Planning for Health and Physical Education
PLANNING (p. 43-44, Curriculum Document) from Dr. Julie Muller Course Notes WLU 2015
“Connections should be made between concepts and skills in all three strands of the curriculum (Active Living, Movement Concepts and Healthy Living). Living skill expectations should be woven across activities in the other three strands. Examine the curriculum for the grade you are teaching and for the grades directly above and below to get an overview of developmentally appropriate expectations.
The Health component of the curriculum can be taught explicitly and/or integrated with physical education concepts or other subjects. Thirty percent of instructional time should be spent on the Healthy Living strand.
The Physical Education component should be a mixture of activities that includes games, dance, movement education, outdoor and recreational activities, and a fitness focus. Students should have access to a variety of equipment and facilities, for example, use several types of balls for throwing and catching, play a variety of sport-related games, run inside and outside, etc.
The Daily Physical Activity (DPA) component of a health and physical education program can be part of a physical education class and/or integrated into the instructional day as a school wide activity or part of a classroom schedule.”
“Connections should be made between concepts and skills in all three strands of the curriculum (Active Living, Movement Concepts and Healthy Living). Living skill expectations should be woven across activities in the other three strands. Examine the curriculum for the grade you are teaching and for the grades directly above and below to get an overview of developmentally appropriate expectations.
The Health component of the curriculum can be taught explicitly and/or integrated with physical education concepts or other subjects. Thirty percent of instructional time should be spent on the Healthy Living strand.
The Physical Education component should be a mixture of activities that includes games, dance, movement education, outdoor and recreational activities, and a fitness focus. Students should have access to a variety of equipment and facilities, for example, use several types of balls for throwing and catching, play a variety of sport-related games, run inside and outside, etc.
The Daily Physical Activity (DPA) component of a health and physical education program can be part of a physical education class and/or integrated into the instructional day as a school wide activity or part of a classroom schedule.”
Planning Examples
Sample Time Tables from DPA Ministry documents (p. 60 – 62): includes DPA as a school wide activity on a daily basis in addition to regular Health and Physical Education classes; DPA incorporated into HPE classes; and, DPA integrated into classroom schedule by individual teacher.
Check the scope, sequence and balance of the curriculum. Ensure that you are covering the content of the curriculum—a broad variety of activities in elementary education. Check the sequence of activities and lesson focus (skills) for appropriate progression. Ensure a balance of activities and equipment and that emphasis reflects the interests and needs of students.
Choosing Activities
Begin with the curriculum and suggestions and examples from learning expectations. Utilize already developed lesson plans from colleagues, OPHEA documents, organizations such as CIRA, texts, and resources on-line and in books.
It is our job as educators to also help promote the positive development of our students’ self-confidence. One way we can attain this is by setting achievable goals for our students. When self-confidence increases, cognitive learning increases. In his 1997 book Finding Flow, Mihaly Csikszentmihalyi mentions 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 sport or artistic performance.” (Csikszentmihalyi, 1997, 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 a teacher, I often find myself striving to find or create activities whereby these challenges and skills are balanced. If I notice a range, then I have found what Mihaly Csikszentmihalyi calls ‘flow’ or the ‘optimal learning experience.’
It is our job as educators to also help promote the positive development of our students’ self-confidence. One way we can attain this is by setting achievable goals for our students. When self-confidence increases, cognitive learning increases. In his 1997 book Finding Flow, Mihaly Csikszentmihalyi mentions 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 sport or artistic performance.” (Csikszentmihalyi, 1997, 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 a teacher, I often find myself striving to find or create activities whereby these challenges and skills are balanced. If I notice a range, then I have found what Mihaly Csikszentmihalyi calls ‘flow’ or the ‘optimal learning experience.’
Examples of Daily Physical Activity Lessons:
Below are some examples of Daily Physical Activity lessons as taken from the Ontario Ministry of Education’s 2005 Resource Guide Daily Physical Activity in Schools Grades 1-3, and 4-6 documents.
DPA (Primary) (as taken from the 2005 Resource Guide – Daily Physical Activity in Schools Grades 1-3, Ontario Ministry of Education p. 33)
Title: Role Models
Time: 20 minutes
Facility:
✓❏Classroom ✓❏Multipurpose
✓❏Gymnasium ✓❏Outdoors
Equipment: None
Physical Activity Level: ✓❏Moderate ❏Vigorous
Safety: Remind students to be cautious when moving and to be aware of the personal space of others.
Warm-up:
Have students march on the spot, slowly increasing the speed.Point to one body part at a time, and have students move that body part in a variety of ways. If you are not pointing to a body part, the students continue to march in place.Lead, or have a student lead, a stretching routine (see Appendix C in document for sample stretches).
Activity 1: Active Role Models
Have students move around the activity area demonstrating their favourite physical activity.
Every 45 seconds, call out a new physical activity (e.g., baseball, hockey, basketball, soccer, football, volleyball, tennis, fast walking, swimming,gymnastics, skiing, dancing). Have students move around the activity area as they would if they were participating in that activity.
Call out “Activate!” to have the students go back to doing their own favourite activity.
Have students imitate the movement continuously until the next activity is called.
Activity 2: Birthdays (Adapted from:Ophea, Keys to Fitness, K–3, 1987)
Have students move in a circle or throughout the activity area.
Call out birthday months or seasons, and have students perform an activity in the centre of the circle when their month or season is called(e.g., jumping jacks, knee lifts, lunges on each leg, front crawl). Choose other months or seasons, and vary the activity until all months or seasons have been called.
Cool-down: Windstorm
Have students walk around slowly pretending they are trees blowing in the wind, using their arms as branches. Students start in a bigwindstorm in which branches break, and finish as the wind stops blowing.Lead, or have a student lead, a stretching routine (see Appendix C for sample stretches).
Variations:
Have students add new activities, demonstrating any that are not familiar to the class.
Notes for Teachers:
Encourage students to keep moving throughout the activity.
Demonstrate the movement or activity chosen, if necessary.
Discuss with students what types of physical activity they enjoy.
DPA (Primary) (as taken from the 2005 Resource Guide – Daily Physical Activity in Schools Grades 1-3, Ontario Ministry of Education p. 33)
Title: Role Models
Time: 20 minutes
Facility:
✓❏Classroom ✓❏Multipurpose
✓❏Gymnasium ✓❏Outdoors
Equipment: None
Physical Activity Level: ✓❏Moderate ❏Vigorous
Safety: Remind students to be cautious when moving and to be aware of the personal space of others.
Warm-up:
Have students march on the spot, slowly increasing the speed.Point to one body part at a time, and have students move that body part in a variety of ways. If you are not pointing to a body part, the students continue to march in place.Lead, or have a student lead, a stretching routine (see Appendix C in document for sample stretches).
Activity 1: Active Role Models
Have students move around the activity area demonstrating their favourite physical activity.
Every 45 seconds, call out a new physical activity (e.g., baseball, hockey, basketball, soccer, football, volleyball, tennis, fast walking, swimming,gymnastics, skiing, dancing). Have students move around the activity area as they would if they were participating in that activity.
Call out “Activate!” to have the students go back to doing their own favourite activity.
Have students imitate the movement continuously until the next activity is called.
Activity 2: Birthdays (Adapted from:Ophea, Keys to Fitness, K–3, 1987)
Have students move in a circle or throughout the activity area.
Call out birthday months or seasons, and have students perform an activity in the centre of the circle when their month or season is called(e.g., jumping jacks, knee lifts, lunges on each leg, front crawl). Choose other months or seasons, and vary the activity until all months or seasons have been called.
Cool-down: Windstorm
Have students walk around slowly pretending they are trees blowing in the wind, using their arms as branches. Students start in a bigwindstorm in which branches break, and finish as the wind stops blowing.Lead, or have a student lead, a stretching routine (see Appendix C for sample stretches).
Variations:
Have students add new activities, demonstrating any that are not familiar to the class.
Notes for Teachers:
Encourage students to keep moving throughout the activity.
Demonstrate the movement or activity chosen, if necessary.
Discuss with students what types of physical activity they enjoy.
DPA Junior(as taken from the 2005 Resource Guide – Daily Physical Activity in Schools, Grades 4-6 Ontario Ministry of Education p. 3)
Title: Active Shake Up
Time: 20 minutes
Facility:
✓❏Classroom ✓❏Multipurpose
✓❏Gymnasium ✓❏Outdoors
Equipment: None
Physical Activity Level: ✓❏Moderate
Safety: Remind students to be cautious when moving and to be aware of the personal space of others.Do not use walls or stages and fences as finish lines or stopping points. Place pylons or a line a safe distance from the wall.
Warm-up:
Have students move around the activity area in a variety of ways, slowly increasing their speed.
Lead, or have a student lead, a stretching routine (see Appendix C for sample stretches).
Activity: Active Shake-up (Adapted from:Ophea, H&PE Curriculum Support Document, Grades 4, 5, and 6, 2000)
Create four fitness signs with two physical activities on each, and post the signs around the activity area.
Station 1: stand up/sit down 15 times and 20 stride jumps
Station 2: 15 alternate knee lifts and 20 tuck jumps
Station 3: 15 jumps (legs out, then crossed) and 20 heel touches
Station 4: 15 steps with high knees and 20 toe touches
Have students move around the activity area using different forms of locomotion.
Give a signal to the students to move to the closest station and perform one of the two physical activities at the station.The second time the student goes to that station, he or she must perform the other physical activity.When students complete a physical activity, have them move around the activity area using a method of their choice (e.g., jogging,hopping) until another signal is given.The activity is over when all students have completed all the physical activities.
Cool-down: Stretch Wave (Adapted from:Ophea, H&PE Curriculum Support Document, Grade 8, 2000)
Have students move slowly (e.g., in a slow jog, brisk walk) around the activity area.
Have students form a circle. Appoint a leader, who will choose stretches.
Title: Active Shake Up
Time: 20 minutes
Facility:
✓❏Classroom ✓❏Multipurpose
✓❏Gymnasium ✓❏Outdoors
Equipment: None
Physical Activity Level: ✓❏Moderate
Safety: Remind students to be cautious when moving and to be aware of the personal space of others.Do not use walls or stages and fences as finish lines or stopping points. Place pylons or a line a safe distance from the wall.
Warm-up:
Have students move around the activity area in a variety of ways, slowly increasing their speed.
Lead, or have a student lead, a stretching routine (see Appendix C for sample stretches).
Activity: Active Shake-up (Adapted from:Ophea, H&PE Curriculum Support Document, Grades 4, 5, and 6, 2000)
Create four fitness signs with two physical activities on each, and post the signs around the activity area.
Station 1: stand up/sit down 15 times and 20 stride jumps
Station 2: 15 alternate knee lifts and 20 tuck jumps
Station 3: 15 jumps (legs out, then crossed) and 20 heel touches
Station 4: 15 steps with high knees and 20 toe touches
Have students move around the activity area using different forms of locomotion.
Give a signal to the students to move to the closest station and perform one of the two physical activities at the station.The second time the student goes to that station, he or she must perform the other physical activity.When students complete a physical activity, have them move around the activity area using a method of their choice (e.g., jogging,hopping) until another signal is given.The activity is over when all students have completed all the physical activities.
Cool-down: Stretch Wave (Adapted from:Ophea, H&PE Curriculum Support Document, Grade 8, 2000)
Have students move slowly (e.g., in a slow jog, brisk walk) around the activity area.
Have students form a circle. Appoint a leader, who will choose stretches.
Daily Physical Activity Resources
The following information is quoted from: http://www.edu.gov.on.ca/eng/teachers/dpa.html
"Twenty minutes of daily physical activity are critical to making publicly funded schools healthier places to learn and improve student achievement. This step in the government’s Healthy Schools Plan will ensure that elementary students have a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day.
On October 6, 2005, Education Minister Gerard Kennedy announced that every elementary student will take part in a minimum of 20 minutes of daily physical activity as part of the government's Healthy Schools Program. Read more In addition, Deputy Minister Ben Levin issued a Policy/Program Memorandum to schools and school boards explaining details of the initiative, as well as memoranda on the same topic to Directors of Education (PDF, 29 KB) and Elementary School Principals (PDF, 29 KB). The government has been working in partnership with the Ontario Physical and Health Education Association to develop a variety of resources for teachers. These resources are available for download as PDF files:
Taken from: http://www.edu.gov.on.ca/eng/teachers/dpa.html |