Which of the following is the most important consideration in an elementary physical education class?

• Inhaltsverzeichnis Show

  • Where is the first to give physical education an important place that formed to be a major part of their educational program?
  • Why is physical education important quizlet?
  • Which of the following is the most effective method of promoting self discipline among students regarding rules within the physical education setting?
  • Why is it important for students to be exposed to a wide variety of activities and variety of skills in their physical education?

  Physical education is an integral part of the total education of every child in Kindergarten through Grade 12.

  Quality physical education programs are needed to increase the physical competence, health-related fitness, self-responsibility and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Physical education programs can only provide these benefits if they are well-planned and well-implemented.

  Improved Physical Fitness: Improves children's muscular strength, flexibility, muscular endurance, body composition and cardiovascular endurance.

  Skill Development: Develops motor skills, which allow for safe, successful and satisfying participation in physical activities.

  Regular, Healthful Physical Activity: Provides a wide-range of developmentally appropriate activities for all children.

  Support of Other Subject Areas: Reinforces knowledge learned across the curriculum. Serves as a lab for application of content in science, math and social studies.

  Self Discipline: Facilitates development of student responsibility for health and fitness.

  Improved Judgment: Quality physical education can influence moral development. Students have the opportunity to assume leadership, cooperate with others; question actions and regulations and accept responsibility for their own behavior.

  Stress Reduction: Physical activity becomes an outlet for releasing tension and anxiety, and facilitates emotional stability and resilience.

  Strengthened Peer Relationships: Physical education can be a major force in helping children socialize with others successfully and provides opportunities to learn positive people skills. Especially during late childhood and adolescence, being able to participate in dances, games and sports is an important part of peer culture.

  Improved Self-confidence and Self-esteem: Physical education instills a stronger sense of self-worth in children based on their mastery of skills and concepts in physical activity. They can become more confident, assertive, independent and self-controlled.

  Experience Setting Goals: Physical education provides children the opportunity to set and strive for personal, achievable goals.

Instruction in health and physical education should help students acquire the knowledge, skills, and attributes they need in order to achieve the curriculum expectations and be able to enjoy and participate in healthy active living for years to come. In health and physical education, instruction is effective if it motivates students and instils positive habits of mind, such as curiosity and open-mindedness; a willingness to think, question, challenge, and be challenged; and an awareness of the value of listening or reading closely and communicating clearly. To be effective, instruction must be based on the belief that all students can be successful and that learning in health and physical education is important and valuable for all students.

When planning a program in health and physical education, teachers must take into account a number of important considerations, including those discussed below. More information on instructional approaches can be found in the "Instructional Approaches" subsection of "Considerations for Program Planning".

Instruction should emphasize constructivist teaching and experiential learning. Constructivist teaching, which emphasizes the role of the teacher as co-learner and facilitator, promotes authentic experiential learning and learning through inquiry, provides engagement through student-initiated work, creates a sense of community through teamwork and collaboration, and provides options to accommodate different learning styles and intelligences. This experiential and student-centred approach is particularly important in health and physical education because it allows the teacher to respond to a range of experience, backgrounds, and abilities in physical activity settings and to respond to a range of needs and experiences when addressing healthy living topics and concepts. It is also important to have a balanced program that provides for both direct instruction in content and skills and opportunities for students to use their knowledge and skills in structured as well as unstructured activities.

Student achievement is enhanced by the development of higher-order thinking skills. In health and physical education, students have the opportunity to practise and apply higher-order thinking skills while involved in physical activities as well as when making choices and decisions about factors that affect their health and well-being. Their ability to use these skills is developed through course content that increases their awareness of the ties and relationships between health outcomes (e.g., physical and mental health) and health-related behaviours (e.g., eating habits, substance use, and physical activity). In addition to providing students with opportunities to think critically and creatively about what they are learning, teachers should also encourage students to think about how they are learning. To accomplish this, teachers should support students in developing the language and techniques they need to assess their own learning.

Students learn best by doing. Many of the skills emphasized in this curriculum are best taught and learned through participatory exploration experiences and hands-on activities, with numerous opportunities to practise and apply new learning. Learning by doing and group activities also enable students to develop personal and interpersonal skills as they acquire the knowledge, skills, and habits that will lay the foundation for lifelong healthy, active living. Through regular and varied assessments, teachers can give students the detailed feedback they need to further develop and refine their skills.

Students should have opportunities to participate in a wide range of activities and to complete assignments that not only help them master health and physical education concepts, but also enable them to develop inquiry and research skills and provide opportunities for self-expression and personal choice. Activities should be based on the assessment of students’ individual needs, proven learning theory, and best teaching practices. Effective activities enable both direct teaching and modelling of knowledge and skills and the application of learning strategies that encourage students to express their thinking and that engage them in their learning.

To be effective, instruction in health and physical education must be developmentally appropriate. Many of the expectations in the health and physical education curriculum are similar from grade to grade, to provide students with the numerous opportunities they need to explore the basic concepts and skills underlying these expectations in a wide variety of age- and developmentally appropriate ways. Although all students go through predictable stages of motor development, differences in rates of maturation and in the kinds of opportunities they have had to practise motor skills contribute to significant variability in their skills and abilities. As noted earlier, development of motor skills is age-related, not age- dependent. This is a subtle but important distinction that underscores the need for differentiated instruction and assessment. As they develop, students also pass through a number of cognitive and social/emotional developmental stages, which are described in some detail in the overviews provided in this document for Grades 1–3, 4–6, and 7–8. To meet the needs of all students at different stages of development, effective teachers provide exposure to a wide range of activities, instruction on skill progressions, opportunities for focused practice, and detailed and supportive feedback and encouragement.

Instruction based on the fundamental principles of health and physical educationprovides the framework for a well-planned, inclusive, high-quality health and physical education program. The following questions may be helpful for teachers as they reflect on their implementation of each of the fundamental principles:

1. School, Family, and Community Support

• Are the key messages of the health and physical education program reflected in the school’s physical and social environment, policies and programs, and community partnerships?
• Do adults in the school act as positive role models?

2. Physical Activity as the Vehicle for Learning

• Are students given frequent and varied opportunities to be active and engaged?
• Is the environment well planned, managed, and organized to maximize time on task?
• Do all students have opportunities to build their fitness and develop the habit of regular physical activity by participating in moderate to vigorous physical activity every day?
• Do students have opportunities to take part in purposeful kinesthetic experiences that help them learn about their bodies and experience the joy of movement?
• Do students have numerous opportunities to improve their skills through practice and physical exploration?
• Are students exposed to a wide variety of physical activities and movement forms?

3. Physical and Emotional Safety

• Is instruction designed to ensure a positive experience in a safe, inclusive, and supportive environment for all students?
• Are all school board safety and equity guidelines being followed?
• Are intentional steps being taken by educators and students to build skills for healthy relationships and ensure that bullying and harassment are prevented, or addressed if and when they occur, in the change room, the gym, outdoors, and in all learning spaces?
• Are activities being modified or adapted as required to ensure that all students are included?
• Is exercise presented as a positive and healthy experience rather than being used as punishment?
• Does the program ensure maximum participation for all by avoiding activities in which students may be eliminated from play, and thereby deprived of opportunities to participate, practise, and improve?
• Are teams designated in ways that are inclusive and fair, avoiding potentially insensitive methods of selection (e.g., having teams chosen by student captains)?
• Are students’ diverse backgrounds taken into account when health topics are introduced, to ensure that discussions have personal relevance and that topics are addressed with sensitivity?

4. Student-Centred, Skill-Based Learning

• Are program activities and instruction differentiated to provide all students with relevant and engaging learning experiences, so that all students can experience success?
• Are the activities adaptable to meet diverse individual needs and abilities?
• Are instructions clear and succinct and delivered at intervals throughout the lesson, in order to allow for maximum activity and learning?
• Are modified and small-group activities used often, to allow for maximum participation?
• Are students given opportunities to make choices and to adapt the boundaries and level of challenge of activities, the type of equipment used, group sizes, and other features, as well as to choose topics for discussion?
• Are students actively involved in discussing and clarifying criteria for learning?
• Are questioning techniques being used to reveal meaning and to encourage student engagement in, reflection about, and sense of responsibility for learning?

5. Balanced, Integrated Learning with Relevance to Students’ Lives

• Are individual students experiencing the optimal degree of challenge in their learning, with tasks that are not too difficult and not too easy?
• Does the program integrate learning in health education and learning in physical education, in a way that helps students understand that both are essential for healthy, active living?
• Are a variety of activities presented throughout the year and over the course of a student’s experience in the program?
• Does instruction make use of real-life examples, field trips, and communication with parents, community members, Elders, Métis Senators, knowledge holders, and knowledge keepers so that students’ learning in health and physical education is reflected and reinforced in both home and community environments?

Planning and Scheduling Instruction

High-quality instruction in health and physical education is integrated in such a way that students have opportunities to make connections between concepts and skills in all four strands of the curriculum.

Planning of the health education component of the curriculum requires careful consideration of when material should be taught explicitly and when topics and concepts can be integrated with learning in physical education and linked to learning in other subjects. Teaching health sporadically or when gymnasium facilities are being used for other purposes will not provide adequate opportunities for learning. Some healthy living topics can be taught through physical education and can also be connected to learning in other curriculum areas. Thirty per cent of instructional time should be allocated to health education. Ways of managing instruction will vary from school to school, depending on student needs, timetabling, and available facilities. If more than one teacher is responsible for teaching different parts of the health and physical education curriculum, communication and collaboration between these teachers for instructional planning, evaluation, and reporting is essential.

The physical education component of the curriculum should include a balance of games, dance, movement education, outdoor and recreational activities, and opportunities to focus on developing fitness, while also developing social-emotional learning skills through these activities. A mix of individual and group activities, as well as of traditional and new games and activities, provides opportunities for students to think critically and apply movement skills and concepts in different ways. Careful school-wide planning helps to ensure that students experience different kinds of activities in the different grades, with activities in each grade serving as the vehicle for broader learning connected with movement skills, concepts, and strategies, active living, fitness, and safety.

Daily physical activity (DPA) is a requisite part of a comprehensive health and physical education program. It can be incorporated into the instructional day in a variety of ways – one being the inclusion of twenty minutes or more of moderate to vigorous physical activity during a scheduled health and physical education class. However, since physical activity is only one component of a complete health and physical education program, there may be the occasional day when a health and physical education class does not include twenty minutes of physical activity. On these days (or on days when a health and physical education class is not scheduled), other opportunities for DPA must be provided. Physical activity can be integrated into other curriculum areas in a variety of ways, many of which are outlined in the ministry’s Daily Physical Activity documents for Grades 1–3, 4–6, and 7 and 8.

Planning the Use of Facilities and Equipment

When planning the use of facilities and equipment, teachers should organize the learning environment in a way that allows for movement and ensures student comfort, accessibility, and safety. It is important to plan routines that students can follow as they move to and from the gymnasium or activity space, make transitions from one activity to another, and collect and put away equipment. Planning time and creating guidelines for changing clothes, using equipment, and other procedures can maximize student comfort and participation. In the classroom, teachers should strive to create a space that is comfortable and stimulating and that allows for flexible groupings for student discussion and activities. Displaying student work connected to healthy living discussions can help students make connections with learning in other subjects at school and with their lives outside school.

Since equipment and facilities in individual schools across the province will vary, care has been taken to ensure that the expectations of this curriculum can be met in a variety of settings and using a broad range of equipment. The curriculum contains a wide assortment of examples and prompts that illustrate different ways of meeting the expectations. Teachers can use these as a source of ideas for adapting the delivery of the expectations to meet the particular needs of their students. When making decisions about equipment and facilities, teachers should ensure that they are distributed in a way that provides fair and equal access for all students, taking into account criteria such as gender and range of abilities, and that allows for a variety of activities and choice in activities. The principles and guidelines of Universal Design for Learning should also be considered when planning the use of equipment and facilities, so that the needs of all students, including those with special education needs, can be met.

It is important to note that activities that help students fulfil the curriculum requirements do not necessarily require the use of a school gymnasium. The scheduling and accommodation of regular physical education classes, however, may require some creativity, especially if facilities are limited and must be shared by large numbers of students. Classes may be combined if there is sufficient space to permit students to participate safely, and hallways, portables, and outdoor spaces can also be put to use. It may be possible as well to use alternative venues, such as nearby parks, fields, and recreation centres. The use of these various settings will have the advantage of increasing students’ awareness of the facilities that are available in their communities.

To support the development of specific skills and add interest to physical activities, a variety of equipment should be used. For example, an activity that focuses on students’ catching objects of various sizes and shapes is more effective if it uses a variety of objects, such as beanbags, tennis balls, beach balls, rubber chickens, and discs. When supplies are limited, teachers will have to be resourceful to ensure that each student has opportunities to use as many different kinds of equipment as possible. Teachers must provide specific instruction to students on the appropriate handling of equipment, ensure that equipment is in good repair and suitably organized, and take into account the size, ability, and age of the students when choosing the most appropriate equipment to use.

Co-educational and Same-Sex Classes

Although all the curriculum expectations can be achieved in either co-educational or same-sex classes, addressing parts of the curriculum in same-sex settings may allow students to learn and ask questions with greater comfort. Same-sex settings may be of benefit to some students not only for the discussion of some health topics, but also for developing and practising some physical skills. Such considerations are particularly relevant in the case of adolescent learners.

It is also important to have time for co-educational learning, which can encourage learning about others, and about differences and commonalities among people, and allows for the development of relationship skills. Teachers should base their decisions about teaching in co-educational or same-sex settings on students’ needs. Different strategies may be required at different times, so that students have opportunities to learn in a variety of different groupings.

When planning instruction and considering class groupings, teachers should be aware of and consider the needs of students who may not identify as “male” or “female”, who are transgender, or who are gender-non-conforming. For more information about gender identity, gender expression, and human rights, see the website of the Ontario Human Rights Commission.

Acknowledgement of and respect for individual differences regardless of sex, gender identity, or gender expression will encourage student participation and help students learn to collaborate with and respect others. Strategies for encouraging understanding and mutual respect among students include:

• creating an inclusive and welcoming atmosphere in the class and supporting all students to be active participants;
• fostering authentic opportunities for students to provide input into learning activities and approaches;
• providing opportunities for all students to assume leadership roles;
• encouraging and respecting the interests and abilities of all students;
• ensuring that responsibilities are shared equally by all students.

Co-curricular Programs

Within the context of a healthy school, the health and physical education curriculum provides all students with the skills and strategies they need to participate in a wide variety of physical activities. A supportive school environment will provide opportunities for students to continue their learning either in the school, at home, or in the community. Intramural programs allow all students to participate in activities that are informal and not highly competitive. Interschool programs offer students opportunities to participate in more organized and competitive activities. Other recreational activities and clubs also provide opportunities for students with common interests to participate in physical activities in non-competitive settings. In planning and organizing the health and physical education curriculum, schools should use community organizations, facilities, and programs as resources to provide students with additional experiences and opportunities for physical activity and healthy living.

Where is the first to give physical education an important place that formed to be a major part of their educational program?

Why is physical education important quizlet?

Which of the following is the most effective method of promoting self discipline among students regarding rules within the physical education setting?

Why is it important for students to be exposed to a wide variety of activities and variety of skills in their physical education?