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 self-confidence while participating in physical activity (IL) · identify and demonstrate etiquette and fair play (PSVS) · identify and demonstrate positive behaviours that show respect for individuals' potential, interests and cultural backgrounds (PSVS) · assume responsibility for assigned roles while participating in physical activity (PSVS) · identify 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)
· Have a variety of guests speak on safety issues in their fields.
· Discuss emergency procedures used during fire drills.
· Identify procedures for distributing and collecting equipment using monitors or group leaders.
· Have students participate in cooperative activities (e.g., using a parachute, creating movement sequences and simple games).
· Generate a list of fair-play rules by brainstorming words related to being a good sport (e.g., respectful, cooperative, honest, thoughtful).(PSVS, C)
· Have students provide positive feedback to their peers on their performance and behaviour during presentations. (C, PSVS)
· Have students perform routines for partners and for small and large groups, and highlight positive aspects. (PSVS, CCT, C)
· Have students list ways to show respect and appreciation for others and their work. (PSVS, C)
· Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs) and associated careers and qualifications. (IL)
· Discuss how health relates to work life, qualifying for a job and reducing illness and time away.
· 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
· With students, negotiate criteria for the following categories
· Collect evidence of the three categories during movement activities by observing, talking to and interacting with others, and record the results on a thinking paper. Record the results on a class chart, connecting the evidence with the criteria. For example, if students found evidence that showed including, record it beside the comment. It may sound like this: I heard Marie asking Sarbjeet if she wanted to be an equipment monitor with her. Ask students to identify the category and explain the reason for their choice. After students have completed the data collection, ask them about what they found out, what surprised them and what they would do differently next time. Have students record their responses in their journals or learning logs. (CCT, C)