Whats New in Physical Education

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Whats New in Physical Education Health?

• Healthy Active Five Connection

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Vision
A physically active and healthy lifestyle for all
students.
Aim
To provide students with planned and balanced
programming to develop the knowledge, skills, and
attitudes for physically active and healthy
lifestyles.
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Purpose

• To explain why a new Physical Education and
  Health Education curriculum was created.
• To create an understanding of what will look
  different with the new curriculum.
• To identify what is needed to make the
  instruction of the program effective.

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Heres Why!
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1995 Physical Activity Monitor

• An overwhelming number of people in the school
  community strongly agree that physical activity
  helps a childs growth and development, builds
  self-esteem and a positive self-image, helps
  build concentration and improves learning, and
  helps
• children learn to share and
• cooperate with others.

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Five Major Health Risks for Children and Youth

• Curriculum designed to address the 5 major health
  issues for children and youth (C.D.C. 1997)
• Inadequate physical activity
• Unhealthy dietary behaviours
• Substance use and abuse
• Sexual behaviours
• Personal injuries

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Research Supporting PE/HE
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Health RiskInadequate Physical Activity

• The percentage of children who report exercising
  2 or more times per week outside of school hours
  has dropped in every age category from 1990 to
  1998. (Health Canada 1999)
• (Physical Activity Monitor 2000)

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Health RiskUnhealthy Dietary Behaviours

• Children are eating less fruits and raw
  vegetables daily. (Health Canada 1999)
• 1990 1998
• Males Fruits 77 69
• Vegetables 52 35
• Females Fruits 84 59
• Vegetables 77 44
• Increasing issues related to portion
  distortion.
• Over 90 of the items in school vending machines
  are soft drinks.
• (Manitoba Council on Child Nutrition
  and Health 2001)

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Heath RiskSubstance Use and Abuse

• By Senior 4 nearly 80 of students reported
  having used alcohol.
• Reported use of drugs other than alcohol 40
• Current use of tobacco was reported by 46.4 of
  all students.
• (2001 AFM Student Survey)

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Health RisksIntentional and Unintentional
Injuries

• Injuries are the leading cause of death among
  Canadian children and youth less than 20 years
  old.
• Suicide is the second leading cause of death in
  adolescents after motor vehicle crashes.
• (Health Canada 1999)

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Health RisksSexual Behaviour

• 26 of females and 20 of males in the 15-19 year
  age group reported having had sex by the age of
  15.
• 6 teens become pregnant every day in Manitoba.
• (1996 National Population Health Survey)

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Whats more important than a childs health and
well-being?
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Then and Now!

• What will students be learning and doing
  differently from the previous PE / HE
  curriculum documents?

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Then and Now

• teacher objectives/goals
• sport-oriented curriculum model
• sit-down health
• separate subjects and time
• recommended time in minutes
• supports integration
• separate delivery

• student learning outcomes
• health-oriented curriculum model
• active health
• combined subjects and time
• recommended time in of instructional time
• promotes integration
• shared delivery

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Continued

• optional units with parent opt-out option
• Department provided a Family Life curriculum and
  teacher training
• prudent parent standard of care
• Department-developed learning resources

• compulsory outcomes with local decision-making
  authority and parental option
• teacher training is a local responsibility
• professional standard of care
• a Call for learning resources

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Key ChangesPhysical Education Health Education

• Shared Time
• Shared Implementation
• Shared Outcomes

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Combined Approach
PE
PE/HE
HE
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Integrated Approach

• Health components are integrated in other subject
  areas.

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Shared Time

• Manitoba Education recommends the following
  minimum time allocations
• 11 for K-6 with PE (150 min.) and Health (48
  min.)
• 9 for 7-8 with PE (134 min.) and Health (44
  min.)
• 2 credits for S1-S2, 1 credit 110 hours of PE
  and Health instruction

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Shared Implementation

• Teachers will need specialized training in
  specific areas such as movement development,
  physiology, nutrition, safety, risk management,
  human sexuality education, conflict management

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Shared Outcomes

• There will be an integration among subject areas.
• Reporting is a local decision.
• An outcomes approach that focuses on student
  progress achievement in acquiring knowledge and
  skills .

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Locally-Determined Delivery Model

• Delivery models are to be determined by school
  divisions/ schools based on best practices
  through a collaborative planning process.

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Examples of Delivery Models

• All Physical Education specialist taught
• PE taught by PE specialist, HE taught by
  classroom teacher, school counsellor, and/or
  other
• All classroom teacher taught
• Block
• Involve parents, families, communities

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Local Decision-Making Authority for Treatment
of Potentially Sensitive Content

• School/Division/District Planning Process must be
  used to determine local policy related to
  potentially sensitive content
• Schools must seek parental involvement
• Schools must provide a parental option prior to
  implementation

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HSD SENSITIVE ISSUES

• A committee of representatives from Hanover has
  been meeting to discuss and make recommendations
  for all sensitive issues identified in the
  curriculum.
•  In October 2005 this committee will meet with
  representatives of all PAC/PTA executives to
  present their work and to gather feedback and
  input from parents. Trustees and principals will
  also be invited.

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HSD SENSITIVE ISSUES

• Principals in your home schools will be providing
  information on the general PE/Health curriculum
  and will be meeting with groups of parents most
  directly affected by sensitive issues (Grade 5
  and Grade 7) before these units are taught.
• Teachers will be trained in fall and winter of
  2005 in preparation for teaching sensitive issues
  in the Spring of 2005.
• Parents will receive detailed information in
  advance for each grade where sensitive issues are
  to be taught and will be invited to pre-view
  resources to be used.

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Framework Overview
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2. Fitness Management
1. Movement
3. Safety
Healthy Lifestyles Practices
4. Personal and Social Management
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GLO 1-Movement

• The student will demonstrate competency in
  selected movement skills, and knowledge of
  movement development and physical activities with
  respect to different types of learning
  experiences, environment, and cultures.

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• to demonstrate the knowledge and skills related
  to the 14 basic movement skills and the 5
  physical activity categories so students can
  participate in a variety of physical activities
  and sports
• The choice of physical activities and sports
  will depend on the available facilities,
  resources, interests, and teacher training.

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GLO 2-Fitness Management

• The student will demonstrate the ability to
  develop and follow a personal fitness plan for
  lifelong physical activity and well-being.

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• to develop a personal fitness plan, set personal
  goals, participate in a variety of fitness
  activities working towards goals, assess and
  monitor personal progress and achievement.
• to promote personal goal setting and progress.

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GLO 3-Safety

• The student will demonstrate safe and responsible
  behaviours to manage risks and prevent injuries
  in physical activity participation and in daily
  living.

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• to learn and follow the rules and safe practices
  to avoid injury and accidents related to physical
  activity
• to learn about safety for self and others related
  to topics such as
• exercise
• equipment and facilities, playgrounds
• fire
• weather
• road traffic, bicycle
• water
• internet
• violence
• shaken baby syndrome
• community laws
• sexual exploitation

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GLO 4-Personal and Social Management

• The student will demonstrate the ability to
  develop self-understanding, to make
  health-enhancing decisions, to work cooperatively
  and fairly with others, and to build positive
  relationships with others.

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• to learn how to
• plan and set goals
• solve problems
• make healthy decisions
• get along with others
• resolve conflicts peacefully
• show ways to manage their stress and emotions.

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GLO 5-Healthy Lifestyle Practices

• The student will demonstrate the ability to make
  informed decisions for healthy living related to
  personal health practices, active living, healthy
  nutritional practices, substance use and abuse,
  and human sexuality.

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• to learn how to make healthy decisions related
  to
• health and hygiene
• active living
• nutrition
• drug use and other substances
• sexual reproductive health.

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What greater gift can we give our children, than
the ability to make healthy choices?