physical education – grades 7, 8, 9 (.pdf) · pdf filephysical education grades 7, 8,and...

Physical EducationGrades 7, 8, and 9

ACurriculum GuideJune 2004

GOVERNMENTOFNEWFOUNDLANDANDLABRADOR

Division ofProgramDevelopment

Interim Edition

i

ACKNOWLEDGEMENTS

PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE

Acknowledgements

The Department of Education acknowledges the collaborativeefforts of many individuals who contributed their time, efforts andsuggestions during various stages of the development of thiscurriculum guide. Appreciation is expressed to all of them.

Joan Casey and Mark Jones, Program Development Specialists,Division of Program Development, Department of Education,coordinators of the pilot process and editors of the document.

Recognition is given to Kellie Baker, writer of the pilot draft of thecurriculum guide, member of the pilot in service team and editorof the document.

Mark Jones, writer of the pilot draft of the curriculum guide,member of the pilot inservice team and editor of the document.

Special appreciation is extended to the teachers who piloted theprogram. Their valuable comments and suggestions are reflectedin the curriculum guide:

Anne Chambers, Viking Trail Academy, Plum PointNish Hynes, Fitzgerald Academy, English Harbour West

Steve Harris, Glovertown Academy, GlovertownRose Mary Ryan-Forsey, Stephenville Middle School, Stephenville

A thank you is extended to the District Program Specialistsresponsible for Intermediate Physical Education who wereinvolved in the pilot course:

Harrison Smith and Wilfred Bromley, Northern Peninsula/Labrador South School District

Nick White, Cormack Trail School District

Harold Warr, Baie Verte/Central/Connaigre School District

Mike Sceviour, Lewisporte/Gander School District

A special thank-you to the administration of Brother Rice JuniorHigh School for providing the use of their facilities during thewriting of the draft document.

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ACKNOWLEDGEMENTS

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FOREWORD


A Curriculum Framework for Physical Education: Adjusting the Focusestablished the vision and foundation for the development of primary,elementary, intermediate and senior high programs. Physical EducationCurriculum Guide, Intermediate, provides the means by which teacherscan implement the framework outcomes.

The Intermediate Physical Education Curriculum Guide is dividedinto four sections: Introduction, Curriculum Outcomes (In,Through and About Dimensions), The Teaching and LearningEnvironment, Resources and Bibliography.

The introduction includes definitions of physical education, thePersonal-Global curriculum orientation in Intermediate PhysicalEducation, the dimensions of physical education, application ofthe levels of responsibility in physical education, and an overviewof the curriculum.

The Curriculum Outcomes section includes Essential GraduationLearnings, General Curriculum Outcomes (GCO’s) and Key StageCurriculum Outcomes (KSCO’s). Six themes have beenidentified as providing a balanced program for adolescents. Severalchoices of activities within each theme have been offered. Thesuggested activities are not exhaustive but are a means by which toprovide a broad base of activity experiences and to utilize fully theexisting facilities in various schools and communities.

Section three, The Teaching and Learning Environment, introduces:

• dimensions and application to the organization of physicalactivities in Intermediate Physical Education

• the three major program strands (In, About and ThroughMovement)

• humanistic model and developmental levels

• physical education and the adolescent learner

• addressing the needs of all learners• safety considerations

• liability• connections across the curriculum

• instructional approaches, strategies and activities

• assessment and evaluation

Resources, Section 4, lists print resources, Internet resources andDepartment of Education authorized materials and recommendedtexts.

Foreword

iv PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE

FOREWORD

Appendices, provided at the end of the document offer the readereasily accessible print resources such as Canada’s Food Guide, ActiveLiving Canada information, Fair Play Codes, assessment examples,Movement Concept Wheel and a Physical Education Lesson PlanSheet.

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TABLE OF CONTENTS


Table of ContentsBackground ......................................................................... 1Definition of Physical Education .......................................... 1The Personal-Global Curriculum Orientation

in Intermediate Physical Education ................................... 1Guiding Principles and Rationale ............................................ 2Dimensions of Physical Education ....................................... 3Hellison's Levels of Responsibility ........................................ 5Overview of the Program ..................................................... 6

Meeting the Essential Graduation LearningsThrough Physical Education .......................................... 11

Essential Graduation Learnings ............................................ 13General Curriculum Outcomes ............................................ 15Key Stage Curriculum Outcomes ......................................... 16Activity Themes .................................................................. 18

How to Read the Guide ................................................ 20Alternative Activities ...................................................... 23Court and Field Activities .............................................. 47Fitness Activities ............................................................ 71Leadership/Cooperative Activities ................................... 87Outdoor Activities ......................................................... 109Rhythmic Activities ....................................................... 127

Program Dimensions and Application .................................. 143The Humanistic Model ....................................................... 144Developmental Levels .......................................................... 144The Adolescent Learner ....................................................... 147Characteristics of the Learner ............................................... 147

Social Development ....................................................... 148Emotional Development ................................................ 149Physical Development ................................................... 150Intellectual Development .............................................. 151Spiritiual and Moral Development ................................. 153

Addressing the Needs of All Learners .................................... 155Safety Considerations in Intermediate

Physical Education ........................................................ 156Liability in Physical Education ............................................ 157Cross-Curricular Connections .............................................. 158Instructional Approaches ..................................................... 159Assessment and Evaluation .................................................. 160

Section 1: Introduction

Section 2: CurriculumOutcomes

Section 3: The LearningEnvironment

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TABLE OF CONTENTS

Resources ............................................................................ 163

Bibliography ....................................................................... 167

Section 4: Resources

Appendices Appendix A: Sample Lesson Plan Template ........................... 173Appendix B: Sample Assessment Outline .............................. 177Appendix C: Sample Assessment Rubrics .............................. 185Appendix D: Hellison's Level of Responsibility ..................... 209Appendix E: Movement Concept Wheel ............................... 213Appendix F: Fair Play Concepts ........................................... 217Appendix G: Praise Phrases .................................................. 221Appendix H: Canada's Physical Activity Guide ..................... 225Appendix I: Canada's Food Guide ........................................ 229Appendix J: Equipment List ................................................ 233Appendix K: Circuit Training Posters .................................... 239Appendix L: Teacher Tracking Charts .................................... 245

Section 5: Bibliography

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SECTION 1: INTRODUCTION


Section 1: Introduction

Physical Education fosters personal and community wellness byempowering students to attain healthy lifelong attitudes andbehaviours through physical activity as part of the totaleducational experience.

According to A Curriculum Framework for Physical Education:Adjusting the Focus (CFPE), the above mission is based on a visionthat sees “teachers in physical education working collaboratively toensure that every learner attains personal wellness throughplanned, culturally and environmentally sensitive daily physicalactivity” (p. 4).

CFPE defines Physical Education as:

"...that part of the educational experience which provides learnerswith the opportunity to become aware of and engage in physicalactivity that is whole-bodied, intrinsically valuable and personallymeaningful within the context of the learner’s social andenvironmental setting" (p. 3).

Jewett (1994) states that:

"...the Personal-Global curriculum orientation is based upon theassumption that each individual is a unique, holistic humanbeing, continuously in the process of becoming, seeking fullpersonal integration in a changing environment. It advocatesbalanced priorities between individual [personal] and globalsocietal concerns. It acknowledges the need for social change" (p.25).

Students at the intermediate level are in great need of activities(physical, cognitive and social) which explore and help create astable identity. A Personal-Global orientation would directstudents toward succeeding stages of self-control, involvement,self-responsibility and caring as described in Hellison (2003) (ACurriculum Framework for Physical Education: Adjusting the Focus).

Definition of PhysicalEducation

The Personal-GlobalCurriculumOrientation inIntermediate PhysicalEducation

Background

Mission and VisionStatements

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The rationale for physical education is well documented and haslong been recognized. The guiding principles of physicaleducation are entrenched in Active Living and a quest forincreasing the physical activity levels and overall wellness ofstudents. The rationale and guiding principles for physicaleducation are detailed on pages 7 - 16 in the CFPE.

Student participation in a strong physical education curriculum isone of the key ways that overall wellness and positive attitudestowards physical activity and active living can be fostered anddeveloped throughout life. The adolescence years are key todeveloping attitudes, habits, strong bones, high fitness levels,body awareness and various skills for a person’s future years.

Current estimates from the 1999 Statistics Canada NationalPopulation Health Survey (NPHS) indicate that the majority ofCanadians (55%) are physically inactive. 57% of adults aged 18and older are considered insufficiently active for optimal healthbenefits (Healthy People, 2000).

Statistics Canada and the Canadian Fitness and Lifestyle ResearchInstitute (CFLRI) have both produced research and statistics thatindicate many Newfoundlanders and Labradorians are inactive.

Other key findings from the Statistics Canada National PopulationHealth Survey, 1999, include:

• Canadian youth aged 12-19 were physically inactive in thethree months prior to the survey. However, as many as 84%may not have been active enough to meet internationalguidelines for optimal growth and development.

• Girls are significantly less active than boys, with 64% of girlsand 52% of boys being considered physically inactive. Inaddition, youth living in higher income families are the leastlikely to be physically inactive (NPHS, 1998/99).

There is increasing evidence that regular physical education andphysical activity, begun in childhood, may help preventdegenerative diseases. The Canadian Fitness and Lifestyle ResearchInstitute reports that physical benefits alone could be sufficientreason for supporting physical education programs (CFLRI,1998). Risks associated with heart disease, cancer, osteoporosis,diabetes and obesity can be lowered by participation in physicaleducation, activity and healthy eating.

Research from the Canadian Lifestyle and Research Institute thathighlights a report from Trois Rivieres (1984) and the CaliforniaSTAR Program (2001), shows a positive relationship betweenphysical activity and academic achievement. In several studies,

Guiding Principlesand Rationale

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academic achievement as well as health and fitness, discipline, andenthusiasm, were superior in the experimental program andsurpassed controlled classes. Findings include the following:

• Higher achievement was associated with higher levels of fitnessat each of the grade levels measured.

• A strong relationship between fitness and academicachievement was shown for both girls and boys.

• A strong relationship between fitness, reading and math scoresat each grade level.

• Greatest gains were made when students met 3 or moreminimum fitness standards.

Students need to be educated as to the what, why and how ofphysical activity. Numerous reports, including Healthy People2000 and the recently released Surgeon General’s Report on PhysicalActivity and Health, have established the benefits of physicaleducation and active lifestyles for people of all ages.

Researchers have found that the best predictor of exercise behaviorin students, was something called “perceived competence.” Theteaching of skills, movement concepts and the importance ofwellness and fitness in physical education classes will helpstudents in feeling good about their fitness and movement skillsabilities. These students were more likely to participate in thetype of moderate-to-vigorous physical activity necessary toimprove their health and fitness (Kirniecik, Horn and Shurin,1996). Research also indicates that motor skills learned inphysical education classes may be the stimulus for increasedactivity during leisure time. Physical education programsinvolving various activities encourage participants to use leisuretime more actively. Thus, physical education plays a major role inpromoting an active, healthy lifestyle (Tremblay et al, 1996).

The adolescence years are key to developing attitudes, habits, andconfidence in fitness levels and various skills that will bode wellinto a person's future years (Hellison 2003) and (A CurriculumFramework for Physical Education: Adjusting the Focus, undated).Interest in activity can be lost if physical education is not a part ofthe school experience. Habits are a potent determinant of futurebehavior, and physical education programs have the potential todevelop habits that will have a positive influence on adult lifestyle.

The subject matter of physical education is human movement.This content distinguishes physical education as a critical andessential component of school curricula. Physical education as aschool subject is directed toward understanding human

Dimensions ofPhysical Education

Why Physical Education?



movement, including the human and environmental factors thataffect and are affected by movement. Human movement can beviewed in three dimensions:

1. Education in movement or the psychomotor domain, isconcerned with the qualities that are an inherent part ofmovement itself. Education in movement has to do withknowing how to move, engaging in physical activities andhaving a direct, lived-body experience with movement that isintrinsic to any particular activity. An example of a curricularoutcome from the in movement or psychomotor domain wouldbe: Students are engaged in an activity where they have tocreate a new game or activity. The actual participation in thegame/activity that was created and the movement concepts andmotor skills used in playing the game would be the “inmovement” outcomes in which students would be engaged.(GCO 1, KSCO 1) and (GCO 1, KSCO 2).

2. Education about movement or the cognitive domain, involvesthe cognitive process that is concerned with learning concepts,rules and procedures ranging from simple spontaneousmovements to complex, structured movements. Using thesame activity as above, an example of a curricular outcome fromthe about movement or cognitive domain would be: Studentsare engaged in an activity where they have to create a new gameor activity. The creative process, the game/activity that isinvented and the students’ understanding, application anddemonstration of game concepts and motor skills knowledgewould be the “about movement” outcomes in which studentswould be engaged. (GCO 2, KSCO 2) and (GCO 2, KSCO3)

3. Education through movement or the affective domain, isconcerned with the contribution of movement as a means to anend. In this dimension, movement is used to achieve outcomessuch as moral values and conduct, aesthetic understanding andappreciation, social interaction and socialization, or the use ofleisure time that may be extrinsic to any specific activity.Using the same activity as above, an example of a curricularoutcome from the through movement or affective domainwould be: Students are engaged in an activity where they haveto create a new game or activity. The social dynamics andcooperation that are displayed and practised while creating andthen playing the game/activity would be the “throughmovement” outcomes in which students would be engaged.(GCO 5, KSCO 2) and (GCO 6, KSCO 4).

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All three dimensions are interconnected to encompass the entirephysical activity experience that embraces the Canadian culturetrademark of Active Living. Physical education, as a schoolsubject, contributes to the promotion and building of ActiveLiving Schools and Communities (CFPE, p. 4).

The intermediate physical education curriculum uses the levels ofresponsibility as described by Hellison (2003, 1995, 1985).Teachers are directed to incorporate Hellison’s Levels ofResponsibility into their practice while teaching physicaleducation. Students and schools where students are encouragedand taught to assume greater amounts of responsibility for theiractions, behaviour and learning, demonstrate much success intheir learning.

Hellison’s Levels of Responsibility provide guidelines to allowstudents to become more responsible. Level I (Respect) and LevelII (Participation), address the students responsibility for personaldevelopment. Level III (Self-direction) and Level IV (Caring),address the students’ social and moral responsibility for theirrelationships with others and as members of groups. Level V(Transfer of Reponsibility), focuses on the transfer of responsibilityin physical education to the lives of students in school, on theplayground, at home and in the community.

The authorized teacher resource, Teaching Responsibility ThroughPhysical Activity (2003), outlines how Hellison’s levels ofresponsibility can be used in physical education programs tomaximize student learning and support student responsibility fortheir actions and behaviour.

The chart on the following page outlines the Levels ofResponsibility for intermediate physical education.

Hellison’s Levels ofResponsibility



Teachers need to recognize that students will operate at differentlevels of responsibility at different times and while engaged indifferent activities. Indeed, a child may be operating at severaldifferent levels during the same class. For example, during a lead-up game or a specific skill development activity, a student may beable to act responsibly at Level III but in the game or moreadvanced activity the same student may be acting at a Level I oreven Level 0. Similarly, a student may act responsibly at Level IIwhile engaged in a team sport but act responsibly at Level IVwhile engaged in cooperative games.

The Intermediate Physical Education Curriculum Guide takes aPersonal-Global curriculum orientation. It has been developed tomeet the needs and interests of adolescent students andintermediate teachers. The intermediate physical educationprogram extends the range of skills and knowledge acquired in theprimary and elementary programs and facilitates transition to themore self-directed activities of high school. It builds upon themovement concept knowledge (Nichols, 1994) provided in the

Overview of theProgram

Level 0Irresponsibility

Students who operate at Level 0 make excuses andblame others for their behaviour and deny personalresponsibility for what they do or fail to do.

Level IRespect

Students at Level I may not participate in the days'activities or show much mastery or improvement, butthey are able to control their behaviour enough so thatthey don't interfere with the other students' right tolearn or the teacher's right to teach. They do thiswithout much prompting by the teacher and withoutconstant supervision.

Level IIParticipation

Students at Level II not only show at least minimalrespect others but also willingly play, accept challenges,practise motor skills, and train for fitness under theteacher's supervision.

Level III

Self-Direction

Students at Level III not only show respect andparticipation, but they are also able to work withoutdirect supervision. They can identify their own needsand begin to plan and carry out their physical educationprograms.

Level IVCaring

Students at Level IV, in addition to respecting others,participating, and being self-directed, are motivated toextend their sense of responsibility beyond themselvesby cooperating, giving support, showing concern, andhelping.

Level VOutside of PhysicalEducation

Students at Level V apply the behaviours of theprevious four levels beyond the physical educationsetting, such as in the classroom, on the playground,and in other life situations.

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primary and elementary programs and provides opportunity forpersonal achievement through group and individual activities.This curriculum has been designed within the frameworkphilosophy and acknowledges the wide range of schools’ expertiseand available equipment and facilities.

This program takes as its basis the need for individuals to developtheir personal wellness through Active Living and their need todevelop and understand personal movement skills that contributeto an active lifestyle throughout life. The CFPE reiterates thatstudents at the intermediate level are:

"...in great need of activities (physical, cognitive and social) whichexplore and help create a stable identity. Students would beengaged in individual, small group and large group activities thatfocus on the relationships which occur between the students whilephysically active. Traditional (basketball, soccer, volleyball, etc.)and non-traditional (cooperative games, initiative tasks, etc.)activities would be sequenced to provide a process of self-discoveryand understanding related to physical activity preferences,strengths, limitations, identity and social acceptance (Personal-Global awareness) (pp. 28-29)."

Program planning should be guided by the needs and interests ofstudents, cultural preference, the availability of suitableenvironment, equipment and facilities, and the expertise of theteacher. Student input and administrative cooperation arerecommended for the planning process. A variety of themes andactivities is listed in order to address a diverse student population,a range of abilities and interests and learning environments with awide range of resources (equipment, space, facilities andpersonnel).

The intermediate program is designed around six themes; theyearly plan for each grade must cover ALL six themes. Sinceactivities from each of the themes must be chosen at each gradelevel, a wide variety and balance of activities are provided. Thisensures that at the completion of each grade, various key stagecurriculum outcomes (KSCO’s) are met. Therefore, all 33KSCO’s will be met by the end of grade 9.

The intermediate program includes themes which provide variedmovement experiences and Active Living opportunities. Theactivities listed are not an exhaustive set, but rather examples ofwhat type of activities are included in a theme. Other activitiescan be added to the theme listings.

Program Themes



The themes are as follows:

1. Alternative Activities: Archery, Bowling, Curling, Fly Tying,Golf, Gymnastics, Judo, Multi-cultural Games, Nature, Self-defense, Sepak Takraw, Skating, Skipping, Swimming, Tai Chi,Track and Field, Wall/Rock Climbing, Wrestling, Yoga...

2. Court and Field Activities: Badminton, Baseball, Basketball,Field Hockey, Floor Hockey, Lacrosse, Netball, PaddleBadminton, Paddle Tennis, Pickle Ball, Racquetball, Ringette,Rugby, Squash, Soccer, Soccer Baseball, Softball, Table Tennis,Team Handball, Tennis, Touch/Flag Football, Ultimate Frisbee,Volleyball...

3. Fitness Activities: Aerobics, Circuit Training, Cycling, ExerciseBalls, Fitness Testing, Jogging, Pilates, Skating, Skipping,Strength/Resistance Training, Swimming, Swiss Balls, Tae-Bo,Walking, Water Aerobics, Weight Training, Yoga...

4. Leadership/Cooperative Activities: Adventure Games,Cooperative Games, Initiative Problems, Problem Solving, Risk,Taskings, Team Building, Team Challenges, Trust...

5. Outdoor Activities: Camping, Canoeing, Cross CountryRunning, Cycling, Hiking, Kayaking, Kite Flying,Orienteering, Sailing, Skating, Skiing (cross country, downhill),Snowboarding, Snowshoeing...

6. Rhythmic Activities: Aerobics, Cheerleading, Dance (creative,folk, line, modern, multi-cultural, Newfoundland andLabrador traditional, square...), Rhythmic Gymnastics,Skipping ...

The Department of Education’s Program of Studies allocates 6%instructional time to Intermediate Physical Education. Based on a7 day cycle, a total of approximately 120 minutes per cycle is theminimum recommended time to be dedicated to physicaleducation. Based on 36 school weeks per year and a 7 day cycle,students should receive approximately 3000 minutes or 50 hoursof physical education in a school year. Some schools may exceedthis time allocation.

The means through which this time is scheduled in a timetableoften varies from district to district and school to school. Someschools provide each student with two 55 minute instructionperiods per cycle, while others may offer 4 or 5 periods per 14 daycycle (or double 7 day cycle).

Instructional Time

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Two common scenarios based on the current school year of 36weeks are:

1. (2 periods of P.E. per 7 day cycle)

36 weeks per school year using a seven day cycle giveapproximately twenty-six school cycles for scheduling purposes.In a school that devotes two periods per seven cycle to physicaleducation, a minimum 50 periods are available for instructionalpurposes. Again, this will vary from district to district andpossibly school to school.

2 (periods of P.E.) x 26 (seven day cycles a year) = 50 - 55classes of P.E. a year

2. (5 periods of P.E. per 14 day cycle)

36 weeks per school year using a 14 day cycle giveapproximately thirteen school cycles for scheduling purposes.In a school that devotes five periods per fourteen day cycle tophysical education, a minimum 62 periods are available forinstructional purposes. Again, this will vary from district todistrict and possibly school to school.

5 (periods of P.E.) x 13 (fourteen day cycles a year) = 60 - 65periods of P.E. a year

A quality program will incorporate as many activities as possible toallow the students a full and enriching experience. To ensure abalance of activity experiences, at least one activity from eachtheme must be provided in each year of the intermediate program.

This activity cannot be used to fulfill the requirements of a secondtheme in the same grade and year. As an example, if lacrosse isused to meet the court and field theme requirement, it cannot beused to also meet the outdoor activity requirement for that samegrade in that same year. However, lacrosse can be used to meetthe court and field theme requirement in grade 7 and then theoutdoor activity theme in grade 8.

The six themes are presented with minimum and maximum unitallotments. The core program is represented in the followingtable. The minimum and maximum guidelines must be followedwhen implementing the yearly plan. The yearly plan for eachgrade must cover all six themes.



The list of theme activities is not exhaustive but rather a guide toactivities which can be used.

As well, the activities listed for each grade are again only a guide.As an example in this document, the focus for fitness activities wasfitness hustles and aerobics in grade seven, weight training ingrade eight and fitness testing and alternative activities in gradenine.

The differences in activity choices within themes will vary fromschool to school and year to year. Each school will have a differentcapacity for activities, games, and sports based on resources,teacher expertise and student and teacher choice. What isimportant is that the teacher and students work together toachieve the curricular outcomes. Teachers, as trained professionals,must decide the proper implementation of their yearlyintermediate program.

* Teachers must address all 33 KSCO's by the end of grade 9.

* The themes and movement concepts are the vehicles throughwhich the outcomes are met.

* All six themes must be covered at each grade level each year.

Activities Minimum Maximum

Alternative ½ unit = 4 classes 2 units = 16 classes

Court and Field ½ unit = 4 classes 2.5 units = 20 classes

Fitness ½ unit = 4 classes 2 units = 16 classes

Leadership ½ unit = 4 classes 2 units = 16 classes

Outdoor ½ unit = 4 classes 2 units = 16 classes

Rhythmic ½ unit = 4 classes 2 units = 16 classes

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SECTION 2: CURRICULUM OUTCOMES


Section 2: Curriculum Outcomes

Essential Graduation Learnings (EGL's) are statements describingthe knowledge, skills, and attitudes expected of all studentsgraduating from high school. Achievement of the EGL's willprepare students to continue to learn throughout their lives.These learnings describe expectations, not in terms of individualschool subjects, but in terms of the knowledge, skills, andattitudes developed throughout the curriculum. They confirmthat students need to make connections and develop abilitiesacross subject boundaries. They also prepare students to be readyto meet the current and emerging opportunities, responsibilities,and demands of life after graduation (The Atlantic CanadaFramework for Essential Graduation Learnings in Schools). PhysicalEducation, viewed as education in, about and through movement,contributes to the Essential Graduation Learnings (A CurriculumFramework for Physical Education: Adjusting the Focus, pp. 17-18).

The Curriculum Framework for Physical Education names sixGeneral Curriculum Outcomes for physical education. These sixGCO's are derived from the Essential Graduation Learnings.Subsequent Keystage and Specific Curriculum Outcomes forphysical education are derived from the six GCO's. The chart onthe following page illustrates this relationship.

Meeting theEssential GraduationLearnings ThroughPhysical Education



General Curriculum Outcomes

Statements that identify what students are expected to know

and be able to do upon completion of study in a subject area

Specific Curriculum Outcomes


and be able to do at a particular grade level

Key-stage Curriculum Outcomes


and be able to do by the end of grades 3, 6, 9 and 12

A vision statement for each subject area

Vision

Essential Graduation Learnings

personal development

problem solvingaesthetic expression

citizenship

communication spiritual and moral development

technological competence

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The seven Essential Graduation Learnings encompass allcurriculum areas. The seven EGL’s are: Aesthetic Expression,Citizenship, Communication, Personal Development, ProblemSolving, Technological Competence and Spiritual and MoralDevelopment.

Aesthetic Expression: Graduates will be able to respond with criticalawareness to various forms of the arts and be able to express themselvesthrough the arts.

Multi-cultural, folk, creative and other forms of rhythmicmovement provide opportunities for students to expressthemselves through the arts. Attending ballet or other rhythmicperformances as a group, and then discussing the performance aspart of several school subject areas, allows a cross-curricular link toresponding with critical awareness. Something as simple asreplacing divots on the local field when playing field hockey orgolf allows students to understand the importance of respectingfacilities which are used by multiple patrons.

Citizenship: Graduates will be able to assess social, cultural, economicand environmental interdependence in a local and global context.

Court and field games and activities allow students to demonstratean understanding of rules and regulations. Application andtransference of this concept to society would develop anunderstanding of citizenship. Leadership/cooperative games andactivities allow students to demonstrate co-operative group skillsand the need for social interdependence.

Communication: Graduates will be able to use the listening, viewing,speaking, reading and writing, modes of language(s), andmathematical and scientific concepts and symbols to think, learn andcommunicate effectively.

Listening is overtly and covertly learned in a physical educationsetting. Students must listen to instruction in a large open space,often while they are engaged in activity. Movement languageexpands students' knowledge and understanding of scientificconcepts such as force, balance, speed and time. Body language isa mode of language which ranges from a simple widening of theeyes when a passer sees an open receiver to the intended messageby a body movement during a creative dance piece. Peer feedbackprovides the opportunity for students to assess their performanceand that of others. Journal book entries allow students to explore,reflect on, and express their own ideas, learnings and perceptionsand feelings relation to movement.

Essential GraduationLearnings



Personal Development: Graduates will be able to learn and topursue an active, healthy lifestyle.

A guiding principle of physical education is to provide thefoundation, skills, knowledge and understanding for students topursue active, healthy lifestyles. With the intermediate program,students are expected to be exposed to a variety of activities whichwill enable them to make informed choices as to what area ofactivity they would like to pursue and continue after grade twelveand within society.

Problem Solving: Graduates will be able to use the strategies andprocesses needed to solve a wide variety of problems, including thoserequiring language and mathematical and scientific concepts.

Leadership and Cooperative Games often require students to solveproblems as a group. Decision making is required during allactivities either in response to stimuli such as a frisbee comingtoward a person or the force required when curling. Predictionand hypothesis is also required when making assumptions aboutoutcomes of combining movement concepts such as speed, rangeand their effect on accuracy.

Technological Competence: Graduates will be able to use a varietyof technologies, demonstrate an understanding of technologicalapplication and apply appropriate technologies for solving problems.

Fitness activities offer students the opportunity to usedynamometers, skin-fold calipers, fitness software, stereo and videoequipment such as CD players, VCR’s and DVD players. Theapplication and use of such technologies is then seen in thecompletion of a fitness appraisal form or in aerobics classes inwhich students are responsible for cueing up the music, or Tae Boon DVD. Critically analysing fitness software or fitness web sitesencourages students to discover ethical issues surrounding the useof technology in a local and personal-global context.

Spiritual and Moral Development: Graduates will be able todemonstrate an understanding and appreciation for the place of beliefsystems in shaping the development of moral values and ethicalconduct.

Fair Play concepts are a belief system which concentrate on theethical and moral behaviour and treatment of players, coaches,parents, officials and spectators. Physical education emphasizesthese same codes in activities within the curriculum. Codes ofconduct for each can be found in Appendix F. The application ofthese codes of conduct beyond the physical education settingallows students to demonstrate a commitment to an active livingphilosophy that promotes the good of society.

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General Curriculum Outcomes (GCO's) are statements whichdescribe the contribution of a curriculum area to the EssentialGraduation Learnings. They state what students are expected toknow, value and be able to do as a result of completing thecurriculum.

The General Curriculum Outcomes for Physical Education are asfollows:

In Movement

1. Perform efficient, creative and expressive movement patternsconsistent with an active lifestyle;

About Movement

2. Demonstrate critical thinking and creative thinking skills inproblem posing and problem solving relating to movements;

3. Assess attitudes and behaviours during activity in relation toself, the class, the school, and the community;

Through Movement

4. Demonstrate socially responsive behaviour within the schooland community;

5. Exhibit personal responsibility for the social, physical, andnatural environment during physical activity; and

6. Exhibit personal development, such as positive self-esteem, self-responsibility, leadership, decision-making, cooperation, self-reflection and empowerment during physical activity.

General CurriculumOutcomes



Following these GCO's are Key Stage Curriculum Outcomes(KSCO's) at the ends of grades three, six, nine and the completionof high school. The CFPE lists 33 KSCO's to be met by the endof grade nine as listed below:

1. Use appropriate body mechanics in a wide variety of movementactivities.

2. Apply principles of body mechanics to improve movement inall activity dimensions.

3. Participate in a variety of activities combining movement andmusic.

4. Participate in movement activities from a variety of cultures.5. Participate in a variety of cooperative and competitive group

activities.6. Demonstrate cooperative and competitive strategies in a variety

of group activities.7. Demonstrate appropriate warm-up, work-out and cool-down

activities.8. Apply movement skills and concepts to a variety of activities in

alternative environments.9. Participate in a variety of personal fitness activities.

1. Pose and solve simple movement problems individually.2. Pose and solve simple movement problems in cooperative

groups.3. Create competitive and cooperative games.4. Predict consequences of various actions on performance.5. Identify practices that promote personal fitness and a healthy

lifestyle.6. Identify qualities required to pursue careers in physical

education and recreation.

1. Analyse personal responses and behaviours in cooperativegroups.

2. Identify the effect of growth patterns on movement.3. Analyse the principles of fair play.4. Analyse relationships between good nutritional practices and

physical activity.5. Analyse the degree of participation in socially responsive activity

programs within their school.6. Identify the effect of physical activity on the quality of life.

II. Demonstrate critical andcreative thinking skills in problemposing and problem solving relatingto movement.

Key Stage CurriculumOutcomes

I. Perform efficient, creative andexpressive movement patternsconsistent with an active livinglifestyle.

In Movement

About Movement

III. Assess attitudes and behavioursduring activity in relation to self,the class, the school and thecommunity.

17



1. Model socially responsive behaviour within the school andcommunity.

2. Participate in socially responsive activity programs within theschool and the community.

3. Initiate socially responsive activity programs within theirschool.

1. Demonstrate respect for the social, physical, and naturalenvironment.

2. Show concern for the comfort and safety of others in a variety ofactivity environments.

3. Identify and follow the rules and principles of fair play in gamesand activities.

1. Reflect critically on their decisions and actions.2. Participate willingly in a variety of activities from all movement

categories.3. Identify and demonstrate leadership skills.4. Identify and demonstrate cooperative skills.5. Demonstrate self-confidence.6. Demonstrate personal initiative, independence and decision

making.

V. Exhibit personal responsibilityfor the social, physical and naturalenvironment during physicalactivity.

IV. Demonstrate socially responsivebehaviour within the school andcommunity..

VI. Exhibit personal developmentincluding positive self-esteem, self-responsibility, leadership, decision-making, cooperation, self-reflection,and empowerment during physicalactivity.

Through Movement



Specific Curriculum Outcomes (SCO's) for each grade levelcontribute to the accomplishment of these KSCO's. SpecificCurriculum Outcomes are organized into six themes:

1. Alternative Activities: Archery, Bowling, Curling, Fly Tying,Golf, Gymnastics, Judo, Multi-cultural Games, Nature, Self-defense, Sepak Takraw, Skating, Skipping, Swimming, Tai Chi,Track and Field, Wall/Rock Climbing, Wrestling, Yoga...

2. Court and Field Activities: Badminton, Baseball, Basketball,Field Hockey, Floor Hockey, Lacrosse, Netball, PaddleBadminton, Paddle Tennis, Pickle Ball, Racquetball, Ringette,Rugby, Squash, Soccer, Soccer Baseball, Softball, Table Tennis,Team Handball, Tennis, Touch/Flag Football, Ultimate Frisbee,Volleyball...

3. Fitness Activities: Aerobics, Circuit Training, Cycling, ExerciseBalls, Fitness Testing, Jogging, Pilates, Skating, Skipping,Strength/Resistance Training, Swimming, Swiss Balls, Tae-Bo,Walking, Water Aerobics, Weight Training, Yoga...

4. Leadership/Cooperative Activities: Adventure Games,Cooperative Games, Initiative Problems, Problem Solving, Risk,Taskings, Team Building, Team Challenges, Trust...

5. Outdoor Activities: Camping, Canoeing, Cross CountryRunning, Cycling, Hiking, Kayaking, Kite Flying,Orienteering, Sailing, Skating, Skiing (cross country, downhill),Snowboarding, Snowshoeing...

6. Rhythmic Activities: Aerobics, Cheerleading, Dance (creative,folk, line, modern, multi-cultural, Newfoundland and Labradortraditional, square...), Rhythmic Gymnastics, Skipping ...

The Intermediate Physical Education Curriculum Guide providesSample Learning and Teaching Strategies and Student Assessmentsas examples of how the Key Stage Curriculum Outcomes (KSCO's)can be met. The chart on the next page outlines the KSCO's andin which theme and grade level they are met within this document.

Templates and charts to assist teachers in creating their yearly blockplans and the tracking of curriculum outcomes and movementconcepts are supplied in Appendix L.

Key to Curriculum Outcomes Grade Chartalt = alternative activities

crt&fld = court and field activities

fit = fitness activities

ldr - leadership/cooperative activities

oa - outdoor activities

rhy - rhythmic activities

Activity Themes

19



Grade 9Grade 8Grade 7THEMEGCO 1 (IN)

crt&fldfitalt, crt&fld, fit, ldr, oa, rhyksco 1crt&fldalt, crt&fld, fit, oa, rhyksco 2rhyrhyfit, rhyksco 3alt, rhycrt&fldksco 4ldrcrt&fld, ldrksco 5

alt, crt&fld, ldr, oaksco 6alt, crt&fld, fit, ldrksco 7alt, fit, oaalt, crt&fld, ldraltksco 8

alt, crt&fld, fit, oa, rhyksco 9

GC0 2 (ABOUT)alt, crt&fld, fit, rhyksco 1

fit, ldr, oa, rhycrt&fldksco 2alt, crt&fld, ldrcrt&fldksco 3

alt, crt&fld, ldr, oa, rhyksco 4alt, crt&fld, fit, oa, rhyksco 5

alt, fit, ldr, oaksco 6

GCO 3 (ABOUT)crt&fld, ldr, rhyksco 1altrhyksco 2

crt&fld, fit, ldr, oaksco 3fit, rhyksco 4oaksco 5alt, crt&fld, rhyksco 6

GCO 4 (THROUGH)crt&fldksco 1

alt, crt&fld, oaksco 2crt&fld,oa, rhyksco 3

GCO 5 (THROUGH)altksco 1

alt, crt&fld, fit, ldr, oa, rhyksco 2crt&fld, ldrksco 3

GCO 6 (THROUGH)crt&fldalt, crt&fld, ldrksco 1

crt&fld, fit, rhyksco 2alt, crt&fld, fit, ldr, oaksco 3

crt&fld, ldr, rhyksco 4altalt, crt&fld, fit, ldr, rhyksco 5crt&fld, fit, ldr, rhyksco 6

Curriculum Outcomes Through Grades Chart(by Grade Level)



Section 2: Curriculum Outcomes contains all of the curricularoutcomes and the means through which teachers are to lead theirstudents to attaining these outcomes. Each theme is organizedby grade, while the curriculum outcomes, activities, assessmentand resources are presented in a four column spread. The diagrampresented on page 21 illustrates this format.

The curriculum guide is presented in a 4 column spread thatincludes:

Column 1 - Curriculum Outcomes

Column 2 - Sample Learning and Teaching Strategies

Column 3 - Student Assessment

Column 4 - Resources and Notes

It should be noted that all Sample Learning and TeachingStrategies are found in column two of the 4 column spread; if anactivity starts on a particular page but does not finish, the readermust go to the next column two on the following page to continuereading that particular activity. The same is true when readingStudent Assessments and Resources; all Student Assessments arefound in column three, while all Resources and Notes are found incolumn four.

How to Read theGuide

21



OutcomesThis column includesspecific outcomes for theparticular unit. Eachspecific curriculumoutcome is linked andidentified back to akey stage curriculumoutcome.

Sample Learning andTeaching StrategiesThis column suggests avariety of instructionalapproaches that areappropriate for the learner.These suggestions are notexhaustive, but rathershould be consideredexamples that teacherscan use, build on or modifyto suit the particular needsand circumstances of thestudents and the school/P.E.environment.

Suggested AssessmentThis column offers awide range of assessmentstrategies which may beused in evaluating theextent to which studentsare attaining curriculumoutcomes. Thesesuggestions areexamples that can beused, built upon ormodified to suit teachersneeds and instructionalstrategies.

Resources and NotesThis column offers someadditional, relevantinformation such asdefinitions, safety concernsor explanations that may behelpful to teachers whenworking through a particulartheme. Also included are theresources that were used tocompile the varied suggestedlearning and teachingstrategies and studentassessments.

PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE 23

THEME: ALTERNATIVE ACTIVITIES

Theme: Alternative ActivitiesArchery, Bowling, Curling, Fly Tying, Golf, Gymnastics, Judo, Multi-cultural Games,Nature, Self-defense, Sepak Takraw, Skating, Skipping, Swimming, Tai Chi, Track andField, Wall/Rock Climbing, Wrestling, Yoga ...

PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE24




Grade 7 Grade 8 Grade 9

Theme: Alternative Activities

IN MOVEMENT IN MOVEMENT IN MOVEMENT

1. Use proper body alignment, stanceand posture when participating inalternative activities such as golfand archery. (GCO 1, KSCO 1)

2. Apply movement concepts andskills to a variety of activities inalternative environments such asgolf and archery.(GCO 1, KSCO 8)

3. Participate in a variety of personalfitness activities such as self-defense

and wrestling. (GCO 1, KSCO 9)

1. Demonstrate improvement inactivity skills and movements byapplying movement concepts suchas range, level, force, balance,relationship of body parts whilemoving and body “language”.(GCO 1, KSCO 2)

2. Demonstrate cooperative andcompetitive strategies which can beapplied to alternative activities.(GCO 1, KSCO 6)

3. Apply movement skills andconcepts such as relationship ofbody parts while moving, muscletension and relaxation, possiblemovement of body parts, balanceand direction, to a variety ofalternate environments such as the

swimming pool. (GCO 1, KSCO 8)

ABOUT MOVEMENT

4. Students will pose and solvemovement problems individuallysuch as the golf swing and archeryshot techniques to determinewhich is most effective and why.(GCO 2, KSCO 1)

5. Students predict what effectmovements and actions will haveon students’ completion of futuretasks/activities such as predictingthe consequence of varying themovement concepts of range, forceand level on the outcome of thearchery shot and golf swing.(GCO 2, KSCO 4)

ABOUT MOVEMENT

4. Through alternative activities suchas bowling, skate boarding,skipping and roller blading,identify practices that promotepersonal fitness and a healthylifestyle. (GCO 2, KSCO 5)

5. Students recognize and identify theeffect of growth patterns onmovement. (GCO 3, KSCO 2)

ABOUT MOVEMENT

4. Using previous experience withactivities from other cultures,create competitive and cooperativegames. (GCO 2, KSCO 3)

5. Students identify how thealternative activities and skillslearned during such activities helpbuild qualities needed to pursue acareer in physical education andrecreation. (GCO 2, KSCO 6)

6. Using previous experience withactivities from other cultures andknowledge of the history of sport,identify the effect of physicalactivity on the quality of life.(GCO 3, KSCO 6)

1. Participate in movement activitiesfrom a variety of cultures such asAfrican, Australian, Celtic andInuit games. (GCO 1, KSCO 4)

2. Students demonstrate appropriatewarm-up, work-out and cool-downactivities. (GCO 1, KSCO 7)

3. Apply movement skills andconcepts such as relationship ofbody parts while moving, possiblemovement of body parts, balance,force and level to a variety ofactivities in alternativeenvironments. (GCO 1, KSCO 8)

THROUGH MOVEMENT

6. Participate in socially responsiveactivities within the school such aspeer mediation by applyingconcepts learned through self-defense, track and field, wrestlingor yoga. (GCO 4, KSCO 2)

7. Demonstrate self-confidence duringactivities such as archery, golf,gymnastics, rock/wall climbing, self-defense, track and field, andwrestling. (GCO 6, KSCO 5)

THROUGH MOVEMENT

6. Show concern for the comfort andsafety of others in alternativeactivities such as archery,gymnastics, rock/wall climbing, self-defense, skating, swimming andwrestling. (GCO 5, KSCO 2)

7. During and after activity, studentsare able to assess and reflect ondecisions made and actions

undertaken. (GCO 6, KSCO 1)

THROUGH MOVEMENT

7. Demonstrate respect for the social,physical and natural environmentwhile engaged in alternativeactivities such as archery, golf, rockclimbing, skate boarding,swimming and yoga.(GCO 5, KSCO 1)

8. Students can identify anddemonstrate various leadershipskills while participating inalternative activities.(GCO 6, KSCO 3)

9. Students demonstrate decisionmaking, independence andincreased self-confidence whileparticipating in alternativeactivities. (GCO 6, KSCO 5)



Sample Learning and Teaching StrategiesOutcomesIt is expected that students will:


Grade 7

IN MOVEMENT

1. Use proper body alignment, stanceand posture when participating inalternative activities such as golf andarchery. (GCO 1, KSCO 1)

2. Apply movement concepts and skillsto a variety of activities in alternativeenvironments such as golf andarchery. (GCO 1, KSCO 8)

3. Participate in a variety of personalfitness activities such as self-defenseand wrestling. (GCO 1, KSCO 9)

ABOUT MOVEMENT

4. Students will pose and solvemovement problems individuallysuch as the golf swing and archeryshot techniques to determine which ismost effective and why. (GCO 2,KSCO 1)

5. Students predict what effectmovements and actions will have onstudents’ completion of future tasks/activities such as predicting theconsequence of varying the movementconcepts of range, force and level onthe outcome of the archery shot andgolf swing. (GCO 2, KSCO 4)

THROUGH MOVEMENT

6. Participate in socially responsiveactivities within the school such aspeer mediation by applying conceptslearned through self-defense, trackand field, wrestling or yoga. (GCO 4,KSCO 2)

7. Demonstrate self-confidence duringactivities such as archery, golf,gymnastics, rock/wall climbing, self-defense, track and field, andwrestling. (GCO 6, KSCO 5)

Alternative activities can often be life-long activities and offerinvolvement for the student who may not have a high interest inteam and/or traditional activities. Such activities offeropportunities for students to engage in physical activity andimprove upon sports skills to the best of one’s ability. Archery,golf and self-defense are activities which can be enjoyed by bothsexes, varying abilities and almost all ages. Teachers should offer awide range of these types of activities and help students recognizethe recreational value of alternative activities. This will also helpstudents further develop a repertoire of personally satisfyingphysical activities not limited to a school setting. Movementconcepts which should be applied to the skills at all grade levelsare 1. Space 2. Quality of movement 3. Body Awareness.(Appendix E)

Activities:

Warm-ups, tasks, activities, games and challenges can all be usedto meet the outcomes.

A good start to a class includes a fun and active warm-up. Asimple tag game such as Wrestle Tag can be used to increase theblood flow and get students ready for activity. One or morestudents is selected as the tagger and attempts to tag the otherstudents. When a person is tagged, the tagger must say whatbody part is to be stretched and then all students stop andperform the stretch (the teacher will need to help with getting allstudents to stop). The person who was tagged now becomes atagger and the tagger that tagged him/her is now free to join theothers and avoid being tagged. This is a great time to teachproper names for body parts (movement concept of name andidentify body parts) and is an excellent way to get the entire classready to participate in wrestling.

Warm-up activities should also be designed to reflect the chosenalternative activity. Concentration skills are necessary for successin target activities. Games such as Passing Tag, Thieves, Protect YourTurf, The Barricade, Pendulum, Blowing in the Breeze, Minefield,



Resources and NotesStudent Assessment


Teacher Observation: Teacher notes level ofresponsibility reflected in games such as Minefieldand Protect Your Turf.

Teacher observes students’ process of determiningthe consequences of action on performance andprovides constructive feedback.

Teacher observes students performing variousskills.

Teacher notes students who are applying fair playconcepts and guidelines while participating invarious activities. During swimming activities arestudents behaving in safe appropriate ways?Checklists and anecdotal records can be used totrack these behaviours.

Teachers can observe and assess how well studentsare able to respond to the use of guided discoveryin using appropriate body mechanics. Teachersobserve students demonstrating their ability to usemovement concepts and alternative activity skillsduring practice and competition. Proper bodyalignment, stance and posture are basic skillswhich can be taught in relation to body awarenessmovement concepts. Students should beencouraged to experiment with body movementsand respond to cues such as how you can increaseaccuracy, level, flow, force and/or range. Suchactivities can lead to student’s increased self-confidence as well as discussions about safety.

Student Performance: Student demonstrates abilityto work at a high level of responsibility in acooperative group.

Student demonstrates the ability to applymovement concepts to modify activity for varyingages and abilities.

Safety is a major concern for some of theseactivities. Special care must be taken so that allstudents feel safe and non-threatened andstudents should not attempt to engage in activitythat may cause them any harm.

Choose groups by dividing them by birthdays.Split by using the day such as the 1st to 15th and16th to 31st. Split by months, years, season of thebirthday, etc.

Encourage students to demonstrate an awarenessof safety, cooperation, fair play and apply theseconcepts during activities.

Vary the teaching styles by incorporating teacher-centered, direct styles (command, practice,reciprocal and task) and student centered, indirectstyles (guided discovery, problem solving andexploration).

Resources:

Game Skills: A Fun Approach to Learning SportSkills. By Hanrahan and Carlson.

Goals and Strategies for Teaching Physical Education.By Hellison.

Humanistic Physical Education. By Hellison.

P.E. Games and Activity Kit. By Ken Lumsden p.416-417.

Teaching Responsibility Through Physical Education.By Hellison.

http://www.pedigest.com/sample/wrestling2.html -wrestling.





Continuous Challenge, Space Invaders, Cover Up and Two Balls atOnce are all games recommended by Hanrahan and Carlson(2000) in Game Skills: A Fun Approach to Learning Sport Skills.Minefield combines concentration, listening, empathy andcommunication skills into a warm-up game. With a variety ofobjects scattered on the floor, one partner is blindfolded andverbally guided through the objects by the other partner. Oncean object is touched the blindfold is removed and roles reversed.Participation in Minefield can lead to discussion of issues such asshowing concern for the comfort and safety of others (empathy)and communication (clarity, listening, speaking the samelanguage, specificity and terminology).

Design activities which provide to students the opportunity tounderstand, practise and demonstrate the specific alternativeactivity skills. Protect Your Turf incorporates target skills withconcentration. Each player stands next to an upright cone orplastic bottle with a neck. Players throw balls at other players’cones or bottles trying to knock them down while protecting theirown to keep it upright. Once their object has been knocked over,players can continue to attack others, but they cannot replacetheir object.

The game of Kneesles is a great lead-up activity for teachingwrestling moves or wrestling matches. Each student has a kneepad placed over the kneecap of either leg. Players are not allowedto touch their own kneepad during play and wrestlers mustcompete from the knees or on the mat at all times (no standing).The first player to move his/her opponents kneepad down the legand against the shoe wins. Since the objective is to move an articleand not score points or pin an opponent, issues related to safetycan be emphasized. Wrestling activities provide students withopportunities to learn and use movement concepts of balance andforce along with promoting knowledge of body and spaceawareness. Encourage students to select partners based on fairplay guidelines and remind them that one of these guidelines isthat one’s wrestling partner is based on comparable body weight.Wrestling can help build self-confidence and can lead to a persontaking personal initiative in improving one’s fitness level. A safety

Grade 7

IN MOVEMENT


2. Apply movement concepts and skillsto a variety of activities in alternativeenvironments such as golf and archery.(GCO 1, KSCO 8)



ABOUT MOVEMENT

4. Students will pose and solvemovement problems individually suchas the golf swing and archery shottechniques to determine which is mosteffective and why. (GCO 2, KSCO 1)


THROUGH MOVEMENT

6. Participate in socially responsiveactivities within the school such aspeer mediation by applying conceptslearned through self-defense, track andfield, wrestling or yoga. (GCO 4,KSCO 2)

7. Demonstrate self-confidence duringactivities such as archery, golf,gymnastics, rock/wall climbing, self-defense, track and field, and wrestling.

(GCO 6, KSCO 5)





Student demonstrates proper body alignment,stance and posture while engaged in alternativeactivities such as archery and golf.

Student describes and performs a wrestling movethey were previously taught. Ask questionsconcerning movement concepts that would beappropriate to the move such as using the conceptof range. A student can speak to how near or farhe/she should be from an opponent when tryingto execute a move.

Student completes a mini-project which requiresstudents to bring in a picture of a current topfemale and male golfer or archer. Such a projectcould allow students to compare the physicalattributes of athletes at the top of their sport tothe general population. As an extension activity,students could try to answer the question “to whatdo top athletes attribute their athletic success?”Students would do this through research (TV-watching, papers, magazines...). This promotesstudents’ applying knowledge of fitnesscomponents, nutritional practices, intrinsic andextrinsic motivators. Projects such as this may alsobe a way to link physical education andtechnology within the school.

Self-Evaluation/Reflection: Students should askthemselves if they considered all abilities whenmodifying activities. If they did they should sharetheir ideas with the class. If they did not theyshould build upon other groups’ ideas to considerintegration.

As a journal entry, students can describe asituation or position in which they may findthemselves during wrestling (their opponent isclose to pinning them) and explain how theycould avoid or get out of that situation. Students





Grade 7

concern in wrestling is the use of proper gym mats or a wrestlingmat; students should always use them and be aware of theirimportance.

Skipping is an activity that can be enjoyed purely as a fitnessactivity designed to advance and/or maintain a level of fitness;alternately it can be enjoyed as a competitive activity wherestudents perform tricks and routines. Either way thecardiovascular and coordination benefits of skipping are great.Students who are highly skilled can aid in the instruction. Thisallows students to develop their self-esteem and self-confidence byhelping others. It also affords students the opportunity todemonstrate a higher level of responsibility such as Level IV,Caring. As well, students who could not previously perform askipping skill get a boost to their self-esteem by being able tocomplete a new skill. Movement concepts such as level (low,medium, high) range (near and far) and time (fast and slow) canbe discussed when various skills are executed and when studentsare advancing their skill level.

Modifications offer students the opportunity to identify the effectsof movement concepts as integral to alternative target activities.Adjusting the distance (range) of the target will greatly impact onthe force required to hit the target, the accuracy in hitting thetarget and the level at which the arrow or ball needs to be sent.Allow students to discover how and why such modificationsimpact on performance by predicting the outcome and thenattempting the action. This can also lead to a discussion orreflection on how growth patterns affect participation in suchactivities. Cooperative groups of students can devise modificationswhich will provide for increased alternative activity success for allstudents. Therefore students will need to identify growth patternsand their effect on participation in various activities. As well,modifications developed by a group of students allow furtheropportunities to cooperate, set fair play standards, integrate allstudents, demonstrate self-responsibility and to developunderstanding of movement concepts while applying them.

IN MOVEMENT


2. Apply movement concepts and skillsto a variety of activities in alternativeenvironments such as golf and archery.(GCO 1, KSCO 8)



ABOUT MOVEMENT

4. Students will pose and solvemovement problems individually suchas the golf swing and archery shottechniques to determine which is mosteffective and why. (GCO 2, KSCO 1)


THROUGH MOVEMENT

6. Participate in socially responsiveactivities within the school such aspeer mediation by applying conceptslearned through self-defense, track andfield, wrestling or yoga. (GCO 4,KSCO 2)

7. Demonstrate self-confidence duringactivities such as archery, golf,gymnastics, rock/wall climbing, self-defense, track and field, and wrestling.

(GCO 6, KSCO 5)





could also explain how the application ofmovement concepts can increase their skill level inswimming. A student may provide an examplesuch as “by keeping a straight pathway thedistance will be covered faster.”

Swimming is another activity that teachers can useto gauge students’ fitness. It is recommended thatswimming be taught by those who have receivedappropriate instruction (municipal swimmingfacilities would have lifeguards and/or instructorsavailable). Many skills and movements can betaught during the activity and it will be up to theindividual teacher what specifically may be taught(much depends on the varying degrees of skill ofthe students). Swimming activities improve one’scoordination and allows a person to progress withskill development at his/her own pace or to simplyenjoy it as a recreational pursuit. Teachers can useany number of measures to determine if studentshave progressed and learned any of the swimmingstrokes. Students can keep a journal of what theylearned in a particular class and can offer feedbackto the teacher in the form of a personal report atthe end of the unit. Students can also track howthey feel their fitness progressed through theswimming unit. Swimming provides to studentsthe chance to experience and learn that physicalfitness can be attained through many differentactivities and settings.

Peer Evaluation: Students provide each other withone way in which they could have been a bettercommunicator during Minefield.

Students can complete a skipping skills inventorywith a peer. A student can perform a set ofskipping skills and the partner watches and offersfeedback through an inventory checklist. Itemscan include: Skip forwards, skip backwards orperform 2 jumps for 1 turn of the rope.





Grade 8

IN MOVEMENT

1. Demonstrate improvement in activityskills and movements by applyingmovement concepts such as range,level, force, balance, relationship ofbody parts while moving and body“language”. (GCO 1, KSCO 2)


3. Apply movement skills and conceptssuch as relationship of body partswhile moving, muscle tension andrelaxation, possible movement ofbody parts, balance and direction, toa variety of alternate environmentssuch as the swimming pool. (GCO 1,KSCO 8)

ABOUT MOVEMENT

4. Through alternative activities such asbowling, skate boarding, skippingand roller blading, identify practicesthat promote personal fitness and ahealthy lifestyle. (GCO 2, KSCO 5)


THROUGH MOVEMENT

6. Show concern for the comfort andsafety of others in alternative activitiessuch as archery, gymnastics, rock/wallclimbing, self-defense, skating,swimming and wrestling. (GCO 5,KSCO 2)

7. During and after activity, students areable to assess and reflect on decisionsmade and actions undertaken.(GCO 6, KSCO 1)

Activities such as cheerleading, gymnastics, stunting, swimming,track and field and yoga can be incorporated into the physicaleducation curriculum. Students need to be exposed to the widestvariety of activities in an attempt to help students make personalactivity decisions in an effort to lead healthy lifestyles. Somealternative activities can require special training, advancedcertification or special equipment. Therefore, teachers may opt toaccess community resources in such cases. Movement conceptswhich should be applied to the skills at all grade levels are 1.Space 2. Quality of movement 3. Body Awareness (Appendix E).

Activities

Ball and Chain is a warm-up activity which allows students todemonstrate cooperative and competitive strategies. Participantshave an inflated balloon attached to their ankles with a string. Allparticipants try to break others’ balloons by stepping on themwhile protecting their own balloon. To limit pushing andshoving, require students to play this game with their hands heldbehind their back. Modifications include partners workingtogether to protect each other’s balloons and groups workingtogether as indicated by color of balloon.

A second warm-up which is highly cardiovascular but alsorequires team work and introduces skills which will be helpful forrelays in Track and Field is Team Relay (Progressive Relay). Thefirst person runs the course and returns to get the second person.Both run the course and return to retrieve the third person. Allthree run the course, and so it continues, until the whole grouphas run the course as a group. Upon returning to the start, thefirst person is dropped off while the others continue to run thecourse. Then, the second person is dropped off and so itcontinues until the whole team is back at the start. Team relay(progressive relay) is highly cardiovascular in nature and it appliesthe fitness concept of overload. The fitness concept of overloadspecifies that physical activity must be performed in greateramounts than which the body is accustomed in order to gain abenefit to health or fitness levels.





Teacher Observation: Teacher records levels ofresponsibility displayed by students and schedulesteacher/student conferences when appropriate.

Teachers observe students while engaged in variousactivities. During wrestling, teachers note theprogress students are making on learning thewrestling skills. Each student will have a certainskill level and teachers can encourage students tocontinue to work on and improve these skills.

Teachers observe students’ execution of variousmovement concepts. For example, movementconcepts which would be used in alternateactivities such as wall climbing and gymnastics,are the relationship of body parts while moving,muscle tension and relaxation, possible movementof body parts, balance and direction.

Teachers engage students in the setting of safetyguidelines for these types of activities. Anyphysical contact activity requires all students todisplay an awareness and concern for the safety ofother students.

Student Performance: Students select two or threeskills that they would like the teacher to observe.Provide feedback and encourage the student tocontinue to practise. Students set short term goalswith respect to the skills demonstrated and reportin their journals or log books how they did withattaining those goals. Were the goals met? Werethe goals too easy or too difficult?

Students demonstrate a high level ofresponsibility. What level of responsibility didstudents achieve while engaged in activities?Journals or student-submitted observations can beused to determine to what degree students wereresponsible.

As was mentioned in grade seven, safety is a majorconcern with alternative activities. Track and fieldactivities may include the throwing of objects.Teachers must ensure that all students have andunderstand clear rules and guidelines to follow forthese activities. Other alternative activities such asarchery, gymnastics, rock/wall climbing, self-defense and wrestling also require dueconsideration of safety. Qualified instructors andresponsible participants can both provide a saferenvironment.

Students who have shown past responsibility andconcern for the comfort and safety of othersshould have been noted by the teacher. Thosewho were not deemed to be at a level ofresponsibility necessary for such activities shouldhave had a formal or informal teacher/studentconference. It should be made clear that it isnecessary for students to display appropriatebehaviours and a high degree of responsibility ifthey expect to participate in future alternativeactivities.

Choose partners or groups by “halving by habits”.Ask students to fold arms, those with the rightarm on top join. Fold hands by interlockingfingers, those with the left thumb on top join.Those who can roll their tongues or students whostand with their left/right foot forward becomepartners.

Fair play and active living permeate physicaleducation. Therefore teachers need to recognizeand capitalize on teachable moments to bringtheir importance to life. When asked whyparticular activities are taught, explain thatlearning and gaining competence in a variety ofactivities contribute to a person’s ability to have anactive lifestyle throughout a person’s entire life.





Grade 8

A warm-up game that prepares students for participation in trackand field activities is an Obstacle Course Relay. Students are placedin groups of four to six and they have to navigate through anobstacle course. The course obstacles will be activities and skillsthat must be performed in order to complete the course.Activities and skills are limited only by imagination but caninclude various skills that are performed in track and field: shortsprints, jumping, stretches etc. Students decide in what orderthey can perform the skills and/or activities to complete the coursemost efficiently. An alternate way to do this is to give thestudents a list of the activities and/or skills and have them designthe course and order in which the activities are to be performed.Have students report back as to the success of their choices anddecisions.

Yoga is a lifelong activity that requires little equipment. Studentsshould be taught that activities such as yoga promote personalfitness and healthy lifestyles due to the fact that they can bepractised throughout their lives. Yoga is an activity that involvesthe gentle stretching, bending and twisting of the body; itimproves the body’s circulation, breathing and posture and alsorelaxes the body. For many people it provides a physical challengeand a great sense of well being. Many movement concepts can behighlighted here as the body is moved and stretched into differentshapes and sequences. Since there are no prerequisite skill levels tobe attained, each person can proceed and succeed at his or herown pace. A guest instructor is one way that this activity can beintroduced. Physical education teachers with little or noexperience in yoga should make use of the expertise of others.

During wrestling matches and the teaching of wrestling moves,students can build upon and extend learning introduced in gradeseven. Students should be encouraged to think in terms ofmovement concepts to better their skills in wrestling. Variousmovement concepts can be applied to improve one’s wrestlingcompetence. Knowing what move to try when an opponent isnear rather than far can prove important. Equally important isknowing at what level a person’s body is open to “attack” and apossible take down. A strong sense of balance and the ability toregain one’s balance is also crucial while wrestling. Sometimes the

IN MOVEMENT



3. Apply movement skills and conceptssuch as relationship of body partswhile moving, muscle tension andrelaxation, possible movement of bodyparts, balance and direction, to avariety of alternate environments suchas the swimming pool. (GCO 1,KSCO 8)

ABOUT MOVEMENT

4. Through alternative activities such asbowling, skate boarding, skipping androller blading, identify practices thatpromote personal fitness and a healthylifestyle. (GCO 2, KSCO 5)


THROUGH MOVEMENT







Student Performance: A checklist of skills for eachsport is useful to ensure all skills are covered anddemonstrated to a certain level of proficiency.

Students demonstrate the ability to transferconcepts such as posture and stance tocheerleading, gymnastics and track and fieldactivities.

As a home assignment, research the history of oneor more track events and write a short report topresent to the class.

Students can report to teachers their involvementin other alternative activities such as in-lineskating, roller blading and skate boarding. Theseactivities can be used as examples of activitieswhich promote Active Living. Students should beencouraged to use such alternate activities to helpthem identify practices that promote personalfitness and a healthy lifestyle.

Self-Evaluation/Reflection: Students rate their levelof responsibility and check a “yes” or “no” box asto whether that level meets the safety expectationfor the activity. As an extension activity, studentsschedule teacher/student conferences to discussways to improve responsibility and/ordiscrepancies between the teacher and studentratings.

Students should reflect critically on decisions andactions during alternate activities with respect toappropriate body mechanics and safety. As anexample students could reflect on the view thataction is a direct reflection of movement.Concepts such as follow through could beexplored. If follow through is to the left then theimplement will be directed left. Another examplewould be tumbling; appropriate rotation allowsfor controlled changes in speed and direction.

Some alternative activities require special trainingand/or equipment or a level or certification whichthe teacher does not have. Therefore, if teachersdecide to offer such activities, they may choose togo to an alternate site. However, with the help ofthe teacher, students must prepare themselves forparticipation in such activities by learning aboutmovement concepts and showing a high level ofresponsibility. Such behaviours, movementconcepts and skills should then be applied toalternate environments.

Some alternative activities are best suited for aguest instructor or instructors, as a qualifiedperson should be used in the teaching of somealternative activities.

Verbally recognize those who display leadershipqualities.

Resources


Goals and Strategies for Teaching Physical Education.By Hellison.

Gymnastics: Monkey Basketball for Strength andSpatial Awareness. P.E. Digest.

Humanistic Physical Education. By Hellison.

Teaching Responsibility Through Physical Education.By Hellison.

http://www.hersheystrackandfield - Hershey Trackand Field Program.

http://www.pedigest.com/sample/wrestling2.html -wrestling.





Grade 8

application of weak force is all that is needed to properly perform askill while other times a lot more force may be required. Aknowledge of body parts while moving can help participantsrealize when an opponent is vulnerable to a certain move. The useof body language to fake or get one’s opponent in a differentposition can also prove beneficial. Safety awareness is part of anyactivity where physical contact is present. No students shouldengage in any act that is unsafe to themselves or others. The useof proper gym mats or a wrestling mat is another important partof the instructional environment.

Track and Field activities allow students to practise running,jumping and throwing skills so that students can focus ondeveloping personal training programs to improve and analyzeperformance. Students can practise running, sprinting, andjumping with equipment such as hurdles, benches, ropes etc. andbaton passing and running a set course can also be completed.Teachers can also discuss and have students practise body positionand control in the air (high jump, long jump and hurdles). Themovement concepts of level, range, balance, flow, and relationshipof body parts while moving are key concepts to use. Teachers canhighlight how people of all different body types and bodies atdifferent stages of development can perform various skills andvarying levels of skill. A stocky person with a lot of muscle masswill be able to perform a shot put or hammer throw with a higherlevel of ability than a slight, tall person. Also, a light, fast personmay have a higher level of ability while performing the high jumpor sprints. Students should also be made aware that people’sbodies develop at different rates and therefore a wide range ofability levels will be displayed amongst students. Indeed peoplecan expect their own ability and performance to vary greatly astheir bodies mature. Muscle development, endurance,coordination of one’s body while moving are some of the conceptsthat can be discussed here. Track and Field is another alternativeactivity which can require special equipment. However, there areactivities such as long-jump, high jump, team relays, long distanceruns, which can be attempted with modified or little equipment.Long-jump can be done onto mats. High jump can use two oldboots for post holders, tree branches for the posts and bar and a

IN MOVEMENT




ABOUT MOVEMENT



THROUGH MOVEMENT







While students rotate through track and fieldevents, they can record their times and/ordistances and note improvements. These resultsand records can be entered into their activity logbook or fitness portfolio. Furthermore, studentscan graph their results and make connections tomathematics and science.

Once students have shown responsibility ingroups it may be appropriate to provide stations topractise skills. Student self-analysis is an inherentcomponent of improving movement and it alsoprovides another avenue through which to increaseself-responsibility and self-confidence. Studentscould reflect in their journal on the levels ofresponsibility they demonstrated and achievedwhile working on movements in group settings.

Students can make entries into their journals,answering such questions such as, “Which eventdid you enjoy practising the most? Why?” or“What skills or activities do you have the mostdifficulty with? Why?”

In a journal, reflect on personal attitude towardalternative activities and on the social and physicalbenefits of participation. Comment on the reasonswhy you feel the way you do.

Identify ways of improving performance of aspecified skill. Set goals for improvement andtrack progress over time.

Peer Evaluation: Students produce a tumbling orcheerleading routine which is evaluated by a peerthrough a checklist provided by the teacher.

Students could interview each other, ask questionsand record their answers; the students would thendiscuss together what they learned. Questionscould include “What strategy did you use during





mat to land. Team relays can use rolled up newspapers as batons.Long distance runs require no special equipment other thanproper footwear.

Gymnastics may not be offered due to lack of certification orequipment but modified gymnastics activities might be morefeasible. Gymnastics could be broken down into sections such astumbling, partner stunts and hoops, balls and streamers.Tumbling allows students to show increasing responsibility withincreasing degree of difficulty of tumbles until they display theappropriate behaviours and level of responsibility to use moreadvanced equipment to tumble such as beat boards, spring boards,vaults, ropes and rings. Partner stunts offer a variation totumbling while incorporating body control and awarenessabilities. An activity which allows students to practise grippingand movement on a rope is “monkey basketball”. Students aredivided into teams. A small pile of beanbags is placed behind theclimbing rope while a hula hoop is several feet in front of the rope.The object of the game is to get the most beanbags into the hoopwhile swinging on the rope. Students have to decide the best wayto maintain a grip on the rope, pick up bean bags, and drop themin the hoola hoop. All team members should have anopportunity on the rope.

A combination of alternative activities could be used in place ofconcentrating on one. Half the gym could be used for tumblingwhile the other half could be used for cheerleading, thus providingthe students with the choice of activity. Leaders would have to bechosen for each group to help the group stay on task and withinthe safety guidelines. Another leader may be more of an expertthan the teacher and therefore be a valuable resource to otherstudents. Safety controls would have to be set but this could benegotiated between the teacher and students.

Grade 8

IN MOVEMENT




ABOUT MOVEMENT



THROUGH MOVEMENT







your wrestling match?” Did your strategy work?”“What could you have done to improve on yourskill development or performance?” Was there adifference between how you wrestled at thebeginning of the unit and at the end? Whatdecisions or actions did you do differently at theend as opposed to the beginning of the unit?What actions or decisions had an effect on yourskill development or performance?

Program Evaluation: Students orally provide otheralternative activities which they feel couldlegitimately be offered to enhance the currentprogram.

Observe student willingness to participate in allgames and activities.





Grade 9

By grade nine the foundation for participating in alternativeactivities has been solidified. Refining, varying and creatingshould become the focal point. Movement concepts whichshould be applied to the skills at all grade levels are: 1. Space 2.Quality of movement 3. Body Awareness (Appendix E).

Demonstrate respect for the social, physical and naturalenvironment while engaged in alternative activities such as archery,golf and rock climbing. Etiquette is a part of all games andsometimes is put in place for safety reasons as well as future use ofthe space. Divots must be replaced in golf, tears fixed in thenetting in archery, mats reconnected when separated, faultyequipment in gymnastics reported, and only non-living naturalresources such as broken tree branches used.

Activities

Refine movement concepts and skills in alternative activities.Introduce new alternative activities into which students cantransfer previously learned movement concepts and skills.

Participate in alternate activities which are part of other culturessuch as African, Australian, Celtic/Highland and Inuit games.Discuss why these games are part of the culture. Some Inuitgames focus on strength such as One-hand reach which is difficultto execute. Balancing on two hands in the beginning, theindividual reaches up with one hand toward the suspended targetwithout letting any part of the body touch the floor. One needs tohave good balance in addition to strong arms and wrists in orderto complete this very challenging event. Others focus on agilitywhere the person jumps from one leg and uses the foot from thatleg to hit a bag hanging in the air (high kicks). A third exampletests flexibility by requiring the participant to bend over backwardto touch the nose on the ground and eventually get the nose closerand closer to the feet. Teachers should ask students what purposedid/does each serve in its society? What are the physicalcharacteristics most likely to be of the person who will win theactivities? What physical components and movement concepts areused in each? The games are easily accessible on the Internet. A

IN MOVEMENT1. Participate in movement activities

from a variety of cultures such asAfrican, Australian, Celtic and Inuitgames. (GCO 1, KSCO 4)


3. Apply movement skills and conceptssuch as relationship of body partswhile moving, possible movement ofbody parts, balance, force and level, toa variety of activities in alternativeenvironments. (GCO 1, KSCO 8)

ABOUT MOVEMENT4. Using previous experience with

activities from other cultures, createcompetitive and cooperative games.(GCO 2, KSCO 3)

5. Students identify how the alternativeactivities and skills learned duringsuch activities help build qualitiesneeded to pursue a career in physicaleducation and recreation. (GCO 2,KSCO 6)

6. Using previous experience withactivities from other cultures andknowledge of the history of sport,identify the effect of physical activityon the quality of life. (GCO 3,KSCO 6)

THROUGH MOVEMENT7. Demonstrate respect for the social,

physical and natural environmentwhile engaged in alternative activitiessuch as archery, golf, rock climbing,skate boarding, swimming and yoga.(GCO 5, KSCO 1)

8. Students can identify and demonstratevarious leadership skills whileparticipating in alternative activities.(GCO 6, KSCO 3)

9. Students demonstrate decision-making, independence and increasedself confidence while participating inalternative activities. (GCO 6,KSCO 5)





As was mentioned in grade seven and eight, safetyis a major concern with alternative activities.Swimming has many rules and guidelinesinherent to the activity; water safety and rules forplay in the water need to be clearly outlined andunderstood by all participants.

Swimming is an activity that has many benefits,and while skill level will vary greatly, swimming isa skill that is very useful. Many recreationalpursuits take place on or near water such asdiving, sailing, water skiing, water polo andboating. As a safety measure, anyone who spendsany time around water should be able to swim.

The emphasis on alternative activities such as self-defense or wrestling should be on discipline andcontrol and the use of such skills as a means tomaintain physical fitness and health of one’s body.

Some alternative activities are best suited for aguest instructor or instructors, as a qualifiedperson should be used in the teaching of certainalternative activities.

Remind students that when choosing groupmembers to complete a project that membersshould complement each other. Therefore choosepeers who have different strengths such asresearch, presentation and/or practical skills.

Verbally recognize students who demonstratecooperation.

Teacher Observation: Teacher monitors studentprogress and provides guidance with thedevelopment of a new activity which reflectsCanadian or Newfoundland and Labrador culture.

Using an anecdotal report, the teacher writes therole that each member of the cooperative grouphas assumed.

Teacher makes anecdotal notes on how studentshave improved upon and developed their self-esteem and confidence during physical activity.A couple of original sentences or even a checkmarknext to a given set of descriptive statements thatdescribe the student would be appropriate.

Student Performance: Students demonstrateknowledge of other cultures through thepresentation of games.

Students demonstrate the ability to transfermovement concepts and skills and apply them tonew alternative activities.

Students demonstrate willing participation inactivities from a variety of cultures.

Students create a list of desirable leadership traits.This can be presented in a poster format that canbe displayed in the gym for future reference.

Alternately, students can produce a poster orpresentation on what type of individual activitiescan lead to careers or job opportunities in physicaleducation or recreation. The information theyuncover while visiting the local swimming pool orspeaking with the municipal recreation personabout summer employment could be discussed.

Students, in cooperative groups, research anactivity or game from another culture and presentit to the class to play. Therefore, the class would





search using the words “Inuit and games” provides various sites,one of which has video clips of students performing Inuit Gamesas part of physical education classes. This also allows for theopportunity to engage in cross-curricular programming withtechnology education and social studies.

Apply movement skills and concepts such as relationship of bodyparts while moving, possible movement of body parts, balance,force and level, while designing a game or activity that reflectsNewfoundland and Labrador or Canadian culture. Students maywork individually or in a cooperative group.

Any number of tag games, relay activities or obstacle courses canbe used during skating, to provide a great warm-up. By usingcones or other objects, a course can be laid out on the ice throughwhich students can navigate. Students can practise any number ofskills while moving through the course: skating forward,backward, stopping, turning, etc. Since there is often a widerange of skating skill among students, an idea could be to dividethe ice surface into different zones; for example, a fast or high skillzone and a slow or lower skill zone. This type of activity shouldbe fun and non-threatening for the students; students withundeveloped skating skills should not be intimidated or comparedto highly skilled students. Also, since there are a number ofstudents moving through the general space at different speeds andwith varying amounts of control over their actions and body,students should be aware of safety guidelines that allow everyonethe opportunity to enjoy the activity. Students can be made awarethat skating is a skill used by people who enjoy it as a recreationalpursuit as well.

Bowling is an activity that may involve going to an official bowlinglane but it can also take place in the school gymnasium or evenoutside where students can play lawn bowling. Any sort of balland various objects to knock down are all that’s needed to have afun lesson in bowling. Students can be encouraged to invent theirown bowling game or use some unique equipment as pins thatthey are to knock down. Students can be taught the proper formand delivery for bowling either in the gym or in a bowling lane;the approach, the release and follow through should all be

Grade 9




3. Apply movement skills and conceptssuch as relationship of body partswhile moving, possible movement ofbody parts, balance, force and level, toa variety of activities in alternative

environments. (GCO 1, KSCO 8)




6. Using previous experience withactivities from other cultures andknowledge of the history of sport,identify the effect of physical activityon the quality of life. (GCO 3,

KSCO 6)









be participating in games and activities which arepresented to them by their peers. Alternately,using previous experience with activities fromother cultures and knowledge of the history ofsport, identify the effect of physical activity on thequality of life in the form of a poster, presentationand/or project.

Self-Evaluation/Reflection: Students rate theirwillingness to try the activities and justify theirrating.

Students’ journal entries reflect on what qualitiesthey feel a leader has that makes him/her a leader.Can they identify any of these traits in themselves?Answer the question “do you feel a person musthave leadership skills or be a leader to pursue acareer in physical education?” Why or why not?

Students can assess personal level of skills at thebeginning of the unit and at the end. Ask themto comment about how they feel they haveprogressed with their achievement with respect toone or more of the concepts and/or skills duringthe unit. Alternately they could assess how theyenjoyed various activities or comment on whatcould be done to improve their enjoyment of theactivities.

Students can make a journal entry, create a poster,a web-page or submit a report to the teacher thatillustrates what it takes to become a lifeguard,fitness instructor or any type of person who worksin different physical activity/fitness settings.During activities such as swimming, yoga or self-defense, the many employment opportunities andeven careers for those people who develop a highlevel of skill can be discussed. Each summer andevery year many young people get hired aslifeguards and instructors at outdoor and indoor

Resources

http://www.ahs.uwaterloo.ca/~museum/vexhibit/inuit/english/inuit.html#Table1

http://www.athropolis.com/news-upload/11-data -Inuit games

http://www.awg.ca - Arctic winter games

http://www.ih.k12.oh.us/ps/Inuit - Inuit games

http://www.hc-sc.gc.ca/ehp/ehd/catalogue/psb_pubs/pools.htm - water safety

http://www.lifesaving.nfld.net/. - life guarding

http://www.palossports.com/store/prodpage3.cfm?CategoryID=28&SubCatID=SubCatID=0&CFID=183932&CFTOKEN=26240266 -bowling resource





demonstrated. Leadership can be demonstrated by students whoshow a high skill level. These students can help demonstrate theskills and correct students who are learning it. Movementconcepts of pathway, level, force, and balance are all used whendelivering a bowling ball. Students can experiment with a straightor curved pathway when sending the ball; spins and release pointsaffect the pathway taken. Some students release the ball atdifferent levels; some low to the ground, others medium or evenhigh. A discussion of the merits of each level and how theaccuracy of the ball is affected by the level can be demonstrated.The amount of force used is also important as students must useenough force to knock down the pins, while using too much forcecan jeopardize accuracy. The amount of force needed also dependson the size and weight of the ball. Balance is required in anyphysical skill and if a student’s shot is to be accurate, his/herbalance is important during the delivery of the ball.

Self-defense activities can help students build self-confidence anddevelop decision-making skills. Self-defense teaches self-controland the idea that physical force should only be used as a lastresort. These are relevant qualities for adolescents to learn andpractise in their everyday lives. As with Yoga, self-defenseactivities involve stretching, bending and twisting of the body; itimproves the body’s circulation, breathing and posture and alsorelaxes the body. For many people it provides a physical challengeand a great sense of well-being. Many movement concepts can behighlighted here as the body is moved and stretched into differentshapes and sequences. Since there are no prerequisite skill levels tobe attained, each person can proceed and succeed at his or herown pace. Students should become aware that many people whopractise self-defense activities often use them as a means to keep fitand lead healthy lifestyles throughout their lives.

Grade 9




3. Apply movement skills and conceptssuch as relationship of body partswhile moving, possible movement ofbody parts, balance, force and level, toa variety of activities in alternativeenvironments. (GCO 1, KSCO 8)




6. Using previous experience withactivities from other cultures andknowledge of the history of sport,identify the effect of physical activityon the quality of life. (GCO 3,KSCO 6)









facilities around the province; often a student’sfirst job is as a lifeguard or recreation instructor ata pool or activity program. This is a great way forstudents to develop positive self-esteem andbecome more independent as they may make thedecision to pursue a job that will lead to a highlevel of physical fitness, some financialindependence and help cultivate leadership skillsand social skills as they mature and grow.

Peer Evaluation: Students rate each group’s gamedevelopment based upon fun, reflection of culture,equipment requirements, safety and promotion ofActive Living and Fair Play concepts.

Students use a checklist of criteria to offer feedbackto peers as to how well they are completing tasks,movements, cooperating, leading, etc. They canthen reflect on the discussion or findings abouttheir demonstration or knowledge. This makesthe process non-threatening and does not singleanyone out in the whole group setting.

Program Evaluation: Students rate the quality ofthe alternative activities theme over three yearswith respect to outlined criteria. Students also listthe one best thing about the theme and one aspectrequiring the most change.


THEME: COURT AND FIELD ACTIVITIES

Theme: Court and Field ActivitiesBadminton, Baseball, Basketball, Field Hockey, Floor Hockey, Lacrosse, Netball, PaddleBadminton, Paddle Tennis, Pickle Ball, Racquetball, Ringette, Rugby, Squash, Soccer,Soccer Baseball, Softball, Table Tennis, Team Handball, Tennis, Touch/Flag Football,Ultimate Frisbee, Volleyball...




Theme: Court and Field Activities


1. Demonstrate court and field activitybasic stances by using the appropriatebody mechanics and body awarenessconcepts such as muscle tension andrelaxation and the relationship of bodyparts while moving. (GCO 1,

KSCO 1)2. Participate in movement activities from

a variety of cultures. (GCO 1,KSCO 4)

3. Demonstrate efficient court and fieldactivity skills and movements duringcooperative and competitive activities(e.g. ready position, passing, sending/receiving, movement with and/orwithout implement). (GCO 1,

KSCO 5)

ABOUT MOVEMENT

4. Demonstrate an understanding ofspace awareness by experimenting withways to solve movement problems(opponent is close - what do you do toscore a point?) by applying range andlevel movement concepts. (GCO 2,KSCO 1)

5. In a cooperative group, determinevarious ways to be successful at fieldactivity tasks. (GCO 2, KSCO 2)

6. Predict the efficiency of court activitymovements by applying any numberof the movement concepts of space,quality of movement and body

awareness. (GCO 2, KSCO 4)

THROUGH MOVEMENT7. Demonstrate self-responsibility and

personal development in courtactivities which are used ininterscholastic, intramural and orcommunity activities. (GCO 4,KSCO 2)

8. Demonstrate fair play concepts withincooperative and competitive themeactivities (e.g. changing partners,rotating courts, keeping score,appropriate comments). (GCO 5,KSCO 3)

9. Participate willingly in non-traditionalfield activities such as lacrosse, football

and field hockey. (GCO 6, KSCO 2)

1. Demonstrate improvement in courtactivity skills (sending/receiving,movement with or withoutimplement) by applying movementconcepts of body awareness(relationship of body parts whilemoving and body “language”) andspace (direction, range and force).(GCO 1, KSCO 2)

2. Demonstrate cooperative andcompetitive court activity strategies ina variety of group activities using themovement concepts of level and body

language. (GCO 1, KSCO 6)

ABOUT MOVEMENT3. Create a competitive or cooperative

field game which uses rules, concepts,and skills from a combination of othercourt and field activities. (GCO 2,KSCO 3)

4. Discuss how court activities are anexcellent example of how people canachieve and maintain fitness andhealthy lifestyles. (GCO 2, KSCO 5)

5. Analyze personal responses andbehaviours in cooperative groups suchas fair-play concepts such as caring,sharing, involving all participants,encouragement, following of basic

rules. (GCO 3, KSCO 1)

1. Demonstrate appropriate applicationof movement concepts such as level,direction, and body “language” whenthrowing and striking in court andfield activities. (GCO 1, KSCO 1)

2. Demonstrate offensive and defensivestrategies to optimize play usingseveral movement concepts. (GCO 1,KSCO 2)

3. Demonstrate appropriate warm-up,work-out and cool-down activitiesused in court activites. (GCO 1,

KSCO 7)

ABOUT MOVEMENT4. Create an appropriate warm-up, work-

out or cool down activity for courtactivities. (GCO 2, KSCO 3)

5. Identify the effect of physical activityon the quality of life. (GCO 3,KSCO 6)

THROUGH MOVEMENT

6. Initiate an activity program thatreflects the interests of the studentsand espouses fair-play concepts.(GCO 4, KSCO 3)

7. Reflect critically on the usage ofoutdoor space and the responsibilitythat rests with the user. (GCO 6,KSCO 1).

8. Identify and demonstrate leadershipskills by officiating, running atournament, helping other studentslearn. (GCO 6, KSCO 3)

9. Demonstrate the knowledge andawareness of court activities so as toofficiate and/or enter tournaments.

(GCO 6, KSCO 6)

THROUGH MOVEMENT6. Participate in interscholastic athletics,

intramural programs and/orcommunity based acitivity programs.(GCO 4, KSCO 1)

7. Show concern and safety for othersduring field activities such as rugbyscrums, soccer kicks and tackling.(GCO 5, KSCO 2)

8. Reflect critically on responses andbehaviours in cooperative groups.

(GCO 6, KSCO 1)9. Identify and demonstrate cooperative

behaviours that enable all students toparticipate and enjoy activities such asfollowing of basic rules, sharing ofcourt time, choosing of differentpartners. (GCO 6, KSCO 4)





Grade 7

IN MOVEMENT

1. Demonstrate court and field activity basicstances by using the appropriate bodymechanics and body awareness conceptssuch as muscle tension and relaxation andthe relationship of body parts whilemoving. (GCO 1, KSCO 1)

2. Participate in movement activities from avariety of cultures. (GCO 1, KSCO 4)

3. Demonstrate efficient court and fieldactivity skills and movements duringcooperative and competitive activities (e.g.ready position, passing, sending/receiving, movement with and/or withoutimplement). (GCO 1, KSCO 5)

ABOUT MOVEMENT4. Demonstrate an understanding of space

awareness by experimenting with ways tosolve movement problems (opponent isclose - what do you do to score a point?)by applying range and level movementconcepts. (GCO 2, KSCO 1)

5. In a cooperative group, determine variousways to be successful at field activity tasks.(GCO 2, KSCO 2)

6. Predict the efficiency of court activitymovements by applying any number ofthe movement concepts of space, qualityof movement and body awareness.

(GCO 2, KSCO 4)

THROUGH MOVEMENT7. Demonstrate self-responsibility and

personal development in court activitieswhich are used in interscholastic,intramural and or community activities.(GCO 4, KSCO 2)

8. Demonstrate fair play concepts withincooperative and competitive themeactivities (e.g. changing partners, rotatingcourts, keeping score, appropriatecomments). (GCO 5, KSCO 3)

9. Participate willingly in non-traditionalfield activities such as lacrosse, footballand field hockey. (GCO 6, KSCO 2)

Introduce each concept with discussion of mechanics of the skillsuch as basic stance, passing, receiving, sending, and movementwith and/or without implement. Movement concepts whichshould be applied to the skills at all grade levels are: 1. Space2. Quality of Movement 3. Body Awareness (Appendix E).

Activities

Warm-up, lead-up, modified and regulation games should beincorporated.

Games such as tag, relays, lead-up and modified games can all beused as warm-up activities. Warm-up activities should bedesigned to reflect the chosen Court and Field activity. Givenbasketball as the topic, partner tag can be used as the warm-upgame thereby incorporating all of the above movement concepts.Players are required to stay in their own space while using all ofthe general space and various pathways to be successful. Theyneed to get near and far from their partners. When tagging theyneed to use the appropriate force. Balance and coordination arefundamental in any movement. As an alternate warm-up activity,use a mound of lacrosse balls in a middle area and four teams ateach of the corners of the designated area. Each team has alacrosse stick with which to retrieve a ball from the centre, stick-handle it back to the team’s bucket, and pass the stick to the nextperson who repeats the task. This practises scooping and carrying(cradling) techniques while also preparing the body to work at ahigher level in a cooperative and competitive atmosphere.Another variation is Basket Case which requires participants toretrieve balls from around the gym and put them in the basket inthe middle of the gym faster than the person standing beside thebasket can empty them out one by one. Again, the appropriateimplement, such as a lacrosse stick, would be used.

During stretching exercises, a discussion about the history of fieldgames can be initiated. Canada’s national sport, lacrosse, has beenreceiving more attention over the last several years with games onT.V. every couple of weeks. The discussion of lacrosse’s origins as aNative Canadian game which was used to settle disputes in place





Teacher Observation: Teacher observes and recordsan anecdotal report on the level of responsibilitystudents display with respect to the use of theimplements and self-space/safety issues. Teacherschedules student/teacher conferences whenappropriate.

Self-space is an important safety concept as well asa movement concept. Teachers should provideactivities and assessments that help fosterresponsibility with students when they are usingan implement such as a lacrosse or field hockeystick. Teachers should observe whether studentsare practising safe play when playing a game whichtraditionally has tackling such as football.

Compliment students on appropriate use of forceand link to safety. The importance of balance andrelationship of body parts to effectively completingvarious skills should be reinforced by offeringspecific feedback to students.

Teacher notes students who are using proper griptechnique when holding onto a racquet. As thegrip varies with different racquet activities, teachersshould develop cues to help their students learnproper grip (e.g., loose wrist for badminton, tightwrist for tennis).

Teacher observes the extent to which studentspredict consequences of action on performance.For example, teachers can observe whether or notstudents can apply what was learned during onetype of court and field activity, such as football, toanother such as lacrosse. The relationship whichexists between range, force and time exists insoccer, lacrosse and football since they involvesending a ball to a receiver. If the receiver is far inrange, the force given to the pass must increase,and the more time is needed to send and receive

Encourage students to select different partnersand opponents each day. This will help themdevelop fair play and co-operation. It also affordsthe opportunity to learn from their classmates andalso to help teach their classmates.


When students are not active participants in anactivity, they should provide positive, specificfeedback to their peers.

Verbally recognize students who demonstratecooperation.

Vary the amount of competition. Some studentsmay exhibit a stronger willingness to participatein activities and to perform in a more relaxedmanner. Other students may prefer highlycompetitive environments.

Definitions:

button hook - A straight pattern down field 7meters, turn around ready to receive the ballimmediately. A step toward the ball protects theball from being stolen by the defender.

slant - Run a slanted pattern from the scrimmageline at a 450 angle toward the left or right.

in and out - A Zig Zag pattern in which thereceiver takes two or three steps in toward themiddle of the field, plants the inside foot andthen use a 450 angle to go toward the outside ofthe field. An “out and in” is then the opposite.

5 and 45 - A pattern straight down field 5 meters,plant and cut at a 450 angle toward the inside oroutside of the field.





Grade 7

of wars can be used to illustrate its place in Canadian history. Alsohighlight the fact that athletic pursuits were often developed dueto the culture. Lacrosse was developed to limit blood shed whileother activities were developed merely as past-time pursuits.Football, being an American adaptation of England’s “soccer”,shows the relevance of modifying games to invent a new one. Alink between history and physical education is also found throughsuch discussions, thereby presenting to students the view thatschool subjects do not exist in isolation of other subjects and thatphysical education is global.

Lead up games offer students the opportunity to identify theeffects of movement concepts as integral to court and fieldactivities. An example is Touchdown where students are in a group(team) with the task of concealing a small object and getting itacross a “goal line” without being tagged by a player from theother team. Cooperative and competitive strategies must bedeveloped and refined by the group to continually reach thedesired end.

Design activities which provide the students the opportunity tounderstand, practise and demonstrate the specific court and fieldactivity skills. One of the skills used in team handball is sending/receiving. Having students in a circular group of 5 - 6 who arepassing across the circle and then moving to an open space aroundthe circle, highlights the concepts of space, pathway, range, forceand relationship of body parts to each other. A skill used in tabletennis is the forehand stroke. Have students play a game ofDouble Paddle where a student has a paddle in each hand. Thisnot only ensures that the forehand stroke will be used on everystroke but it develops the ability to play with either hand. Theconcepts of range (near/far), force (strong/weak) and relationshipof body parts to each other (grip, action, follow through and footplacement) can be emphasized.

One of the skills used in football is the running of patterns.Having students in a groups of 2 - 3 provides one quarterback, onereceiver and one person observing and providing specific positivefeedback. The person with the ball (quarterback) calls a patternsuch as button hook, slant, in and out, 5 and 45, down out and

IN MOVEMENT1. Demonstrate court and field activity basic

stances by using the appropriate bodymechanics and body awareness conceptssuch as muscle tension and relaxation andthe relationship of body parts whilemoving. (GCO 1, KSCO 1)



ABOUT MOVEMENT

4. Demonstrate an understanding of spaceawareness by experimenting with ways tosolve movement problems (opponent isclose - what do you do to score a point?)by applying range and level movementconcepts. (GCO 2, KSCO 1)



(GCO 2, KSCO 4)

THROUGH MOVEMENT

7. Demonstrate self-responsibility andpersonal development in court activitieswhich are used in interscholastic,intramural and or community activities.(GCO 4, KSCO 2)







the ball. A decrease in range requires less force onthe pass, and less time to send and receive thepass. This can be explored further with relation toaccuracy with students varying their range, forceand time to discover its effect on accuracy.

Student Performance: Students demonstrate theability to use court and field space effectively whileparticipating in activities involving passing/receiving/sending. Students demonstrate theability to use pathways to get into an open spaceto pass and receive the ball.

Students demonstrate the ability to useappropriate force of body and/or implement whileengaged in court and field activities.

Students demonstrate the ability to performfootball patterns.

Students demonstrate the ability to workcooperatively to reach a common goal.

Students demonstrate the ability to complete tasksor movement problems/situations by predictingactions and outcomes. For example, what can astudent assume will happen if, while runningtoward a goal, his/her teammate is getting ready tostrike the ball? This thinking and experience hascross-curricular links to science; science outcomesinclude making and predicting hypotheses usingexperiments and past information. A student,upon observing an action or set of circumstances,should be able to make a reasonable prediction ofan outcome when in a similar situation in thefuture.

Students demonstrate the ability to usecoordinated movement through the summation offorces to achieve desired actions. Studentsdemonstrate the ability to use movement conceptsof force, level and range while sending/receiving.

down out and down - A straight pattern downfield 7 meters, take two steps toward the outsideof the field, and then run straight down field tothe goal line.

banana - A curved pattern down field in the shapeof crescent, half moon, or banana.

fly - A straight pattern down field to the goal line.

Resources


P.E. Games and Activities Kit. By Ken Lumsden p.320.

Physical Education for Children: Daily Lesson Plansfor Middle Schools. By Lee, Thomas and Thomas.

http://www.geocities.com/sissio/physical_education. html- Canadian physical education football website





down, banana, or fly. The receiver does the pattern while thequarterback throws the ball. The observer provides positive,specific feedback to either the quarterback or receiver and thenroles change. The receiver becomes the quarterback, thequarterback becomes the observer and the observer becomes thereceiver repeating the same activity. In addition to the movementconcepts of pathway and direction, the relationship betweenrange, force and time can be highlighted during this activity and/or later in the assessment.

Cooperation and movement concepts are used in many Court andField activities. In the pickle-ball lead-up game Horse, a smallgroup of 4-6 students send and receive the ball amongstthemselves to see how long a rally can be maintained before therally is lost. After a person sends the ball, the ready positionshould be emphasized as the state to which a person returns to getready for the next time the ball comes their way. When a loss ofrally occurs the group receives a letter toward the spelling of theword “horse” (any word can be substituted). After a whilestudents should switch teams and choose different partners so thatstudents who could use assistance receive it and more capablestudents are challenged. Students would use the basic skills of theforehand and backhand pass to send/receive the ball. Themovement concepts of balance, range, level and force would beemphasized.

Modified games offer students the opportunity to identify theeffects of movement concepts as integral to court and fieldactivities. An example is Six-a-Side (or Four-a-Side) Tennis whereteams of six students occupy the doubles tennis court and setthemselves up in two lines (three in front court and three in backcourt). The game is played similarly to volleyball: the serve iscompleted by the middle player in the back court hitting the ballto their middle team-mate in the front row, this player then sendsthe ball cleanly over the net; the ball must bounce once beforeeach hit; the ball may be hit three times on a side; the sameperson cannot hit the ball twice in a row; spiking is prohibited;fifteen points wins. This modification allows students to practiseracquet skills, demonstrate fair play concepts and show awarenessof safety.

Grade 7

IN MOVEMENT1. Demonstrate court and field activity basic

stances by using the appropriate bodymechanics and body awareness conceptssuch as muscle tension and relaxation andthe relationship of body parts whilemoving. (GCO 1, KSCO 1)



ABOUT MOVEMENT

4. Demonstrate an understanding of spaceawareness by experimenting with ways tosolve movement problems (opponent isclose - what do you do to score a point?)by applying range and level movementconcepts. (GCO 2, KSCO 1)



(GCO 2, KSCO 4)

THROUGH MOVEMENT

7. Demonstrate self-responsibility andpersonal development in court activitieswhich are used in interscholastic,intramural and or community activities.(GCO 4, KSCO 2)







Students demonstrate the ability to use both staticand dynamic balance during performance of skillssuch as basic stance, sending, and receiving.

Self-Evaluation/Reflection: Students can/shouldassess their achievement with respect to one ormore of the concepts and/or skills during thelesson. Alternately, they could comment on theiroverall progression throughout the theme or makea summary comment regarding their abilities nowcompared to their abilities when they started thetheme. Are students making better use of skillsand movements in activities outside of schooltime?

Students make an entry into their activity logbook as to how they would solve a particularmovement problem (if your opponent is at thefront of the net, how can you win the rally?).

A journal entry commenting on how well fair playconcepts were adhered to during the unit bystudents could also prove beneficial. Alternately,students write an anecdotal report on their level ofparticipation to include in their portfolios.

Peer Evaluation: Provide students with a fewminutes to think about safety issues with respectto any combination movement concepts (space,pathway, range, force and balance). Introduce theidea that proper use of these concepts creates a safeenvironment for all. Students provide examples ofsafe and unsafe behaviour exhibited during class.

Students have their partner complete a skillinventory on their performance. A partner couldprovide anecdotal information about behaviour,movements and skills during the unit. A checklistof skills and concepts that they should haveachieved by the end of the unit would be helpful.





Grade 8

IN MOVEMENT1. Demonstrate improvement in court

activity skills (sending/receiving,movement with or without implement)by applying movement concepts of bodyawareness (relationship of body partswhile moving and body “language”) andspace (direction, range and force).(GCO 1, KSCO 2)

2. Demonstrate cooperative and competitivecourt activity strategies in a variety ofgroup activities using the movementconcepts of level and body language.

(GCO 1, KSCO 6)

ABOUT MOVEMENT3. Create a competitive or cooperative field

game which uses rules, concepts, andskills from a combination of other courtand field activities. (GCO 2, KSCO 3)

4. Discuss how court activities are anexcellent example of how people canachieve and maintain fitness and healthylifestyles. (GCO 2, KSCO 5)

5. Analyze personal responses andbehaviours in cooperative groups such asfair-play concepts such as caring, sharing,involving all participants,encouragement, following of basic rules.

(GCO 3, KSCO 1)


intramural programs and/or communitybased acitivity programs. (GCO 4,KSCO 1)


8. Reflect critically on responses andbehaviours in cooperative groups.(GCO 6, KSCO 1)

9. Identify and demonstrate cooperativebehaviours that enable all students toparticipate and enjoy activities such asfollowing of basic rules, sharing of courttime, choosing of different partners.(GCO 6, KSCO 4)

IN MOVEMENT

Skills and abilities used in court and field activities such asrunning, jumping, sending/receiving, safe use of an implement,and striking have been practised throughout the elementary andintermediate program. Introduce/review concepts with discussionof mechanics of the skill such as basic stance, passing, receiving,sending, movement with and/or without implement. Theintroduction of full contact and semi-contact activities will allowstudents to apply previously learned skills and abilities while alsogiving them the opportunity to show self-responsibility, caringand safety awareness. Students need to gain the understandingthat full contact and semi-contact activities can be modified toprovide a safe environment in which to participate. It shouldbecome apparent that such activities do not need full contact tolearn the skills and rules necessary to enjoy the activity. Manymovement concepts could be applied to the skills. Examplesinclude: self and general space, pathway, range, direction, level,force, balance, flow, relationship of body parts while moving, andbody language (Appendix E).

Activities


Games such as tag, relays, lead-up, modified games can all be usedas warm-up activities. Warm-up activities should be designed toreflect the chosen topic. Given floor hockey as the topic, askstudents to move within the general space while stick-handling.On a signal they must go to the wall and use various practisedskills (snap shot & wrist shot) to get the ball to rise to the threedifferent levels before rejoining the general space. They need toavoid others’ personal space by keeping their eyes up whilemaintaining control of the ball. When shooting, use theappropriate force. Balance and coordination are fundamental inany movement. Given paddle tennis as the topic, ask students toparticipate in a relay activity. Divide students into 5 or 6 groups.Each member of the group must move from one end of thegeneral space to the other before their teammate can do so.Students are to move through the general space tapping the





Teacher Observation: Use a checklist of movementconcepts and court and field activity skills toprovide feedback to students.

Monitor group invention of a court and fieldactivity which combines two or more activities andprovide appropriate, specific, positive feedback.

While students are involved in small groupactivities, observe how well students demonstratethe use of movement concepts while varyingstrategies within court and field activities. Dostudents make use of the general space whenshooting/passing? Are shots/passes varied in leveland range? Do students move throughout thespace so as to maximize coverage (direction andpathway)?

Students select a space where they can work safelyand work independently to practise variousbadminton shots. Students should display the useof appropriate body mechanics and movementconcepts when executing the clear shot and smash.Teachers observe and provide feedback to studentsas to how well they are applying the movementconcepts and motor skills presented in class. Arestudents contacting the shuttle at a low level(below the waist) for a clear shot, or using a strongamount of force (to get the shuttle high andbehind your partner)? Students then alternate tothe smash shot. Teachers would note if contactwith the shuttle is being made at a high level(above the head), if a strong amount of force isused, and whether the concept of body awarenessis being demonstrated with regard to wrist flexionand arm action.

When playing rugby or similar contact sports, itis necessary to discuss self-space since tackling ispart of the regulation game. Teachers need todecide what is the safest way to offer rugby anddiscuss it in terms of self-space. If students areincluded in this decision-making process theremay be a stronger tendency to follow themodification. As well, it allows students to showtheir level of concern and safety for others duringcourt and field activities.

Vary the amount of competition. Some studentsmay exhibit a stronger willingness to participatein activities and to perform in a more relaxedmanner. Other students may prefer highlycompetitive environments.

Verbally recognize students who demonstratecooperation, safety and concern for others.

Students can demonstrate their ability to usenumerous movement concepts and motor skillsduring regulation games. They should also beexpected to exhibit fair play concepts. Duringrally types of activities and regulation games, itcan be emphasized how court and field activitiesare excellent activities for practising active living.


Encourage self-responsibility in peer evaluation byexplaining the process and the inherentresponsibility when assessing someone.

Prior to beginning partner throwing activities,explain in detail how to throw the ball in such away that partners have ample time to move andget set under the ball.





Grade 8

paddle tennis ball with the paddle tennis racquet. It is quicklydiscovered that keeping the ball near to the racquet (range) andusing weak force while keeping a straight pathway ensures that theball will stay under control and result in efficient movement.Participants also need to avoid other students’ personal space bykeeping their eyes up while maintaining control of the ball.

Rugby requires participants to assume a low centre of gravitywhen being tackled, tackling others and joining a scrum. Thisstable position is also required in soccer when being challenged forthe ball, attempting to head the ball, and kicking the ball. Toillustrate the importance of having a low centre of gravity toincrease stability, have partners assume a high basic stance andhave the other partner attempt to push them off that centre ofgravity using one shoulder at a time and using appropriate force.Then, have the student assume a low basic stance and do the sameactivity. Next students should join their partner and have anothergroup try to push them off balance. Students should keep joininganother group as long as they can maintain their stability. Keypoints such as low level and wide stance are reinforced here.

Many body mechanics are similar among court and field activities.Examples include kicking and passing from out of bounds. Suchsimilarities should be highlighted so that students can transferprevious knowledge to new activities. Swap It is a game which hasstudents use their non-preferred foot to kick the ball. This allowsexperienced soccer players the chance to understand thefrustration of less experienced players and also makes it possible forthem to break down the skill since they will perform it moreslowly than if using the preferred foot.

Design activities which provide the students the opportunity tounderstand, practise and demonstrate the specific court and fieldactivity skills. One of the skills used in volleyball is passing.Students select partners using previously discussed fair playguidelines. Using high (level) underhand throws, the receivermoves into position under the ball (sustained flow), stops, assumesa basic stance (sudden flow) and passes the ball back to his/herpartner using the face pace or forearm pass. Two of the skills usedin badminton are the clear shot and “smash” shot. For the clear




(GCO 1, KSCO 6)





(GCO 3, KSCO 1)






behaviours that enable all students toparticipate and enjoy activities such asfollowing of basic rules, sharing of courttime, choosing of different partners.(GCO 6, KSCO 4)





Student Performance: Students demonstrate theability to assume a low centre of gravity

Students demonstrate kicking skills for soccer andrugby.

Students demonstrate proper technique in passingthe ball in from the sidelines.

Students demonstrate the ability to use levelseffectively while participating in court and fieldactivities such as passing/receiving/sending.

Students demonstrate the ability to useappropriate body language to fake or make amovement.

Students demonstrate the ability to use suddenand sustained flow when moving oneself andmoving with or without the implement.

Students demonstrate the ability to usecoordinated movement through the summation offorces to achieve the desired action. Passing,receiving, sending, and moving with or withoutthe implement all require body awareness andcoordinated movement.

Students demonstrate the ability to useappropriate body awareness (relationship of bodyparts while moving and muscle tension andrelaxation) and the summation of forces to achievethe desired action while engaged in court and fieldactivities. As an example, do students move theirfeet and get into a proper body position beforestriking/passing/shooting?

Students invent a game or activity to allow furtheropportunities to cooperate, set fair play standards(Appendix F), demonstrate self-responsibility andto develop understanding of movement conceptswhile applying them. Creating a game whichcombines rules, concepts, skills and/or techniques

Resources








Grade 8

shot, a student hits the shuttle in such a way to “clear” theopponent and place the shuttle in the back court behind his/heropponent. For the smash shot, the shuttle is contacted above thehead and struck with a strong force in an effort to score a point bysending the shuttle to the floor. Teaching cues for studentsexecuting the clear shot would be to contact the shuttle at a lowlevel (below the waist) and use a strong amount of force to get theshuttle high and “behind your partner/opponent.” Students thenalternate to the smash shot. Cues here would include makingcontact with the shuttle at a high level (above the head) and use astrong amount of force to play the shuttle to the floor.

Lead-up games offer excellent opportunities to practise and learnconcepts and skills. Lead-up and similar type games also providethe opportunity to develop cooperative strategies such as whoshould be strikers or goalies and whether these roles can changeduring play. Cooperation and fair play concepts must be usedwhen two or more students engage in a rally; the idea here is tokeep the ball or shuttle alive and in play rather than score a point.The practice of both the clear shot and drop shot can be done hereas each student can alternate using either shot during the rally.This can also be a prime opportunity for students to assist eachother in the learning of how movement concepts can help thembecome more efficient in the activity. Students can point out toeach other how well they are using space concepts to cover thecourt and return the ball or shuttle efficiently. Alternately, astudent may point out efficient and non-efficient use of the bodywhen executing the strokes.

Soccer and rugby, like all team sports, require cooperation withinthe group and competition outside of the group. End Line Soccerallows all player to practise their skills and play all positions.Students are divided into two teams, one on each base line. Eachmember has a number and when called must run to the center toplay regulation soccer using the defined general space. All otherplayers become goaltenders of their baseline. A goal is scored bykicking the ball at a medium to low level (below waist), over theopposing teams end line; goalies attempt to prevent goals. Kicksat a medium to low level allow for and creates awareness of safety.




(GCO 1, KSCO 6)





(GCO 3, KSCO 1)











from two or more games is a challenging way toget students thinking beyond what has beentraditionally presented to them in court and fieldactivities. It also allows students to identify anddemonstrate cooperative skills used in competitivegames. Football and baseball could be combinedso that a tennis ball is thrown to receivers whowear baseball gloves. Passing and scoring followthe rules of football. Within this activity studentshave to identify and demonstrate the cooperativeskills required to play such a game. Outcomesfrom all three domains, In Movement, AboutMovement and Through Movement (psychomotor,cognitive and affective), can be achieved throughthis activity.

Students define the criteria that are necessary to besuccessful in court and field activities. Proper useof space and alternating the use of near and far andstrong and weak shots/passes would be examples ofwhat to expect here.

Self-Evaluation/Reflection: After the previouslydescribed activity, Swap It, students shouldperform the skill on their dominant side. Ask eachperson to discover a minor or major modificationthey can make to his/her technique that mightenhance performance. Alternately, have studentsreflect critically on the question “which should beheld in higher importance, the perceived fun oftackling hard or the concern and safety of others?”.Place the corresponding answer card in the boxupon departure.

Students can/should assess personal achievementwith respect to one or more of the concepts and/orskills during the lesson. Alternately they couldcomment on perceived differences between





This activity of End Line Soccer can become more advanced byhaving only the first number called able to strike the ball for agoal, thereby increasing the need for cooperation within thegroup. It can also be modified to concentrate on controlled lowkicks by deeming below the knee to be a goal.

Body “language” is used in Soccer Baseball whether as a lead-upgame or main activity. Before beginning the activity, introducethe ideas that the batter’s foot, hip and shoulder position candetermine the intended direction of the kick. Oftentimes, thebatter’s eyes are the best predictor. This understanding shouldthen transfer to a soccer game so that the direction of kicks can bepredicted by players.

Modified activities provide students the opportunity to identifythe effects of movement concepts as integral to court and fieldactivities. One of the skills used in table tennis is a forehand orbackhand stroke with spin. Students are encouraged to selecttheir own teammate/partner ensuring that fair play concepts arepractised. Another activity that can be used here is a game ofThree Zone Pong where regular table tennis rules are used with thefollowing exceptions: lower the net to 3 or 4 inches above thetable; divide the table into three equal zones; the ball mustbounce twice before being struck; the ball must first land in thecentre zone, then bounce in the end zone before being played.Using body awareness concepts of muscle tension/relaxation andrelationship of body parts, students play the game with anemphasis on placing spin on the ball while completing theirforehand and backhand strokes. Ask students to experiment withdifferent spins and different ball placement to achieve success.

Muscle tension and relaxation and flow can be interlinked whenpractising running with the ball and cutting to avoid beingtackled (grabbing a flag) or to break tackles (touches). In order tochange flow, muscles must be tensed and relaxed in quicksuccession. Muscles that remain tight have a greater chance ofbeing pulled or strained. When practising lateraling the ball inrugby, the student must be running full speed ahead, then controltheir pace and relax enough to laterally pass the ball with accuracyto a teammate. The three-player weave traditionally used inbasketball can be modified and used here to practise lateraling theball.

Grade 8




(GCO 1, KSCO 6)





(GCO 3, KSCO 1)











personal responses/behaviours during physicaleducation classes and activities outside of thestructured curricula.

Peer Evaluation: Again, after the activity Swap It,students use a checklist and note changes inkicking body mechanics before the skill is“swapped” and after the skill is “swapped” andpractised.

Anecdotal report about specific movementconcepts or activity skills.

At the conclusion of a group or partner activity,ask students to complete an inventory type ratingscale of how people cooperated and used fair playconcepts during the activity. Outstanding, good,satisfactory and needs practice could be the scale(provide explanation with each scale measure).This would be done anonymously so as to notpose undue stress on students who would not liketo name other individuals. This provides insightinto how aware a student is of cooperation and fairplay and also indicates how well the class is usingthese fair play concepts and cooperating with oneanother. (Appendix F)





Grade 9

1. Demonstrate appropriate applicationof movement concepts such as level,direction, and body “language”when throwing and striking in courtand field activities. (GCO 1,KSCO 1)

2. Demonstrate offensive and defensivestrategies to optimize play usingseveral movement concepts.(GCO 1, KSCO 2)

3. Demonstrate appropriate warm-up,work-out and cool-down activitiesused in court activites. (GCO 1,KSCO 7)

ABOUT MOVEMENT

4. Create an appropriate warm-up,work-out or cool-down activity forcourt activities. (GCO 2, KSCO 3)

5. Identify the effect of physicalactivity on the quality of life.(GCO 3, KSCO 6)

THROUGH MOVEMENT

6. Initiate an activity program thatreflects the interests of the studentsand espouses fair-play concepts.(GCO 4, KSCO 3)

7. Reflect critically on the usage ofoutdoor space and the responsibilitythat rests with the user. (GCO 6,KSCO 1).

8. Identify and demonstrate leadershipskills by officiating, running atournament, helping other studentslearn. (GCO 6, KSCO 3)

9. Demonstrate the knowledge andawareness of court activities so as toofficiate and/or enter tournaments.(GCO 6, KSCO 6)

Court and field activities use skills such as sending/receiving, safeuse of an implement, utilization of space, and striking amongothers. These skills should have been repeatedly practised,modified and refined in grades 7 and 8. Application of these skillsto warm-up, lead-up, modified and regulation games is the focusin grade 9. Introduce/review concepts with discussion ofmechanics of the skill such as basic stance, passing, receiving,sending, movement with and/or without implement.

Activities


Opportunities for students to develop leadership skills need to beoffered. Warm-up activities invented by a student or group ofstudents allow opportunities to cooperate, set fair play standards,demonstrate self-responsibility and develop understanding ofmovement concepts while applying them. This will provideteachers with new ideas which can be of great interest to P.E.classes.

Games and activities which are new to students or which arehighly skilled based, such as baseball, football and softball can bethreatening to students already struggling with self-confidence.Ultimate frisbee is not yet a mainstream sport, therefore students’previous knowledge and skill development are usually limited.Fun activities such as snapping a towel to teach wrist action forthe frisbee throw make ultimate frisbee less intimidating (P.E.Digest, 16 (3), p. 14). Direction and time are important inultimate frisbee. Teams who use all directions will have increasedsuccess at moving the frisbee toward the goal. Time must also beadjusted when moving oneself or throwing the frisbee. Sendingand receiving skills are directly transferable to other court and fieldactivities such as team handball and basketball. People who canuse their left and right hands to throw are harder to defend.Sometimes throwing to a person behind is the solution to theproblem of how to advance the frisbee toward the goal. All suchconcepts should be introduced at the appropriate time. To gain





Teacher Observation: Use an anecdotal report totrack students’ progress in movement concepts andcourt and field activity skills to provide feedbackto students. Place in the students’ portfolio.

Teacher observes students sending/receiving/striking. Do they make use of the space anddifferent levels in order to challenge the personthey are playing?

Teacher uses a checklist to ensure students areusing proper throwing technique.

Teacher poses questions so as to determine theextent to which students have attained knowledgeand experience about court and field activities.Sample questions include: When playing tennis orbadminton, what defensive/offensive strategiescould you use? What defensive strategy could youuse to counteract an offensive strategy? What aresome additional offensive and defensive strategies?

Teacher uses immediate, positive, specific feedbackto help students apply the proper throwingmechanics used in court and field activities.

Student Performance: Students choose to do aproject or a journal related to initiating an activityprogram that reflects the interests of students andespouses fair-play concepts.

Students demonstrate the ability to use directioneffectively while participating in court and fieldactivities such as passing/receiving/sending andmoving with or without and implement.

Students demonstrate the ability to use timeeffectively while participating in court and fieldactivities such as passing/receiving/sending andmoving with or without an implement.

Court and field activities should be highlightedfor their adaptiveness to many environments. Anyspace can be used to allow people to participate inthese activities. Many communities have outdoorand indoor courts that go unused for much of theday. Squash and racquetball, while not readilyavailable in most schools, are quite accessible insome communities. There are opportunities forpeople to play both recreationally andcompetitively in many centres thereby increasingthe opportunity to lead active lifestyles.

Running records could be kept of students chosenas taggers by simply putting a checkmark to theleft of the student’s name on the attendance sheet.

Body “language” is used in many activities. Inbaseball, the positioning of the batter signifieswhere the ball is most likely to be hit while theposition of the pitcher determines if they areready to pitch or trying to catch the runner on asteal. In football, the eyes of the quarterback willoften look briefly toward the intended receiverbefore the snap. A defender should anticipate theball coming to his/her “check” by observing thereceiver’s widening eyes. Students can explorevarious ways to use body language to theiradvantage by changing stances just prior to apitch, looking at a false receiver or a receiverpretending the ball is coming his/her way byrunning hard and looking up as if to receive apass. Such strategies can then be applied to otheractivities including personal relations where eyecontact is an important skill to use at jobinterviews.

Encourage students to help their classmatespractise skills and movements.





Grade 9

the most success, all directions must be used by participants whenmoving and throwing and students should practise throwing thefrisbee in all directions and across all pathways so that studentscan transfer skills to activities.

Given Pickle Ball as the activity, ask students to engage in a rallywith four people where two balls are used and between the fourpeople both balls must stay in play. Hand-eye coordination,cooperation, and continued practice of racquet skills areemphasized here. Space concepts of range and general space areuseful for placing shots which a partner can return. Appropriateuse of level and force will ensure that rallies stay alive.

Ask students to design an activity which provides themopportunities to understand, practise and demonstrate court andfield activity skills. One of the skills used in ringette is receiving.Students may design an activity where team members need toadjust their running speed (time) in order to receive the ring.Students need to anticipate the speed at which the ring is passed,showing understanding and application of the concepts of forceand time. Two skills used in tennis are the lob shot and base lineshot. Discuss with students how alternating between these twoshots can be a very effective offensive strategy to win points in agame. Students practise these two shots during a rally.

A lead-up game for basketball that uses direction is Dribble Tag.Half the class has basketballs while the other half avoid thedribblers who are the taggers. Students must use direction toavoid being tagged and dribblers must keep control of their ballwhile pursuing non-dribblers. Alternately, in the game calledThieves, the roles are reversed. The non-dribblers are the taggersand they attempt to steal the ball from the dribblers.

Cooperation and movement concepts are used in the badmintonlead-up game called Courts in Session. The objective is to limiterrors while playing and to subsequently get the entire team on toone side of the court and win the succeeding point. The rules areas follows: basic rules of badminton apply but teams are composedof four players. Each team lines up on its respective baseline andto begin play, one player enters the court. When a player makesan error or mistake he/she must go to the end of their team’s line




(GCO 1, KSCO 6)





(GCO 3, KSCO 1)











Students demonstrate the ability to usecoordinated movement and body mechanicsthrough the summation of forces to achieve thedesired action. Passing, receiving, sending, andmoving with or without the implement all requirebody awareness and coordinated movement.

Students demonstrate their ability to usemovement concepts and court and field skillsduring regulation games. They should also beexpected to exhibit fair play concepts (AppendixF).

Students may opt to complete a projectsurrounding the question: “ What effects dophysical activities have on the quality of life?”Students may choose this opportunity in lieu ofdoing one of the other forms of assessment. Part ofthe project could be a poster to be displayed inthe gym which highlights the major findings ofthe research and compare to their earlier reflection.Activity examples that can be presented asactivities which can be played long into lifeinclude ultimate frisbee and softball.

Students demonstrate an awareness of warm-upactivities as being an integral part of activity.Students should perform a warm-up withouthaving to be reminded or prompted.

Students participate in a ladder tournament wherethey select their own opponent and monitor theirprogress. Students demonstrate they are able tofollow instructions and cooperate with others toensure the smooth running of a class.

Where a student’s school provides lunch timegymnasium supervision, students may opt tocomplete a project where they advertise andorganize lunch-time intramural leagues.

Verbally recognize students who displayleadership qualities.

Court and field games allow students to applyrespect for the facility and equipment in analternative environment. Students shouldunderstand that in order to have fields to use thatthe users must willingly bear the responsibility ofensuring it is able to be used by others. Majordivots should be replaced, holes should be filled,all areas of the field should be used (not just themiddle), and fences should not be climbed butshould be walked around.

As part of efforts to get students to take moreresponsibility and to show leadership, allowstudents to choose their own teams (using fairplay guidelines) and have them officiate, thusallowing the teacher to circulate and providepositive, specific feedback on movements andskills.

Officiating offers the students opportunities tolearn the rules and guidelines for regulationgames.

Where lunch time gymnasium supervision isprovided as part of the duty schedule at a school,encourage students to organize a lunchtimeactivity club where each day they decide to playdifferent court games. With assistance, studentscan learn to tabulate records, organize varyingsizes of groups and take responsibility for leadingactive lifestyles.





Grade 9

and the next person moves into the court to replace him/her. Theteam that does not make the error gets to add the first player inline to the team’s side of the floor and when a team gets all itsplayers on the court, they must win the next point in order to winthe game. However, when one team only has one player on thecourt the opposing team must hit all shots to the singles court.This activity allows players to continue practising racquet skillsthey have learned and to develop strategies to win points anddefend against attacks. As the numbers of players change backand forth, teams will use varying strategies to try and better theirteam’s position. Encourage students to think of some of thesedynamics.

Modified games offer students the opportunity to apply skills andmovement concepts in game situations. An example is Pole Ball.Instead of getting a ball in the net, a ball is placed on top of abadminton pole and students attempt to score by knocking theball off the pole. All other basketball rules apply. Direction ispractised by movement of oneself and the implement. Anotherexample is High Nets Badminton where a game of badminton isplayed using a volleyball height net on a volleyball court. Eachteam is permitted three hits before sending the shuttle over thenet. This allows students to practise using different amounts offorce to either pass the shuttle to a teammate or send it over thenet. As well, level and use of space awareness are incorporated sothat everyone knows where each person is in relation to each other.

When playing baseball, the batter may be offered several choices:1. bat the thrown baseball or softball, 2. have the ball thrownunderhand or overhand 3. bat using a tee, 4. kick the soccer ballin place of batting. This provides all students with theopportunity to challenge themselves and yet be comfortable.Teachers should draw out the idea that level, time, flow, anddirection are all movement concepts that can be applied. Somemay prefer a ball thrown at a downward trajectory (level) andtherefore choose baseball. Others may want to eliminate the needto apply the movement concept of time (speed) by using a tee.Soccer players may never have had the chance to play baseball orsoftball in the summer but enjoy the variety that kicking a soccerball within the rules of a baseball or softball game provides.




(GCO 1, KSCO 6)





(GCO 3, KSCO 1)











Self-Evaluation/Reflection: Students make a journalentry describing how court and field activities fitinto their idea of fitness and active living. Is it anactivity they see people pursing into adulthood?Why or why not?

Students answer the question: “What effect doesphysical activity have on the quality of life?” in ajournal for the student’s portfolio. Students coulddo a project examining the same question in lieuof one of the other forms of evaluation.

In their activity log book, students identify a skillor movement that they perform well or they feelneeds work. This can then be compared to howthey performed at the beginning of the unit.

Also, teachers should provide students the chanceto perform their chosen skill and have teachers andpeers assess how well they complete the task. Anyassessments can be placed in a skills portfolio orjournal.

Peer Evaluation: Checklist that providesinformation about specific movement concepts oractivity skills.

Peers can observe each other performing and rateor comment on each part of the performance. Therecording sheet or checklist is given to the studentfor feedback and he/she can make additionalcomments. Of course, discussion of the resultsand cues for reinforcement should also beprovided.

Students ask each other what skill, technique,movement or behaviour they would like toimprove upon that day and record the answer.The evaluator then helps the student beingassessed improve. Then roles are reversed. At theend of the day specific, positive feedback is givenby each student assessing progress during theclass.

Resources

P.E. Games and Activities Kit. By Ken Lumsden p.11, 14.


PE Digest, 16 (3), p. 14.


THEME: FITNESS ACTIVITIES

Theme: Fitness Activities

Aerobics, Circuit Training, Cycling, Exercise Balls, Fitness Testing, Jogging, Pilates,Skating, Skipping, Strength/Resistance Training, Swimming, Swiss Balls, Tae-Bo, Walking,Water Aerobics, Weight Training, Yoga...






1. Demonstrate efficient fitnessactivities skills such as safe aerobicand fitness hustle techniquesconsistent with an active livinglifestyle. (GCO 1, KSCO 1)

2. Participate in fitness activities suchas aerobics, fitness hustles, joggingand walking. (GCO 1, KSCO 3)

3. Apply the movement concepts offlow, time, relationship of bodyparts while moving, possiblemovements of body parts andpossible body shapes across fitnessactivities, such as music-basedaerobics and fitness hustles.(GCO 1, KSCO 3)

4. Participate in a variety of personalfitness activities. (GCO 1,KSCO 9)

1. Demonstrate efficient fitnessactivity skills such as weighttraining and circuit trainingconsistent with an active livinglifestyle. (GCO 1, KSCO 1)

2. Apply the movement concepts offlow and time to summation ofjoint forces and locate and namebody parts across activities.(GCO 1, KSCO 2)

ABOUT MOVEMENT

5. Pose and solve simple movementproblems individually such ascomparing students’ techniquewith efficient, safe, recommendedmovement. (GCO 2, KSCO 1)

6. Analyze fair play and active livingconcepts. (GCO 3, KSCO 3)

ABOUT MOVEMENT

3. Pose and solve simple movementproblems in a cooperative groupsuch as determining the cause forinefficient movement and exploringways in which to increase theefficiency. (GCO 2, KSCO 2)

4. Identify active living concepts as aguide by which to promote personalfitness and a healthy lifestyle.(GCO 2, KSCO 5)

ABOUT MOVEMENT

3. Identify qualities required to pursuecareers in physical education andrecreation. (GCO 2, KSCO 6)

4. Create an appropriate daily foodguide for a person with a healthy,active lifestyle based upon theCanadian Food Guiderecommendations (appendix I).(GCO 3, KSCO 4)

1. Demonstrate appropriate warm-up,work-out and cool-down activitiesused in fitness activities whileapplying movement concepts suchas muscle tension, and relaxationand name and locate body parts.(GCO 1, KSCO 7)

2. Apply movement concepts to extra-curricular activities within andoutside of the school such asdances, aerobics programs, trainingfor sports, alternative activitiessuch as rock climbing, andincreasing and maintainingpersonal fitness goals. (GCO 1,KSCO 8)

THROUGH MOVEMENT

7. Participate willingly in each of thefitness activities. (GCO 6,KSCO 2)

8. Demonstrate self-confidencethrough self-evaluation andreflection. (GCO 6, KSCO 5)

THROUGH MOVEMENT

5. Show concern for the comfort andsafety of others in a variety ofactivity environments such asaerobics, circuit training, jogging,walking and weight training.(GCO 5, KSCO 2)

THROUGH MOVEMENT

5. Identify and apply the componentsof fitness by developing fitnesscontracts, fitness testing peers,designing circuits, etc. (GCO 6,KSCO 3 & 6 )

6. Demonstrate personal initiative,independence and decision-makingby developing personal fitness logbooks or by mapping out fitnessgoals. (GCO 6, KSCO 6)





Grade 7

IN MOVEMENT


2. Participate in fitness activities such asaerobics, fitness hustles, jogging andwalking. (GCO 1, KSCO 3)

3. Apply the movement concepts offlow, time, relationship of body partswhile moving, possible movementsof body parts and possible bodyshapes across fitness activities, suchas music-based aerobics and fitnesshustles. (GCO 1, KSCO 3)

4. Participate in a variety of personalfitness activities. (GCO 1, KSCO 9)

ABOUT MOVEMENT



THROUGH MOVEMENT

7. Participate willingly in each of thefitness activities. (GCO 6, KSCO 2)


Offer a wide variety of fitness activities for a short duration toemphasize the endless possibilities in which personal fitness can bepart of an active living/healthy lifestyle. This theme could beoffered for short durations, several times a year, so that fitnessprogress can be assessed as an on-going process. Students shouldbe encouraged to discover and solve their own fitness concerns,realizing that everyone is unique. It is important to makestudents feel comfortable with their own abilities, while guidingthem toward healthy decisions about their lives. Students whobelieve that increased effort can improve their fitness and healthwill gain the most from this unit. Movement concepts such asQuality of Movement (flow, time, balance) and Body Awareness(muscle tension and relaxation, relationship of body parts whilemoving, possible body shapes) can be accentuated during fitnessactivities. Fitness concepts such as intensity, frequency, overload,and the components of fitness and corresponding skills such asagility, balance and speed should be the basis for understandinghow to create individualized fitness programs.

Activities

Warm-up, work-out and cool-down activities and concepts should bepresented. This can also incorporate warm-up, lead-up, modifiedand regulation games which are aerobic, strength, endurance and/orflexibility by design.

Games such as tag, relays, lead-up, modified and regulation games canall be used to present the concept of warming-up. Activities whichincrease the heart rate (large muscle group activities), therebyincreasing the blood flow and oxygen delivery to the muscles areessential in preparing the body to increase its workload.

An appropriate warm-up would be Roll “n” Go. Similar toMonopoly, Roll “n” Go is played by a group of students rollingdice, moving their piece to a square and then going to an open





Teacher Observation: Teacher notes students whoare willingly participating, showing improvedparticipation or non-involvement. (Refer toAppendix D - Hellison’s Levels of Responsibility)

Teacher questions students about the componentsof fitness (listed in the resources and notes sectionin grade 8, pages 79 and 81) which are usedduring aerobics. Alternately, ask students howfitness activities can be incorporated into theirdaily lives perhaps through such activities aswalking or jogging.

Student Performance: Students demonstrate theability to perform non-sequenced fitness hustlemovements.

Students demonstrate the ability to performsequenced fitness hustle movements to music.

Students demonstrate the ability to perform basicaerobic movements.

Students demonstrate a fitness hustle sequence.Alternately, students may want to create anindividualized fitness hustle which concentrateson identified personal fitness concerns as well asallow for the application of movement conceptssuch as possible movement of body parts.Teachers can assist students by introducing themovement concepts of flow and the creation offluid movements with specific beginnings andendings. Time can be discussed in relation to thebeat of the music or increasing and decreasing thespeed of the movements to increase and decreasethe oxygen processing capability of the muscles.Possible body shapes may be explored in relationto creating a varied, unique and individualizedfitness hustle.

Refer to grade 8 (pages 79 and 81) for fitnessdefinitions.

Fitness Hustle Definitions (Lee, Thomas & Thomas,2000):

Diagonal jog - jog diagonally forward eight steps tothe right-hand corner of the room and then jogdiagonally back to the starting point. Repeat to theleft-hand corner and back.

Grasshopper - hop on the left foot while lifting theright knee up to the side; repeat, hopping on theright foot and lifting the left knee.

Heel and arm swing - jump in place extending theright foot forward and touch the heel to the floorwhile the left arm swings forward and up and theright arm swings down; jump again, alternating.

Heel lifts - similar to walking in place, the left andright heel are lifted off the ground alternately. Twoheels could also be lifted at once (calf raises).

Jog-karate kick - jog in place three steps and thenkick to the side. Alternate the kicking leg.

Knee bends - standing in a straddle position withheels flat, fold the arms to be parallel with the floorwith elbows bent, bend the knees, and at the sametime twist the body to the left or right. Return tostart and repeat in the opposite direction.

Knee dip and elbow pull - bend the knees halfwaykeeping the back straight and return to the standingposition, keeping elbows bent with arms parallel tothe floor. With each knee bend, elbows are pulledbackwards.

Knee touches - the left knee is lifted and the rightelbow is brought to touch it. Alternate touches.





Grade 7

space to perform the activity stated on the square. They thenreturn and continue. The “jail” traditionally used in Monopoly,can be an opportunity for groups to get drinks and take rests.

Fitness hustles, as explained in Physical Education for Children:Daily Lesson Plans for Middle School, are a sequence of movementsperformed to music which allow for muscles to be stretched andoxygenated. There are different levels of fitness hustles which allowfor increased duration as well as more advanced movements. Teachersshould post diagrams and explanations of the movements which areeasily accessible to students. Students should periodicallycompare their technique to that of the recommended techniqueand make the appropriate adjustments to ensure safe movements.Heel touches, knee touches, knee bends, step-kick and reach, jog-karate kick, scissors, twist and bounce, grasshopper, heel and armswing, knee dip and elbow pull, diagonal jog, and rocker step arejust some of the moves which can be provided and sequenced tomusic for a personal or group warm-up. Other warm-up gamessuch as partner tag and circuit training can be used to offer variety.These activities are discussed in greater detail in the grade 8 and 9sections.

Fitness hustles could also be used as a lead-up to aerobics.Students may have an experience in the area of aerobics which theteacher may not or a certified instructor from the community maybe enlisted to lead such an activity. There are numerous aerobicsvideotapes as well. Physical Education Digest providessuggestions on how to vary the aerobics program like IntervalAerobics (13(3), Sp. 97, pp. 20-21) and Toilet Paper Aerobics(11(2), W94, p. 28).

Toilet Paper Aerobics provides the opportunity for students tocooperate, be competitive and become more fit. During anaerobics routine get partners to wrap a piece of toilet paper aroundtheir ankles. If it breaks continue with the routine. The lastgroup with the toilet paper intact wins.

During the cool-down phase of the aerobic session a discussionabout proper foot placement and relationship of body parts whilemoving could be highlighted.

IN MOVEMENT


2. Participate in fitness activities such asaerobics, fitness hustles, jogging andwalking. (GCO 1, KSCO 3)

3. Apply the movement concepts offlow, time, relationship of body partswhile moving, possible movementsof body parts and possible bodyshapes across fitness activities, suchas music-based aerobics and fitnesshustles. (GCO 1, KSCO 3)

4. Participate in a variety of personalfitness activities. (GCO 1, KSCO 9)

ABOUT MOVEMENT



THROUGH MOVEMENT

7. Participate willingly in each of thefitness activities. (GCO 6, KSCO 2)






Rocker step - bounce on the right foot with the leftleg extended to the side, then bounce on the left footwith the right leg extended to the side, then repeat onthe right foot, hopping on the last rock (i.e., rockright, left, right, hop on right).

Scissors - jump to a stride position with one armswinging forward and up, and the other arm swingingdown and back, jump again, changing forward andback legs and arms.

Step-kick and reach - step to the left on the left foot,kick the right leg forward; reach toward the kickingfoot with the opposite hand. Alternate and repeat.

Twist and bounce - feet together, bounce in placewhile twisting feet and hips to the left and arms andshoulders to the right. Alternate movement.

Interval Aerobics research suggests periods ofexercise which are separated by periods of restproduce greater fitness gains. The best cardiovascularand body fat loss results were found in those whotrained using interval aerobics. The result is believedto be linked to the ability of the participant toexercise at greater intensities since they know theywill get to rest. As well, interval trainers have moreopportunities to monitor their target heart rate andadjust intensity.

Resources

Game Skills: A Fun Approach to Learning Sport Skills.By Hanrahan and Carlson.

Interval Aerobics. P.E. Digest, pp 20-21.

Physical Education for Children: Daily Lesson Plans forMiddle Schools . By Lee, Thomas and Thomas.

Teaching: An Exit Poll Tests Your Students’ FeelingsAbout Your Class. P.E. Digest, pp. 28-29.

Toilet Paper Aerobics. P.E. Digest, p. 28.

Self-Evaluation/Reflection: Students assess theirachievement based upon feelings of self-confidenceand willingness to participate by ranking themselvesin both categories out of 5 with 1 being the lowestand 5 being the highest and telling the teacherthe numbers before departure.

Students respond in their journal as to whether ornot they could carry on a conversation whileengaging in aerobic activity. Students can listento their breathing rate to determine where aerobictraining zone should be introduced (P.E. Digest,15 (1), F98, p. 34). With increased training willcome increased intensity and duration of aerobicwork-outs while still maintaining the ability tocarry on a conversation.

Peer Evaluation: Provide a “yes/no” checklist aboutthe student meeting necessary requirements inmaking a fitness hustle.

Program Evaluation: Provide students with threefaces: happy, sad and indifferent. Upon exiting,have students place one of the faces in the box toreflect their feelings about a certain activity, thelesson, or the unit.





Grade 8

IN MOVEMENT


2. Apply the movement conceptsof flow and time tosummation of joint forces andlocate and name body partsacross activities. (GCO 1,KSCO 2)

ABOUT MOVEMENT

3. Pose and solve simplemovement problems in acooperative group such asdetermining the cause forinefficient movement andexploring ways in which toincrease the efficiency.(GCO 2, KSCO 2)

4. Identify active living conceptsas a guide by which topromote personal fitness and ahealthy lifestyle. (GCO 2,KSCO 5)

THROUGH MOVEMENT

5. Show concern for the comfortand safety of others in a varietyof activity environments such asaerobics, circuit training,jogging, walking and weighttraining. (GCO 5, KSCO 2)

Teachers should take note of the introduction provided under thissection in the grade 7 section (page 74) as it strongly applies ingrade 8 as well.

Fair play and active living permeate physical education. Thereforeteachers need to recognize and capitalize on teachable moments tobring their importance to life. When asked why particularactivities are taught would be an appropriate time to explain thatlearning and gaining competence in a variety of activitiescontribute to a person’s ability to have an active lifestylethroughout his/her entire life.

Activities

Warm-up activities prepare students for the rest of the lesson that isto follow. Muscles that are to be used in the fitness activitiesshould be warmed-up and made ready for movement. Thebenefits of a warm-up and the reasons why the body needs to bestretched should be discussed prior to full-out activity. Additionalpoints that can be mentioned here are the different types ofstretching and the benefits of each (see page 81 under Resourcesand Notes) . An extension activity can be to ask students ingroups or partners to research the different types of stretching andwhen are they used. A report or demonstration by the students inclass can be an effective way to involve the students in theteaching of these concepts.

Partner Ball Tag is a tag game which increases the necessity for theparticipants to be in constant movement. The tagger has the balland chases the partner who does not have a ball. When tagged bythe ball, the roles reverse. This highly anaerobic game can only beplayed for a short duration but the teacher may want to increasethe time as the fitness unit continues, thereby applying overloadprinciples to increase fitness.

Strength and resistance training is an activity where safety andcare must be in the forefront of teachers’ minds. Strength andresistance training at the intermediate level should concentratewith low weights and/or body weight resistance, and emphasize





Teacher Observation: Use a rating scale based uponHellison’s (1985 & 1995) levels to indicate the levelat which a student is functioning.

Teacher observes the extent to which students areusing proper spotting techniques. Spotting inweight-lifting enhances the opportunity to showconcern for the safety of others.

Teachers can assess student-led warm-ups.Students come to class prepared to lead theirclassmates in a warm-up and stretching session.Fitness warm-up and fitness concepts may actuallybe presented and taught by the teacher during thefitness unit, but this student-led warm-up can beconducted during any of the activities during anyof the themes throughout the year. Howappropriate are the stretches? Are the stretchesdemonstrated properly? How was the actualpresentation to class? Was their knowledge of thecontent apparent/adequate?

Student Performance: Students perform theirfavorite and least favorite exercise using propertechnique.

Students demonstrate the ability to apply theconcepts of time, flow and summation of joint forcesto a new exercise.

Students can create or produce a poster displaywhich outlines the activities, steps and rationalebehind a warm-up and stretching routine. Posterdisplays can include any number of fitnessconcepts, warm-up or stretching activities. Posterscan be placed around the gym and usedthroughout the year for class warm-ups, stretchingand teaching points. Alternately, students cancreate a video or web page instead of a poster.

principal of overload - specifies that physicalactivity must be performed in greater amountsthan which the body is accustomed. This must bedone in order to gain a benefit to health or fitnesslevels.

principal of frequency - how often work is done.Aerobic activity should be done three to fourtimes a week to increase fitness levels.

principal of intensity - how much work is done.To increase fitness, overload must be applied.

components of fitness - cardiorespiratoryendurance, muscular endurance, muscularstrength, flexibility and body composition.

cardiorespiratory endurance - ability to exercise atlower intensity levels for longer periods of time.Jogging, walking and aerobics are examples.

muscular endurance - increased by increasing therepetitions of a muscle.

muscular strength - increased by increasing theworkload on the muscle.

flexibility - increased by relaxing the muscle toallow for a slow, purposeful holding of a positionso that a muscle lengthens.

anaerobic endurance - ability to exercise at highintensity levels for a short period of time. Relayraces, circuit training and weight-lifting areexamples.

fitness skills - agility, balance and speed.

agility - ability to change directions quickly.

balance - ability to maintain a position.

speed - ability to move from one place to anotherin a short period of time.





Grade 8

technique and proper form. Teachers who have little or notraining in this area should seek out assistance from moreexperienced, educated persons with some training in strength/resistance training.

Strength/resistance training applies the movement concepts offlow, time and summation of forces while integrating them intothe fitness components. Strength training is a highly technicalactivity which needs to use highly efficient movements to be mosteffective. Therefore, slow movements (time) through the fullrange of motion (flow) and past the critical angle (summation ofjoint forces) allow for the recruitment of the required major andminor muscles (name and locate body parts) thereby receiving themost gains in endurance and/or strength. Since strength trainingis highly technical and will use the principle of overload, a spotteris a necessity. The spotter insures the safety of the lifter while alsoproviding encouragement and valuable feedback. Instructionshould be given in proper spotting techniques before any weight islifted.

Students should examine techniques for various strength andresistance training to explore and discuss efficient and effectivemovement in a cooperative group. This could be done whilecompleting a weight lifting circuit. P.E. Games & Activities Kit forGrades 6 - 12 is one of the many resources which offers picturesand a description of resistance training techniques but it also addsa place to put a station number next to the picture therebyproviding a ready-to-use circuit training sheet (a sample isprovided in Appendix K).

IN MOVEMENT


2. Apply the movement conceptsof flow and time tosummation of joint forces andlocate and name body partsacross activities. (GCO 1,KSCO 2)

ABOUT MOVEMENT

3. Pose and solve simplemovement problems in acooperative group such asdetermining the cause forinefficient movement andexploring ways in which toincrease the efficiency.(GCO 2, KSCO 2)

4. Identify active living conceptsas a guide by which topromote personal fitness and ahealthy lifestyle. (GCO 2,KSCO 5)

THROUGH MOVEMENT

5. Show concern for the comfortand safety of others in a varietyof activity environments such asaerobics, circuit training,jogging, walking and weighttraining. (GCO 5, KSCO 2)





Care must be taken with stretching that proper technique is

used and that nothing is done to unduly increase thechance of injury. Teachers initially demonstrate and when

students lead a stretching session, the teacher should

supervise.

static stretching - static stretching involves gradually easing

into the stretch position and holding the position. A staticstretch is typically held for 15-20 seconds.

static shoulder stretch - place the right arm across the frontof your chest, parallel with the ground. Bring the left arm

over the right arm above the elbow, use the left forearm to

pull the right arm closer to the chest. Alternate arms.

dynamic stretching - dynamic stretching involves

movement while stretching a body part. Start slowly for a

couple of reps and gradually increase speed.

dynamic shoulder stretch - raise shoulders towards the ear,

take them backwards, down and up again to the ear.

assisted stretching - assisted stretching involves the assistance

of a partner who must be cooperative and understand theirrole. Teacher supervision is recommended. A partner assists

in maintaining the stretch position. Students aim to be fully

relaxed and breathe easily throughout the exercise. Partnerassisted stretches are held for 15-20 seconds.

assisted or partner shoulder stretch - extend both armsbehind your back and clasp hands. Keep the back straight

while a partner assists in raising the arms. Partners should

not raise the arms beyond a comfortable range. Hold for15-20 seconds.

Resources

P.E. Games & Activities Kit for Grades 6 - 12. By Lumsden.

Physical Education for Children: Daily Lesson Plans for MiddleSchools. By Lee, Thomas and Thomas.

Teaching Responsibility Through Physical Education. ByHellison.

Students can be encouraged to use a commercialor advertisement format or simply take theinformation-sharing approach.

Students design individualized fitness programs inconsultation with the teacher. This allows thestudent to apply fitness and movement concepts,increase self-confidence and perhaps even self-image. This activity illustrates how teachers needto be sensitive to the fact that students at this age,who are already struggling with self-confidenceissues, need to be given opportunities to enhancetheir self-confidence.

Self-Evaluation/Reflection: Students should reflectand examine the fitness activities/unit and decidewhat activities increased or decreased their self-confidence and why. Using the appropriate sheetin their portfolio, they record this reflection.

Peer Evaluation: Students define Active Living to apeer and provide two examples. They then referto the posted definition which states: “ActiveLiving includes being active in a variety ofactivities for 20 minutes a day, five to seven timesper week.” Students score one point for each ofthe following: 1. variety of activities, 2. 20minutes a day, 3. five to seven times per week, 4.two examples.




Theme: Fitness ActivitiesGrade 9

IN MOVEMENT


2. Apply movement concepts to extra-curricular activities within andoutside of the school such asdances, aerobics programs,training for sports, alternativeactivities such as rock climbing,and increasing and maintainingpersonal fitness goals. (GCO 1,KSCO 8)

ABOUT MOVEMENT


4. Create an appropriate daily foodguide for a person with a healthy,active lifestyle based upon theCanadian Food Guiderecommendations (Appendix I).(GCO 3, KSCO 4)

THROUGH MOVEMENT


6. Demonstrate personal initiative,independence and decision makingby developing personal fitness logbooks or by mapping out fitnessgoals. (GCO 6, KSCO 6)

Teachers should take note of the introduction provided in thegrade 7 section (page 74) as it strongly applies in grade 9 sectionas well.

Activities

Begin the year with growth- and health-related physical fitnesstesting. Measures such as weight, height, skinfold, flexibility, sit-ups, push-ups and a one-mile run provide students with a startingpoint and allow them to quantitatively measure and thereforemonitor fitness changes. Information on how to measure theseactivities can be easily accessed through a number of resources.Print resources listed at the end of this section explain and showhow to measure all of the above activities.

Students can develop and sign fitness contracts. One contractmight be a Cardiovascular Endurance Program Contract whichshould indicate the person’s name, frequency, duration, andintensity of aerobic exercise, date and by whom it was approved.Students can then track their exercise on a chart. Any in-school orout-of-school activity can be used such as aerobics, cycling, dance,running, skating, stair-master, swimming, Tae-Bo, walking, wateraerobics, etc. Teachers can be great role models by tryingsomething in which they are inexperienced and becoming part ofthe class learning from a video. Introduce the concept thatstudents are in their optimal training intensity when they can hearthemselves breathing but still carry on a conversation. (P.E. Digest,16 (2), Winter 99, pp. 21.)

Cooperatively, students design a new warm-up, work-out or cool-down activity and present to a class. Combining two warm-upgames to develop a new one would be a good approach. Theproper sequence and technique for stretching (P.E. Digest, 11(3),Spring 95, p. 16) could be varied by using new stretches whichconcentrate on the same major areas. Stretching should movefrom large muscles to small muscles. Moving from the middle ofthe body outward would enhance this process rather than head-to-toe or vice-versa as is the common practice. Such activities provide





Teacher Observation: Teacher monitors fitnesscontracts.

Teacher monitors to what degree students arecompleting specific exercises correctly.

Student Performance: Students demonstrate theability to do appropriate individual warm-upactivities.

Students demonstrate the ability to complete anappropriate individualized circuit training cycle.

Students demonstrate the ability to participate in anappropriate cool-down activity.

Students produce a fitness facts poster. (P.E.Digest, 15 (3), Spring 99, p. 24)

Self-Evaluation/Reflection: In a cooperative groupstudents create a list of qualities required topursue careers in physical education andrecreation. Verbally indicate whether they havesome of the qualities required and if the physicaleducation program enhanced these qualitieswithin themselves.

Students log their daily food consumption for oneweek. Students create an appropriate daily menu fora person with a healthy, active lifestyle based uponthe Canadian Food Guide recommendations.Comparisons can be written in a journal, projectformat or incorporated in a active living log book.Alternately, comparisons can be discussed duringclass, or across the curriculum, during health.

Similarly, students can record their fitness activitiesin a Fitness Bank Account Book. At the end of eachmonth they can see how many deposits (minutes ofactivity) they have made and their balance. Thiscould be used cross-curricularly with other subjectssuch as math and family living.

Refer to grade 8 (pages 79 and 81) for a list offitness definitions.

Circuit Training Definitions (Lee, Thomas &Thomas, 2000):

agility runs - using lines about 3-4 metres apart,run from one line to the other as quickly aspossible until a total of 10 lines have beentouched.

bench stepping - step up on a bench with the leftleg, then right, then back down with the left leg thenright and continue.

bridge - starting in a push-up position reach theright hand to touch the left hip, return the hand forsupport and then use the left hand to touch the righthip.

curl-ups - lying on the back with arms at side onmat. Curl the upper body off the mat up toward thethighs so that the upper back is off the mat. Curlback down so that shoulders come in full contactwith the mat.

feet springs - begin in a push-up position withfeet on one side of line and arms on the other.Jump the feet across the line, taking the weight onthe arms. Continue jumping back and forth.

hip raises - sitting with the upper body supportedby the arms, lift the trunk until the body isstraight and then return to the sitting position.

hoop jump - jump with two feet together, or feetalternating though a series of hoops.

line jumps - using a line on the floor, jumpsideways back and forth over the line. Make itmore difficult by varying the height and width ofjump.





Grade 9

the opportunity to apply body awareness movement concepts suchas muscle tension and relaxation and naming and locating bodyparts. Designing a new aerobic routine or alternative cool-downactivity would also meet the requirements. Teachers must ensurethat warm-up, work-out and cool-down principles are allpresented.

Circuit training can help students meet their fitness goals as it cancombine cardiovascular endurance with the other fitness componentsof muscular endurance, muscular strength and flexibility. Stationsshould be sequenced so that the same fitness component is nottargeted twice in a row. One sequence may consist of zig-zag runs,hip-raises, line jumps, sit-ups, agility runs and modified push-ups. A second sequence could be bench stepping, bridge, hoopjump, sit and stand, and feet springs. By offering the teacher newand inventive ideas of what to include in the stations, students canbe involved with the planning and implementation of the circuits.

IN MOVEMENT


2. Apply movement concepts to extra-curricular activities within andoutside of the school such asdances, aerobics programs,training for sports, alternativeactivities such as rock climbing,and increasing and maintainingpersonal fitness goals. (GCO 1,KSCO 8)

ABOUT MOVEMENT


4. Create an appropriate daily foodguide for a person with a healthy,active lifestyle based upon theCanadian Food Guiderecommendations (Appendix I).(GCO 3, KSCO 4)

THROUGH MOVEMENT


6. Demonstrate personal initiative,independence and decision-makingby developing personal fitness logbooks or by mapping out fitnessgoals. (GCO 6, KSCO 6)





modified push-ups - lying face down on the mat,use the knees as the pivot point to raise the torsooff the ground; lower the chin and chest back tothe ground and repeat upwards again.

sit and stand - sit down with the back straightand legs extended. Without using your hands,stand up straight and then sit back down.

zig-zag runs - run a zig-zag pattern up and backaround pylons.

Resources

Fitness: Easy One Mile Jog Fitness Test. P.E. Digest,p. 30.

Fitness: Order of Stretching is Important. P.E. Digest,p. 16.

Motivation: Fitness Bank Account Book. P.E. Digest,pp. 28-29.

Physical Education for Children: Daily Lesson Plans forMiddle Schools. By Lee, Thomas and Thomas. pp.15-88.

Ready to Use P.E. Activities for Grades 7-9. ByLandy and Landy.

http//:www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid/foodguide.html

Peer Evaluation: Students’ initial a peer’s fitnesscontract and/or fitness bank account/log book.Additionally, peers can provide one alternateactivity which might be added to their program.

Students assist each other in developingindividualized circuits. Students should be ableto progress from creating basic to advancedcircuits once an understanding of the conceptssurrounding fitness such as frequency, overload,and components of fitness have been presented.Classes would consist of some students performingbasic circuit training while others would haveprogressed beyond this stage. Teachers couldprovide the criteria that are to be used so thatstudents can offer feedback and suggestions totheir classmates as they develop and engage intheir circuit.


THEME: LEADERSHIP/COOPERATIVE ACTIVITIES

Theme: Leadership/Cooperative Activities

Adventure Games, Cooperative Games, Initiative Problems, Problem Solving, Risk,Taskings, Team Building, Team Challenges, Trust...






1. Participate in a wide range ofteam-building and trust activitiesthat require students todemonstrate a variety ofmovements and an awareness ofseveral movement concepts.(GCO 1, KSCO 1)

1. Participate in various activitiesthat require students to usecooperative and competitivestrategies in small and largegroups. (GCO 1, KSCO 6)

2. Participate in various activitiesthat allow the use of skills andmovements in alternate settingssuch as the a field, a park, asection of forest, etc. (GCO 1,KSCO 8)

2. Participate in various activitiesthat require students to cooperateand compete in small and largegroup activities. (GCO 1,KSCO 5)

ABOUT MOVEMENT

3. Students display a knowledge ofpast movements to more quicklyor efficiently complete futuretasks/activities. (GCO 2,KSCO 4)

4. Students will understand that it isby cooperating and inclusion ofall participants that tasks/activitiesare completed effectively.(GCO 3, KSCO 3)

ABOUT MOVEMENT

3. Students can solve tasks presentedto them, and initiate and solveself-generated tasks and problems.(GCO 2, KSCO 2)

4. Students are able to recognize andevaluate their own and other’sbehaviours and actions in smalland large groups. (GCO 3,KSCO 1)

ABOUT MOVEMENT

3. Students initiate and create gamesand activities. (GCO 2, KSCO 3)

4. Students link the development ofleadership and cooperative skillsas being some of the qualitiesneeded to pursue a career inphysical education and recreation.(GCO 2, KSCO 6)

1. Students participate in a varietyof cooperative and competitiveactivities and games. (GCO 1,KSCO 5)

2. Students create and demonstrateappropriate warm-up and work-out activities. (GCO 1, KSCO 7)

THROUGH MOVEMENT

5. Select and assume responsibilityfor various roles whileparticipating in games oractivities. (GCO 5, KSCO 3)

6. Students will display safetyknowledge and help create anatmosphere of trust in allactivities. (GCO 5, KSCO 3)

7. Students will display increasedself-confidence, responsibility andindividual initiative. (GCO 6,KSCO 5)

THROUGH MOVEMENT

5. While engaged in cooperativeactivities and games studentsdisplay a concern for the safety ofothers and display fair playconcepts. (GCO 5, KSCO 2)

6. During and after activity studentsare able to assess and reflect ondecisions made and actionsundertaken. (GCO 6, KSCO 1)

7. Students can identify anddemonstrate various cooperativeskills while participating inactivities and games. (GCO 6,KSCO 4)

THROUGH MOVEMENT

5. Students can identify anddemonstrate various leadershipskills while participating inactivities and games. (GCO 6,KSCO 3)

6. Students demonstrate decision-making, independence andincreased self-confidence whileparticipating in cooperativeactivities and team-buildingactivities. (GCO 6, KSCO 6)





Grade 7

IN MOVEMENT


2. Participate in various activitiesthat require students tocooperate and compete in smalland large group activities.(GCO 1, KSCO 5)

ABOUT MOVEMENT


4. Students will understand that itis by cooperating and inclusionof all participants that tasks/activities are completedeffectively. (GCO 3, KSCO 3)

THROUGH MOVEMENT



7. Students will display increasedself-confidence, responsibilityand individual initiative.(GCO 6, KSCO 5)

Everyone likes to experience success and students in physicaleducation classes are no exception. A factor in experiencingsuccess is self-confidence and one of the ways to build self-confidence is by successfully completing physical challenges bothindividually and in groups. Team-building and trusting one’steammates fosters an atmosphere of success; teammates learn thatit is through cooperation that goals are met and success achieved.It is through a wide range of tasks, activities and games that trustin one’s group can be built and that cooperative skills and self-confidence can be achieved.

These theme and related activities make frequent use of what arereferred to as “Praise Phrases” which are a teacher- and student-generated list of words and phrases that allow everyone to praiseand give encouragement to others. Examples of these “PraisePhrases” include: “nice job”, “good for you”, “that’s quite animprovement”, “you’re really working hard today” and “goodthinking”. See Appendix G for a more detailed list. A class orpart of a class where these ideas can be discussed and a listgenerated is an effective way to gain student input into theactivities they will be completing.

Activities

Warm-ups, tasks, activities, games and challenges can all be used tomeet the outcomes.

A good start to a class includes a fun, active warm-up. One wayto get a group of students to start thinking and acting as a team isin the Team Workout Warm-Up. Students form in groups of 6-8;one student is either appointed or selected as the organizer. On asignal the organizer runs to the instructor and collects a list ofexercises; these exercises are to be completed by all groupmembers either in the order in which they appear on the card orthe group may choose to vary the order. Exercises can include(but possibilities are endless) 10 jumping jacks, 20 crunches, 10pushups, team lap around the gym, skip rope for 15 jumps.Rules to remember are: 1. Teammates must wait until allteammates are done before going to the next exercise; theorganizer signals when the group moves on to the next exercise.


THEME: LEADERSHIP/COOPERATIVE ACTRIVITIES



Teacher Observation: Teacher notes students whoare cooperating and attempting to include allstudents in the activity. A cooperative skillschecklist that uses a scale from 1-5 with 1 being“excellent” and 5 being “needs improvement”could be used. The checklist could includecriteria such as: listens to other teammates’ ideas;offers positive feedback to teammates and othergroup members; makes use of the Praise Phrases inAppendix G while engaged in activities.

Teacher makes anecdotal notes on how studentshave improved upon and developed their self-esteem and confidence during physical activity. Acouple of original sentences or even a checkmarknext to a given set of statements that describe thestudent would be appropriate.

Teacher observes the levels of cooperation betweenpartners and groups, the knowledge and use ofseveral movement concepts, and how well studentscan communicate and assist others while engagedin the activity named Rescue. Divide the class intotwo groups and have students select partners.Each player has a rope about five feet long. Onepartner ties the rope to his/her wrists while theother partner does the same after looping the ropeunder the partners rope. The object of the gameis to try and escape by untangling the 2 ropeswithout untying the ropes or slipping the ropesoff the wrists. Once a pair solves the challenge,they are allowed to go to their other groupmembers and show them how to untangle. Thefirst team to get all teammates untangled wins.Students should make use of movement conceptssuch as personal space, range (near/far), level (low/medium/high), balance, and possible movementsof body parts to untangle themselves. Studentswill experiment with climbing over one another,

Encourage students to select different partners andgroups. This will help them develop fair play, co-operation and really establish trust and the ability towork with all members of the class.

Encourage students to remain positive andencouraging; make use of the praise phrases yourselfwhen interacting with the groups.

Students need to be reminded of safety concernsand guidelines throughout participation.Building trust and cooperating within a group canonly occur if everyone feels safe throughout theactivity.

Compliment students on their use and awarenessof safety during activities.

Provide students with a checklist of safetyguidelines which were observed during activities.Also included in this list could be observedbreaches of safety.

Resources

Great Games for Young People. By Gustafson, Wolfeand King.

More Team Building Through Physical Challenges. ByMidura and Glover


Team Building Through Physical Challenges. ByGlover and Midura pp.11, 72-73, 76-77.

http://www.pecentral.org/lessonideas/elementary/minefield.html - lesson idea





Grade 7

2. Team members can “huddle” to choose which exercise they donext (develops team togetherness and belonging) 3. Everyonemust share at least one praise phrase (Appendix G) with anotherteammate or other team 4. No negative putdowns or words.These exercises allow students to move in various ways and useconcepts such as general and self-space (sharing of space withother group members and other groups), level (high, medium,low) depending on the particular exercise, time (moving quicklyor slowly can determine how fast or slow the group will move on),muscle tension and relaxation and relationship of body parts whilemoving are also integral to many workout exercises.

Development of self-confidence and trust of one’s partner or groupcan be achieved through various activities that help students learnhow each person depends on others in a group to varying degrees.Trust activities that can be used in partner or larger groups are:Blinder, Minefield, The Fallen and Circle Pass.

In Blinder one student is blind-folded (or agrees to close his/hereyes) while the other person leads him/her around the gym, fieldor other space. The leader ensures that the blinder does not trip,bang into anything or otherwise come to any harm while engagedin the activity. Safety is emphasized as the blinded person mustbe able to trust the leader absolutely. After a time, partners switchroles. Another version of this is Minefield where equipment isscattered all over the floor from one end of the activity area to theother. One partner wears a blindfold while the other works as aguide to instruct their partner across the mine field. Theinstructing partner is not to touch his/her partner at any time.Once they cross the minefield (i.e., activity area) they switchplaces. If they touch a mine at any time they are to switch placesbut they go back to the beginning. Make the activity harder oreasier by adding or subtracting equipment. It is interesting toobserve students who are initially reluctant to move and be led;they very quickly learn to trust their partner and move throughspace with confidence.

The Fallen is another partner activity where trust is required. Oneperson closes his/her eyes (or is blindfolded) while the otherperson stands directly behind them. The partner whose eyes areclosed allows him/herself to fall back into the waiting arms of his/

IN MOVEMENT



ABOUT MOVEMENT



THROUGH MOVEMENT








manipulating their arms and legs in efforts to getuntangled. Students who are able to cooperateand share their knowledge with others will bemore efficient at completing the activity. If apartner group excludes other partner groups fromtheir knowledge or success, then the larger groupwill not succeed at the task.

Student Performance: Students complete a tasksimilar to one they have already completed anddemonstrate their ability to cooperate and createsolutions efficiently to complete the task. Havethey extended their learning to new situations?Have they learned to apply teamwork and delegateresponsibilities so as to complete the task mostefficiently and thoroughly?

Students demonstrate the use of Praise Phrases(Appendix G) during activities. Is feedbackpositive? Are there any students using negativeput-downs or negative pressure during activity?

Students respond to teacher-posed questions ormaybe enter into their journal some observationson students’ use of movement concepts such asbalance, level and different body shapes. How wasknowledge of these movement concepts used tostand with one foot or contort their bodies to stayon the “rock” while playing the game The Rock?The Rock activity/task requires an old tire or someequally large item. The task is to get as manypeople on the “rock” as possible. Teammates willhave to trust each other and use all members ofthe group to accomplish this task. Some studentswill have to trust other teammates when they holdonto others to maintain their balance (using forceand balance movement concepts). Other studentswill use different levels to maintain their positionon the “rock” (students on top or bottom of one





Grade 7

her partner. It is during these type of activities that teachers mustbe very aware of safety concerns. There are several safetyconsiderations: first, the task begins with the leader or catchersaying “ready?” If the person who is falling is ready he/sheresponds with “ready” Then the leader says “falling?” followed withthe person who is falling responding with “falling.” The final cueis for the leader or person who is catching to say “go”, at whichpoint the person who is falling proceeds to fall into the arms of thewaiting catcher. Proper catching technique would also be coveredprior to the activity with students. Secondly, gym mats can beplaced for extra safety. Thirdly, it must always be emphasized thatunder no circumstance does someone “fool around” and allowsomeone to fall to the floor.

Circle Pass is similar to The Fallen in that one person is blind-folded and allows him/herself to fall into the arms of waitingteammates. The difference here is that the person falling is in thecentre of a small circle of several people (about six). The objectiveis for each person in the circle to catch his/her falling teammateand pass him/her to another teammate. Again, safety must beemphasized; the use of mats and a reminder to groups to keepcircles small is very important.

A game of Pin Ball is very effective in helping groups learn thatpeople play different roles at various times in order to help theteam or group become successful. In Pin Ball the class is dividedinto two teams and the gym, court or field space is divided intotwo halves. The equipment needed is several balls of varying sizeand several pins; the number of pins placed in a team’s half of thecourt will be determined by the size of your gym, court or field.The objective is for one team to knock down one team’s pins whilesafely guarding their own pins. The pins are placed randomlyaround the court and once placed cannot be moved - teachers maywant to impose some restrictions or guidelines as deemedappropriate. The balls are to be randomly entered into theplaying area and play commences. Balls used should be of a softmaterial and should not be overly heavy in weight; balls are not tobe thrown at participants. Teams have to devise strategies andappoint people to guard the pins and/or attempt to knock theother team’s pins down. The team that knocks down the pins firstwins.

IN MOVEMENT

1. Participate in a wide range ofteam building and trust activitiesthat require students todemonstrate a variety ofmovements and an awareness ofseveral movement concepts.(GCO 1, KSCO 1)


ABOUT MOVEMENT



THROUGH MOVEMENT








another). All students will be aware of theirgeneral and self-space as well as range as they areeither near or far from one teammate to another.

Self-Evaluation/Reflection: Students can logresponses to any number of questions. How didthe partner and group activities complete activitiesduring the unit? Ask them to note and commenton how the group cooperated and how they feelwith regards to having to trust other students.Did they find it easy/difficult? Did activitiesbecome easier as time went on? Did they observestrategies and techniques that worked better thanothers?

Peer Evaluation: Students can provide examples ofsafe and unsafe behaviour they observed duringclass.

Students could complete a peer assessment formthat provides feedback to a classmate as to whatlevel of responsibility they were exhibiting. Thepeer assessment form can also demonstrate howwell they were cooperating and contributing tothe team’s success in the task titled The Rock (seeearlier description).

In a journal entry students can note how otherstudents provided feedback to other studentsincluding him/herself. Was there an incident oractivity that provided a positive/negativeexperience?





Grade 8

Team building and cooperation foster an atmosphere of success.Teammates learn that it is through cooperation that goals are metand success is achieved. When students work together on achallenge they learn to disagree, to predict and think thingsthrough, take turns, and listen to others’ input. They will alsolearn that some ideas will not be used, others tested and yet againsome will be successful. It is by using a wide range of cooperativegames and activities that team-building and a student’swillingness to take risks such as letting one’s opinions be knownand contributing ideas to problem solving, can be encouraged andbuilt upon.

Activities

Warm-ups, tasks, activities, games and challenges can all be usedto meet the outcomes.

A good start to a class includes a fun, active warm-up. Flag Tag is agame that is very active and requires cooperation betweenpartners. This game can also be played in any setting either agym or a field, section of woods, playground etc. However, it is agood idea to impose a boundary limit on the size of the playingspace. Each student receives two flags that are attached or tuckedinto the hip area of the shorts or pants. Students pair up with apartner. The object of the game is to protect your own flags andcollect as many other flags as possible. Any player who loses bothflags is not permitted to collect any other flags. However, a playermay help his/her partner by giving up one extra flag. Flags cannotbe taken from someone’s hand. If a flag is lost (taken) from apersons hip and he/she has one or more flags in his/her hand thenhe/she must replace the lost flag. After a designated amount oftime the partner group with the most flags wins. Strategies will beemployed by partners to collect the maximum number of flagsand to protect each other from being eliminated from the game.Variations on this game can include dividing the team into fourteams of four different flag colours and have groups of largernumber of students working together. Movement concepts thatare used when moving through space such as awareness of general

IN MOVEMENT

1. Participate in various activities thatrequire students to use cooperativeand competitive strategies in smalland large groups. (GCO 1,KSCO 6)

2. Participate in various activities thatallow the use of skills andmovements in alternate settings suchas the a field, a park, a section offorest, etc. (GCO 1, KSCO 8)

ABOUT MOVEMENT

3. Students can solve tasks presented tothem, and initiate and solve self-generated tasks and problems.(GCO 2, KSCO 2)

4. Students are able to recognize andevaluate their own and other’sbehaviours and actions in small andlarge groups. (GCO 3, KSCO 1)

THROUGH MOVEMENT

5. While engaged in cooperativeactivities and games students displaya concern for the safety of others anddisplay fair play concepts. (GCO 5,KSCO 2)


7. Students can identify anddemonstrate various cooperativeskills while participating in activitiesand games. (GCO 6, KSCO 4)





Teacher Observation: Teacher observes students usingcooperative strategies and participating to help thegroup complete tasks. Compliment and single outstudents who are cooperating and helping otherscomplete activities.

Teacher notes the degree to which studentscooperate, strategize and include all studentswhen engaged in activities such as a game calledMove the Mountain. The class is divided into twoteams. The equipment needed is 1 large oversizedcageball or other heavy ball and 20 balls(playground, volleyball or foam). Each team linesup behind its restraining line with half of theballs. The object of the game is to move thecageball by hitting it with the thrown balls.Students may leave the restraining areas to retrievethe balls on their own half of the gym but mustreturn to the restraining area to throw the balls.When a team moves the ball across the goal line apoint is scored. The lines chosen will be dictatedby the size of the general space. Students shouldmake use of fair play guidelines (Appendix F) hereso that everyone gets a chance to throw the balls.If necessary, the instructor can institute a few rulessuch as alternating between only boys and thenonly girls being allowed to throw the balls.Strategies will vary from the simplistic (just throwthe balls each time you get them) to moreadvanced where a group will attempt to hoard theballs and then throw all the balls at one timeattempting to give the cageball one big pushtowards the goal. Of course teams will attempt todefend the ball from crossing the goal line byhitting the cageball with balls just before it crossesthe goal line. Students should demonstrateawareness of safety issues as well, since there areballs being thrown: students do not throw balls atother students; students are in control of their

Teachers need to watch the interaction within groupsand teammates. Watch the creativity and problem-solving that goes on. Teachers should be moreconcerned with the group process that students usewhen arriving at conclusions or solutions as opposedto the end product.

Encourage students to be part of different partnergroups and teams. This will help them develop fairplay, cooperation and establish the ability to workwith all members of the class.

Make note of and highlight correct usage of praisephrases (Appendix G) by students. By reinforcing theuse of praise phrases as opposed to put-downs ornegative comments, students will use them moreoften and more naturally.

Encourage students to remain positive andencouraging; make use of the praise phrases yourselfwhen interacting with the groups.

Students need to be reminded of safety concerns andguidelines throughout participation. Team-buildingand problem-solving within a group can only occur ifeveryone feels safe throughout activity.

Verbally recognize students who demonstratecooperation and display leadership qualities.

Resources

Great Games for Young People. By Gustafson, Wolfeand King. pp.74-75, 121.

More Team Building Through Physical Challenges. ByMidura and Glover.

P.E. Games and Activities Kit. By Ken Lumsden pp.208-209.

Team Building Through Physical Challenges. By Gloverand Midura pp. 72-73.





Grade 8

and personal space, direction, pathway, range, time, force, andbody language, can all be highlighted and reinforced during thegame. Fair play guidelines and cooperative strategies are also infull use during this activity.

Another activity that requires students to cooperate and work onteam-building skills is Jigsaw Tangle. This activity requiresstudents to think out their actions and cooperate with one anotherto complete the task. Ask students to form groups of six or larger(the larger the group, the more difficult the task). The group is tostand together in a circle and reach across and link hands withanother person; each person does this ensuring that they holdhands (or wrists) with two different people. Once everyone isholding hands or wrists there should be quite the tangle. The taskis for everyone to become untangled so that the group forms onelong single (unbroken) line. The rules are as follows: Studentsmay not release the wrists or hands of the person they are holding;students are permitted to turn around, twist and face the otherdirection; students are permitted to rotate and change the waythey are holding onto a person BUT they cannot let go; studentsare permitted to use any movement to help complete the task.Encourage students to try different movements and get groupstalking; groups who communicate and thereby cooperate are themost successful.

Bridge Over the Raging River is an activity that requires all groupmembers to be integral parts of the solution as they cross a river usingfour tires, two 8 foot long boards and two ropes. All group memberstravel from one end of a space (land) to the other end withouttouching the floor (river). All equipment must be carried over tothe other side. Students must use their imaginations and worktogether to create a series of moving bridges to get from one end ofthe “land” to the other. Students will use the tires and boards tostand on and transfer equipment along the path. The ropes can beused to pull equipment forward. Let the students figure out theirown strategies but offer suggestions (hints) as necessary. Onepossible solution is that groups make a moveable bridge. As thegroup advances, it passes the tires and boards forward. Groupmembers must share space on a tire. To complete this activity,

IN MOVEMENT



ABOUT MOVEMENT



THROUGH MOVEMENT








throws; students are aware of other people’spersonal space when running to collect balls forthrowing. Ensure that consequences are outlinedto every team if a person throws a ball at anopposing player.

Student Performance: Students are to invent, poseor create a movement problem or challenge andthen suggest ways it can be solved. Using theactivities in which they have participated as amodel, students construct a task or activity thatcan be solved by other students. This can be doneon task cards, a poster display or instruction sheetthat can be passed to students and the instructor.Ask students to present the challenge to the classand lead the class through the activity.

Students compile a team-building skills inventory.Students in groups brainstorm and think of skills,strategies, and behaviours that are helpful to groupswhen involved in tasks, challenges or activities thatrequire teamwork and cooperation. This can then beexpanded upon using a poster to be displayed in thegym as a reminder to students about the behavioursand strategies they should employ when participatingin activities.

Students engage in activities where they have tocooperate and think a plan through. As anexample, cooperation and strategizing are essentialin the previously mentioned game Three-PointRelay, since groups who hurry and start outcrossing without too much thought usually endup falling. Encourage students to think out aplan and remind them that there is no one bestway but several alternatives to solving themovement problem. Again, safety guidelines areto be used. Ensure each student’s balance is stableand do not allow any player to be placed in anunsafe position. Students can respond in their





Grade 8

participants need good balance and need to hold onto orphysically assist teammates throughout the challenge. The groupsimply has no choice but to help each other and communicate tobe successful. Students are to use the praise phrases and refrainfrom saying anything negative. The penalty for someone touchingor falling in the river is for the group to start over again.Encourage students to try different strategies and talk about whatworks, what is ineffective and what they could do to try and do itfaster a second time.

Three-Pointer Relay is an activity that requires problem-solving andteamwork. Students form groups of five or seven people. If a teamhas five members it is permitted to use three points of contact onthe floor; if the group has seven members then they are permittedfour or five points of contact. The objective of the relay is to getall players across the gym or general space using only the numberof points of contact allowed. If a team falls or an extra point ofcontact is made, then the group will have to re-start.

IN MOVEMENT



ABOUT MOVEMENT



THROUGH MOVEMENT








journal as to how effective their strategies were andhow involved everyone was in cooperating to helpthe team be successful.

Self-Evaluation/Reflection: Students make a journalentry about their contribution to the groups inwhich they participated. How did the groupsfunction together? Since a student would havebeen involved in different groups at differenttimes, what observations can be made aboutgroups that were successful and others that werenot as successful?

Peer Evaluation: Students can complete a checklistof behaviours and skills on several group membersafter an activity. There can be several criterialisted on the checklist and several slots left blankfor names of group members. This evaluation orchecklist is shared amongst teammates only, andpassed to the teacher at the conclusion of class.Since the results or behaviours are only discussedamong groups, feedback should be encouragingand checklists will reflect positive as opposed tonegative behaviours. Criteria can include: Howmany praise phrases were used? Did each personcontribute to the group? Name one positivecontribution each person made to the team.




Theme: Leadership/Cooperative ActivitiesGrade 9

IN MOVEMENT

1. Students participate in avariety of cooperative andcompetitive activities andgames. (GCO 1, KSCO 5)

2. Students create anddemonstrate appropriatewarm-up and work-outactivities. (GCO 1, KSCO 7)

ABOUT MOVEMENT

3. Students initiate and creategames and activities. (GCO 2,KSCO 3)

4. Students link the developmentof leadership and cooperativeskills as being some of thequalities needed to pursue acareer in physical educationand recreation. (GCO 2,KSCO 6)

THROUGH MOVEMENT


6. Students demonstratedecision-making,independence and increasedself-confidence whileparticipating in cooperativeactivities and team-buildingactivities. (GCO 6, KSCO 6)

Every member of a team wants to be involved and contribute tothe group’s efforts. Sometimes goals are met, other times groupsfall short of reaching goals but the excitement, enthusiasm andprocess the group goes through in reaching for those goals helpsgroups learn about working cooperatively and how to be amember of a team. Team members need to listen to one another,praise and encourage one another and recognize everyone’s efforts.It is through the development of these skills that everyoneparticipating in an activity becomes an integral part of the group.

It is the goal of team challenges and team-building exercises thatevery person in the group becomes involved and is a part of ateam. Some students will develop vital leadership skills that willhelp steer groups through a process that results in goals beingachieved and challenges being met. Other people will discoverthat they have ideas that are of worth and that they can contributeto the overall success of the group.

Activities

A good start to a class includes a fun active warm-up. Four-WayFort Knox is an active game that requires students to cooperate anduse strategy to win the game. The objectives are to score morepoints than the other teams, capture an opponent’s guarded“gold”, prevent your own team’s “gold” from being looted, andreturn frozen players back into play. The equipment needed is fourhoola hoops, eight football flags and pinnies or team markers.Cones will be needed to mark the playing space if playedelsewhere other than a gymnasium. Divide the playing area intofour equal sections. Place a hoola hoop in the corner of each zoneand place the two football flags (gold bars) in the hoop. Dividethe class into four teams and distribute pinnies. Participants mayenter any territory and attempt to steal the other team’s gold andreturn it to their own vault; a player may only possess one goldbar at a time. Players who are tagged in another territory mustimmediately squat down and remain frozen, and any bar they havemust be forfeited. The player becomes unfrozen when a teammateleapfrogs over them. Defenders of their team’s hoop (Fort Knox)must stand at least 10 feet away from it. Once a team’s two bars ofgold have been looted, that team is eliminated from the game; the





Teacher Observation: Note how many times astudent uses praise phrases during activity.

During a group’s presentation of a game it hascreated, note the following: How well was theteam prepared and organized? Did each memberof the team seem involved and aware of theactivity? Did team members seem to havepatience and understanding with each other?Were teammates helpful to one another?

Teachers can observe and note the degree to whichgroups work together and plan during games andactivities such as Four Way Fort Knox. Teachersshould provide a few minutes before the start ofthe game for team planning. Each person on ateam will find he/she is a valuable member of theteam as some students will be more daring andwill try to capture gold thus leaving the defendingto other team members. Also, people willundoubtedly get caught and they will have to relyon others to unfreeze them in the event of gettingcaught. How effective were the strategies? Howdid they adjust if a strategy was not effective? Didall students participate? What level ofresponsibility was being practised?

Student Performance: When students create a gameor activity, have them develop a checklist ofmodifications and ideas used. How many peoplecan play or participate, what equipment is needed,what rules are required, what size playing area isneeded?

Students engage in a Create-A-Game activity,which is a good one for initiating and assessinggroup dynamics. Divide the class into groups of6-8 and give them various pieces of equipment touse to create their own game or activity. Give eachgroup different equipment (be creative) and assign

Vary the activities. Some activities can becompleted in a manner of minutes while otherstake much longer; be prepared to have severalactivities ready that keep students active and meetthe outcome for the day or unit of work. Beencouraging - Some students may exhibit astronger willingness to participate in these type ofactivities while others are very reluctant. Beingaware of this fact will help the teacher assiststudents reach all outcomes.

Encourage students to make sure they belong todifferent groups and teams and refrain from alwaysforming the same teams each time (teachers may haveto monitor this). Reminding students of fair playconcepts and making use of the praise phrases canhelp make this happen.

Students need to be reminded of safety concernsand guidelines throughout participation.Students should use the mats around challengeareas. Teachers should encourage students topoint out any safety concerns they may have.

The use of body movement and application andknowledge of movement concepts during manyleadership and cooperative activities are endless.Students must maintain their balance to avoidfalling into the river; different levels will be usedto reach and move through the obstacles, and therange of obstacles and their proximity to thestudents.

Teachers need to be aware that usually all teammembers are part of the decision-making process.Many solutions are offered, trials taken, andattempts made. Different roles will be assumed;some students will direct the movements anddirections of other students, while others will bemore creative and provide other specific roles.





Grade 9

first team to eliminate all the other teams receives a point. Safeareas for participants include their own side of the field or theother team’s Fort Knox.

The Wild River Challenge will require team communication,support and thinking. The team must cross the “Wild River” byplanning its route around obstacles in the river. Team membersmust get from one side of the space or “river” to the other side.The obstacles are rings and bases with different colours and eachcolour outlines how that obstacle can be used to cross the river.This activity requires creative set-up by the instructor; theobstacles can be placed (and number of obstacles) so as to makethe river crossing as easy or as difficult as the instructor wishes.Cones can be placed as other obstacles to confuse and deter theteam. The addition of other obstacles is fine and even a balancebeam can be placed as a “fallen log”, but students can go under orabove it, standing on it is not allowed. The colours of theobstacles indicate the following (colour the rings by usingcoloured tape).

1. A blue ring takes the weight of one or more people. It is safe.2. A red ring is dangerous. No one can stand inside this ring.3. An indoor base supports only one foot; no other body part can

touch this base. Only one person can be on this base.4. A yellow ring supports only two hands, either two hands from

one person or one hand from each of two people.5. A white ring supports only one hand; no other body part can

touch inside this ring.

Rules include: Students must remember what each colour meansi.e. what body part(s) it supports and an error or falling into theriver means that person must start over. The solution to this taskis simply for teams to communicate, go slowly and help eachother. Team strategies will include some students beingresponsible to watch out for color coding of rings and bases so thattheir teammates will be unlikely to make mistakes; other studentswill coach other teammates through the course.

The activity of Junk Yard Wars is a useful activity for developingdecision-making and engaging students in creative thought. Theobjective is to create a battering ram that can be transported from oneend of the space to the other and knock down a wall (made of

IN MOVEMENT



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THROUGH MOVEMENT







students a part of the general space in which towork. Fifteen minutes or so is an adequateamount of time for each group. Teachers shouldbe concerned with the group process that evolveshere moreso than the end product; look for thedevelopment of leaders in the groups andleadership skills; also look for the thinkers and thedoers in the group (each person will fulfill a role).Allow each team to demonstrate its game andprovide feedback and praise. Games and activitiescreated can then be used in future classes for awarm-up or as part of the activity for a class.

Students create a list of desirable leadership traits.This can be presented in a poster format that canbe displayed in the gym for future reference.

Self-Evaluation/Reflection: Students log theirprogress in learning to cooperate and their level ofinvolvement in the challenges and tasks. They cancomment on how well the group works together andhow well they fit into and contributed to the team’scompletion of the tasks.

Students journal on what qualities they feel aleader has that makes him/her a leader. Can theyidentify any of these traits in themselves? Answerthe question “Do you feel a person must haveleadership skills or be a leader to pursue a career inphysical education?” Why or why not?

Peer Evaluation: During activities, appoint oneperson from the group (a different person eachtime) to track how many positive comments andfeedback are given to teammates. Do the same fornegative put-downs or counteractive activity (offtask etc.). This feedback can be offered to thegroup in an ongoing effort to help the teambecome more cooperative and efficient in

Resources

Great Games for Young People. By Gustafson,Wolfe and King.

More Team Building Through Physical Challenges.By Midura and Glover.


Team Building Through Physical Challenges. ByGlover and Midura pp. 11, 72-73, 76-77.





Grade 9

cardboard boxes) before returning to the starting point.Equipment to be used is limited only in imagination andavailability but could include scooters (for the wheels), hockeysticks, rope, tables, chairs etc. The students are to be given 15-20minutes to imagine and create their battering ram. The criteriaupon which students will be judged can include level ofcooperation, level of participation of all members of the group, theGDP (gross destructive power) of the ram, and time it takes tocomplete the task. The use of gym mats as a wall of secrecy tohide the building of the ram from other teams can be included toadd an element of competition to the activity (teams don’t wanttheir ideas to be stolen by other teams). Decisions must be madeas to what emphasis the team wants to place on their ram; forinstance, do they want a fast battering ram or a sturdy one?

The activity of The Black Hole is both a physical and mentalchallenge that requires good cooperation and the display ofleadership by some students to complete the task. Groupmembers will try to pass through a hoola hoop suspendedbetween two volleyball net standards and braced by using abasketball net (three places of contact). Students cannot touchthe hoop nor can they dive through. Students must help eachother to complete this task as it can be difficult and requires groupmembers to offer lots of physical support. Place mats under andaround the hoop for safety. Students must be aware of safetyconcerns. The hoop should be placed at a height that makes thechallenge achievable (bottom of the hoop about waist high).

Team members all start on one side of the hoop and are to passthrough the hoop to the other side and need help fromteammates. The challenge is complete when all members are onthe other side of the hoop. Solutions vary but a usual one is whenteam members lift and slide one group member through the hoopwhile keeping his/her body straight (using movement concepts ofmuscle tension and relaxation, level and balance). Getting the lastperson through offers the biggest challenge. Team members canreach through the hoop as long as they don’t touch it. Often oneor two team members takes on a leadership role and directs howthe group will complete the activity.

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completing tasks. The recorder can observecooperative behaviour and similar behaviours asother points to highlight and emphasize.

Students write in their journal and reflect on thesuccess they had as individuals and as groupswhen playing various games. How did they movethrough general space to avoid getting tagged byother students? What movement concepts(Direction, Pathway, Level) are there when movingand dodging or when leap frogging overteammates to unfreeze them? Students will alsodisplay use of body language to get away fromtaggers and to help group members. Safety is alsovery important here and students should displayan awareness of the general and self-space whilemoving so as to avoid collisions and injury. Usingappropriate force when tagging is also a safetyconcern.

Students can enter into their journal severalobservations after playing the previously describedgame of Wild River Challenge. As each studentmust navigate the course, self-confidenceindependence and decision-making are all present.Self-confidence will be displayed when studentsattempt the physical challenge of crossing the riverand also when students have to display confidencein their ability to complete the course.Independence is displayed in the actualcompletion of the course; students must actuallynavigate the course by themselves (with assistancefrom teammates). Decision-making is a constantin this activity both independently and as agroup; decisions must be made as to the route totake. Decisions about who will watch for theobstacles are also important. Teachers can alsohave students complete a rating scale through arubric on how they feel about their own self-confidence independence and decision-makingabilities.





Grade 9


THEME: O UTDOOR ACTIVITIES

Theme: Outdoor Activities

Camping, Canoeing, Cross Country Running, Cycling, Hiking, Kayaking, Kite Flying,Orienteering, Sailing Skating, Skiing (cross country, downhill), Snowboarding,Snowshoeing...


THEME: O UTDOOR ACTIVITIES


THEME: OUTDOOR ACTIVITIES




1. Demonstrate the basicmovements and body mechanicsof various outdoor activity skillssuch as canoe strokes, kayakstrokes, skiing and snowshoeingmovements and running whileusing various movementconcepts. (GCO 1, KSCO 1)

2. Participate in various outdooractivities that develop personalfitness using a variety ofmovement concepts. (GCO 1,KSCO 9)

1. Demonstrate improvement andtransference in outdoor activityskills and movements byapplying various movementconcepts. (GCO 1, KSCO 2)

2. During various outdooractivities students demonstratecooperative and competitivestrategies to complete a task oractivity. (GCO 1, KSCO 6)

ABOUT MOVEMENT

3. Foresee and understand howactions impact on safety andperformance in a variety ofoutdoor activities. (GCO 2,KSCO 4)

4. Analyze fair play and activeliving concepts (GCO 3,KSCO 3)

ABOUT MOVEMENT

3. While using various movementconcepts, students create andsolve problems and situationsduring outdoor activities incooperative groups. GCO 2,KSCO 2)

4. Discuss how outdoor activitiesare examples of how people canachieve and maintain fitnessand healthy lifestyles. (GCO 2,KSCO 5)

ABOUT MOVEMENT

2. Discuss what type of personcould make a career in outdooractivities; what are somepersonal characteristics peoplewould require to pursue such acareer? (GCO 2, KSCO 6)

3. Discuss proper nutrition and itsrelationship to participating inextended time outdoor activities(day-long hike, overnightcamping etc.). (GCO 3,KSCO 4)

THROUGH MOVEMENT

5. Students participate in a school orcommunity environmentawareness program or project.(GCO 4, KSCO 2)

THROUGH MOVEMENT

5. During various outdoor activityprograms, students participatein a manner that ensures allstudents are safe andcomfortable while participatingin outdoor activities. (GCO 5,KSCO 2)

THROUGH MOVEMENT

4. Students initiate a program oractivity that allows them thechance to be environmentallyconscious citizens and practisesocially responsible behaviour.(GCO 4, KSCO 3)

5. Identify and demonstrateleadership skills by helpinganother student complete anactivity or by leading a smallsub-group of students throughan activity. (GCO 6, KSCO 3)

1. Continue to demonstrateimprovement and participation inoutdoor activities andmovements. (GCO 1, KSCO 8)





Grade 7

IN MOVEMENT

1. Demonstrate the basicmovements and bodymechanics of various outdooractivity skills such as canoestrokes, kayak strokes, skiingand snowshoeing movementsand running while usingvarious movement concepts.(GCO 1, KSCO 1)


ABOUT MOVEMENT



THROUGH MOVEMENT

5. Students participate in aschool or communityenvironment awarenessprogram or project. (GCO 4,KSCO 2)

Teachers can ask students to participate in season-appropriateactivities. Newfoundland and Labrador is renowned for itsoutdoor life and physical education affords excellent opportunitiesto get students involved in the outdoors. Throughout this unit ofwork, respect for the environment and nature should always beincluded in instruction. Simply going for a walk on an existingtrail or to the local playground, or bringing in some snowshoes touse around the outside of the school are excellent ways forstudents to become active outdoors.

Activities


Whenever possible warm-up activities should be designed toreflect the chosen activity; other times simply a fun activity thatgets the students involved is great. Ask the class to participate in aWalk for Sight activity or go on a clean-up walk or hike through alocal park or a well-known trail in the community. Start the classby having students reflect and think about some of the thingsthey will see, hear or feel on their journey. What wildlife maythey encounter, what sounds are they likely to hear, whatvegetation is present, how is the walk site different today from say20 or 50 years ago and what can they do to improve or help thesite or community? Review with students some of the guidelinesthe class should follow so that the activity can be enjoyed (make aslittle noise as possible, don’t yell out, and stay together and don’tgo off alone).

Fun, active games such as Hide and Go Seek or Critters allow theuse of almost any outdoor site. Critters is played the opposite ofHide and Go Seek; one person hides and it is everyone else’s job tofind that person. When you find him/her you must remain quietand join that person in his/her hiding place. The goal is to seehow many people can hide together and stay quiet so as not toalert the other players (this is quite difficult to do once you have agroup and is hilarious entertainment). These activities are greatfor encouraging students to appreciate and make use of theoutdoors in pursuing an active lifestyle.





Teacher Observation: Teacher notes students whoare practising safe play and being considerate ofothers.

A skills checklist which includes several criteria forvarious skills is a useful instrument for teachers togauge how effective the students are in applyingconcepts and teachings to their action. Theimportance of balance, force and possiblemovements of body parts to effectively completingvarious skills should be reinforced by offeringspecific feedback to students.

Student Performance: Students demonstrate theability to use the movement concept of possiblemovements of body parts while completing variousskills e.g., Skiing - basic stride, snow plow stop,turning; Canoeing - power stroke and “J” stroke;Kayaking - basic stroke; Snowshoeing - properplacement of feet.

Students demonstrate the ability to use both staticand dynamic balance during performance of variousoutdoor activity skills such as the start position,basic stride in skiing, power and “J” stroke forcanoeing or coming to a stop while snow boarding.

During orienteering, students demonstrate theirability to orient themselves to a map. They canalso find their way around a space using the map.

Students engage in teacher-provided opportunityto invent their own activity/game in the outdoors.The outdoors offers a variety of settings in whichstudents can invent games, thereby allowingopportunities to cooperate, set fair play standards,demonstrate self-responsibility and developunderstanding of movement concepts whileapplying them. Any modification of a game suchas capture the flag or hide and seek does this verywell. Once given some basic guidelines or ideas,

Encourage students to be part of the activity-choosing process. A lot of students have beeninvolved in the Scouting or Guide movement andothers have been involved in Cadets or summer campgroups. These students can be a fantastic resourcefor a physical education class.

Encourage students to demonstrate an awareness ofsafety, cooperation, fair play and apply these conceptsduring activities.

Verbally recognize students who demonstratecooperative qualities.

Vary the amount of competition. Some studentsmay exhibit a stronger willingness to participate inactivities and to perform in a more relaxed manner.Other students may prefer highly competitiveenvironments. Activities such as skiing and canoeinglend themselves to an enjoyable day of social activitywhile certain games such as capture the flag or evenan orienteering meet can be very competitive innature.

Resources

Jack Rabbit Program at http://canada.x-c.com -National Cross Country Skiing website

Map and Compass Orienteering. By John Disleypp. 2-5

P.E. Games and Activities Kit. By Ken Lumsden.





Grade 7

While on a cross-country ski trip or practice session, students canpractise several of the movement skills. Knowing how much forceto use to propel oneself forward and maintaining balance are twoof the key concepts students will need to practise to be effectiveskiers. While learning any ski movement (basic stride, snow plowstop) a student’s knowledge and application of the possiblemovements of body parts while they practise will also prove to beof great benefit. The Jack Rabbit Program is a youth-orientedcross country skiing program which can be used by teachers as aresource for lessons and teach cues. Prior to beginning any andevery class of skiing, review with students both safe and dangerousmovements that affect other skiers (passing on a hill, avoidingsomeone who has fallen in the trail, being in control of your bodyetc.).

Lead-up activities such as games and exercises that help preparestudents for some outdoor activities would be of benefit. Canoeingand kayaking require upper body strength and muscular stamina andsince activities such as these may be unfamiliar or infrequentlyparticipated in by some students, activities and exercises that helpprepare students are required. Upper body exercises and stretchescould be incorporated into a circuit or warm-up of other activitiesprior to participating in canoeing and/or kayaking. Additionally, adiscussion with students or an activity that teaches about boatsafety and proper behaviour guidelines prior to participation incanoeing and/or kayaking would also prove beneficial.

Students examine a simple map with several markers on it anddescribe how they would complete the course in the most efficientmanner possible. This can take the form of a worksheet or can beless formal with a sharing of ideas around the larger group.Factors students may include are the relevant elevations, the lay ofthe land for getting around, or whether they should go after themarkers that are near or far first. Some students will prefer tomake a plan of attack such as not collecting the markershaphazardly.

IN MOVEMENT

1. Demonstrate the basicmovements and bodymechanics of various outdooractivity skills such as canoestrokes, kayak strokes, skiingand snowshoeing movementsand running while usingvarious movement concepts.(GCO 1, KSCO 1)


ABOUT MOVEMENT



THROUGH MOVEMENT

5. Students participate in aschool or communityenvironment awarenessprogram or project. (GCO 4,KSCO 2)





students can be very imaginative in games theycreate. Teachers would assess for creativity,modifications of existing games and rules, level ofresponsibility displayed, level of cooperationbetween group members, or how effectively theyexplain the activity to others.

Self-Evaluation/Reflection: Students can make ajournal entry as to how they felt they adhered tofair play and safety principles during the activity.While completing an orienteering meet, didstudents read the map themselves or just followalong with everyone else? If they were with apartner did they share in the map reading andmarker-finder process?

Peer Evaluation: In small groups or with a partner,students can question each other about conceptstaught during the activity. A peer observation entryinto a journal or comments shared in class aboutwhat students observed with regards to how wellsomeone improved a performance of a skill could bedone. Maybe a student was able to keep the canoestraight for the first time, maybe a studentavoided someone who had fallen down in the skipath.





Grade 8

IN MOVEMENT

1. Demonstrate improvementand transference in outdooractivity skills and movementsby applying various movementconcepts. (GCO 1, KSCO 2)


ABOUT MOVEMENT


4. Discuss how outdoor activitiesare examples of how people canachieve and maintain fitness andhealthy lifestyles. (GCO 2,KSCO 5)

THROUGH MOVEMENT


Teachers can ask students to participate in season-appropriateactivities. Newfoundland and Labrador is renown for its outdoorlife and physical education affords excellent opportunities to getstudents involve in the outdoors. Throughout this unit of work,respect for the environment and nature should always be includedin instruction. Simply going for a paddle on a pond, or skiingaround an existing trail or in the back field of the school areexcellent ways to involved students actively outdoors. Introduce/review concepts with discussion of mechanics of outdoor skillssuch as the start position, various ski strokes and more advancedcanoe strokes. Movement concepts which should be applied tothe skills are: 1. Space: self and general space, direction (forward/backward, right/left and up/down) range(near/far), level (high/medium/low), 2. Quality of Movement: force (strong/weak),balance (static/dynamic/gravity), 3. Body Awareness : possiblemovement of body parts.

Activities

Warm-up, lead-up, modified and regulation games can beincorporated.

Whenever possible, warm-up activities should be designed toreflect the chosen topic. While canoeing, ask students toparticipate in an activity where the task is to get all the canoes’bows pointing inward toward one another thereby producing acircle of canoes in the water. The use of several strokes such as thedraw and sweep and other skills such as the push away have to beused to complete this activity. Movement concepts of force,direction and possible movements of body parts can be reinforcedhere.

Activities that encourage healthy lifestyles and a desire to remainactive throughout one’s life is important to each student. Kite flyingis one such activity. A day of kite flying in an open field encouragesactive living and can be used to explain safety and respect for naturewith regards to power lines and what to do if the kite gets caughthigh in a tree or out in a marsh or bog. The use of any movementconcept can be used here to help teach students how the kite





Teacher Observation: While students are involvedin group activities, observe how well theydemonstrate the use of cooperative andcompetitive strategies. Do students make use ofthe general space (areas covered); are movementsvaried in direction and pathway; do students movethroughout the space so as to maximize coverage;are appropriate force and range used to besuccessful?

Teacher observes how well students are adheringto practices and guidelines of safety and fair play.For example, are students cooperating with eachother or are individuals trying to do it allthemselves? Are students moving in safe ways orare they moving without regard to their ownsafety or the safety of others? Are they in controlof their bodies?

Student Performance: Students can draw arudimentary map of an orienteering site (real orimaginary) and indicate the requirements forsuccessful completion of the task. After some editingthe map may be used in a real meet.

Students demonstrate the ability to useappropriate body awareness, possible movement ofbody parts and quality of movement conceptssuch as force and balance to achieve the desiredaction while engaged in outdoor activities. Canstudents move the canoe around using variousstrokes? Is balance maintained while stopping onskis? During a slight downhill, while crosscountry skiing, do students perform a double poleaction or are they still using the basic stride?

Self-Evaluation/Reflection: Students can assesspersonal level of skills at the beginning of the unitand at the end. Ask them to comment how they

Encourage students to demonstrate an awareness ofsafety, cooperation, fair play and apply these conceptsduring activities. Reminders at the beginning of theday or activity will prove beneficial.

Encourage self-responsibility in peer evaluation byexplaining the process and the inherent responsibilitywhen assessing someone.

Since journal keeping or activity log books arefrequently used for assessment purposes, it may be agood idea for the teacher to store these items as thismay decrease the incidence of lost books.

Resources

Great Games for Young People. By Gustafson,Wolfe, King pp. 18-19.

Map and Compass Orienteering. By John Disley pp.2-5.





Grade 8

moves and how to perform some simple tricks. General and self-space concepts will also be important to ensure kites do not getcrossed and entangled, possibly ruining a fun day. Discussingwith students how winds move and how they affect a kite is anexcellent way to help students realize the presence of nature andits importance to our lives. Examples can include how winds arereflective of weather patterns and how wind is used by migratorybirds to cover vast distances of land and water.

Orienteering is a fun, safe activity in which everyone, regardless ofage, ability and movement restrictions, can participate. Lead-upgames such as Blind Tree offer excellent opportunities for studentsto learn about nature and how to use one’s senses to orient oneselfto one’s surroundings. This game can be completed by itself orused prior to completing an orienteering meet with a map and/orcompass. Students are paired up and one person is blindfolded.The seeing partner leads the blinded partner through the openspace, around and over any obstacles to a tree (or otherrecognizable item) in the general space. The blinded person canfeel, smell, listen to the item for a few minutes and then the seeingpartner leads him/her back out to the starting point. Now theblindfold is removed and the person has to go and find his/hertree. This activity highlights fair play concepts and safety, not tomention trust in one’s partner. It is imperative that safety of theblinded partner be paramount. This game can, of course, bemodified for the indoors.

Cooperative and competitive strategies are used frequently interritorial games such as the frisbee or football modified game of Catand Mouse. In a large open space (field) divide the class into twoteams. Everyone spreads out randomly. The teacher or otherdesignate has two stopwatches, one for each team. The object of thegame is to maintain possession of the frisbee/ball; there is no scoringof points per se. The game starts with the frisbee/ball being throwninto the air, as soon as possession is made the timekeeper starts thewatch for that team. The player with the frisbee/ball may run or passit to any teammate. When a person who has the ball is tagged by anopposing team member, the timer stops the watch and the taggedperson with the ball must immediately stop running and randomly

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feel they have progressed with their achievementwith respect to one or more of the concepts and/orskills during the unit. Alternately they couldassess how they enjoyed various activities orcomment on what could be done to improve theirenjoyment of the activities.

Students make an entry into their activity logbookabout how well outdoor activities fit into theirperception and desire for life-long fitness andactive living. An essay or letter could be suggestedformats.

Students make an entry into their journalreflecting on the many outdoor activities in whichthey often participate independently of school oreven other people. Teachers can encourage andhighlight the life-long aspect of outdoor activitiesat every opportunity. Outdoor activities such ashiking, bike riding, skateboarding or skiing aresome of the activities students enjoy. Theseactivities allow further opportunities to cooperate,follow fair play standards, demonstrate self-responsibility and the understanding of movementconcepts. Students can also write about theappreciation of nature and the importance ofsafety while engaged in out of school activities.

Peer Evaluation: Students pose a problem orscenario to a partner that he/she has to solve. Itcan be something like, “How do you go up a hillwhile skiing?” Or “If you were hiking in thewoods and someone got injured, what are somethings you can do to help with the situation?”After answers are provided, ask the partner toprovide positive and specific feedback to theanswers provided. Discussion of such conceptsand the sharing of ideas will enhance





Grade 8

toss the frisbee/ball into the air. As soon as possession is regained,the timekeeper starts keeping time again on the appropriate teamwatch. The team who has the frisbee/ball for the longest amountof time is the winner. Any number of strategies will be used inthis game: the use of space and spreading out will be important;frequent passes to teammates will help maintain possession of thefrisbee/ball; or rushing towards frisbee/ball holders so that theywill hurry their throw.

Students can demonstrate their ability to complete variousoutdoor activities during regulation meets, races and competitions.Whether it is a formal cross country ski meet, a cross country runor an orienteering meet in a local park, students have to abide byfair play rules. If they wish to be as successful as they can be, theymust apply the mechanics and movement concepts they havelearned and practised during the run or ski. During theorienteering meet, if it is their goal to complete the course in a fasttime, they have to be able to orient themselves to the map andlocate the markers; relying on others can lead them astray.Physical education teachers could provide students with a form tobe completed by the meet coordinator which can then be used toreceive credit towards their P.E. course.

IN MOVEMENT



ABOUT MOVEMENT



THROUGH MOVEMENT






understanding and enjoyment for all participants.Make entries into the activity log book as a recordof the discussion.

Students work with a classmate to provide andreceive feedback on an outdoor activity. UltimateFrisbee, for example, uses any number ofmovement concepts and strategies while engagedin activity. The use of range to pass the frisbeesuccessfully - obviously passing the frisbee to ateammate who is near will be more accurate andsuccessful; running in different pathways will helpthe carrier elude the other team; using differenttime, running slowly or quickly and acceleratingwill also help students stay away from the otherteam; even body language can be used to get awayfrom others and “fake” moves can be made toelude the other team. Teachers can provide achecklist, rubric or similar criteria that studentscan use while working with their classmates.




Theme: Outdoor ActivitiesGrade 9

IN MOVEMENT

1. Continue to demonstrateimprovement andparticipation in outdooractivities and movements.(GCO 1, KSCO 8)

ABOUT MOVEMENT


3. Discuss proper nutrition andits relationship toparticipating in extended timeoutdoor activities (day longhike, overnight camping etc.).(GCO 3, KSCO 4)

THROUGH MOVEMENT

4. Students initiate a program oractivity that allows them thechance to be environmentallyconscious citizens and practicesocially responsible behaviour.(GCO 4, KSCO 3)


Teachers can ask students to participate in season-appropriateactivities. Newfoundland and Labrador is renowned for itsoutdoor life and physical education affords excellent opportunitiesto get students involved in the outdoors. Throughout this unit ofwork, helping students develop leadership skills and take moreresponsibility for their learning are emphasized. A respect for theenvironment and nature should be included in instruction.Asking students to help plan and lead some activities are excellentways to involve students actively outdoors.

Activities


More advanced outdoor skills such as canoe over canoe rescue orskating technique while skiing can be an extension of skills andmovements learned in grade 7 and 8. The use of movement conceptssuch as force, balance, and flow are important when teaching thevarious stages of these skills. While skating on skis for example,students need to be able to apply enough force to propel them forwardbut not so much that they lose their balance. Also, once the studentexerts force, the knowledge and understanding of the concept ofsustained flow will aid them in maintaining their glide on the ski.

Have a mock “camp day” where everyone brings with them whatthey would need to go camping for a day. The camp could beheld in the gym or on a field close to school. The idea would beto set students in groups of about four and they would set up acamp site just as if they were in the woods and staying for a coupleof nights. Tents would be set, sites for campfires established,means for garbage disposal and temporary toilet facilities selected.The group would have to devise a menu and plan how they wouldtravel with and cook it. Discussion of topics such as thedelegation of responsibilities, good nutrition and how to bringalong adequate food for long activities would be useful activities.Also, students should discuss what items are necessary versusoptional items, the criteria for picking a good site and practisingno-trace camping. Respect for the environment would be theguiding focus for most of these discussions.





Teacher Observation: Teacher notes how wellstudents help other students learn how to play agame. Are the rules explained adequately so thatparticipants can easily and quickly get involved inthe activity? Is it a fun game that everyone canenjoy? Are fair play guidelines being followed sothat the level of enjoyment in increased?

A checklist of skills and movements would provebeneficial when teaching advanced or new skills andmovements. A scale of good, average and needswork, could be used to indicate levels of success.

Teacher determines the extent to which studentsare learning any environmental messages duringtheir participation in outdoor activities. A sampleactivity where this can be done is the orienteeringactivity which could include check points withenvironmentally friendly messages. Once theactivity is complete, the teacher collects fromstudents the lists they generated through therecollection of the messages they read during theactivity. A ready to use form or chart thatstudents could complete would be useful.

Student Performance: Students initiate and plan anactivity that teaches environmental awareness andallows them to act in a socially responsive manner.The plan would include the what, how and whythey are completing such a plan. The final stagewould be to carry out the activity. Examples ofsuch ideas may include: a bottle drive forrecyclables; a garbage clean-up day at a local park;a pamphlet outlining how to conserve water; asponsorship or fund-raising drive for anenvironmental group that does work in thecommunity.

Encourage and remind students that developingleadership qualities and being able to help othersare ongoing processes and that they are notexpected to be perfect or proficient right away.Indeed, not everyone is a leader or even wishes tobe. What is important however is that everyonecontributes to the group in his/her own way;everyone has something to offer. Participating in avariety of activities and learning an appreciationfor the outdoors will help develop cooperation andfair play. Students have the opportunity to learnfrom their classmates and also to help teachclassmates.


Verbally recognize students who display leadershipqualities.

Encourage self-responsibility in peer evaluation byexplaining the process and the inherent responsibilitywhen assessing someone.

Activities invented by a student or group ofstudents also allow opportunities to cooperate, setfair play standards, demonstrate self-responsibilityand develop an understanding of movementconcepts while applying them.

Resources

http://canada.x-c.com - National Cross CountrySkiing website

Map and Compass Orienteering. By John Disleypp. 2-5.





Grade 9

Another activity that could be completed while learning aboutcamping is how to build a temporary shelter. Delegation ofresponsibilities and a “plan of attack” would have to be completed.Discussions of how to respect the environment while building ashelter would be beneficial here. The use of teamwork andcooperation can be emphasized and related to how it can make thedifference in surviving; if you do not have shelter you can have asurvival problem.

Provide a list of games and activities that students can choose fromto lead the class. A student-generated game could be used as well;a good way to do this would be to place students in groups of 5 or6. The group would be responsible for explaining the game,organizing the class and supervising play. This is an excellent wayto encourage students to develop some leadership and takeresponsibility for some of their learning. Examples of games thatcould be provided can range from the familiar Hide and Go Seek(various modifications) to a game such as I Spy which is a gamewhere one person is declared the Spy and everyone else has to runand hide BUT in sight of the spy. Everyone starts at home baseand once the game starts the spy closes his/her eyes and everyoneelse has to go and hide anywhere they like (popular choicesinclude bushes, trees, boulders etc.) But they must be able to seethe spy (and thereby ensuring that the spy can see them). Afterabout 30 seconds the spy opens his/her eyes and starts to searchfor the students who have hidden; the spy must remain in thesame spot. The last person found or one of the persons not foundgets to be the spy next round.

As an extension of the activities covered in earlier grades,instruction in activities using compasses and maps can beincorporated into a hike or camping trip. Students learn how totake a bearing and find their way from one point to another. Asimple lead-up activity to this would be to provide a coursearound the school that offers students the opportunity to practisetheir reading and use of a compass before they do so on the trail orin the woods. In an activity which includes check points wheremarkers could be gathered, the teacher could postenvironmentally friendly messages so that students are learningabout nature and the care of it along the way.

IN MOVEMENT

1. Continue to demonstrateimprovement andparticipation in outdooractivities and movements.(GCO 1, KSCO 8)

ABOUT MOVEMENT


3. Discuss proper nutrition andits relationship toparticipating in extended timeoutdoor activities (day longhike, overnight camping etc.).(GCO 3, KSCO 4)

THROUGH MOVEMENT

4. Students initiate a program oractivity that allows them thechance to be environmentallyconscious citizens and practicesocially responsible behaviour.(GCO 4, KSCO 3)






Students create a poster or other mediapresentation that outlines any of the topicscovered. They can include: survival skills; items totake on a camping trip; what to include in asurvival kit; how to best complete an orienteeringmeet; a breakdown of skills for various activities:skiing, snowshoeing, canoeing, or kayaking.

Self-Evaluation/Reflection: Students make an entryinto their journal about their beliefs and attitudestowards the outdoors. Included in this entry wouldbe an answer to the question - “Do you see yourselfpursuing a career in the outdoors or environment?”and “If a person were to pursue such a career, whatqualities do you think they would have to possessto be successful?”

Students complete a survey where they answerquestions on their own level of leadershipdisplayed, their knowledge of environmentalconcerns, their level of proficiency in variousoutdoor activities and movements. Questionscould be answered on a scale of 1-5 with 1 beingvery strong and 5 being not strong.

Peer Evaluation: Students can test or survey eachother on their knowledge of the environment,nutrition or their ability to be prepared for acamping trip and then share their findings with thatperson. Alternately, a checklist of criteria could beused to offer feedback to a student as to how wellthey are completing tasks, movements,cooperating or leading. Each person can thenreflect on the discussion or findings about his/herdemonstration or knowledge. This makes theprocess non-threatening and does not singleanyone out in the whole group setting.


THEME: RHYTHMIC ACTIVITIES

Theme: Rhythmic Activities

Aerobics, Cheerleading, Dance (creative, folk, line, modern, multi-cultural,Newfoundland and Labrador traditional, square), Rhythmic Gymnastics, Skipping...



Grade 8 Grade 9Grade 7






THROUGH MOVEMENT

7. Participate willingly in skippingand rhythmic gymnasticsactivities. (GCO 6, KSCO 2)

8. Demonstrate self-confidencewhen participating in a variety ofrhythmical activities. (GCO 6,KSCO 5)

ABOUT MOVEMENT

3. In a cooperative group choose arhythmical activity to beperformed in synchronizationusing the movement concepts ofbalance, flow, force and time.(GCO 2, KSCO 2)

4. Identify practices that promotepersonal fitness and a healthylifestyle. (GCO 2, KSCO 5)

5. While participating in rhythmicactivities, analyse personalresponses and behaviourstoward rhythmic activities incooperative groups. (GCO 3,KSCO 1)

ABOUT MOVEMENT

3. Analyse relationships betweengood nutritional practices andphysical activity. (GCO 3,KSCO 4)


ABOUT MOVEMENT

4. Pose and solve simple movementproblems individually such asselecting the most appropriatemovement in skipping orrhythmic gymnastics (usingscarves and/or balls) to use withvarious music. (GCO 2,KSCO 1)

5. Predict consequences of variousactions on performance such asthe consequence of varying themovement concepts of time andlevel when skipping. (GCO 2,KSCO 4)

6. Identify the effect of growthpatterns on rhythmicalmovements. (GCO 3, KSCO 2)

THROUGH MOVEMENT

5. Initiate socially responsive activityprograms within the school.(GCO 4, KSCO 3)

6. Demonstrate personal initiative,independence and decision-making. (GCO 6, KSCO 6)

THROUGH MOVEMENT

6. Show concern for the safety andcomfort of others duringrhythmic activities. (GCO 5,KSCO 2)

7. Identify and demonstratecooperative skills in rhythmicactivities. (GCO 6, KSCO 4)

IN MOVEMENT

1. Use appropriate body mechanicssuch as posture in rhythmicalactivities. (GCO 1, KSCO 1)

2. Participate in a variety of activitiesinvolving movement and music.(GCO 1, KSCO 3)

3. Participate in a variety ofrhythmical activities to promotepersonal fitness. (GCO 1,KSCO 9)

IN MOVEMENT

1. Refine appropriate bodymechanics such as posture andfoot placement in rhythmicalactivities to improve movement.(GCO 1, KSCO 2)


IN MOVEMENT

1. Apply movement concepts whileparticipating in a variety ofactivities involving movementand music. (GCO 1, KSCO 3)

2. Participate in movement activitiesfrom a variety of cultures such asball room, folk, line, modern,multi-cultural and squaredances. (GCO 1, KSCO 4)





Grade 7

IN MOVEMENT

1. Use appropriate body mechanicssuch as posture in rhythmicactivities. (GCO 1, KSCO 1)


3. Participate in a variety of rhythmicactivities to promote personal fitness.(GCO 1, KSCO 9)

ABOUT MOVEMENT

4. Pose and solve simple movementproblems individually such asselecting the most appropriatemovement in skipping orrhythmic gymnastics (using scarvesand/or balls) to use with variousmusic. (GCO 2, KSCO 1)

5. Predict consequences of variousactions on performance such as theconsequence of varying themovement concepts of time andlevel when skipping. (GCO 2,KSCO 4)

6. Identify the effect of growthpatterns on rhythmic movements.(GCO 3, KSCO 2)

ABOUT MOVEMENT

7. Participate willingly in skipping andrhythmic gymnastics activities.(GCO 6, KSCO 2)

8. Demonstrate self-confidence whenparticipating in a variety of rhythmicactivities. (GCO 6, KSCO 5)

Rhythmic activities are closely linked with fitness activities,thereby providing the teacher with easily transferrable activities.Movement concepts which should be applied to rhythmicactivities at all grade levels are: 1. Space 2. Quality of movementand 3. Body Awareness. (Appendix E). A wide variety of teachingstyles should be used from teacher-centered to student-centered.Incorporate music wherever possible to raise the interest of thelearner.

Activities

Perform a variety of individual novelty dances for warm-ups suchas Y.M.C.A., Macarena and other line dances.

The feet are only one part of the body which can producerhythmic movements. Warm-up games can show that body partsmove in a variety of ways and shapes. Later, this concept can beexplored in relation to music. The warm-up game of Tail Taginvolves capturing strips of cloth tucked into people’s clothing(thereby looking like a tail). The object of the game is to collectas many tails as possible while protecting your own. Once tailsare collected they cannot be stolen. Players still collect other tailseven if they have lost their own. Students should then beprepared to proceed to activities which involve moving oneself tomusic. Ways in which participants have to move to avoid thecapture of a tail or to capture a tail can also be applied torhythmical activities. Supply each student with a scarf, ribbon,ball or other implement. Using a variety of pre-taped music,students perform a movement consistent with the music.Knowledge of the movement concepts of flow and time preparestudents to understand the concept that soft, flowing musicrequires soft, flowing movement. Conversely, hard, fast musicmight require a more rapid movement.

Introduce rhythmic activities by using examples with whichstudents are familiar. Sport skills and abilities can be used todemonstrate a rhythmic movement. Sport uses skills such asrunning, jabbing, changing direction and avoiding obstacles.Dance and other rhythmic activities apply the same skills but usemovement concept language of flow, time, balance, direction,





Teacher Observation: Teacher uses a checklist whichprovides information about students’ ability to keeptime with music.

Anecdotal records about attitude towardsrhythmic activities at the beginning, middle andend of unit are completed by the teacher.

Student Performance: Students perform a skippingseries of a determined length of time.

Students demonstrate the ability to combinemovement and music appropriately.

Students demonstrate an understanding of howgrowth patterns affect physical performance.

Students create their own rhythmic movementincorporating a sport or other activity. The use ofvideos and commercials can serve to motivatestudents. Many videos and commercials usemusic and movement as a tool to attract attention.Sport advertisements are rich with clips edited tomusic as well as full sequences of ball movementskills choreographed to modern music.Adolescents practise the ball movement and stickhandling skills demonstrated in these commercialsin the court yard, back yard, living room andgym. This provides an opportunity to expand onthis trend by incorporating it into class. Teacherscan assess any number of outcomes and skills:level of creativity; use of various movementpatterns and concepts; incorporation of otheractivity skills; level of cooperation andcollaboration displayed if groups were involved.

Self-Evaluation/Reflection: Anecdotal record ofattitude toward rhythmic activities prior to thefirst lesson, in the middle and at the end of the unit.A rating scale of self-confidence and willingness toparticipate in rhythmical activities could providevaluable information.

Practise within a familiar, non-threateningenvironment is essential in assisting students indeveloping self-confidence when participating in avariety of rhythmical activities. Incorporatedvariations of familiar warm-up games will lead intothe days’ activities. Ask students what sparks theirinterest with respect to music or ask them toprovide the music for some of the classes. Setaside a portion of each class when students can usetheir music.

Tinikling is performed by groups of studentsusing long bamboo poles tapped on woodenblocks to produce beats. In groups of two,students kneel at opposite ends of two bamboopoles (or other suitable equipment) resting onwooden blocks which are slightly in front of thestudents. Students choreograph synchronizedmovements of the bamboo poles to cooperativelyproduce beats and rhythms. The poles can bestruck together, on the blocks at the same time,one after another on the blocks or any othermanner which the students choose to develop.

The importance of an upright posture allowingribs to more easily expand to aid in the intake ofair can be a concept that is introduced. Studentscan reflect on events which require cardiovascularendurance and picture the posture assumed bysuccessful competitors. Even at the end of amarathon, runners are still running with uprightposture.

Introduce the concept that “practice makesperfect” (or at least improves performance) andthat this includes other areas such as mental/cognitive skills. A metaphor which illustrates thisto students is the skill of zipping a coat jacket. Asinfants they could not zip their own clothing. Asa toddler they needed some assistance. As





Grade 7

space and force. Encourage students to give examples of actionsthey use which would also be used in rhythmic activities. Anexample would be partner tag where each pair of students ismoving based upon their partner’s movements while avoiding andusing the other participants to be successful. Such movementscan lead into a discussion about choreography and how dancersmove with and around other dancers.

Skip and jump rope to the beat of music. Vary the movements ofthe rope to include crossover and backward swings. Vary ropeswing, and hand/foot speed (time). Activities that can extendfrom this are:

• Teachers make reference to the fact that rope jumping is oneof the major cardiovascular conditioning techniques used byboxers. As well, jumping rope can improve jumping skill andability, therefore it is often used by athletes who wish toimprove their jumping.

• The theory of specificity of training is reflected in the fact thatjumping is improved by jumping, the amount of weight thatcan be lifted is improved by lifting weight and the distancewhich can be run is improved by running. As an extensionactivity, students should be encouraged to continue thinkingof other examples of specificity of training.

Skipping is an activity which can be enjoyed at many stages of lifewith little expense. However, growth patterns do affect the abilityof the skipper to feel successful. In order to bring this concept tolife for students, form cooperative groups of 3 to 4. Each group isgiven an age range. Where applicable the teacher may want tocorrespond the age to a grade level to help students visualize theirrole. As a group they discuss growth patterns of that age groupand then determine how such a person may look while jumpingrope. One person in the group will present to the rest of the classhow a person of their designated age group would look whilejumping rope as another person explains the group’s justification.This activity can be modified to include any rhythmic movementfrom dancing, to aerobics, to beating a drum, to tinikling (refer toresources and notes). A cross-curricular activity with music,health and/or family living would be appropriate here.

IN MOVEMENT




ABOUT MOVEMENT




ABOUT MOVEMENT







Students can reflect on how extensive rhythmicmovement is a part of everyone’s lives. As anextension activity, students could be asked toequate sport terminology with movement conceptlanguage. The fact that movement conceptlanguage is more easily transferrable acrossactivities than is sport-specific terminology (whichcan often be applied to only one specific sport)can be introduced by the teacher. Journal entriesor even a reflective essay, poem or paper can be themeans through which students express these ideas.

Peer Evaluation: Students help other studentsperform the letters to Y.M.C.A. and themovements to the Macarena by providing specific,positive feedback.

Students can work with a partner or in groups toconduct some experiments. Students canhypothesize on questions such as what they thinkwill be the affect on movement and performance ifrope swing speed is varied or if rope length ischanged? Once hypotheses are given, theexperiment can be conducted; students are nowengaged in conducting research and findinganswers to movement problems. Science conceptscan be reinforced here by using such an activity.

Program Evaluation: Exit polls allow students torank classes on a scale of 1 to 5 by placing theappropriate number in a box upon exiting. Variousaspects of class might be rated such as level of fun,interest, applicability to physical education andfitness required.

teenagers they zip their coat without consciousthought while running down the hall and callingout to a friend. Practise and the development ofdexterity have made this possible.

Resources


Physical Education for Children: Daily Lesson Plans forMiddle Schools. By Lee Thomas and Thomas.

Teaching Dance Through Sports. By Arnow.





Grade 8

IN MOVEMENT

1. Refine appropriate bodymechanics such as posture andfoot placement in rhythmicactivities to improve movement.(GCO 1, KSCO 2)

2. Participate in a variety ofactivities involving movementand music. (GCO 1, KSCO 3)

ABOUT MOVEMENT

3. In a cooperative group choose arhythmical activity to beperformed in synchronizationusing the movement concepts ofbalance, flow, force and time.(GCO 2, KSCO 2)

4. Identify practices that promotepersonal fitness and a healthylifestyle. (GCO 2, KSCO 5)

5. While participating in rhythmicactivities, analyse personalresponses and behaviours towardrhythmic activities incooperative groups. (GCO 3,KSCO 1)

THROUGH MOVEMENT

6. Show concern for the safety andcomfort of others duringrhythmic activities. (GCO 5,KSCO 2)

7. Identify and demonstratecooperative skills in rhythmicactivities. (GCO 6, KSCO 4)

Self-expression and creativity can be developed through rhythmicactivity. Students interact with peers in performing and creatingmovement sequences while at the same time contributing to theirlevel of fitness.

Activities

Free Your Friends allows students to take risks within a safeenvironment while encouraging participants to think of teammatesfirst. Several players are taggers. Once tagged the person must go tothe detention area until tagged by a free player. Modifications: classdecides on rules about guarding the detention area and/or the teacherstates that students must be freed in the order in which they werecaught.

In a cooperative group of three or four, jump rope to the beat ofmusic using a long rope. Vary the movements of the rope to includeswings in both directions. Vary the amount of swings between beatsby increasing the rope speed and increasing the level of the jump or byincreasing rope and foot speed.

Aerobics and cheerleading use similar types of movements, theyprovide the student opportunities to transfer movements andconcepts between each. Posture and foot placement are integral tosafe performance of skills in aerobics and cheerleading. Studentsshould be reminded of the effect posture has on the body’s abilityfor air intake. Foot placement can be introduced throughcommand, practice, reciprocal and task teaching styles but due tothe chance of ankle injuries and shin splints direct teaching stylesmay be most appropriate.

• using a video, the students will learn proper foot placementand body movements through the command and practiceteaching styles

• teacher, students or guest instructor could also use commandand practice by leading the class in an aerobic or cheerleadingroutine

• posting pictures of proper technique at various stations allowsfor students to learn using a reciprocal teaching style





Teacher Observation: Teacher uses a rubric whichprovides information about students’ ability to showconcern for the safety and comfort of others as wellas the level of cooperative skills.

Anecdotal records about attitude towards variousrhythmic activities.

Teachers could assess as to the degree ofrefinement of movement concepts and rhythmicmovement, integration and use of differentmovement concepts, cooperation, and the degreeof responsibility displayed. During the stationactivity presented in the Sample Learning andTeaching Strategies, students are given a task tocomplete using movements already covered duringthe beginning of class or previous classes.

This station work activity allows students to beginrefining movements. It also provides studentswith the knowledge base needed to work in acooperative group to choose and perform arhythmic activity in synchronization. The groupmay choose aerobics, cheerleading, dancing,rhythmic gymnastics, skipping or any otherrhythmic activity which requires full bodymovements. Movement concepts such as balance,flow, force and time will all need to be varied withthe speed, rhythm and beats of the music.Increased time (speed) will require more balanceand adjustments to flow and force dependingupon the movement. Students should be awarethat they are using, refining and applying thesemovement concepts as well as many more. Eachgroup could be required to declare a movementconcept which they refined and applied at the endof the routine. Variations on movements couldinclude

• making some movements larger (e.g., steps)• making some movements smaller (e.g., arm

swing)

Human Kinetics provide rhythmic activityresources which are easily accessible in the form ofbooks and videos. The authorized resource, Multi-cultural Folk Dance Treasure Chest from HumanKinetics, is one such resource which allows alllevels of teachers and students to enjoy theactivity. As well, a wider range of dance, lessonplans and assessment tools can be found inRhythmic Activities and Dance by John Bennett andPamela Reimer.

Resources

Interval Aerobics. P.E. Digest, pp. 20-21.

Multi-cultural Folk Dance Treasure Chest.

Toilet Paper Aerobics. P.E. Digest, p. 28.





Grade 8

• teachers should allow practice time for students at stations.Time may be spent trying to correspond the movement tomusic or combining movements from stations to develop aroutine

• during station work students could be given a task tocomplete using movements already covered during thebeginning of class or previous classes. This information needsto be easily accessible for those who were not present forprevious classes. Attempts should be made to ensure that thegroup has a combination of students who were in attendancefrom previous classes so that they can help each other whiledisplaying leadership, responsibility and peer teaching skills

Using rhythmic, movement and sport experience, engage studentsin an activity which encourages the identification of practices thatpromote personal fitness and a healthy lifestyle. The teacher canlist fitness components on a board leaving space under eachheading for student input. When the opportunity arises, studentscan list rhythmic activities which impact on the appropriatefitness component. At the end of the class, review the board withstudents.

IN MOVEMENT




ABOUT MOVEMENT




ABOUT MOVEMENT







• repeating a movement• performing movements very quickly or very

slowly• adding turning actions• adding jumping actions• travel in part of the movement phase• perform a movement at a very high level,• perform another movement at a very low level• repeat a movement with a different part of the

body

Student Performance: Students perform asynchronized group rhythmic routine.


Students identify practices that promote personalfitness and a healthy lifestyle.

Self-Evaluation/Reflection: Journal entry aboutstudents’ attitudes toward working in cooperativerhythmic groups.

Program Evaluation: Students rank the unitscovered from grade 7 to now in terms of fun,interest, applicability to physical education,promotion of personal fitness and healthy lifestyle,safety and comfort.





Grade 9

IN MOVEMENT

1. Apply movement conceptswhile participating in a varietyof activities involvingmovement and music. (GCO1, KSCO 3)

2. Participate in movementactivities from a variety ofcultures such as ball room, folk,line, modern, multi-cultural andsquare dances. (GCO 1,KSCO 4)

ABOUT MOVEMENT



THROUGH MOVEMENT

5. Initiate socially responsiveactivity programs within theschool. (GCO 4, KSCO 3)

6. Demonstrate personalinitiative, independence anddecision making. (GCO 6,KSCO 6)

Students can explore the culture of dance through cross-curricularunits. Dance can also be explored as a valuable resource tocompetitors who are involved in traditional sport since it helps torefine locomotor and non-locomotor skills necessary to the successfulperformance of sport skills.

Activities

Fortune Cookies is a game which gives all participants theopportunity to experience a leadership role, keeps the heart rateup and provides a smooth transition between activities. Studentsare given a piece of paper which states a familiar group activity.Each person reads the slip of paper and then leads the group inthat activity for a specified length of time.

An alternate warm-up activity could be an obstacle course whichencourages students to move body parts in a variety of ways. Eachpart of the obstacle course would name the action or directstudents to move in specific ways. Additionally, the participant isrequired to use fitness components such as muscular strength andendurance, cardiovascular endurance, flexibility, agility, balanceand speed.

In a cooperative group of three or four, jump rope to the beat ofmusic using two long ropes. Vary the movements of the rope toinclude double dutch and eggbeater patterns. Vary the amount ofswings between beats by increasing the rope speed (time) andincreasing the level of the jump or by increasing rope and foot speed.

Dance builds on the posture and foot placement and movementconcepts of grade 7 and 8. There is such a wide variety of dances thatnobody can be an expert in all forms, therefore resources need to besought. People from the community (perhaps parents), videos,cassettes, and books can all be valuable resources; the authorizedresource Multi-cultural Folk Dance Treasure Chest is one suchresource. Ultimately, dance steps combined with music must betaught with the following suggestions being supplementaryactivities:

• social studies could be linked with multi-cultural dance byproviding a day when students could travel to display boothsto learn about different cultures, including dance.





Teacher Observation: Teacher uses a rubric to ratestudents’ skill in combining rhythmic movementsinto a fluid sequence.

Teachers could offer feedback to students whenthey complete a mini-project where studentsmonitor their nutrition and physical activityhabits to assess their level of health and wellness.

Teachers observe and assess how well students cancreate an original rhythmic movement usingprompts provided by the teacher. The teacherlists and numbers 10 different movements on aboard (1-hop, 2-skip, 3-balance on one leg, 4-slide, and so on). Then each student putstogether a routine by performing the movementsin the order of their telephone number. If thephone number 123-4567, the student wouldperform the actions that each number called for inthe order of their phone number. Vary this byusing another person’s phone number or create aphone number that makes a flowing dance.

Student Performance: As an extension activity to theabove mentioned mini-project, students mayexplore the Canada’s Food Guide to ensure propernutrition is being followed and that vitamin andmineral requirements are also being met.

Students may be interested in determining theproper nutrition and activity program whichwould be necessary for their favorite athlete tomaintain an ideal performance and wellness levelbased upon the activity requirements of theirbodies.

Students perform a group “sport pose” rhythmicroutine as described in Suggested Learning andTeaching Strategies for grade nine.


Students who participate in dance outside of theschool can be valuable resources to theinexperienced teacher by leading a class or helpinga group of students develop a dance.

Introduce rhythmic activities by using exampleswith which students are familiar. Sport skills andabilities can be used to demonstrate rhythmicalmovements. Sports use running, jabbing, changingdirection, avoiding obstacles and exploding. Linksport skills and abilities to rhythmical activities toincrease comfort and self-confidence.

Determining the relationship between healthyweights, proper nutrition and physicalperformance, leads into the effects physical activityhas on the quality of life. People who are activecan make informed decisions about what to eatand how much to exercise if they want to leadhealthy lifestyles. Physical activity such asaerobics, cheerleading, dance, rhythmicgymnastics and skipping can then be seen ashaving an affect on the quality of life in terms ofcorresponding nutritional practices.

Teachers should note that care must be takenwhen discussing such issues as nutrition, calories,amount of physical activity and body type withyouth. There are several ways in which toapproach the relationship between goodnutritional practices and physical activity. HealthCanada’s VITALITY’s message of”feeling goodabout yourself” draws attention away fromsociety’s preoccupation with weight and negativebody image. Self-respect and acceptance of othersare shown as the ways to enhance enjoyment andfamily life. The slogan “Enjoy eating well, beingactive and feeling good about yourself. That’sVITALITY” is designed to promote the spirit andmeaning of this positive approach.





Grade 9

• during assemblies, people could be invited to perform dancessuch as ballet, break dancing, celtic, creative, folk, hip-hop,jazz, line, modern, multi-cultural, square, and western, etc.

• concerts can incorporate dancing while the band plays or thechoir sings.

• a group of students may opt to perform a dance at anassembly as part of their evaluation.

• view a movie which involves dancing such as “Grease” or“Footloose”

• apply what was learned from the above opportunities to thephysical education setting by refining dances or combiningdances.

Activities which link sport and dance are:

• students perform sport skills to music. An example would beTae-Bo moves (boxing) while the Rocky theme song “GonnaFly Now” is playing or basketball skills while “Space Jam” isplayed.

• students pose into their two favorite sport poses. Join thiswith another person until there are four in a group. Add abeginning and ending and a choreographical sequence. Now,add appropriate music.

There are several ways in which to approach the relationshipbetween good nutritional practices and physical activity. One waywould be to analyse the relationship between activity, nutritionand calorie requirements through various activities such asskipping, rhythmic activities, aerobics, cheerleading and dance,which all require a high exertion of effort. Students have hadopportunities to be involved in each and should now understandthe amount of effort required to participate in each activity, as wellas the amount of effort which can be exerted while performingeach activity. Introduce students to the concept that people atdifferent ages must all eat a healthy diet to maintain a high degreeof wellness and energy level. Eating well, being active and feelinggood about oneself is key to participating in everyday activities.Energy to be involved in activities above and beyond everydayactivities comes from the caloric intake of appropriate foods.Therefore there is a direct correlation between good nutritionalpractices and physical activity.

IN MOVEMENT

1. Apply movement conceptswhile participating in a varietyof activities involvingmovement and music. (GCO1, KSCO 3)

2. Participate in movementactivities from a variety ofcultures such as ball room, folk,line, modern, multi-cultural andsquare dances. (GCO 1,KSCO 4)

ABOUT MOVEMENT



THROUGH MOVEMENT

5. Initiate socially responsiveactivity programs within theschool. (GCO 4, KSCO 3)

6. Demonstrate personalinitiative, independence anddecision making. (GCO 6,KSCO 6)





Students identify the effect of physical activity onthe quality of life.

Self-Evaluation/Reflection: Journal entry about thestudents’ attitude toward rhythmic activities priorto grade 7 and now at the end of grade nine.Alternately ask students to list the names ofathletes they know involved in rhythmic activities.Then introduce the fact that many professionalathletes use dance to increase coordination, bodyawareness, flexibility and fitness. As an extension,ask the students to find at least one athlete whodoes this and the next day ask students to add totheir list from the previous day.

Program Evaluation: Students rank the unitscovered from grade 7 to now in terms of fun,interest, applicability to physical education,promotion of personal fitness and healthy lifestyle,safety and comfort.

Forms of rhythmic activities such as aerobics,dance, and skipping, allow students to increasecaloric output. As well, these activities requirelittle special equipment, can be performed athome or with a group, are easily adaptable to allskill and physical fitness levels and can beperformed all year round.

Resources

Dance: Sport Sequence Dance Routines. P.E. Digest,p. 8.

Dance: Telephone Choreography. P.E. Digest, p. 7.

Department of Education: Nova Scotia PhysicalEducation Curriculum Guide.

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/leaders_approach_e.html#1 - Health Canada’sVITALITY website

http://www.humankinetics.com/products/search.cfm

Multi-cultural Folk Dance Treasure Chest.

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SECTION 3: THE LEARNING ENVIRONMENT


Section 3: The Learning Environment

Program Dimensionand Application

A Curriculum Framework for Physical Education: Adjusting the Focus(CFPE) outlines the “Nature of Physical Education,” pages 4 to 7.

The three major dimensions upon which the IntermediatePhysical Education program is based are In, About and Throughmovement.

Outcomes are presented in all three dimensions for each themeand grade level. Through the outcomes of the “In Movement”dimension, students participate in activity and the emphasis is onthe learner as a mover. Education “In Movement” has to do withknowing how to move while engaged in physical activities. Thestudent will be able to demonstrate correct movement techniquesspecific to the activity or skill being taught.

Education “About Movement” involves the cognitive processes that areconcerned with learning concepts, rules and procedures ranging fromsimple spontaneous movements to complex structured movements.This dimension deals with students’ creative and critical thinkingskills used to pose and solve movement problems and also with theassessment of attitudes and behaviours during participation inactivity. At the intermediate level, knowledge “About Movement” maybe broken down into speciality areas (anatomy, biomechanics,history of games, movement as culture and physiology) orintegrated with other subjects. Learners may draw upon athletics,dance, fitness and outdoor pursuits, games, rhythmics, sport andswimming in combination with other disciplines such asaesthetics, anatomy, physics, physiology or psychology to conductstudy and inquiry.

Students engaged in the “Through Movement” dimension are able todevelop in areas related to the affective domain. These areas includesocial, moral and personal development. The outcomes are presentedto help the student learn socially responsive behaviours, developpersonal responsibility for the social, physical and natural environmentand show personal development in self-esteem, leadership,involvement, decision making, cooperation, caring and respect forothers.

These three dimensions, along with the themes and outcomes, foreach grade level, promote “Active Living” through physical education.



As outlined in the CFPE, a curriculum model which has thepotential to meet the needs of intermediate students of physicaleducation is the Humanistic Model first proposed by Hellison(1973). This model has been further elaborated and developed insubsequent writings (Hellison (1978), Hellison (2003, 1995,1985), Hellison & Templin (1991)). Humanistic physicaleducation is described as using “physical activity to assist thestudent in the search for personal identity". It places “studentself-esteem, self-actualization, self-understanding andinterpersonal relations at the centre of the physical educationteaching-learning act.” The Humanistic model clearlycorresponds with several General Curriculum Outcomes of thePersonal-Global curriculum orientation. The development ofpersonal decision making, as it relates to lifestyle choices, theenhancement of self-esteem and the development of an outwardlymoving concern for self and others closely complement thePersonal-Global orientation.

The Humanistic model is developmentally appropriate for theintermediate level student as it emphasizes individual uniqueness,while at the same time, promoting peer interaction and sharing. Themodel is based on the idea that feelings, knowledge, and physicaldevelopment are equally important, and that learning activities aredetermined by a collaborative effort between the teacher and thestudent. The teacher facilitates and counsels the students involved inself, peer and teacher-directed learning. Physical activity is avehicle to assist the student in developing a Personal-Globalunderstanding.

Hellison’s six developmental levels are: irresponsibility, self-control, involvement, self-responsibility, caring, and outside of thephysical education setting. The intermediate physical educationprogram follows Hellison’s (2003) implementation strategies,resulting in a number of learning experiences:

0. Level of irresponsibility, students:

• do not participate• interfere with others• deny personal responsibility for action or inaction

1. Experiences to develop student respect/self-control:

• exploring personal and general space• following class rules• respecting equipment• being on time• bringing appropriate clothing

The HumanisticModel

DevelopmentalLevels

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• demonstrating appropriate change room etiquette• self-officiating• respecting the “talking bench”• planning and implementing conflict resolution

2. Experiences to develop student participation/involvement:

• giving students an alternative• making tournaments optional• giving students choices• providing challenges• using play as motivation

3. Experiences to develop student self-direction/responsibility:

• identifying needs and interests• setting attainable goals• delivering on promises• setting and fulfilling contracts• developing a knowledge base to carry out goals

4. Experiences to develop student caring:

• cooperative games• reciprocal teaching• support groups• group challenges and projects• cross-age teaching• spotting• class, school and community projects• service and leadership

5. Applications of the levels of responsibility outside of the P.E.setting:

• playground• school• home• street

Students would be engaged in individual, small and large groupactivities. These activities focus on the relationships between studentswhile physically active, and their relationships with broader issuessuch as respect for the environment, inclusion, equity, and the role ofstudents in their own education. Traditional and non-traditionalactivities would be sequenced to provide a process of self-discoveryand understanding related to physical activity preferences,strengths, limitations, identity and social acceptance, leading topersonal-global awareness.



The Intermediate Physical Education program is designed toinvolve students, under teacher supervision, in appropriatelearning experiences whereby students:

1. Develop successive strategies for respect/self-control by:

a. working to control their own behaviourb. practising self-discipline leading to self-responsibilityc. not interfering with other students’ right to learn

2. Develop successive strategies for participation/involvement inphysical activity by:

a. accepting challenges, practising motor skills and training for fitness

b. recognizing the contribution their involvement makes tosociety

c. experiencing the “joy of effort”

3. Develop successive strategies for self-direction/responsibility by:

a. working independentlyb. identifying their own needs and interestsc. taking responsibility for their intentions and actionsd. planning and executing their own physical activity programs

through goal-settinge. developing a strong and integrated personal identityf. respecting the environments within which the students

interact

4. Develop successive strategies for caring for self and others by:

a. developing cooperative skillsb. developing confidence and appreciation of group supportc. helpingd. encouraging students to consider the outcomes of their

actions on themselves, others, and the community, andthereby encouraging responsible decisions

5. Develop successive strategies for applying the levels ofresponsibility outside of P.E. by:

a. discussing the reality of "life outside the gym"b. holding awareness talksc. convening group meetings

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Characteristics ofthe Learner

Adolescence represents a period or stage in the process ofdevelopment leading to maturity or adulthood. Because educatorsplay an important role in preparing young people for their roles inthe adult world, knowledge and appreciation of adolescentcharacteristics and their application to learning is important.

The adolescent learner in the intermediate grades is involved in aperiod of rapid and significant change with respect to physical,emotional, social, intellectual, and spiritual and moraldevelopment. Because the nature of these changes is often intenseand varied, they need to be acknowledged by all those individualswho direct and foster their development and learning.

For this document, which deals with the adolescent learner in theintermediate grades, adolescence can be subdivided into earlyadolescence for the 10-14 year old, encompassing the biologicalchanges of puberty and a new interest in sexuality, and middleadolescence, ages 15 - 17, a time of increasing autonomy and self-discovery leading to clear identity formation. There isconsiderable difference in the characteristics of the early gradeseven adolescent and the late grade nine adolescent.

While some general characteristics for adolescents have beenidentified, there is a need to recognize that changingcharacteristics are on a continuum with many variations at eachgrade and for different ages. Each young person is a uniqueindividual and any attempt to classify must be regarded asextremely general.

Teaching and Learning with Young Adolescents: Celebrating Diversity(2001) highlights the characteristics of all young people andoutlines educational implications for initiatives related to theirlearning. The subsections include:

• Social Development• Emotional Development• Physical Development• Intellectual Development• Spiritual and Moral Development

This developmental outline should be considered as a workingframework rather than as a definitive statement on the nature ofadolescence.

The AdolescentLearner (Teaching and Learning withYoung Adolescents: CelebratingDiversity (2001))



Characteristics Implications

Social Development

• Young adolescents attempt to define themselvesindependent of the family unit. Familyallegiance diminishes as peer relationships takeon increased importance.

• As the adolescent engages in more interactions,many involving risk-taking behaviours, there isa transference of loyalty to the peer group.

• As interpersonal skills are being developed andparental values are explored, the adolescentappears to fluctuate between a demand forindependence and a desire for guidance anddirection. Authority still remains primarilywith the family at this time but the adolescentwill reserve the right to question or rejectsuggestions from adults.

• There is a strong desire for social acceptance.Conformity to the peer group in terms of dress,speech, and behaviour is quite common.

• Adolescents benefit from opportunities to workwith peers in collaborative and small grouplearning activities. A tremendous amount oftheir learning occurs in a social context.

• Parental involvement is still crucial at this timeand should be encouraged. Teachers and parentsshould continue to be positive role models.

• Provide activities (role playing, sociodramas)which allow students to explore ways of dealingwith various situations that may arise.

• Provide opportunities for the formation ofpositive peer relationships.

• Provide opportunities for students to becomeinvolved in setting standards for behaviour andestablishing realistic goals.

• Adults should not over-react when extremesin those areas are displayed. Provideopportunities for positive social interactionwith peer and adults.

• Structure instructional activities to provideinteraction among various groupings ofstudents.

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Emotional Development

• Emerging adolescents will display a multitude ofemotions and in varying degrees in their searchfor independence and autonomy.

• While their moods, temperaments, andbehaviours are profound and intense, they areoften times inconsistent and unpredictable.Feelings tend to shift between superiority andinferiority.

• Adolescents have a strong desire to establishacceptance among their peers. Appraisals of selfare often overly critical and negative. Theyfrequently make comparisons and see themselvesdeficient in many ways.

• This age group is extremely sensitive tocriticism of any kind. They are easily offended.Feelings of inadequacy, coupled with fear ofrejection by their peer group contribute to lowself-esteem.

• Adolescents see their problems as unique andoften times over-exaggerate simpleoccurrences.

• Design activities that allow students to play outtheir emotions and develop decision-makingskills.

• Adolescents should not be pressured to explaintheir emotions. Provide opportunities forreleasing emotional stress.

• Self-evaluation and self-responsibility shouldbe encouraged. Provide opportunities forself-appraisal and the development of positiveattitudes.

• Sarcasm by adults should be avoided.Activities should be structured to enhanceself-esteem and recognize studentaccomplishments.

• Plan units that revolve around student issues sothat adolescents become aware that theirproblems are not unique.




Physical Development

• Early adolescence is a period of accelerateddevelopment. This is complicated by the factthat in any group of young adolescents ofsimilar chronological age, there is enormousvariability in growth rates.

• Strength, energy levels, stamina, and sexualmaturity of boys and girls increase at differenttimes and rates. The physical changes arerelated to perception of self and in differingways for boys and girls.

• The acceleration of growth-related physicalchanges make demands on the energies of earlyadolescents. In learning how to pace themselvesto adjust to their “new body”, they have periodsof over-activity and also periodic listlessness.They tend to get more tired until they learn tomoderate their activity.

• The school should provide experiences andopportunities that help students understandtheir own physical development.

• Emphasis should be placed on how the teacherdeals with the students within the socialinteraction of the school and the classroom.Classroom climate and methodology areextremely important.

• Opportunities must be provided forconstructive social interaction and theestablishment of a healthy, stable classroomenvironment.

• Problems in the psychomotor domain should beidentified and instructional strategies developedto remedy those problems while encouragingand preserving self-esteem.

• Because of the wide diversity in sexualdevelopment between boys and girls, what istaught and how it is taught should reflect therange of needs and interest of the students.

• Physical activities should stress skillimprovement: competition should be flexibleenough to accommodate wide variations in size,weight, strength, endurance, and skill. Studentsshould be motivated rather than forced toparticipate in activities.

• Because of the energy of young adolescents theyrequire a great deal of physical activity.Therefore daily physical activity is essential.

• An activity-oriented approach to learning isimportant.

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Intellectual Development

• Throughout early adolescence there is cognitiveawakening which is characterized by anemerging ability to handle abstract andhypothetical concepts and to apply problem-solving approaches to complex issues. Howeverthis shift from concrete to operational thinkingvaries from individual to individual and fromtime to time.

• Generally, eleven-year-old students arecharacterized by a predominance of concretethinking where they think in terms of specifics.Fourteen- and fifteen-year-olds have the abilityto do more abstract thinking. They canconsider possibilities and not just realities.They are able to see things from anotherperson’s viewpoint, are able to allow perceivedconsequences of behaviour to temper the desirefor immediate gratification, and are also able toconsider exceptions to the rule. Thirteen-year-olds on the other hand may fluctuate betweenthe characteristics of both these groups. Oneday they may reason far beyond their years andthe next day younger than their chronologicalage.

• Adolescents have a present focus as opposed to afuture orientation. During this stagestudents retain a certain egocentrism whichleads them to believe that they are unique,special, even invulnerable to harm.

• Adolescents may be unaware of theconsequences of risk-taking behaviour.

• The development of formal thinking is a majorgoal for the school system and the key to successin this aspect of teaching is to match thestudent’s level of function and to gradually raiseit. The level of function will vary from topic totopic and from student to student depending onthe student’s familiarity with it and the abilityto deal with the concepts presented. Therefore,all programs must provide for movement fromconcrete to abstract thinking when and whereappropriate.

• Young adolescents should be exposed to learningsituations where they can apply skills to solvereal-life problems.

• Students require structure and guidance insetting clear limits that involve them in thedecision-making process.

• Opportunities should be provided to affect theirawareness of and attitudes about issues involvingrisk-taking behaviour.

• An experiential approach is required. Thedemand for relevance should be met by basingconcepts in life, by using real people asexemplars, and by meaningful participation infamilies, school and communities.

• Programs should provide the opportunity toquestion and analyze situations to develop theskills of critical analysis and decision making.




Intellectual Development

• Young adolescents demand relevance inlearning. In addition to wanting concreteinformation, they begin to question therelevance of what is taught. As their abilityto process and relate information increases,their search for structure in the informationalso increases.

• The student’s ability to process and relateinformation is increasing. There is a tendencyto search for an understanding of rules andconventions and to question all experiences.

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Spiritual and Moral Development

• Young adolescents are moving from a moralilybased on convention or precept to one based onpersonal values. Their emerging search forvalues, their increased sexual awareness, andtheir need for meaning in life are powerful forcesin determining the picture or image theypresent to the world.

• Young adolescents now question values, culturalexpressions, and religious teachings. They aredeveloping a sense of person, a responsibility fortheir actions, their consciences are maturing andthey often experience feelings of guilt.

• Young adolescents have fairly rigid standardsfor right and wrong. As they become older,their concept of justice becomes lessegocentric and rigid, accompanied by aheightened sense of fairness.

• As they begin to value the benefits ofcooperative group action, adolescents exhibitmore concern for others.

• Young adolescents are searching for greatermeaning and understanding regarding theultimate meaning of life.

• The change to “personal” rather than“imposed” values requires educator awarenessof the values which permeate the educationalsystem and the ability to deal with themappropriately.

• Young people should be given the opportunityto examine values and to understand the valuesheld by society and the reasons for advancingthem, the values they hold for themselves andhow to respond to conflicts in values.

• Examination of values requires that they bediscussed in an open, enquiring atmosphere.Authoritarian approaches and judgmentalstatements should be avoided as they mayinhibit discussion and prevent real attitudes andmisunderstandings from finding expression.

• In establishing one’s values, it is useful to ask“What would one do in specificcircumstances?”, but the critical question toask is “What should one do?” The shouldquestion implies a belief in certain enduringvalues. These are expressed in religioustheology and are often generally accepted bymoral people in all societies. Programs shouldinvite consideration of such values.

• Open discussion should also provide for anunderstanding of situations where values are inconflict. Students should be provided the timeand opportunity to examine conflictualsituations and to develop abilities to resolvethem.




Spiritual and Moral Development

• Positive values should be developed throughspecific content.

• Opportunities should be provided for theconsideration and resolution of dilemmas of asocial as well as a personal nature.

• Through group work, opportunities should beprovided to help each other to gain a betterunderstanding of individual differences and todevelop group interaction skills.

• Young people should be given the opportunityto demonstrate concrete expressions of concernfor others, both in the school and in the largercommunity.

• Opportunities should be provided for thediscussion of questions related to spiritualgrowth and development.

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Addressing theNeeds of AllLearners

Physical Education is developed to address the needs of all learners.Adolescents with special needs are required to be a part of the physicaleducation program, making the program inclusive. This inclusion ofstudents with special needs is based upon the abilities of the students.Programs may have to be adjusted, modified or changed significantlyto meet the needs of all learners.

The physical education curriculum developed and offered by teachersfor adolescents with exceptionalities must take into consideration age,experience with activity, special talents, parental/guardian support,health, social maturity and community experience.

Safety is a major concern when considering the inclusion ofstudents with special needs. Knowing the limits of the students’abilities will help ensure safety.

A program must be adaptable to ensure that outcomes are met byall students. For some children, the provincially prescribedphysical education curriculum will be appropriate to meet theirindividual needs, interests and abilities through full participationin all activities of the physical education curriculum.

As a result of an assessment, individual adolescents may requirespecial considerations to be made in the way of additional supportin order to participate in and meet provincially approvedoutcomes in physical education or to be sufficiently challenged bythe prescribed curriculum. Adaptations can be made to thelearning resources, instruction, and/or evaluation procedures. Theteacher may decide to explore options that will enable physicaleducation to meet the adolescent’s needs.

For some individual adolescents, adjusting learning resources,instructional and evaluation techniques as well as the environmentswill be insufficient to achieve the prescribed physical educationoutcomes. For these adolescents a modified physical educationprogram may be required to meet individual needs. A modifiedphysical education curriculum maintains the general goals or intent ofthe prescribed curriculum but the depth of treatment has been alteredand/or outcomes have been changed, deleted, reduced, added orextended to suit the needs of an individual. Because modifying entailsa significant alteration to the prescribed physical educationcurriculum outcomes, resulting in new outcomes for theadolescent and necessitating the development of an individualprogram plan, the decision to provide this plan must become theresponsibility of a program planning team and is not the soleresponsibility of the physical education teacher.



For some individual adolescents, the program planning teams willdetermine that modified physical education curriculum is insufficientto meet individual needs, thus necessitating the need for physicaleducation that is alternate to the provincial curriculum. As withmodified physical education, the decision to choose development ofalternate physical education is the responsibility of the adolescent’sprogram planning team.

Further information is provided in the CFPE.

The nature of the adolescent makes safety a very important issue.Adolescents have a present focus. They think of the now andrarely consider consequences or effects of current actions on thefuture. It is during this stage that students retain a certainegocentrism which leads them to the belief that they are unique,special, even invulnerable to harm. Adolescents may be unawareof the consequences of risk-taking behaviour. It is the physicaleducation teacher’s responsibility to ensure that safetyconsiderations are accounted for when planning activities. Specificcriteria for safety in physical education include:

Appropriate clothing allowing unrestricted movement should beworn for all physical activity. Because of the possibility of personalinjury, jewelry should not be worn during physical educationactivities.

Outdoor activities require special attention to climatic conditionsand appropriate clothing for the type and duration of the activity.

Protective equipment should be provided for all high-risk activitieswhere there is potential for personal injury. It should meetrequired safety standards and improvised protective equipmentshould not be used.

Teachers with training in physical education are preferred for theinstructional component of the physical education program. Incases where teachers with training in physical education are notavailable, every effort should be made to develop and implementan appropriate on-going professional development program forclassroom teachers.

Sequential skill development is essential for the safety of students.Students should never be forced or even encouraged to performbeyond their capabilities. Readiness is achieved throughcompetence in previous levels and careful ongoing evaluation isnecessary particularly in high-risk activities such as artisticgymnastics.

SafetyConsiderations inIntermediate PhysicalEducation

157



Safety education should be an integral part of every instructionalperiod and should be re-emphasized in intramural andinterscholastic participation. Correct spotting techniques shouldbe taught and practised as should activity-specific behaviours andetiquette.

Medical conditions should be reported to the physical educationteacher. Temporary conditions may require modified participationin the daily program while chronic conditions may requireprogram adaptation. The physical education teacher should beaware of the effects of physical activity on the particular medicalcondition of the student.

Equipment and facilities should be of good quality and safety-testedperiodically. Equipment designed to support students should bestable, secure, and supplied with appropriate mats. Adequateenclosed storage should be provided for equipment. Projectionsinto the gymnasium should be remedied whenever possible.Floors should be clean, smooth, and free of foreign objects.Outdoor areas should have fixed boundaries. Surfaces should befree of glass, cans, loose boulders, bottles, etc. If fixed boundariesare not present, the teacher should identify the boundaries of theactivity area and develop procedures for retrieving equipment thatgoes outside these boundaries.

Supervision should be provided for all instructional, intramural andinterscholastic programs. Students should not be permitted to usefacilities or equipment without adequate teacher supervision.

Accident reporting procedures are governed by individual districts.It is important for physical education teachers to know the policyof the school district and to ensure that accidents are dulyrecorded and appropriately referred.

First aid courses should be completed by all physical educationteachers. In the event of an accident, they should administer onlyemergency first aid. An adequately stocked first aid kit should bekept in the gymnasium in a place that is easily accessible.

The prudent teacher should ensure every precaution against injuryto students is taken. This should include periodic inspection ofequipment, due concern for good discipline and safety practices,proper supervision, and competent teaching.

The physical education teacher should recognize potentiallydangerous surroundings in the instructional areas. Any potentialhazardous situations should be avoided and in order to reduce thepossibility of injury physical education teachers should:

Liability in PhysicalEducation



• understand the safety element involved in each activity

• ensure a safe teaching environment

• use safe and tested equipment with which he/she is familiar

• understand the rules and specific safety measures of the sport orgames included in the physical education programs

• avoid the teaching of highly specialized or difficult gamesbeyond the ability of students

• control and organize players to avoid accident or injury

The Personal-Global orientation attempts to make connectionsbetween local, regional and global communities. Relating thelocal community to the world opens the gymnasium doors forcross-curricular connections between subjects/topics. Multi-cultural activities, such as games and dances from around theworld, can be used to make global connections. Cultural activitiescloser to home should also be explored, such as Inuit games,Labrador Winter Games and Jeux de Francophonie to makeconnections between local communities. Units on multi-culturalphysical activities lend themselves to connections with othersubject areas.

Connections can also be made between physical activities and thenatural environment through incorporating environmentalcurriculum materials such as Project Wild, participating inactivities in the natural environment, and creating an awareness ofenvironmental opportunities and concerns.

Many opportunities exist for integrating physical education intoother areas of curriculum at the intermediate level. Utilizingphysical activity as the learning medium, the followingsuggestions for curriculum integration may provide additionalideas for promoting quality daily physical activity and ActiveLiving.

French: folk dance, vocabulary.

Guidance: career opportunities, ethical behaviour, leadership, peeracceptance, peer mediation.

Health: active living (log book), discussion and planning forfitness (fitness bank account book), hygiene, nutrition (log dailyfood consumption), well-being.

Home Economics: discussion and planning nutrition (createmenus).

Cross-CurricularConnections

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Language Arts: concepts, flash cards, posters for physicaleducation, student production of flip charts, terminology,vocabulary.

Mathematics: graphs and personal records of scores, classachievements, personal achievements.

Music: background music for action games, activity, dance,rhythmic activity.

Science: discussions of personal records of effects of exercise:heartbeat, pulse, perspiration, fatigue, body temperature.Discussing the effects of wind on the movement of a kite and theapplication of levers in activity. Using scientific methodterminology when exploring cause and effect concepts.

Social Studies: folk dance, history of games, interviews of sportsfigures, jog across Canada (North America, Asia, etc.), nativegames, Olympic movement, Terry Fox run.

Technology Education: computer searches, construction of simpleequipment such as hurdles for track and field, apparatus formeasurement or using software packages to interpret data.

A continuum of teaching styles, which prescribes the varyingrelationships between teacher and learner has been proposed byNicols (1994) (as adapted from Mosston and Arnsworth, (1986)).These styles have been generally accepted by the physicaleducation profession. Factors that influence the style choseninclude the age and experience of the adolescent, the stage oflearning, the content to be taught, the level of the task, theresources available (including the amount of equipment andspace), the number of students, the time available, and thepersonality of the teacher.

Command: the teacher decides what to do, how to do it, and thequality of the performance that is acceptable.

Practice: the teacher is the principal decision maker, determiningwhat information is needed by the learner to perform the task andsetting up the practice session to provide optimum practice.

Reciprocal: students assume more responsibility for observing theperformance of their peers and provide positive, immediatefeedback on each attempt.

Task: the teacher determines the content, but the adolescents areallowed some decision-making about how to achieve the task, aswell as the opportunity to work at their own pace.

InstructionalApproaches



Guided Discovery: the teacher provides a series of sequentialquestions or clues and students work through inquiry anddiscovery to reach a pre-determined target.

Problem Solving: problem solving is similar to guided discovery inapproach, but, whereas one similar solution to the movementproblem is the goal in guided discovery, many different solutionsare the outcomes of problem solving.

Exploration: this style is similar to problem solving, but thestudents explore movement in a more general way with minimumteacher direction and is geared for everyone’s immediate success.It is designed to enable adolescents to move as freely as theydesire, within the limits of safety.

Care must be taken not to become entrenched in a particularmode of teaching physical education. The many activities withinphysical education provide opportunities for various teachingstyles to be included in the program. Students respond to variousstimuli in their classes. In order to address the auditory,kinesthetic-tactile and visual preferences of students, explanationand demonstration and practice are valuable teaching methods tobe used throughout the program.

Assessment is a comprehensive process that implies an assessmentof the participants and the curriculum with which they interact.A handbook and policy guide for evaluation can be found on theDepartment of Education's website, http://www.gov.nl.ca/edu/dept/pdf/final.pdf. Assessment in physical education serves manypurposes and contributes to decision-making about: classification,diagnoses and guidance, motivation, program improvement andreporting progress.

Assessing student performance is a process of collecting andinterpreting information about the acquired knowledge,experiences, skills, attitudes and behaviours of learners as theyinteract in and with the curriculum. Operating within a Personal-Global orientation assessment, progress is viewed as a cooperativeand collaborative venture, done for and with learners as they makemeaning of the curriculum. As students mature within a class andthroughout the program, they take on more responsibility fortheir own assessment as part of the teacher’s on-going assessmentof student performance. It is recommended that evaluation inphysical education be a continuous on-going process based on thefollowing:

1. evaluation assesses the process as well as the product;

Assessment andEvaluation

161



2. evaluation involves feedback for active participation as well asperformance;

3. evaluation involves self-management, self-assessment, and peer-assessment of attitude and behaviour toward physical activityand lifelong learning; and

4. self-reflection and collective reflection about learning and thelearning environment are integral components of the evaluationprocess.

The Personal-Global curriculum orientation recognizes the meritof both qualitative and quantitative methods in the assessment ofstudent progress. Assessment of personal meaning and socialsignificance rely on qualitative methods. Assessment of studentperformance should rely on qualitative methods with quantitativemethods supplementing or being used on occasion. Teachers mayuse qualitative and quantitative methods to assess the technicalefficiency of the learner while performing the skill.

Teachers and students should explore assessment alternatives tosupplement or replace traditional performance assessment.Assessment based on participation and involvement will createopportunities for self-management and self-assessment.Participation and involvement may be assessed throughout anactivity, unit, school year and/or grade level. Opportunities forself-management and assessment can increase at each level ofschool from primary through Level III. Since the Personal-Globalcurriculum orientation to physical education seeks to develop self-managing students who have the knowledge and critical thinkingskills to maintain the kind of lifestyle which promotes personalwell-being, a strong element of self-reflection as individuals and ingroups is an integral component of the evaluation process. Suchreflection serves the purpose of having students analyze theirparticipation, attitudes and behaviours, and deciding forthemselves whether their participation and reactions are effectiveor appropriate.

A comprehensive assessment and evaluation system is strengthenedby use of a wide variety of assessment techniques. A sample ofinstruments which teachers and students may select from include:

• interest inventories that survey the interest and/or awarenesswithin specific activities or topics. (Inventories are used to planlevel of detail and/or skill);

• observation gathered and recorded through checklists,anecdotal records and rating scales;

• individualized task cards;



• individualized and group progress charts and files;

• self-assessment based on informal and formalized journals,activity and exercise diaries/log books and activity records;

• peer assessment in which students are guided to collectivelyreflect on their experiences, achievements and weakness/deficiencies (small and large groups may be adopted for thisform of assessment);

• teacher-student conferences based on structured andunstructured interviews;

• contracts based on the self-referenced criteria and negotiatedbetween the student and teacher;

• discussions with reflection and time for follow upquestionnaires;

• formalized fitness and skill-testing if deemed appropriate orrequested by an individual student, group or class;

• portfolios;

• teacher-made tests based on appropriate criteria.

Please refer to Appendix B for a sample assessment outline andAppendix C for sample assessment tools and rubrics. Furtherinformation on assessment is also provided in A CurriculumFramework for Physical Education: Adjusting the Focus and on theDepartment of Education's website at http://www.gov.nl.ca/edu/dept/pdf/final.pdf

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SECTION 4: RESOURCES


Section 4: Resources

Glover, D.R., & Midura, D.W. (1992). Team Building ThroughPhysical Challenges. Champaign, IL, USA: Human KineticsPublishers. ISBN: 0873223594

Hellison, D. (2003). Teaching Responsibility Through PhysicalEducation. Champaign, Ill.: Human Kinetics. ISBN #0736046011

Landy, J.M, & Landy, M.J. (1993). Ready to Use P.E. Activities forGrades 7 - 9. N.Y.: Parker Publishing Company. ISBN:0136730620

Lane, C., (1998). Multicultural Folk Dance Treasure Chest, Volumes1 & 2 - Video with Cassette. Champaign, Ill.: HumanKinetics. ISBN # 0880119608

PSAP Sport Specific Booklets. Teaching the Basics Resource Manuals(14 booklet set) JW Sporta, British Columbia: Ministry ofCommunity, Aboriginal and Women’s Services, Province ofBritish Columbia. http://psap.jwsporta.ca/orderForm.pdf

Barbarash, L. (1997). Multicultural Games. Champaign, IL, USA:Human Kinetics Books. ISBN: 0880115653

Glover, D.R., & Midura, D.W. (1992). More Team BuildingChallenges. Champaign, IL, USA: Human Kinetics Publishers.ISBN: 0873227859

Gustafson, M A.,Wolfe, S.K., & King, C.L. (1991). Great Gamesfor Young People. Champaign, IL, USA: Human Kinetics Books.ISBN: 0873222997

Hanrahan, S.J. & Carlson, T.B. (2000). GameSkills: A FunApproach to Learning Sport Skills. Champaign, IL, USA: HumanKinetics Books. ISBN: 0736002030

Lee, A.M., Thomas, K.T., & Thomas, J.R. (2000). PhysicalEducation for Children: Daily Lesson Plans for Middle School (2nd

ed.). Champaign, IL, USA: Human Kinetics Books.

LeFevre, D. (2002). Best New Games. Champaign, IL, USA:Human Kinetics Books. ISBN: 0736036857

Kasser, S. (1995). Inclusive Games. Champaign, IL, USA: HumanKinetics Publishers. ISBN: 0873226399

AuthorizedResources

RecommendedResources



Lichtman, B. (1993). Innovative Games. Champaign, IL, USA:Human Kinetics Books. ISBN: 0873224884

Lumsden, K. (2001). P.E. Games and Activities Kit. New Jersey,USA: Parker Publishing

Nichols, B. (1994). Moving and Learning: The Elementary SchoolPhysical Education Experience. St. Louis, MS: Times Mirror/Mosby College Publishing.

http://www.activehealthykids.ca - trends in physical activity, currentCanadian initiatives

http://www.activeliving.ca/English/index.cfm - active living homepage

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/leaders_approach_e.html#1 - Health Canada's VITALITY website

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/review_food_guide_e.html - Canada’s Food Guide

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/food_guide_rainbow_e.html - Canada's Food Guide

http://www.hc-sc.gc.ca/hppb/paguide/child_youth/index.html -Physical Activity Guide

http://www.nms.on.ca - Ontario site for healthy eating

http://canada.x-c.com - national cross country skiing website

http://www.ahs.uwaterloo.ca/~museum/vexhibit/inuit/english/inuit.html#Table1 - Arctic games

http://www.athropolis.com/news-upload/11-data - Inuit games

http://www.awg.ca - Arctic winter games

http://www.cornet.nf.ca/web/bmd/jack_rabbits.htm - local crosscountry skiing website

http://www.ccg-gcc.gc.ca/obs-bsn/main_e.htm - Office of BoatingSafety

http://www.geocities.com/sissio/physical_education.html - footballwebsite

Internet Resources

Active Living

Activity Websites

165



http://www.hersheystrackandfield.com - Hershey Track and FieldProgram

http://www.ih.k12.oh.us/ps/Inuit/inuitgames.htm - Inuit games

http://www.isport.com.au/isport/

http://www.jwsporta.ca - sport specific activity booklets (BritishColumbia)

http://www.nlaa.ca/hershey - Newfoundland and Labrador HersheyTrack and Field Program

http://www.palossports.com/store/prodpage3.cfm?Category ID=28&SubCatID=0&CFID=183932&CFTOKEN=26240266 -bowling resource

http://www.pecentral.org/lessonideas

http://www.pedigest.com/sample/

http://www.pedigest.com/sample/wrestling2.html - wrestling website

http://www.takrawcanada.com - Canadian national sepak takrawwebsite

http://www.bced.gov.bc.ca/irp/pe810/apdgt.htm

http://www.bced.gov.bc.ca/irp/pek7/apdgt.htm

http://www.gov.nl.ca/edu/dept/pdf/final.pdf

http://www.pecentral.org/assessment/assessment.html

http://www.erin.utoronto.ca/~w3physed/aboutus/fairplay/ - coaches,players and parents

http://www.learning.gov.ab.ca/PhysicalEducationOnline/TeacherResources/Cooperate/

http://www.activeliving.ca/English/index.cfm

http://www.cahperd.ca/e/index.htm

http://www.humankinetics.com/

http://www.learning.gov.ab.ca/PhysicalEducationOnline/

http://www.pecentral.org/

http://www.pedigest.com/

Assessment

Fair Play

General Websites



Research

Lesson Plans

http://www.redcross.ca - water safety

http://www.virtualteachercentre.ca/sic/pesic/index.html -Newfoundland and Labrador Physical Education Special InterestCouncil website

http://lessonplancentral.com/lessons/Physical_Education/

http://www.pecentral.org/lessonideas/pelessonplans.html

http://www.virtualteachercentre.ca

http://www.virtualteachercentre.ca/sic/pesic/index.html

http://www.cahperd.org/STAR_Test_Results.htm - California StarTesting Program Research

http://www.cflri.ca/cflri/cflri.html - Canadian Fitness and LifestyleResearch Institute

http://www.cdc.gov/nchs/products/pubs/pubd/hp2k/hp2k.htm -Healthy People 2000, CDC and the Surgeon General

http://www.statcan.ca/english/freepub/82-221-XIE/01002/tables/html/2166.htm - Statistics Canada

http://www.statcan.ca/english/freepub/82-570-XIE/82-570-XIE.pdf -Statistics Canada

167

SECTION 5: BIBLIOGRAPHY


Section 5: Bibliography

Arnow, M., (1981). "Teaching dance through sport" Journal ofPhysical Education, Recreation and Dance 52 (5).

Atlantic Canada Education Foundation. (1995). Framework forEssential Graduation Learnings and Outcomes.

Brockerville, G. (2000). A Series of Handouts for IntermediatePhysical Education Teachers.

Department of Education (2001). The Evaluation of Students inthe Classroom: A Handbook and Policy Guide. St. John’s,Newfoundland: Division of Program Development.

Department of Education (2001). Teaching and Learning withAdolescents: Celebrating Diversity (Draft). St. John’s,Newfoundland: Division of Program Development

Department of Education (1996). The Intermediate LevelHandbook (Draft). St. John’s, Newfoundland: Division ofProgram Development.

Department of Education (1991). Promoting Quality PhysicalEducation: An Intermediate Physical Education Guide (Draft). St.John’s, Newfoundland: Division of Program Development.

Department of Education. A Curriculum Framework For PhysicalEducation: Adjusting The Focus. St. John’s, Newfoundland:Division of Program Development.

Disley, J. Map and Compass - Orienteering. Burlington, Canada:Orienteering Services Canada.

Glover, D.R., & Midura, D.W. (1992). Team Building ThroughPhysical Challenges. Champaign, IL, USA: Human KineticsPublishers.

Gustafson, M A.,Wolfe, S.K., & King, C.L. (1991). Great Gamesfor Young People. Champaign, IL, USA: Human Kinetics Books.

Hanrahan, S.J. & Carlson, T.B. (2000). GameSkills: A FunApproach to Learning Sport Skills. Champaign, IL, USA: HumanKinetics Books.

Hellison, D. (2003). Teaching Responsibility Through PhysicalEducation. Champaign, Ill.: Human Kinetics.

Print Resources



Hellison, D. (1995). Teaching Responsibility Through PhysicalEducation. Champaign, Ill.: Human Kinetics.

Hellison, D. (1985). Goals and Strategies for Teaching PhysicalEducation. Champaign, Ill.: Human Kinetics.

Hellison, D. (1973). Humanistic Physical Education. Washington,D.C.: AAHPERD

Kirniecik, Horn and Shurin. (1996). Relationships amongchildren’s beliefs, perceptions of their parents’ beliefs, and theirmoderate-to-vigorous physical activity. Research Quarterly forExercise and Sport, vol 67, pp 324-336.

Lane, C., (1998). Multicultural Folk Dance Treasure Chest, Volumes1 & 2 - Video with Cassette. Champaign, Ill.: HumanKinetics. ISBN # 0880119608

Lee, A.M., Thomas, K.T., & Thomas, J.R. (2000). PhysicalEducation for Children: Daily Lesson Plans for Middle School (2nd

ed.). Champaign, IL, USA: Human Kinetics Books.

Lumsden, K. (2001). P.E. Games and Activities Kit. New Jersey,USA: Parker Publishing Company.

Moss, D. (ed.) (2000). Frisbee throwing taught by snapping atowel. P.E. Digest 16 (3),14.

Moss, D. (ed.) (1997). Interval aerobics. P.E. Digest 13 (3), 20-21.

Moss, D. (ed.) (1996). Fitness: easy one mile jog fitness test. P.E.Digest, 13 (2), 30.

Moss, D. (ed.) (1996). Teaching: an exit poll tests your students’feelings about your class. P.E. Digest, 12 (3), 28-29.

Moss, D. (ed.) (1995). Motivation: fitness bank account book.P.E. Digest, 12 (1), 28-29.

Moss, D. (ed.) (1995). Dance: telephone choreography. P.E.Digest, 11 (4), 07.

Moss, D. (ed.) (1995). Dance: sport sequence dance routines.P.E. Digest, 11 (3), 08.

Moss, D. (ed.) (1995). Fitness: order of stretching is important.P.E. Digest, 11 (3), 16.

Moss, D. (ed.) (1994). Toilet paper aerobics. P.E. Digest 11 (2),28.

Moss, D. (ed.) (1995). Gymnastics: monkey basketball forstrength and spatial awareness. P.E. Digest, 10 (3).

169



Nichols, B. (1994). Moving and Learning: The Elementary SchoolPhysical Education Experience. St. Louis, MS: Times Mirror/Mosby College Publishing.

Nova Scotia Department of Education (1999). Physical EducationCurriculum: Grade 7-9. Province of Nova Scotia: Department ofEducation.

Tremblay, M.,S., Pella, T. And Taylor, K. 1996. The quality ofschool-based physical education: A growing concern.CAHPERD Journal, 62(4): 4-7.

http://www.activehealthykids.ca - trends in physical activity, currentCanadian initiatives

http://www.activeliving.ca/English/index.cfm - active living homepage

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/leaders_approach_e.html#1 - Health Canada's VITALITY website

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/review_food_guide_e.html - Canada’s Food Guide

http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/food_guide_rainbow_e.html - Canada's Food guide

http://www.hc-sc.gc.ca/hppb/paguide/child_youth/index.html -Physical Activity Guide

http://www.nms.on.ca/ - Ontario site for healthy eating

http://canada.x-c.com - national cross country skiing website

http://www.ahs.uwaterloo.ca/~museum/vexhibit/inuit/english/inuit.html#Table1 - Arctic games

http://www.athropolis.com/news-upload/11-data - Inuit games

http://www.awg.ca - Artic winter games

http://www.ccg-gcc.gc.ca/obs-bsn/main_e.htm - Office of BoatingSafety


Internet Resources

Active Living

Activity Websites



Assessment

Fair Play

General Websites


http://www.hersheystrackandfield.com - Hershey Track and FieldProgram

http://www.ih.k12.oh.us/ps/Inuit/inuitgames.htm - Inuit games

http://www.isport.com.au/isport/

http://www.jwsporta.ca - sport specific activity booklets (BritishColumbia)

http://www.palossports.com/store/prodpage3.cfm?Category ID=28&SubCatID=0&CFID=183932&CFTOKEN=26240266 -bowling resource

http://www.pecentral.org/lessonideas

http://www.pedigest.com/sample/

http://www.pedigest.com/sample/wrestling2.html

http://www.takrawcanada.com - Canadian national sepak takrawwebsite

http://www.bced.gov.bc.ca/irp/pe810/apdgt.htm


http://www.gov.nl.ca/edu/dept/pdf/final.pdf

http://www.lvcablemodem.com/esullivan/studentrubric.html

http://www.pecentral.org/assessment/assessment.html


http://www.erin.utoronto.ca/~w3physed/aboutus/fairplay/ - coaches,players and parents

http://www.learning.gov.ab.ca/PhysicalEducationOnline/TeacherResources/Cooperate/

http://www.activeliving.ca/English/index.cfm

http://www.cahperd.ca/e/index.htm

171



http://www.humankinetics.com/

http://www.learning.gov.ab.ca/PhysicalEducationOnline/

http://www.pecentral.org/

http://www.pedigest.com/

http://www.redcross.ca

http://www.virtualteachercentre.ca - Newfoundland and LabradorTeachers' Association teacher website

http://www.virtualteachercentre.ca/sic/pesic/index.html -Newfoundland and Labrador Special Interest Council website

http://lessonplancentral.com/lessons/Physical_Education/

http://www.pecentral.org/lessonideas/pelessonplans.html

http://www.virtualteachercentre.ca


http://www.cahperd.org/STAR_Test_Results.htm - California StarTesting Program Research

http://www.cflri.ca/cflri/cflri.html - Canadian Fitness and LifestyleResearch Institute

http://www.cdc.gov/nchs/products/pubs/pubd/hp2k/hp2k.htm -Healthy People 2000, CDC and the Surgeon General

http://www.statcan.ca/english/freepub/82-221-XIE/01002/tables/html/2166.htm - Statistics Canada

http://www.statcan.ca/english/freepub/82-570-XIE/82-570-XIE.pdf -Statistics Canada

Research

Lesson Plans

173

APPENDICES


Appendix ASample Lesson Plan Template


APPENDICES

175

APPENDICES


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APPENDICES

177

APPENDICES


Appendix BSample Evaluation Outline


APPENDICES

179

APPENDICES


Evaluation Outline for Intermediate PhysicalEducationNote: This is a sample evaluation scheme only. School districts may incorporate other alternativemeasures for evaluation in physical education.

Course/Level: Grade7-9 Physical Education(suggested)

Each year of the intermediate program brings exposure to humanmovement and its three dimensions - in movement, aboutmovement, through movement. This need and desire formovement comes from the awareness of, and the participation in,physical activity. It is through these experiences that thedevelopment of “healthy, lifelong attitudes and behaviors throughphysical activity as part of the total educational experience”(Adjusting the Focus) can occur.

• Participation - 65%• Fitness - 20%• Written Assessments - 15%

Participation (65%)

1. Readiness, Proper Attire, Punctuality - 10%2. Warm-up/Outcome attainment - 10%3. Activity/Outcome attainment/Movement and Skill learning

(broken down into sub-categories) - 45%• Group interaction (including respect for others and self)*• Responsible Leadership *• Effort/level of engagement in activities/games/events *• Time on Task *• Skill Learning/Development• Positive/Appropriate Behaviors *• Considerations for Safety *• Equipment Set-up/Respect for Equipment and Facility

* These criteria form the basis for the Activity aspect of theParticipation Component

Course Structure

Weighting of EvaluationComponents

Description of EvaluationComponents


APPENDICES

Fitness Component (20%)A student’s demonstration of personal fitness and his/herunderstanding of the components that make up personal fitnesswould be what is assessed here. The intermediate P.E. curriculumhas fitness featured prominently throughout the curriculum.Indeed, the intermediate P.E. curriculum focuses on Active Living,the lifelong pursuit of activity for enjoyment and happiness, andhealth and physical, affective and cognitive development. At theteacher's discretion, two or three fitness appraisals can becompleted during the year. Any fitness appraisals should beoffered at various times during the year, i.e., fall/winter/spring.

• The five components of health-related fitness are:- flexibility- muscular strength- muscular endurance

• The six components of skill-related fitness are: - speed - power - balance

Written Components (15%)The written component of evaluation encompasses many differentforms of written assessment. Most should be student generatedand can take the form of journals, poster displays or classpresentations of new activities. The intent is to offer to studentsan alternate format through which they can demonstrate learningand demonstrate the attainment of learning outcomes.

Actual written assignments, while useful, would be kept to aminimum. Teacher discretion should be used when determininghow often and what type of assessment or evaluation are used here.Tests and quizzes are not to dominate this section of the evaluationoutline. Journals can be kept throughout the year, as can writtenassessments in the form of peer observations or self evaluations,however, assignments or quizzes and tests should be limited innumber. Three or four each year would be a suggested maximumguideline.

Examples could include:

• journals• poster display• bulletin board display

- agility- coordination- reaction time

- cardio-respiratory endurance- body composition

• quizzes (quiz on fair play)• tests (concept of play)• class presentations of a new activity• others: __________________

181

APPENDICES


It is suggested that a portion of the grade nine assessment couldbe directed towards a major goal or initiative. The grade nine yearsees students assuming a greater responsibility for their ownhealth, wellness and learning. To that end, while the format forassessment for grade nine intermediate physical education canremain the same as it was outlined for grade seven and eight, amajor goal component would be added.

This major goal would be a physical activity or program in whichthe student would commit to further their health and wellnessand demonstrate that they are taking a greater responsibility fortheir health and physical activity requirements. The major goalwould require a basic written proposal to the teacher, thecompletion of the activity (major goal) and then a report outliningthe activity, challenges faced, successes achieved etc.

At the intermediate level, the Physical Education Programpromotes the understanding of the benefits of the effect thatPhysical Education has on the individual and the individual’scontribution to the global community. More specifically, itpromotes the benefits of an active lifestyle and its contribution towell-being; develops skills and interests for future leisure activities;promotes positive attitude toward achievement, competition,success, and failure; helps students relate to desirable role models;shows that cooperation and sportsmanship are necessary toworking together.

Each year of the intermediate program brings exposure to humanmovement and its three dimensions - in movement, aboutmovement, and through movement. This need and desire formovement comes from the awareness of and the participation inphysical activity. It is through these experiences that thedevelopment of “healthy, lifelong attitudes and behaviors throughphysical activity as part of the total educational experience” (fromAdjusting the Focus) can occur.

• Participation - 55%• Fitness - 20%• Major Goals - 15%• Written Component - 10%

Course/Level:Alternative Grade 9Assessment(suggested)

Course Structure

Weighting of EvaluationComponents


APPENDICES

Participation (55%)1. Readiness, Proper Attire, Punctuality - 10%2. Warm-up/Outcome attainment - 10%3. Activity/Outcome attainment/Movement and Skill-learning

(broken down into sub-categories) - 30%• Group interaction (including respect for others and self)*• Responsible Leadership *• Effort/level of engagement in activities/games/events *• Time on Task *• Skill Learning/Development• Positive /Appropriate Behaviors *• Considerations for Safety *• Equipment Set-up/Respect for Equipment and Facility

* These criteria form the basis for the Activity aspect of the Participation Component

Fitness Component (20%)A student’s demonstration to personal fitness and his/herunderstanding of the components that make up personal fitnesswould be what is assessed here. The intermediate P.E. curriculumhas fitness featured prominently throughout the curriculum.Indeed, the intermediate P.E. curriculum focuses on Active Living,the lifelong pursuit of activity for enjoyment and happiness, andhealth and physical, affective and cognitive development. At theteacher's discretion, fitness appraisals can be completed during theyear.

• The five components of health-related fitness are: - flexibility - muscular strength - muscular endurance - cardio-respiratory endurance - body composition

• The six components of skill-related fitness are: - speed - power - balance

- agility- coordination- reaction time

Description of EvaluationComponents

183

APPENDICES


Major Goal (15%)This major goal would be a physical activity or program in whichthe student would engage to further their health and wellness anddemonstrate that they are taking a greater responsibility for thehealth and physical activity requirements. The major goal wouldrequire a basic written proposal to the teacher, the completion ofthe activity (major goal) and then a report outlining the activity,challenges faced, successes achieved etc.

Written Components (10%)The written component of evaluation encompasses many differentforms of written assessment. Most should be student generatedand can take the form of journals, poster displays or classpresentations of new activities. The intent is to offer to studentsan alternate format through which they can demonstrate learningand demonstrate the attainment of learning outcomes.

Actual written assignments, while useful, would be kept to aminimum. Teacher discretion should be used when determininghow often and what type of assessment or evaluation are used here.Tests and quizzes are not to dominate this section of the evaluationoutline. Journals can be kept throughout the year, as can writtenassessments in the form of peer observations or self evaluations,however, assignments or quizzes and tests should be limited innumber. Three or four each year would be a suggested maximumguideline.

Examples could include:

• journals• poster display• bulletin board display

• quizzes (quiz on fair play)• tests (concept of play)• class presentations of a new activity• others: __________________


APPENDICES

185

APPENDICES


Appendix CSample Assessment

Rubrics and Rating Scales


APPENDICES

187

APPENDICES


Participation Rubric - Grade 7, 8, and 9

Criteria

Warm-up

ReadinessProper Attire (shirt,gym pants, shorts,court shoes,punctuality)

Time on Task

Group Interaction(including respect forothers and self)

Positive/AppropriateBehaviorsEffort

Equipment set-upRespect forequipment andfacility

UnderstandsConcepts

Skill/MovementDevelopment

completes verylittle (less thanhalf) of warm-upactivities

is rarely on task

rarely cooperates(uncooperative)

• rarelydemonstrateswillingness topeform to thebest of his/herability

• rarely displayspositive attitude

• rarely displaysopen-mindednessto new activities

shows minimalunderstanding,rarely demonstratesunderstanding ofconcepts taught

is not prepared andis late

1

displays very littleunderstanding/demonstration ofmovements or skills

• rarelydemonstratesrespect and carefor others andequipment

completes abouthalf of warm-upactivities

is missing someattire

is occasionally ontask

occasionallycooperates

• occasionallydemonstratesrespect and carefor others andequipment

shows barelyacceptableunderstanding ofconcepts taught

2

displays someunderstanding/demonstration ofmovements or skills

• barelydemonstrates awillingness toperform to thebest of his/herability

• barely displayspositiveattitude

• barely displaysopen-mindedness tonew activities

3

completes most ofthe warm-upactivities

is frequently on task

usually cooperates

• occasionallydemonstrateswillingness toperform to thebest of his/herability

• occasionallydisplays positiveattitude

• occasionallydisplays open-mindedness tonew activities

• usuallydemonstratesrespect and carefor others andequipment

is only missing oneitem of attire

displays adequateunderstanding/demonstration ofmovements or skills

sometimesdemonstratesunderstanding ofconcepts taught

is fully preparedbut not ready forclass in acceptabletime

is usually on task

always cooperates

• usuallydemonstrateswillingness toperform to thebest of his/herability

• usually displayspositive attitude

• usually displaysopen-mindednessto new activities

• alwaysdemonstratesrespect and carefor others andequipment

shows goodunderstandingusuallydemonstratesunderstanding ofconcepts taught

4

fully completeswarm-up, but mustbe prompted

displays goodcommand andunderstanding/demonstration ofmovements or skills

takes initiative tofully completewarm-up withoutprompting

is fully prepared forclass in acceptabletime (5 minutes)

• alwaysdemonstrateswillingness toperform to thebest of his/herability

• always displayspositive attitude

• always displaysopen-mindedness tonew activities

shows excellentunderstanding,almost alwaysdisplaysunderstanding ofconcepts taught

5

displays excellentcommand andunderstanding/demonstration ofmovements orskills

always cooperates,student interactsresponsibly withothers, exhibitsleadership and rolemodelling

is always on task

• shows classleadership,helps organizeothers, etc.


APPENDICES

Participation Rubric - Grade 7, 8, and 9The following codes will be used for the checklist below. UE (unable to evaluate), 1 (few outcomes met),2 (some of the outcomes are met), 3 (half of the outcomes are met), 4 ( most of the outcomes are met),and 5 (all outcomes met)

Name Warm-upTime on

TaskGroup

Interaction

Positive/AppropriateBehaviors

UnderstandsConcepts

Skill/Movement

Dev.

Equip. Set-upRespect forEquip. &

SafetyProperAttire

189

APPENDICES


Assessment Scoring Scale

Course/Subject: ___________________________

Prompt (Instructions to the student): Today you will dribbble a basketball with your right and left handfor a distance of 30 feet.

Novice (1)Partially (2)Sufficient (3)Proficient (4)Expert (5)Components

skill/movementproficient part ofcompleteDoes not

controlthe ball to retainbut must look atDribbles a ball

losing controlseconds withouthand within 1030' with rightDribbles a ball

movementsimilar type ofdribble orcross overand perform alosing controlhand without30' with rightDribbles a ball

dribbleperforming thehead up whiledribble. Keepscross overand perform alosing controlhand without30' with rightDribbles a ball

right handbasketball withA) Dribbling a

skill/ movementproficient part ofcompleteDoes not

controlthe ball to retainbut must look atDribbles a ball

losing controlseconds withouthand within 1030' with leftDribbles a ball

movementsimilar type ofdribble orcross overand perform alosing controlhand without30' with leftDribbles a ball

dribbleperforming thehead up whiledribble. Keepscross overand perform alosing controlhand without30' with leftDribbles a ball

left handbasketball withB) Dribbling a

C)

D)

E)


APPENDICES


Course/Subject: ___________________________

Prompt (Instructions to the student): Today we are going to observe your offensive and defensive tacticsin major team sports (soccer, basketball and volleyball). Offensive tactics include: a) ability to score, b)pass to teammate, c) transition, d) move to open space, e) use of voice, and f) exhibit control. Defensivetactics include: a) guard an opponent, b) blocking, c) transition, d) keeps ball alive, e) takes ball awayfrom opponent, and f) recognizes when to provide support.


tactic/concepttactics - just 1understanding ofExhibits little

tactics/conceptsunderstands 2Exhibits/



tactics/conceptsmore than 4understandsExhibits/

TacticsA) Offensive

tactic/concepttactics - just 1understanding ofExhibits little




tactics/conceptsmore than 4understandsExhibits/

TacticsB) Defensive

C)

D)

E)

191

APPENDICES



Course/Subject: ___________________________

Prompt (Instructions to the student): Today we are going to observe you playing a competitive game offull court basketball. We will watch for skill techniques you use (skill techniques: a) shooting, b)dribbling, and c) passing).


concepttechnique/1 skilltechnique - justunderstanding orExhibits little

conceptsskill techniques/Completes 2



conceptstechniques/than 4 skillCompletes more

gameA) Basketball

B)

C)

D)

E)


APPENDICES


Course/Subject: ___________________________

Prompt (Instructions to the student): Today we are going to observe you through a competitivevolleyball game. Skill techniques include: a) serve, b) set, d) pass, and d) hit.


gamecompetitiveconcept in askill technique/Completes 1

gamecompetitiveconcepts in askill techniques/Completes 2



gamecompetitiveconcepts in atechniques/than 4 skillCompletes more

gameA) Volleyball

B)

C)

D)

E)

193

APPENDICES



Course/Subject: ___________________________

Prompt (Instructions to the student): Today we are going to complete a Physical Fitness test.


standardsof 5 fitnessCompletes 1 out





fitness testA) Physical

B)

C)

D)

E)


APPENDICES


Course/Subject: ___________________________

Prompt (Instructions to the student): Today we are going to observe you in a team activity exhibitingproper teamwork. Teamwork qualilties include: a) recognizing each team member, b) encouragingothers, c) no putdowns, d) demonstrates safety, e) volunteers to replay a contested shot, and f) othersidentified by teacher or students.


qualityjust 1 teamworkunderstanding orExhibits little

qualitiesteamworkExhibits 2



qualitiesteamworkthan 4 Exhibits moreA) Team activity

B)

C)

D)

E)

195

APPENDICES



Course/Subject: ___________________________

Prompt (Instructions to the student): Today you will juggle scarves in a random pattern.


patternjust 1 randomunderstanding orExhibits little

random patternsCompletes 2



patternsthan 4 randomCompletes more

scarvesA) Juggling

B)

C)

D)

E)


APPENDICES

Generic Tools forPhysical EducationAssessment


The generic tools have been divided into the following sections

•Student journals•Portfolios•Interviews•Observation Sheets•Planning and Goal-setting Worksheets•Checklists

Assessment of student performance may also be supportedthrough the use of journals. Student journals are a powerful toolfor encouraging students to reflect on their experiences. Journalsmay be fairly structured, or they may be a general review of theevents of the week in the physical education class. Entries maycomment on a specific activity or topic or provide a broadreflection on progress or an issue.

Journals are an important aspect of communication between thestudent and teacher. Students may ask questions, indicatesuccesses, or identify areas where they need further assistance todevelop skills.

Teachers can respond to student journals in a letter, with a shortcomment in the journal, or verbally to the student.

Student Journals

Prompts for Daily Journal Reflections

Today we talked/learned/participated in...I tried to...I asked...I found out...I wish I had...One question I'm taking away to think more about is...The steps I took to participate effectively were...The problems I encountered were...To solve these problems I...The resources and people I used to help me were...

197

APPENDICES


Portfolios A portfolio is a purposeful collection of a student’s work thatshows his/her effort, progress, and achievement over time. Itemsin a portfolio can be suggested by the teacher or selected by thestudent. Portfolios provide information for a comprehensiveassessment of student development. Criteria for evaluation can beestablished for each reporting period. Entries should be dated sothe teacher can track each student’s development over time.

Active living portfolios could include the student’s planning andgoal-setting worksheets and activities, photographs of a student’sparticipation in healthy physical activities, journal entries,documents sharing out-of-school accomplishments in physicalactivity, or student-generated art pieces reflecting on activelifestyle experiences. Entries should be dated so the teacher cantrack each student’s development over time.

Reflection on Activity/Project

Student Name:

Date:

Activity/Project Title:

Activity/Project Description

The most surprising aspect of this activity/project for me was:

I would like to find out more about:

If I were to do this activity/project again I would:

I could help a student who is doing a similar activity/project by:

The biggest problem I had was:

I solved this problem by:

What I enjoyed most about this activity/project was:


APPENDICES

Interviews Interviews can provide valuable information about theunderstanding, thoughts, and feelings of students about physicaleducation. Interviews may give students an opportunity to reflecton the unit of study and the teacher a chance to gatherinformation about the student’s knowledge and attitudes as well asdiagnose student needs. Interviews may take the form of aplanned sequence of questions which lead to open-endeddiscussions, or they may require independent completion ofspecific questions. Informal interviews between the teacher andstudent should take place on a regular basis throughoutinstruction.

Reflection on Activity/Project

Student Name:

Date:

Activity/Project Title:

Student Comments Teacher Comments

Two reasons I chose this item are:

I want you to notice:

Next time I might:

Other comments:

Signature: Date:

Two positive things I noticed are:

One specific area to work on is:

Others comments:

Signature: Date:

199

APPENDICES


Questions Teacher Notes

•How did you feel about your participation inthis activity?

•What do you think about __________?

•How do your team members feel about you?

•Did you have any new thoughts when___________?

•How did you go about ____________?

•Tell me another way of doing _________?

•What would happen if ______________?

•Why did you ____________?

•What did or did not work?

•Tell me what you learned from _________?

•What else would you like to know?

•Is there anything you would like to change?

•How well do you think you've done?

•Tell me how or where or when you might use_____________?

•What physical education skills were taught orlearned?


APPENDICES

Observation Sheets Observation sheets may be used to assess an individual student ora co-operative activity. It is recommended that teachers focus theirassessment by selecting only a few attributes for each observation.In any one class time, teachers will find time to be a limitingfactor and may only observe a small portion of the students in theclass. This information is useful when reporting on individualstudent progress.

Student: __________________________________

Week: _______________________

Observation Notes:

201

APPENDICES


Planning and Goal-SettingWorksheets

Setting individual goals for progress in physical education is animportant assessment strategy. Planning and goal-settingworksheets, including reflections on physical interests andabilities, and specifying both short- and long-term goals, can formthe basis for students progress in the various units of a physicaleducation program.

Checklists allow the teacher to observe the entire class “at aglance.” They provide a quick reference sheet that can identifyspecific information regarding student attitudes, knowledge, orskills by the observing teacher. Checklists allow the teacher tocreate an individual record-keeping system such as by date, legendof skill proficiency, or by use of a simple profile that indicatesgrowth over time. Checklists may be created to gatherinformation about student co-operation, participation, attitude,leadership, or skill development.

Observation Sheets

Daily Observation Sheet

Name(s):____________________________________________________________________

Date Activity Observed Behaviour Program Suggestions


APPENDICES

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203

APPENDICES


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APPENDICES

Physical EducationSelf-Evaluation - Term II

Basketball Unit

Student: _______________________________________ Course/Grade: _______________

This self-evaluation is to help you to reflect on your Physical Education attendance, participation, andeffort. The focus is on what you can do "in" basketball, what you know "about" basketball, and whatyou value in personal and social development "through" participation in basketball.

Attendance, Participation and Effort - Rank Yourself on Scale of 1-5

Attendance: Always=5, Frequently=4, Sometimes=3, Rarely=2, and Never=1

Participation and Effort: Excellent=5, Good=4, Fair=3, Poor=2, Very Poor=1

Attendance Participation Effort

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Follow the Directions in Each Column

Cite at least three examples ofskills that you learned orperfected in this unit. You maylist more than three skills

Cite at least three examples ofspecific knowledge that youbecame aware of or learned moreabout during the unit (thinkrules, strategy, history).

Use the Levels of Personal andSocial Development to reflect onthe values that are promoted inphysical education . Where areyou at each level?

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

SELF-CONTROL

0 1 2 3 4 5

INVOLVEMENT

0 1 2 3 4 5

205

APPENDICES


Rank yourself on a sale of 1-5 asto how you think you performed"in" basketball

Rank yourself on a sale of 1-5 asto what you know/learned"about" basketball

1.

2.

SELF-RESPONSIBILITY

0 1 2 3 4 5

CARING

0 1 2 3 4 5

5 4 3 2 1 5 4 3 2 1

State one or two "skill" goals(skills) that you might wish toset for future participation in abasketball unit.

State one or two "knowledge"goals that you might wish to setfor future participation in abasketball unit.

1.

2.

What does "critical" mean withrespect to physical education andphysical activity? Give examples.Use the space below to respond.


APPENDICES

Physical EducationSelf-Evaluation -

1. Cite at least two examples of a classmate or a group of clasmates demonstrating self-responsibilityand/or caring behavior towards you or a fellow classmate in Physical Education and/or Health.

Self-Responsiblity

1.

2.

Caring

1.

2.

2. Cite at least two examples that demosntrate your self-responsibility and/caring behavior towards afellow-classmate in Physical Education and/or Health.

Self-Responsiblity

1.

2.

Caring

1.

2.

207

APPENDICES


Topic

Student Rubric for Peer Assessment

Names of Team Members

________________________________________

________________________________________

________________________________________

________________________________________

Presentation

Score54321

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APPENDICES

Physical Education

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209

APPENDICES


Appendix DHellison's Levels of Responsibility


APPENDICES

211

APPENDICES


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APPENDICES

213

APPENDICES


Appendix EMovement Concept Wheel


APPENDICES

215

APPENDICES



APPENDICES

217

APPENDICES


Appendix FFair Play Concepts


APPENDICES

219

APPENDICES


Fair Play Code for Coaches

1. I will be reasonable when scheduling games and practices, remembering that young athletes haveother interests and obligations.

2. I will teach my athletes to play honestly, fairly, and to respect the rules, officials, and opponents.

3. I will avoid overplaying the talented players. The just average players need and deserve equal time.

4. I will not ridicule or yell at my athletes for making mistakes or for performing poorly. I will rememberthat children play to have fun and winning is only part of it. All children must be encouraged to haveconfidence in themselves.

5. I will make sure that all equipment and fields are safe for the athletes.

6. I will remember that children need a coach they can respect. I will be generous with praise and set agood example.

7. I will obtain proper training and continue to upgrade my coaching skills.

Fair Play Code for Players

1. I will participate because I want to, not just to please my parents or my coach.

2. I will play by the rules, and in the spirit of the game.

3. I will control my temper - no mouthing off, throwing bats or other equipment.

4. I will never argue with the umpires’s decisions. I will let my coach ask any necessary questions.

5. I will be a good sport. I will cheer all good plays, both those of my team and my opponents.

6. I will remember that winning isn’t everything - that having fun, improving skills, making friends, anddoing my best are also important.

7. I will co-operate with my coach, teammates, opponents, and the umpires, for without them therewouldn’t be a game. I will treat others the same way I would like to be treated.


APPENDICES

Fair Play Code for Parents

1. I will not force my child to participate in softball.

2. I will remember that my child plays softball for his or her enjoyment, not for mine.

3. I will encourage my child to always play by the rules.

4. I will teach my child that doing one’s best is as important as winning, so that the result of each gameis accepted without undue disappointment.

5. I will make my child feel like a winner every time by offering praise for competing fairly and tryinghard.

6. I will never ridicule my child for making a mistake or losing a competition. I will turn defeat intovictory by helping my child work toward skill improvement and good sportsmanship.

7. I will remember that children learn best by example. I will applaud good plays/performances by bothmy child’s team and their opponents.

8. I will never question the umpire’s judgement or honesty in public.

9. I will respect and show appreciation for the volunteer coaches. They give their time and resources toprovide softball for my child.

http:///www.agt.netlpublic/nezsport/fairplay.htm

221

APPENDICES


Appendix GPraise Phrases


APPENDICES

223

APPENDICES


Praise PhrasesPraise and encouragement are two ways we can all feel good about the team. Here are 72 ways to say“Very good!” Copy and laminate this list. Give each student a copy and read through the list together.

1. Good for you!2. Superb.3. You did that very well.4. You’ve got it made.5. Terrific!6. Couldn’t have done it better myself.7. You’re doing fine.8. You’re really improving.9. Now you’ve figured it out.10. Outstanding!11. Incredible!12. Good work.13. You figured that out fast.14. I think you’ve got it now.15. Tremendous!16. You did well today.17. Perfect!18. Nice going.19. Now you’;ve got the hang of it.20. Wow!21. Wonderful!22. You’re getting better every day.23. You’re learning fast.24. You make it look easy.25. Super!26. You did a lot of work today!27. Keep it up!28. Congratulations.29. Exactly right!30. Nice job.31. Excellent!32. Sensational!33. You’ve just about mastered that34. That’s really nice.35. That’s the best ever.36. That’s great.37. Way to go!38. That’s the way to do it!39. That’s quite an improvement.40. Good thinking.41. You’re really going to town.42. Keep up the good work.

43. That’s better.44. You nailed that one.45. You haven’t missed a thing.46. Fantastic!47. You’re doing a good job.48. That’s the right way to do it.49. Good try.50. Right on!51. That’s the best you’ve ever done.52. That’s RIGHT!53. You must have been practising!54. Great!55. Keep working on it. You’re getting better.56. You remembered!57. That kind of work makes me very happy.58. You’re really working hard today.59. I knew you could do it!60. One more time and you’ll have it.61. Fine!62. That’s good.63. Good job.64. You really make this fun.65. Good thinking.66. Nothing can stop you now.67. You are doing much better today.68. Keep on trying.69. You are really learning a lot.70. You’ve just about got it.71. I’ve never seen anyone do it better.72. You are very good at that.

Can you think of more Praise Phrases? Listthem here.

73.74.75.76.77.78.79.80.


APPENDICES

225

APPENDICES


Appendix HCanada's Physical Activity Guide


APPENDICES

227

APPENDICES


What is Available for your School:

Activity Guides for Children: Each student, age 6 - 9 would receive: The children’s physical activityguide, a copy of the P.A. magazine titled “Gotta Move” and a copy of the parent’s Children Guide to takehome to his/her family.

Activity Guides for Youth: Each student, age 10 - 14 would receive: The youth physical activity guide, acopy of the P.A. magazine titled “Lets Get Active” and a copy of the parent’s Youth Guide to take home tohis/her family.

There are also copies of the Teacher’s Guide available to each teacher.

Here is what some of the materials will look like:

Yes, they are free!

Additional copies can be obtained by contacting Health Canadaat 1-888-334-9769

on-line atwww.healthcanada.ca/paguide. ORwww.hc-sc.gc.ca/hppb/paguide/child_youth/index.html


APPENDICES

229

APPENDICES


Appendix ICanada's Food Guide


APPENDICES

231

APPENDICES



APPENDICES

233

APPENDICES


Appendix JEquipment List


APPENDICES

235

APPENDICES


Equipment for Intermediate Physical Education

Items Badminton netsBadminton racquetsBadminton shuttlesBadminton standardsBalance beamBalloonsBasketballsBatonsBean bagsBlanketsBlindfoldsBoards: 8' long

Cage ball: oversizedColored rings/colored tapeCompassCosom balls

DiceDiscus: Indoor

Field hockey ballsField hockey sticksFirst Aid Kit and bookFloor hockey ballsFloor hockey goals: indoorFloor hockey sticksFootballsFrisbees

Gymnastics Ribbons

Hacky sackHigh barHigh jump cross barHigh jump standardsHula hoopsHurdles

Kites

Lacrosse ballsLacrosse sticks


APPENDICES

Magazines: sport-relatedMapMarkersMats: floor/crashMeasuring tapeMusic

Paddle ball ballsPaddle ball racquetsPaper and pencilsParachuteParallel barsPinniesPins (bowling type)Plastic bottles with a neck

RibbonsRingette ringsRingette sticks

Scarves/Strips of clothScootersShot Put: IndoorSkisSkipping ropes: short and longSnowshoesSoccer ballsSoccer goals: indoorSoftballs/baseballsSoftball batsSoftball/baseball basesStop watchesString

Table tennis ballsTable tennis paddlesTable tennis tablesTape recorderTennis ballsTraffic conesTug of war rope

Vault boardVault horse/pommel horseVideotapesVolleyballsVolleyball netsVolleyball standards

237

APPENDICES


WeightsWhistlesWooden paddles


APPENDICES

239

APPENDICES


Appendix KCircuit Training Posters


APPENDICES

241

APPENDICES



APPENDICES

243

APPENDICES



APPENDICES

245

APPENDICES


Appendix LTeacher Tracking Charts


APPENDICES

247

APPENDICES


Grade 9Grade 8Grade 7THEMEGCO 1 (IN)

ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6ksco 7ksco 8ksco 9

GC0 2 (ABOUT)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6

GCO 3 (ABOUT)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6

GCO 4 (THROUGH)ksco 1ksco 2ksco 3


GCO 6 (THROUGH)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6

Teacher Tracking Chart for Outcomes Covered(by Grade Level)


APPENDICES

Teacher Tracking Chart for Outcomes Covered(by Theme)

RhythmicOutdoorCo-opLeader/

FitnessFieldCourt and

AlternateGCL/KSCOGCO 1 (IN)

ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6ksco 7ksco 8ksco 9

GC0 2 (ABOUT)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6

GCO 3 (ABOUT)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6



GCO 6 (THROUGH)ksco 1ksco 2ksco 3ksco 4ksco 5ksco 6

249

APPENDICES


Teacher Tracking Chart for Movement Concepts(by Grade Level)

Grade 9Grade 8Grade 7

Space

level

range

pathway

direction

general

self

Quality

flow

time

force

balance

Body Awareness

muscle tension and relaxation

body language

movingrelationship of body parts while

partspossible movements of body

possible body shapes

name and locate body parts


APPENDICES

Each theme must be covered at each grade level. Four Lessons in each theme are the minimumrequirement, while 16 is the maximum allowable in all themes except in the Court and Field Theme,where 20 is the maximum. The total number of Physical Education classes available for instructionalpurposes will vary from school to school as variations in time tables and scheduling exist.

Block Plan Template and Planning Sheet

Grade 9Grade 8Grade 7Themes

4 (minimum) +4 (minimum) +4 (minimum) +Alternative

4 (minimum) +4 (minimum) +4 (minimum) +Court and Field

4 (minimum) +4 (minimum) +4 (minimum) +Fitness

4 (minimum) +4 (minimum) +4 (minimum) +Leadership

4 (minimum) +4 (minimum) +4 (minimum) +Outdoor

4 (minimum) +4 (minimum) +4 (minimum) +Rhythmic

available)55 (may be more



Total

251

APPENDICES


Block/Yearly Plan Example

Themes Grade 7 Grade 8 Grade 9

Alternative

Court and Field

Fitness

Leadership

Outdoor

Rhythmic

Total

• 3 bowling (2 in gymand 1 at a bowlingfacility)

• 4 wrestling

• 3 multi-cultural games• 3 curling• 2 skating

4 + 3 = 7 4 + 4 = 8

• 3-4 track and field• 4-5 golf (1 at a course)

4 + 4 = 8• 5 soccer• 6 volleyball• 5 badminton• 4 touch football

4 + 16 = 20

• 5 lacrosse• 4 softball• 5 rugby• 6 team handball

4 + 16 = 20

• 5 ultimate frisbee• 4 floor hockey• 3 pickle ball• 6 basketball

4 + 14 = 18• 3 aerobics• 2 tae-bo• 2 fitness appraisals

4 + 3 = 7

• 2 circuit training• 2 yoga• 2 fitness appraisals

4 + 2 = 6

• 2 aerobics/tae-bo• 4 weight training• 2 fitness appraisals

4 + 4 = 8• 2 cooperative games• 2 risk/trust• 2 team building

4 + 2 = 6

• 2 cooperative games• 2 team building• 2 team challenges

4 + 2 = 6

• 2 cooperative games• 2 team building• 2 team challenges• 1 interactive challenge

4 + 3 = 7• 4 cross country running• 3 orienteering (map)• 1 hiking

4 + 4 = 8

• 2 snowshoeing• 4 cross country skiing• 3 orienteering

(compass)4 + 5 = 9

• 4-6 canoe/canoe safety• 2 camping (winter)

4 + 4 = 8

• 4 skipping• 3 dance treasure chest

4 + 3 = 7

• 4 dance treasure chest• 2 aerobics

4 + 2 = 6

• 3 dance treasure chest• 2 modern dance• 2 create own dance

4 + 2 = 6

55 (may be moreavailable)



physical education – grades 7, 8, 9 (.pdf) · pdf filephysical education grades 7, 8,and...

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