Welcome to the

1

• Welcome to the
• Physical Education/Health Education Framework
  Orientation Session
• Jan Pickell Heather Willoughby
• Physical Education/Health Education Consultants
• Manitoba Education and Youth

2
Agenda

• 900 to 1030 Framework Orientation
• 1030 -1045 Break
• 1045-1150 Outcome Analysis
• 1150-100 Lunch
• 100-200 Planning Process
• 200-230 Planning for Implementation
• 230-245 Break
• 245-315 Continue Planning
• 315- 330 Wrap up

3
Session Outcomes

• Participants will be able to
• outline key characteristics of the Framework,
  implementation phases and timelines
• identify the implications of the Framework in
  more detail for Senior Years programming
• begin planning for implementation of PE/HE
  Framework in own school/ division/district

4
Current Implementation Plan
5
Five Interrelated General Learning Outcomes
(GLOs)
http//www.edu.gov.mb.ca/ks4/cur/physhlth
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New Address

• http//www.edu.gov.mb.ca/ks4

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Research-based

• movement skills
• social behaviour skills
• developmentally and age appropriate
• learner-centred
• inclusive
• enjoyable
• promote partnership building among schools,
  families, and communities
• (See 13 Guiding Principles p. 6 for other
  examples)

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• Five Major
• Health Risk Areas
• for Children and Youth

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Inadequate Physical Activity
10

• 63 of children and youth are insufficiently
  active for optimal growth and development
  (Statistics Canada, 1996)
• The health of Canadas children and youth is at
  risk due to unacceptably high levels of physical
  inactivity and rising rates of obesity.The rate
  of obesity in children has risen 50 in the past
  15 years.An obese teenager has a 75 chance of
  remaining obese for life. (The Physical
  Inactivity Epidemic and Reducing Physical
  Inactivity in Canada, Ottawa, 2001.)

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Health Canada Summer Active Guide 2002

• 3 out of 5 Canadian children and youth , 5-17
  years old, are not active enough for optimal
  growth and development
• Activity levels decrease with age
• among 5-12 year olds is 49
• among 13-17 year olds is 36

12

Unhealthy Dietary Behaviours
13

• Two main aspects of poor nutrition and poor
  eating habits are meal skipping and junk food.
• Over 90 of items in school vending machines are
  soft drinks. (Manitoba Council on Child Nutrition
  and Health---School Based Survey, 2001)
• Less than 12 of 15 - 18 year olds meet the
  dietary recommendations for fruit, while less
  than 12 of the girls, 15 - 18 year olds meet the
  milk recommendations. (Dept. of Agricultures
  Food Intake Survey, 1996).

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Snack Serving Sizes Comparisons
15
Drug Use Including Alcohol and Tobacco
16

• In Manitoba, high school student survey, 60 of
  all students identified alcohol and drug use as
  the biggest problem students face at school (1997
  Student Survey Report, Addictions Foundation of
  Manitoba)
• 43 adolescents males and 42 females reported
  beingreally drunk on 2 or more occasions
  (Health Canada, 1999)

17

• 24 of youth aged 15-19 smoke
• Generally, males smoke more than females but
  females are higher at ages 15-17 (26 vs. 20) (
  Health Canada 1994).
• 1 in 5 youth use doping substances to improve
  their performance in sports (R.C.M.P. 1998).

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Sexual Behaviours That Result in STDs and STIs
and Unintended Pregnancies
19

• Manitoba has one of the highest teen pregnancy
  rates in Canada (Manitoba Health, 2000)
• 7 children and teens get pregnant every day in
  Manitoba (Manitoba Health, 2000)
• Good sexuality education programs help to delay
  first intercourse and protect sexually active
  youth from HIV, STDs, and pregnancy (CYS Steering
  Committee on Adolescent Pregnancy, 1996)

20
First Sex for Kicks, not Love!

• 37 of young people lose virginity out of
  curiosity
• 54 of girls and boys admitted to losing their
  virginity by the time they were 17
• pregnancy rate for teens aged 15-19 is 36 per
  1000 in Manitoba, compared to 18 per 1000
  nationally (Winnipeg Free Press, Nov. 2, 2002)

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Teen Pregnancy Prevention Campaign

• Teen Pregnancy Prevention Media Campaign will be
  launched Dec. 16, 2002 - funded by Healthy Child
  Manitoba--managed by Klinic, MAST, and Sexuality
  Education Resource Centre
• Project began in 1998 and the Media campaign to
  be aired for 6 weeks

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• There is a dire lack of education regarding
  adolescent sexuality issues
• Primary factors contributing to teen pregnancy
  include lack of communication and practical
  skills
• Messages should be targeted to youth by age twelve

23
Behaviours That Result in Intentional and
Unintentional Injuries
24

• Unintentional injuries are the leading cause of
  death among children and youth (SmartRisk
  Foundation, 1998)
• In 1998, the 16-24 year old age group accounted
  for 14.6 of licensed drivers and 28.3 of all
  drivers convicted of an alcohol offence (DDVL
  Traffic Collision Statistics Report 1999 cited in
  the resource - Wrecked-Senior High School
  Anti-Impaired Driving Kit 2002)

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• Inadequate physical activity
• Unhealthy dietary habits
• Drug use including alcohol and tobacco
• Sexual behaviors that result in sexually
  transmitted diseases/infections and unintended
  pregnancies
• Behaviors that result in intentional and
  unintentional injuries

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Key Characteristics
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1. Combined Approach
PE
PE/HE
HE
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(No Transcript)
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2. Outcomes Approach

• 5 GLOs
• SLOs for knowledge and skills
• Attitude indicators for each GLO
• All outcomes are compulsory
• Treatment of potentially sensitive content (I.e.
  personal safety, substance use and abuse
  prevention, human sexuality) is determined locally

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3. Integrated Approach

• Health components are integrated in other subject
  areas (See Appendix B Curricular Connections)

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Curricular Connections

• Math - reading and interpreting graphs---fitness
  charts, health stats
• Science - laws of force/motion connect with
  mechanical principles of movement
• Social Studies - Traditions and Heritage connects
  with multicultural games and physical activities
• Arts (dance) - learning rhythms/moving to music

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Example of a Language Arts Outcome Connection

• ELA - 5.1.2 (Encourage Support and Work with
  Others)
• demonstrate effective group interactive skills
  and strategies
• PE/HE - K.4.S1.B.2a (Personal and Social
  Management)
• Identify communication skills and strategies that
  promote team/group dynamics (e.g., listen
  actively, encourage others, be assertive in
  acceptable ways, show self-control, stay with the
  group, until completion of the task, develop
  group consensus)

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Example of a Science Outcome Connection - Senior 1

• SC- S1-1-09 (Cluster 1 - Reproduction)
• Describe the structure and function of the male
  and female human reproductive systems.
• PE/HE - K.5.S1.E.1a (Healthy Lifestyle Practices)
• Review the anatomy and physiology of the
  reproductive system of human beings

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4. Active and Interactive Approach

• Emphasizes a skill-based approach using a high
  level of physically active and interactive
  learning experiences

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5. Locally-Determined Delivery Model

• Delivery models are to be determined by school
  divisions/ schools based on best practices
  through a collaborative planning process (refer
  to Appendix C)

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6. Treatment of Potentially Sensitive Outcomes
Determined by a Local Planning Process

• School Division/District Planning Process must be
  used to determine local policy related to
  potentially sensitive content
• Schools must seek parental involvement and
  provide a parental option prior to implementation
• Potentially sensitive content appears in GLO 3
  and 5

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Recommended Minimum Time Allotments

• Grades K-6 11 of the instructional time
• 11 x 300 min/day x 6 day/cycle198 min.
• 75 PE 150 min/6 day cycle
• 25 HE 48 min/6 day cycle
• Grades 7-8 9 of the instructional time
• 9 x 330 min/day x 6 day cycle 178 min.
• 75PE 134min/6 day cycle
• 25HE 44 min/6 day cycle
• S1-S2 2 credits with 50 PE/50 HE reported as
  one full credit or 2 half credits
• Additional health time through integration in
  various subject areas
• Additional time through optional Senior 3 and 4
  courses

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Students With Special Needs and Medical Problems
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Students with Special Needs (chart p.14)

• Modifications
• Adaptations
• Accommodations (new policy related to adjustment
  of physical skill-based outcomes)

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Accommodation Example

• S.1.S1.A.1. Select and refine transport skills,
  applying mechanical principles (i.e., force,
  motion, balance) related to activity-specific
  physical activity skills
• Select and refine transport skills, applying
  mechanical principles (i.e., force, motion,
  balance) related to activity-specific physical
  activity skills (e.g., moving into a ready
  position to catch the ball in volleyball,
  striking a beachball or balloon)

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Safety and Liability

• Safety and liability is the responsibility of
  school divisions/districts and their employees.
• Teachers are expected to
• be knowledgeable
• anticipate hazards
• minimize risks
• demonstrate expertise in physical activity
  management
• Teachers are expected to provide professional
  standard of care rather than the careful and
  prudent parent standard of care especially in
  high risk type of activities.

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Safety and Liability Criteria (p.15)

• The Supreme Court of Canada has established four
  criteria to determine the necessary and
  appropriate standard of care within the context
  of physical education
• Is the activity suitable to the age, mental, and
  physical condition of participating students?
• Have the students been progressively taught and
  coached to perform the activity(ies) properly and
  to avoid the dangers inherent in the
  activity(ies)?
• Is the equipment adequate and suitably arranged?
• Is the activity being supervised properly in
  light of the inherent danger involved?

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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
• promotes integration
• shared delivery

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Continued

• optional units with parent opt-out option
• Dept. 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

45
Framework Walk-Through

• The Overview section starts and ends on what
  pages?
• Page 3-21
• What is on page 19?
• A Guide to Reading the Outcomes
• How is the document divided up? Hintlook for the
  blue dividing pages
• By General Learning Outcomes (GLOs)

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• What is the title of the chart on p. 27?
• Basic Movement Skills Developmental Process
• What is the title of the Chart on page 28?
• Summary Chart for Movement
• What is the title for the Chart on page 115?
• Scope and Sequence Chart for Personal and Social
  Management

47

• Name the strand that the Other Considerations
  on page 150 is addressing?
• Human Sexuality
• What chart is on page 202?
• Some Suggested Curricular Connections with Other
  Subject Areas

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• Which Appendix describes a A School
  Division/District Planning Process?
• Appendix C
• Find the definition of Alternative Pursuits in
  the Glossary.
• Physical activities that occur in the environment
  outside the classroom/gymnasium (e.g., playing
  fields, park trails, lakes , community indoor
  facilities)

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(No Transcript)
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A Guide to Reading the Outcomes (p.19)
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K.1.S2.C.1

• K - knowledge
• 1 - GLO 1 Movement
• S2 - Grade
• C - Strand titled Activity-Specific Movement
  (top of the page)
• 1 - Sub strand titled Rules (left column)
• Page 40

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K.3.S2.B.3

• K - knowledge
• 3 - GLO 3 Safety
• S2 - Grade
• B - Safety of Self and Others (top of the page)
• 3 - Prevention and Care of Injuries (left
  column)
• Page 97

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S.5.S1.A.4

• S - Skills
• 5 - GLO 5 Healthy Lifestyle Practices
• S1 - Grade
• A - Strand titled -Application of
  Decision-Making/Problem Solving Skills
• 4 - Substance Use and Abuse
• Page 189

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An Example of Clustering in PE

• K.2.S1.C.1.aExplain the structure of skeletal
  muscle (i.e., belly, bundle, fiber, myofibril)
  and fiber types (i.e., slow-twitch, fast-twitch)
  as they relate to muscular development

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• K.2.S1.C.1bIdentify types of strength exercises
  (i.e., isometric, isotonic) and stretching
  exercises (i.e., static, ballistic, passive) for
  personal fitness development (i.e., strength,
  endurance, range of motion)

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• K.2.S1.C.3Design and implement effective warm-up
  and cool-down routines for specific team-related
  physical activities (e.g., volleyball, soccer,
  rugby...)

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• S.2.S1.A.1aDemonstrate a level of participation
  that contributes to the goals of an
  individualized fitness plan

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The Little Book of Lifestyle Artistry----Dr.
Martin Collis

• Because we are a mind/body continuum, we think
  better when we are physically active.
• Our children have been inoculated against
  everything except inactivity.
• Great thoughts begin in the muscles.

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Vision

• Physically Active and Healthy Lifestyles for
  All Students