The series of fun net games we played for session 3 contained a fantastic cross-curricular element. The inclusion of Indigenous history and value teachings into the lacrosse component was an excellent idea since it met multiple educational goals. Simultaneously, Indigenous history was taught in an appropriate manner and attention was called to safety through promotion of respectful intent towards classmates.

This part of the lesson jumped out at me as an embodiment of the depth of physical literacy. As Chapter 13 of our textbook relates, in PHE we must avoid focusing solely on simple motor drills, instead ensuring that we address “‘mindful’ qualities of movement on which the philosophy of physical literacy is based.” (Robinson and Randall 232) Students need to develop understanding of the flow and strategy of physical activities, which must engage the brain and heart as much as flexing the muscles. Respectful play does more than reduce injuries on the field for the day, it sets the tone for personal accountability to others in the long term. The textbook draws attention to the problematic aspect of using the building block metaphor in fundamental movement skills, as this model does not necessarily develop the use of walking, running, throwing, and other movements as they need to be applied in real life situations. On a more personal note, I never looked forward to the drills. If drills don’t improve fundamental movement skills in a fun or meaningful way, their use should be questioned and adapted to more relevant ends.