Welcome to the Physical Education/Health Education Framework Orientation Session Jan Pickell Heather Willoughby Physical Education/Health Education Consultants

Welcome to the Physical Education/Health Education

Framework Orientation Session

Jan Pickell Heather WilloughbyPhysical Education/Health Education Consultants

Manitoba Education and Youth

Agenda

9:00 to 10:30 Framework Orientation

10:30 -10:45 Break

10:45-11:50 Outcome Analysis

11:50-1:00 Lunch

1:00-2:00 Planning Process

2:00-2:30 Planning for Implementation

2:30-2:45 Break

2:45-3:15 Continue Planning

3:15- 3:30 Wrap up

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

Implementation of K-S2 Physical Education/Health Education

2000-01 2001-02 2002-03* 2003-04** 2004-05 2005-06

K-4Implementation

planning yearfor schools

K-4

Voluntary implementationK-4

System-wide implementation

5-8Implementation


5-8

Voluntaryimplementation

5-8

System-wideimplementation

S1-S2Implementation


S1-S2

Voluntaryimplementation

S1-S2

System-wideimplementation

* K-8 Annotated Bibliography is online at www.edu.gov.mb.ca/ks4/learnres/bibliographies.html** Release of S1-S2 Annotated Bibliography targeted for Nov. 2003

Current Implementation Plan

Framework Orientation 2002

Five Interrelated General Learning Outcomes (GLO’s)

http://www.edu.gov.mb.ca/ks4/cur/physhlth

New Address

http://www.edu.gov.mb.ca/ks4


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)

Five Major Health Risk Areas

for Children and Youth


Inadequate Physical Activity


63% of children and youth are insufficiently active for optimal growth and development (Statistics Canada, 1996)

The health of Canada’s 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.)


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%


Unhealthy Dietary BehavioursUnhealthy Dietary Behaviours


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 Agriculture’s Food Intake Survey, 1996).


Snack Serving Sizes Comparisons

Food I tem 1960 2001

MediumPopcorn

3 cups 16 cups

A Bag ofPotato Chips

28 grams 95 grams

Medium Sof tDrink

8 oz 32 oz

Burger 1.5 oz of meat 6 oz of meat


Drug Use Including

Alcohol and Tobacco


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 being“really drunk” on 2 or more occasions (Health Canada, 1999)


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).


Sexual Behaviours That Result in STD’s and STI’s and Unintended Pregnancies


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)


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)


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


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


Behaviours That Result in Intentional and Unintentional Injuries


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)


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

Key Characteristics


1. Combined Approach

PE PE/HE HE


2. Outcomes Approach

5 GLO’s SLO’s 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


3. Integrated Approach

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

PE/HEPE/HE

MAMA LALA

SCSC SSSS


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


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…)


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


4. Active and Interactive Approach

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


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)


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


Recommended Minimum Time Allotments

Grades K-6: 11% of the instructional time – 11% x 300 min/day x 6 day/cycle=198 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.– 75%PE = 134min/6 day cycle– 25%HE= 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

Students With Special Needs and Medical

Problems


Students with Special Needs (chart p.14)

Modifications Adaptations Accommodations (new policy

related to adjustment of physical skill-based outcomes)


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…)


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.


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?


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


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


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? Hint…

look for the blue dividing pages By General Learning Outcomes (GLO’s)


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


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


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…)


K . 3 . 6 . B . 4 . a

S . 5 . S1 . A . 1

Refers to Knowledge

GLO #Grade

Strand

Additional SLO persub-strand

SLO in sub-strand

Refers to Skills

GLO #

Grade Senior one

SLO in sub-strand

Strand

A Guide to Reading the Outcomes (p.19)


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


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


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


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


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)


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...)


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


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.


Vision

Physically Active and Healthy Lifestyles for All Students

Documents

Welcome to the Physical Education/Health Education Framework Orientation Session Jan Pickell Heather Willoughby Physical Education/Health Education Consultants