Inclusive, Safe and Developmentally Appropriate HPE Program
“A truly inclusive physical activity environment is not one where children are all doing the same thing. Instead, it’s one where children are participating at their own ability levels in a shared activity session. All children are active, and all children are enjoying the benefits of physical activity.”
(Lorraine Holt, In-School Support for Programs teacher at Kenollie Public School in Mississauga, and the Lead Writer of Ophea’s Steps to Inclusion resource. https://www.ophea.net/article/everyone-game#.VQyK3OFHSXA)
Mihaly Csikszentmihalyi (pronounced Me-high Chick-zhent-me-high) coined the term ‘flow’ or what is known as ‘the optimal learning experience’. In his book, Flow: the psychology of optimal experience (2008), he defines this optimal learning experience as a “state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.” During ‘flow’ experiences, work is pleasure and is rewarding in itself. Mihaly also states that “the more something resembles a flow activity, the more involved we become, and the more positive the experience” (p. 38).
In order for educators to incorporate these characteristics of a ‘flow’ experience into the classroom, one must set the stage for an optimal learning experience. To achieve this, I believe educators must create the following key conditions:
1 - A safe,inclusive non-threatening environment
Children must feel safe in the classroom, not only to succeed, but also to excel. It is important for the educator to promote an environment where children not only feel safe from negative criticism and ridicule, but also feel that their thoughts and ideas are valued and appreciated. When students can trust in the supportive environment they will be more willing to take risks and experiment with new ideas and approaches. Negative comments should not be tolerated and all positive contributions need to be praised. Beginning the year with trust building games and ice breakers in HPE is a great way to help the students get to know each other better. This will inevitably create a higher level of comfort amongst the class, thereby increasing the trust and respect in the room.
A safe classroom environment also includes many other aspects that work in conjunction with each other. These include classroom/gymnasium rules, consequences, routines, the tidiness of the classroom/gymnasium and respect. HPE educators should also be positive role models, modelling the behaviour they expect from their students. Furthermore, I believe teachers should make their expectations clear on the first day of class, and must be consistent with their classroom rules and consequences.
2 – Have clear goals and expectations
It is the job of the HPE teacher to help promote the positive development of a student’s self-confidence. One way of attaining this is by setting achievable goals; when self-confidence increases, cognitive / physical learning increases. Mihaly Csikszentmihalyi also mentions in Finding Flow that "when the task provides clear goals, unambiguous feedback, a sense of control, challenges that match the worker's skills, and no distractions, the feeling it provides are not that different from what one experiences in a sport or artistic performance" (p. 38).
If the challenge is greater than the skill, students often get discouraged or frustrated. If the challenge is way below their skill set, they get bored. As educators, we have to find (or ‘plot’) activities whereby these challenges and skills are balanced. If we notice a range, then we have found what Mihaly Csikszentmihalyi calls ‘flow’ or the ‘optimal learning experience’.
3 – Empower students
HPE Educators must find ways of empowering students in order tomake them feel that they are creating something meaningful. Some examples include:differentiated instruction where students may choose from a variety of methods by which to demonstrate their skills,providing activities that foster leadership roles and responsibilities, using self and peer evaluation, and lastly, teachers can also promote student directed learning, which allows students to take ownership of something that is meaningful to them.
4 – Variety and repetition
Having a variety of content that is relevant to the student’s interests and goals is essential to an optimal learning experience. Students make meaning of physical concepts and skills through the activities or experiences that they have. This is accelerated when the content is useful. Variety is very important in holding a student’s interest, yet their minds and bodies must encounter different skills or concepts more than once in order for the students to retain them. Repetition, I believe, is also an important component of an optimal learning experience. It is important to weave repetition into different activities and contexts, rather than in the ‘same way’ to prevent boredom and rejection of the content.
(Lorraine Holt, In-School Support for Programs teacher at Kenollie Public School in Mississauga, and the Lead Writer of Ophea’s Steps to Inclusion resource. https://www.ophea.net/article/everyone-game#.VQyK3OFHSXA)
Mihaly Csikszentmihalyi (pronounced Me-high Chick-zhent-me-high) coined the term ‘flow’ or what is known as ‘the optimal learning experience’. In his book, Flow: the psychology of optimal experience (2008), he defines this optimal learning experience as a “state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will do it even at great cost, for the sheer sake of doing it.” During ‘flow’ experiences, work is pleasure and is rewarding in itself. Mihaly also states that “the more something resembles a flow activity, the more involved we become, and the more positive the experience” (p. 38).
In order for educators to incorporate these characteristics of a ‘flow’ experience into the classroom, one must set the stage for an optimal learning experience. To achieve this, I believe educators must create the following key conditions:
1 - A safe,inclusive non-threatening environment
Children must feel safe in the classroom, not only to succeed, but also to excel. It is important for the educator to promote an environment where children not only feel safe from negative criticism and ridicule, but also feel that their thoughts and ideas are valued and appreciated. When students can trust in the supportive environment they will be more willing to take risks and experiment with new ideas and approaches. Negative comments should not be tolerated and all positive contributions need to be praised. Beginning the year with trust building games and ice breakers in HPE is a great way to help the students get to know each other better. This will inevitably create a higher level of comfort amongst the class, thereby increasing the trust and respect in the room.
A safe classroom environment also includes many other aspects that work in conjunction with each other. These include classroom/gymnasium rules, consequences, routines, the tidiness of the classroom/gymnasium and respect. HPE educators should also be positive role models, modelling the behaviour they expect from their students. Furthermore, I believe teachers should make their expectations clear on the first day of class, and must be consistent with their classroom rules and consequences.
2 – Have clear goals and expectations
It is the job of the HPE teacher to help promote the positive development of a student’s self-confidence. One way of attaining this is by setting achievable goals; when self-confidence increases, cognitive / physical learning increases. Mihaly Csikszentmihalyi also mentions in Finding Flow that "when the task provides clear goals, unambiguous feedback, a sense of control, challenges that match the worker's skills, and no distractions, the feeling it provides are not that different from what one experiences in a sport or artistic performance" (p. 38).
If the challenge is greater than the skill, students often get discouraged or frustrated. If the challenge is way below their skill set, they get bored. As educators, we have to find (or ‘plot’) activities whereby these challenges and skills are balanced. If we notice a range, then we have found what Mihaly Csikszentmihalyi calls ‘flow’ or the ‘optimal learning experience’.
3 – Empower students
HPE Educators must find ways of empowering students in order tomake them feel that they are creating something meaningful. Some examples include:differentiated instruction where students may choose from a variety of methods by which to demonstrate their skills,providing activities that foster leadership roles and responsibilities, using self and peer evaluation, and lastly, teachers can also promote student directed learning, which allows students to take ownership of something that is meaningful to them.
4 – Variety and repetition
Having a variety of content that is relevant to the student’s interests and goals is essential to an optimal learning experience. Students make meaning of physical concepts and skills through the activities or experiences that they have. This is accelerated when the content is useful. Variety is very important in holding a student’s interest, yet their minds and bodies must encounter different skills or concepts more than once in order for the students to retain them. Repetition, I believe, is also an important component of an optimal learning experience. It is important to weave repetition into different activities and contexts, rather than in the ‘same way’ to prevent boredom and rejection of the content.
Healthy Schools, Healthy Communities: How You Can Make a Difference https://www.youtube.com/watch?v=GzDUDfDoPJs
Steps to Inclusion
"Steps to Inclusion is a resource designed to support inclusive physical activity for children and youth living with physical and intellectual disabilities."_ https://www.ophea.net/program-name/learn-move-posters?topic[0]=21&commerce_price_amount=1 |
Commit to Inclusion: https://www.youtube.com/watch?v=lXnI4Y8MRVg
The following is a video of an inclusive physical education lesson within a mainstream classroom. They adapted the rules of the basketball game to keep all students on four wheels.https://www.youtube.com/watch?v=6TzNLDXrgC8
Adaptive P.E. games for blind and visually impaired students by Elina Mullen, Ed.D., from the Texas School for the Blind and Visually Impaired of Austin, Texas, U.S.A. Produced by the Outreach Department of TSBVI. www.tsbvi.edu
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Safety
General Safety (a few key points to remember)
It is the responsibility of the school board and its employees to ensure that reasonable and foreseeable risks have been identified and minimized. Having students running with their eyes closed is never allowed according to the OPHEA safety guidelines. The Safety Guidelines address critical components for specific areas of physical activity such as equipment, supervision, clothing and footwear.It is necessary for children to wear running shoes for DPA in the classroom.
If a student is unconscious, teachers must assume that the student may have a cervical spine injury.
SAFETY CONSIDERATIONS (p. 46 – 47, Curriculum Document) (Dr. Julie Mueller Course Notes, 2015, WLU)
Safety must be considered on two levels: teacher preparation and student preparation. Teachers are responsible for ensuring that planning includes consideration of possible risks and appropriate precautions are taken. Safety practices should be communicated to children and recorded appropriately (e.g., within lesson plans, as learning outcomes, anchor charts in the gym, practice of routines and rules).
p. 46 “In a safe learning environment, the teacher will:
A responsible teacher must “consider potential dangers, assess those dangers, and implement control measures to protect students from the risks.” Teachers need to be aware of student personal safety as well, in the change room, forming groups, demonstrating tasks and discussing health topics (p. 47).
Safety Checklist (Pangrazi& Gibbons, 2009, p. 174, 178)
Supervision and Instruction
Equipment and Facilities
1. Is all equipment inspected regularly and are the inspection results recorded on a form and sent to the proper administrators?
2. Is a log maintained recording the regular occurrence of inspections, the equipment in need of repair, and when repairs were made?
3. Are "attractive nusiances" eliminated form the gymnasium and playing field?
4. Are specific safely rules posted on facilities and near equipment?
5. Are the following inspected periodically?
a. playing field for presence of glass, rocks, and metal objects
b. fasteners holding equipment, such as climbing ropes, horizontal bars, or baskets
c. goals for games, such as soccer and field hockey, to be sure that they are fastened securely
d. padded areas such as goal supports
6. Are mats placed under apparatus from shich a fall is possible?
7. Are playing fields arranged so particpants will not run into each other or be hit by a ball from another game?
8. Are landing pits filled and maintained properly?
Emergency Care
Transportation of Students
Standard of Care (p. 164, Pangrazzi& Gibbons, 2009)
It is the responsibility of the school board and its employees to ensure that reasonable and foreseeable risks have been identified and minimized. Having students running with their eyes closed is never allowed according to the OPHEA safety guidelines. The Safety Guidelines address critical components for specific areas of physical activity such as equipment, supervision, clothing and footwear.It is necessary for children to wear running shoes for DPA in the classroom.
If a student is unconscious, teachers must assume that the student may have a cervical spine injury.
SAFETY CONSIDERATIONS (p. 46 – 47, Curriculum Document) (Dr. Julie Mueller Course Notes, 2015, WLU)
Safety must be considered on two levels: teacher preparation and student preparation. Teachers are responsible for ensuring that planning includes consideration of possible risks and appropriate precautions are taken. Safety practices should be communicated to children and recorded appropriately (e.g., within lesson plans, as learning outcomes, anchor charts in the gym, practice of routines and rules).
p. 46 “In a safe learning environment, the teacher will:
- Be aware of up-to-date safety information;
- Plan activities with safety as a primary consideration;
- Observe students to ensure safe practices are being followed;
- Have a plan in case of emergency;
- Show foresight;
- Act quickly”
A responsible teacher must “consider potential dangers, assess those dangers, and implement control measures to protect students from the risks.” Teachers need to be aware of student personal safety as well, in the change room, forming groups, demonstrating tasks and discussing health topics (p. 47).
Safety Checklist (Pangrazi& Gibbons, 2009, p. 174, 178)
Supervision and Instruction
- “Are teachers adequately trained in all of the activities that they are teaching?
- Do all teachers have evidence of a necessary level of first aid training?
- When supervising, do personnel have access to a written plan of areas to be observed and responsibilities to be carried out?
- Have students been warned of potential dangers and risks, and advised of rules and reasons for the rules?
- Are safety rules posted near areas of increased risk?
- Are lesson plans written? Do they include provisions for proper instruction, sequence of activities, and safety?
- When a new activity is introduced, are safety precautions and instructions for correct skill performance always communicated to the class?
- Are the activities taught in the program consistent with prescribed learning outcomes?
- Do the methods of instruction recognize individual differences among students, and have the necessary steps been taken to meet the needs of all students, regardless of gender, ability or disability?
- Are substitute teachers given clear and comprehensive lesson plans so that they can maintain the scope and sequence of instruction?
- Is appropriate dress required for students? This does not imply uniforms, only dress (including shoes) that ensures the safety of the student.
- When necessary for safety, are students grouped according to ability level, size, or age?
- If students are used as teacher aides or to spot others, are they given instruction and training?
Equipment and Facilities
1. Is all equipment inspected regularly and are the inspection results recorded on a form and sent to the proper administrators?
2. Is a log maintained recording the regular occurrence of inspections, the equipment in need of repair, and when repairs were made?
3. Are "attractive nusiances" eliminated form the gymnasium and playing field?
4. Are specific safely rules posted on facilities and near equipment?
5. Are the following inspected periodically?
a. playing field for presence of glass, rocks, and metal objects
b. fasteners holding equipment, such as climbing ropes, horizontal bars, or baskets
c. goals for games, such as soccer and field hockey, to be sure that they are fastened securely
d. padded areas such as goal supports
6. Are mats placed under apparatus from shich a fall is possible?
7. Are playing fields arranged so particpants will not run into each other or be hit by a ball from another game?
8. Are landing pits filled and maintained properly?
Emergency Care
- Is there a written procedure for emergency care?
- Is a person properly trained in first aid available immediately following an accident?
- Are emergency telephone numbers readily accessible?
- Are telephone numbers of parents available?
- Is an up-to-date first aid kit available? Is ice immediately available?
- Are medical files maintained that list restrictions, allergies, and health problems of students?
- Are medical files reviewed by teachers on a regular basis?
- Are accident reports filed promptly and analyzed regularly?
Transportation of Students
- Have parents been informed that their students will be transported off campus?
- Are detailed travel plans approved by the site administrator and kept on file?
- Are school vehicles used whenever possible?
- Are drivers properly licensed and vehicles insured in accordance with district policy?"
Standard of Care (p. 164, Pangrazzi& Gibbons, 2009)
- “Is the activity suitable to the age, and condition (mental and physical) of the participating students?
- Have the students been progressively taught and coached to perform the activity(ies) properly to avoid the danger inherent in the activities?
- Is the equipment adequate and suitably arranged?
- Is the activity being supervised properly in light of the inherent dangers involved?”
OPEHA Safety Guidelines
OPHEA has online resources that describe safety guidelines for a variety of sports and activities in three contexts: health and physical education classes, intramural activities within the school, and, intercollegiate activities outside the school. The guidelines are specific to sports and lead up games to those activities. A password is available to teachers who are employed by participating school boards in Ontario.
http://safety.ophea.net/
School Injury Reporting Process
Each school and board will have its own set of emergency procedures, safety guidelines and reporting processes that should be followed by teachers who are employed by the board. Look at your PDS for procedures and policies related to safety and injury prevention, and reporting procedures.
OPHEA has online resources that describe safety guidelines for a variety of sports and activities in three contexts: health and physical education classes, intramural activities within the school, and, intercollegiate activities outside the school. The guidelines are specific to sports and lead up games to those activities. A password is available to teachers who are employed by participating school boards in Ontario.
http://safety.ophea.net/
School Injury Reporting Process
Each school and board will have its own set of emergency procedures, safety guidelines and reporting processes that should be followed by teachers who are employed by the board. Look at your PDS for procedures and policies related to safety and injury prevention, and reporting procedures.
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Inclusive Health and Physical Education Instruction - Dr. Julie Mueller, Course Notes 2015, WLU
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Equity and Inclusive Education in Ontario Schools: GUIDELINES FOR POLICY DEVELOPMENT AND IMPLEMENTATION
http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf |