Grade One Personal-Social-Cultural Perspective

Foundational Objectives

Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons.

Students will:

1. Demonstrate increasingly responsible personal and social behaviour in physical activity settings
2. Demonstrate a deepening understanding and respect for differences among people in physical activity settings.
3. Gain a better understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives

It is expected that students will:

• identify and follow rules, routines and safety procedures in a variety of activities from all activity areas (PSVS)
• demonstrate etiquette and fair play (PSVS)
• demonstrate self-confidence while participating in physical activity (IL)
• identify and demonstrate positive behaviours that show respect for individuals' potential, interests and cultural backgrounds (PSVS)
• assume responsibility for various roles while participating in physical activity (PSVS)
• identify leadership skills used while participating in physical education (PSVS)
• identify and describe careers related to physical activity (IL)

Sample Learning Experiences

• With the students, establish rules, routines and safety procedures (e.g., start-and-stop signals, listening positions, entering and exiting play areas, change room routines, equipment distribution and collection). (IL, PSVS, C)
• Have a variety of guests speak on safety issues in their fields. (IL, PSVS, C)
• Assign monitors for equipment set-up, distribution, takedown and storage. (PSVS, IL)
• Discuss with students the importance of assessing their own abilities in a given situation to avoid unnecessary risks. (IL, PSVS)
• Have students perform routines for partners and for small and large groups and highlight positive aspects. Discuss how to be a good audience. (PSVS, CCT, C)
• Have students list ways to show respect for others and factors that contribute to the development of self-confidence and self-esteem. (PSVS)
• Discuss and demonstrate how everyone can be successful by adapting or modifying activities, thus respecting each student’s potential and interests. (PSVS, C)
• Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs) and associated careers and qualifications. (PSVS)
• Discuss how health relates to work life, qualifying for a job, and reducing illness and time away. (PSVS, IL)
• Have students discuss how teamwork and problem-solving skills gained from participating in physical activity are important life skills. (PSVS)
• Discuss the emotional and physical damage and risks associated with sports and fitness stereotypes. (e.g., Girls aren’t strong. Jocks aren’t smart.) (PSVS)

Sample Assessment Strategies

• For each new activity, have partners or a small group present a safety demonstration. As part of the demonstration, have students gather feedback to determine whether their classmates understand and recall key information. You may choose to assess the demonstration for features such as clear presentation and accurate, relevant and complete information. (C)
• Have students, in pairs or small groups, develop a plan for a safety audit of a playground or community activity (e.g., swimming pool, skating rink) and prepare a report. Their reports could include suggestions for improving the safety of participants. In assessing their reports, look for evidence that they:
  • recognized risks associated with the activity
  • identified important safety rules and procedures
  • made connections between the risks and rules identified and the behaviours observed
  • offered logical and practical suggestions for enhancing safety (C, CCT)
• To assist a student with self-assessment, provide prompts for learning logs or journals, such as:
  • Today in the gym I helped another student by…
  • Today in the gym I helped the teacher by…
  • Today in the gym I showed cooperation by…
  • Tomorrow in the gym my goal is to…(C, IL, PSVS)