Tag: physical literacy

How schools, families, and community can work together to support healthy active living.

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With a revised curriculum for Health and Physical Education has come not only new expectations to help keep learning current and connected to students real lives, but Ontario teachers also have a new set of five Fundamental Principles of which to guide their teaching. These Fundamental Principles can act as a self check for teachers to personally evaluate their instructional practices and teachings. In order to support the understanding of these Fundamental Principles I’ve had the pleasure of supporting Ophea (the provincial subject association for Health and Physical Education) create a variety of tools to share the Fundamental Principles including a series of conversation starters videos which teachers can use to self-check and promote best practices.

This past week the first of five videos was released. The topic is on Fundamental Principle number one, “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”. Check out what some leaders in Ontario H&PE have to say, and how they bring this Fundamental Principle to life in and out of the gym and health room.

A Physical Literacy Uprising: Banff 2015

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Next week I’ll be heading to Banff with hundreds of other #PEgeeks for the PHE Canada National Conference in Banff Alberta. The spectacular Canadian Rocky Mountains, glacier-fed lakes, and wildlife at its wildest and hundreds of folks dedicated to the promotion of healthy, active living, what’s not to love!

I will be leading three workshops at National (scroll to the bottom to learn about those) so have complied my top five list for getting the most out of your HPE conference experience!

1. Start following the hashtag NOW!

See who else is getting excited about #Banff2015 and start connecting. Learn what they’re looking forward to and where they’re coming from. People come from around the globe to this conference, so let’s get excited for a physical literacy uprising together. Also, don’t forget to follow @PHECanada and @albertaHPEC on Twitter. (And me too! @RunSoulCycle)

2. Be prepared!

Most of the workshops at National are active, so wear your runners and be dressed to move. Also consider bringing a water bottle, healthy snacks, and possibly an extra shirt for a quick change – you never know when a DancePl3y flash mob will break out!

3. Plan your workshops now.

Why wait? Sure, from years of attending and presenting at HPE conferences I know the first evening is usually reserved for sitting around with your team, and a few drinks, and making your conference workshop picks. “Ok, I’ll trade you an Ophea PlaySport workshop in time slot B for a Teaching Dance for Education workshop in time slot F” Don’t wait! Make those picks now! Check out the workshop descriptions and conference festivities here.

4. Leave the pen, bring your smart phone.

Why worry about missing an important fact while copying notes from a Power Point when you can just take a photo of the slide and keep on learning. This also applies to resources, videos of games, dances, or activities – don’t worry about writing the rules or steps, catch it in live action for later reference. Even better yet tweet that out (referencing the presenter of course and share it with the entire HPE community. If it’s inspired you, it’ll be guaranteed to inspire someone else.

5. Be open to new ideas!

One of the newest additions to the Ophea consulting team is Lindsay Siple, .Ophea PARC Consultant. Lindsay suggests conference goers take risks and move out of their comfort zones. “Try activities that are new and be open to new ideas and ways of thinking and doing. This is about connecting with people. Be sure to bring a good level of energy, and most importantly have fun!”

If you’re heading to Banff I hope I’ll see you at one of my three workshops.

  • Physical Literacy & The Early Years. Friday. Session B. Room: KC 301.
    • Description: This workshop provides a deeper understanding of physical literacy, its benefits, and connection to the Canadian Physical Activity Guidelines for the Early Years. Workshop participants will be provided with ready-to-go activities and tools to develop physical literacy for easy integration into existing programming.
  • PlaySport: Bright Ideas To Get Moving – Using A Teaching Games for Understanding Approach. Saturday. Session E. Location: Sally Borden Gym South.
    • Description: This workshop outlines the TGfU model, presenting skills and strategies used in games and activities based on four game categories: Target, Net/Wall, Striking/Fielding, and Territory. Examples from the free PlaySport resource will provide participants with ready-to-go activities and tools for easy implementation.
  • Teaching Dance For Understanding: A New Pedagogical Approach For Teaching Dance In PE. Saturday. Session F. Location LF 224 Dance Studio.
    • Description: Love TGfU? Come discover TDfU – Teaching Dance for Understanding! Learn how to modify the the ‘rules’ of dance (choreography and technique) to allow students to experience success with foundational movements and rhythms designed. Designed for PE teachers, this model will help you develop physical literacy and fundamental movements skills as students explore various styles of dance and gain self-confidence in expressing themselves. Explore curriculum design strategies that follow the 6 elements of the model then experience fresh ideas and lesson plans in action!

You can find me above, plus in the expo at the Ophea booth, and at the dance-off social! I look forward to us learning and sharing together in one of the most precious, protected places in the world.

4 Ways to Make Your Phys.Ed. Class Inclusive Today.

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When planning your physical education class, all students no matter their ability or level of physical activity should be able to participate fully in all aspects of your program. Here are four strategies you can use  for adapting games and activities for participants with varying ability levels.

  1. Equipment Size: The size of the equipment can be modified to allow a student to be more independent and successful. Larger balls can be used to make catching and striking easier. Smaller bats or striking implements can be used for students who cannot hold regulation bats, and lowering nets in volleyball or making baskets lower and balls larger can be used in basketball. The weight of objects can be modified in such a way that the game can be slowed down or can be made less intimidating. For example, a beachball or balloon can replace a volleyball or a soft skin ball or deflated soccer ball can replace a regulation soccer ball.
  2. Space: The playing area can be made smaller by making alternative boundaries. The space can also be made smaller by utilizing the corner of the gym or room so that the ball does not go as far away from the students. Rather than playing one large game of any sport, multiple small game should be utilized to maximize student participation.
  3. Peer Assistance: The buddy system can help build self-confidence for students, and buddies should be volunteers vs. being assigned. If there is a range in ages of students in a school, pairing a younger and an older student together could help to make the situation less intimidating for the younger student.
  4. Rules of the Game: Adjust the rules of activities to increase students’ chances of success while maintaining an optimal level of challenge. Consider increasing the number of tries/attempts allowed, making a target bigger or moving it closer, as well as lengthening or shortening the amount of playing time.

Most importantly, educators should approach each situation on an individual basis, in consultation with the student as well as utilizing any support personal/systems and agencies that are available.

For more information on inclusive physical education, check out Ophea’s Steps to Inclusion resource, available for free here.