer challenge following Terry Fox’s Marathon of Hope can enable students to make cross-curricular connections between health and physical related learning with curriculum initiatives such as literacy, numeracy and environmental education.
A final thought…
I will leave you with a healthy school initiative that an elementary principal once shared called: 3 UP 2 DOWN
This initiative resonates with the fundamental principles of a high quality HPE program. At the beginning of the school year the staff decided on this shared initiative to build a healthier school environment for their students to learn and thrive.
What 3 things would you want to increase in your school to improve student learning? What 2 things would you like to decrease that may impede student learning?
The staff at this elementary school decided on and acted as role models for the following:
3 UP = Increased opportunities for physical activity, increased opportunities that all students start their day with a healthy breakfast via a school breakfast program, and increased awareness of the importance of sleep
2 DOWN = Decrease sugar intake and decrease screen time'
My thoughts; loved the ideas and positive reinforcement being emphasized on a school community level rather than a classroom to classroom basis. I think it is also worth mentioning that there is a distinct need (especially with the COVID-19 issues and experiences that students have had) to offer activities like “Speak-Outs”, especially in regards to the application of sports and athletics in the midst of the changes in day-to-day life. Physical literacy is important-but so is mental health awareness and personal management."
Summary of pages 1-10 of The Ontario Curriculum Grades 9-12 Health and Physical Education (2015)
"Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students’ health and well-being contribute to their ability to learn in all disciplines, including health and physical education, and that learning in turn contributes to their overall well-being. The health and physical education curriculum engages students in learning about the factors that contribute to health and well-being and in building skills to live healthy, active lives." (pg. 3)
My thoughts; actually from to about page 6 I don't know why I hadn't noticed the mention of "Stepping Stones" before, this document noted as stepping stones basically lays the ground work to the preface of the 2015 HPE Ontario curriculum document. This is important because it really singles out the practice that a lot of teachers take which is that in regards to their approach to the application of "Physical literacy", many teachers may say they are sympathetic to the needs and abilities of their students, trying to give all students an equal opportunity to succeed, however, there is that idea that the way the students are given that opportunity to succeed may not actually reflect fairness as it is still more based on a physicality that the student may lack from a most fundamental level. This is a crude example, but the preface basically creates a tone that HPE is for everyone not just the athletes nor does it need to be highly academic, but it needs to offer something for everyone.
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