Physical and health literacy

I really enjoyed the physical and health literacy lesson by Cheryl, Elizabeth, Mary and Rob. I liked how there were so many choices for activities and many of them allowed students to be creative. When I first went into the gym I thought there were four stations but then saw that there were 16. I thought that was great because there was less of a chance for line-ups so students can try many different activities. I saw at the obstacle course a group of students made a hungry hippo game with just two crates, 2 scooters and bean bags. They seemed to really be enjoying themselves. I think that is something that we should all be instilling in our students that simple materials can create fun games. They had many games where a person had to be aware of their body and what it could create. The instant activity had you using your body to create letters and the warm up and cool down had you using your imagination to turn into animals or imagine that you were in certain situations.

The discussion we had was very interesting because it made you reflect on how much exercise a child actually gets in a day and what is considered exercise. When you break down the 60 minutes required it is actually very doable. A teacher can do cross-curricular activities to teach subjects that can involve physical activity. Or a quick activity in the morning or brain break can also be incorporated. Sometimes just that little bit of exercise can make a difference. In my school all students have to go outside to play and are not allowed to stay in the classroom unless it is really cold outside and I think this is very good. A child needs to run around or at least have a change in environment to function.

I think the group had a good balance of activities that incorporated all different interests of students. Some students prefer individual activities and others enjoy working in groups. Good job!

Movement Journal – Physical Literacy Lesson

Last Friday’s group did a great job on physical literacy! Both the warm-up and the cool-down were really memorable! They were able to have consistency with the animal theme; something that I think is a great strategy for a Grade 2/3 class, for any class! It was a great way to get us students to use our creativity and imagination; something we should all be striving to do in our lessons. I think we can get lost in the content of what we have to teach that we have a hard time getting creative. Although, using the new curriculum, we will have more opportunities to be inventive with our lessons.

I thought the main activity was also a great way to teach us physical literacy! Liz, Rob, Cheryl and Mary were effective educators in giving us the Bingo task. They told us we did not have to complete it and that we had the choice to go to any of the stations as we pleased; just as long as we were moving and completed at least 2 of the stations. It was a great way to show us students that it was more important to be moving, exploring and having fun with it. I think that is what physical literacy is all about, being able to apply the different aspects of movement into every day play and being able to balance the different bouts of knowledge, in our daily routines. For example, there was a station to create a healthy routine and a healthy plate; giving us the option to have fun with the food options and while educating us. I personally enjoyed the cheering station! I love the rhythmic gymnastics ribbons, they are so much fun to run around with and it was very fun to cheer for our classmates!

Nov. 29th. Movement Journal #4. A Term In Review

As my final blog post I thought I would try to revisit what I have learned over the past few months, what I have enjoyed and what I am looking forward to.

Let me start with the basics. I have learned that P.E. can be fun. That may sound obvious but for me it was a huge learning that has evolved since September. As a child I wasn’t a huge fan of P.E. I was athletic and enjoyed a variety of sports but they were always solitary activities. I enjoyed swimming, dance, and gymnastics but I tended to shy away from group or team activities. I strongly disliked the competitiveness of team sports and dreaded participating in sports that I felt I wasn’t very good at. So, this course was a wonderful opportunity for me to revisit P.E. and gain a new, fresh perspective. I greatly enjoyed all the activities we participated in and was particularly surprised to find that I thoroughly enjoyed activities I hadn’t in the past. I think it made all the difference that as a cohort we made the effort to make the activities enjoyable, cooperative, inclusive and attainable. It seemed that we could all participate in the activities and didn’t feel we were being judged as the activities were manageable for everyone. I also liked how we designed activities so that no one was ever in the performance spotlight, it was team effort, that was supportive at all times.

I also greatly enjoyed learning about physical literacy as a concept. As an adult I do not participate in any of the activities that I did as a P.E. student. It is unfortunate as I am sure I would still enjoy dance and gymnastics in-particular, but my lifestyle doesn’t seem to afford these activities at the moment. Rather, I now participate in hiking, pilates and spinning classes. Also, I am also much more concerned as a adult about my complete wellness. For example, I am careful in selecting what I eat, I try to get as much exercise as possible, although it is increasing difficult in such a busy program, and I take time for myself to get outside and get some fresh air. When I was a student in P.E. we never talked about wellness as a concept and what it meant to live a healthy lifestyle. It was more about how many laps you could run in ten minutes. I am happy to see that there has been a shift towards physical literacy, in that there is a focus on teaching children how to live a balanced lifestyle and why that is important. I am also excited to see that there is room now in P.E. to teach activities which will realistically be a part of a student’s life. Not many of us will become professional soccer or basketball players but we might go hiking, biking, or to a yoga class and it is nice to see how we can incorporate those activities into our P.E. lessons.

I am grateful that I have learned a variety of activities that can be applied to my practicum class and future classes. I feel I am leaving this course with practical hands-on skills and improved confidence that I might be able to teach this subject. I look forward to my years ahead in the gymnasium and outside in teaching students about what it means to live a well-rounded lifestyle. I hope to design lessons that are fun and inclusive for all. I will rest assured that there are plenty of resources available for my information and colleagues who I can share ideas with. I look forward to continuing my P.E. education and vow to never make another child run the ten minute mile again!

Thanks for a great class!

Sheena’s Movement Journal – Group Teach Reflection

Lesson: Individual and Dual Activities

What worked well in your lesson? What specifically did you contribute?

Our team was quite flexible with the activities that we chose: we were all willing to compromise a little bit. This made planning the lesson very easy. We worked together on all parts of the lesson plan and worked independently to plan our own sections. During the lesson, we supported each other by adjusting the music and giving cues for time. Overall, I think we worked well as a team. Regarding the actual lesson, everything basically went exactly as planned. Our class was really enthusiastic and I saw many people get really into the lesson.

What did you notice about your planning and teaching? How are they connected?

Considering adaptations of the lesson was quite valuable because we actually talked about them, and this helped others feel more comfortable with the activities.

What changes needed to be made and why?

We needed to create a worksheet last minute so that the students could record their heart rates. This was a really good revision because it kept students organized.

What did you notice about the learners’ response to your lesson in the classroom? How did they respond (affective, cognitive, physical)? How did that impact your teaching and flow of your lesson?

The class was quite keen and looked really happy to be dancing. They were also able to execute the movements in a coordinated way. These responses made me excited to teach. I also noticed that the movement was neither too complex nor too simple to follow. If I were to teach a similar lesson again with the same class, I would plan with that in mind. The part of the lesson that was most cognitively taxing was the calculation of their heart rates. Since they were all able to multiply, we did not have to spend much time on this. If I had done this with my practicum grade five class, they would not have been able to do this. In that case, we would take our pulse in class for fifteen seconds and then calculate our heart rate in math class.

What, if any, would you have done differently?

I would have incorporated more assessment into the lesson. For instance, between the songs, I could have asked the class how they were feeling. Additionally, it would be a good idea to record the lesson so that we could assess the students according to the rubric we created. I was so focused on remembering my choreography that I was not able to assess every student.

Julie Russell’s movement journal #4 Nov 18

I’ve been thinking about how I can bring physical literacy to the classroom. Even in my practicum classes, P.E. still seemed to be an isolated subject–looked forward to or dreaded by students when the period came. Just like all things done in school, I think it’s important for students to see how what they are learning is applicable to their lives. Instead of learning games and doing activities 3X a week, I wondered how I could bring physical literacy into their daily lives. With many students being inactive at home and eating fast food regularly, I wonder how physical activity and healthy choices might be made a daily part of the school day. I’ve heard of a program that brings a new fruit or vegetable into classrooms each week. Students all have the opportunity to try it. I think this program, maybe along with talking with students about all the good things these vegetables and fruits do for our body,  can maybe begin to make students more aware of what they are eating. I also think teaching students how to make healthier choices when it comes to eating would be a valuable lesson. Perhaps helping students find something active they like to do and allowing students to share about their physical activity outside the class would start to build a desire to have a more physically active lifestyle.

Week 10 movement post

Way to go Liz, Cheryl, Mary, and Rob! I really enjoyed the group teach today and was extremely impressed with the preparation and planning that went into the lesson. I liked that the instant activity, warm up, and cool down were inclusive of all physical abilities. By using animals and natural settings like the jungle or forest, I think these activities would be great as an introduction or follow-up to other subjects that focus on animals and land, like science. The main activity of stations that provided choice was by far my favourite aspect of the group teach as I liked being able to play and try out new equipment with different people. I also liked that it was OK to gravitate towards stations that I preferred (like soccer and dance). The stations did a great job of hitting on the learning outcome of, “how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games.”

Through the discussion that focused largely on healthy living and well-being, we talked about how we could incorporate healthy living into our classrooms when we are not doing PE. In my practicum class we use movement stations that have card instructions such as, “run on the spot,” “wall push-ups,” and “jumping-jacks,” as brain breaks. I know DPA is supposed to be 30 minutes of daily physical activity, but not all schools are enforcing this. As future teachers, it is important to remember that daily physical activity and PE are as valid and valuable to learn as math, writing, or reading. Throughout my long practicum I hope to incorporate more active ways of learning, as well as educate my class about health and well-being.

Katy Machut- Session 10: Movement Journal for Promoting Cross curricular

I really enjoyed the variety and choice of activities with this weeks group teach hosted by Liz, Cheryl, Mary and Rob. I think that the directions with each game were very straight forward to follow and allowed us to have so much fun. I think the mediation station particularly reminded me of the importance of mindfulness which can be incorporated across curriculum. I was impressed with the variety of activities offered from art with the positivity stars, bowling, meditation, to dancing. I feel like this type of approach to physical education would allow for excited students and would love physical activity and be more likely to incorporate it in their daily life.

I see that it is of crucial importance that we as educators can provide variety of activities that are engaging, and relatable to children. The benefits of physical activity are so multifaceted which include improving self-confidence, learning new skills and improve concentration in the classroom.

I think that we are making strides in improving the requirements for physical activity within schools especially with the mandated 30 minutes of daily PE above and beyond recess and lunch. I believe I would incorporate lessons taught throughout the year about the importance of eating well and its positive effect on our minds and body. I think it is more valuable to have physical health emphasized throughout the year than having it just be part of one unit.

Session 10 (Physical and Health Literacy) – November 28, 2015 Movement Journal Comment

Well done to the physical and health literacy group this week! It was a lot of fun being offered choice to explore stations of interest and to pursue new stations or activities if we were curious. I think this ability to choose really allows students to engage more with the lesson as they cater to individual interests, skills, and strengths (or weaknesses). This lesson also did a great job in incorporating cross-curricular competencies and activities in order to demonstrate physical and health literacy, which is a great way to involve activity into other core subject matter. For example, the Spell Ball game was a great activity for students to work on their spelling, while incorporating other skills like passing, dribbling, and strategy.

The discussion in the smaller group settings also allowed for a dialogue to distinguish between DPA and PE. Daily Physical Activity is different from PE and should occur on every non-PE day for 30 minutes during the school day, extended to another 30 minutes outside of school. It is important for students and parents to understand the importance of activity and the positive outcomes it may have on your body. By implementing school based physical activity, we are able to prepare and encourage students to live physical and healthy lives, as well as to think alternatively about PE classes for students who may not consider themselves ‘athletes.’

Awesome job to the group for demonstrating how we are able to incorporate health and physical literacy in a cross-curricular manner!

Team Teach Reflection


This week, our group taught a lesson on Physical and Health Literacy. In general, I really love the idea of Physical Literacy. I myself am not a “team” or “organized” sport type, and I am so glad that schools are encouraging students to find a love of physical activity and to make a commitment to healthy living.

I was very proud of our lesson. During planning, we wanted to create a lesson that would encourage students to start pinpointing aspects of physical and health literacy that they enjoy. Because none of our learning objectives were skill based, and because this lesson/unit would be used as a cumulative one, focus was placed on enjoyment rather than skill building. Along with this, the 2 Stars and a Wish self-assessment intends to help students reflect on their experience and draw tangible connections between enjoyment and physical activity. By giving students choice, whether it was through choosing what bingo station they wanted to go to, who they wanted to work with, words they wanted to spell, or group size, students felt autonomous in their decision about their health, and thus could choose to pursue activities they enjoyed. We did want students to try things they wouldn’t normally try, and not to get too stuck in any one activity, thus we gave the instruction that students must fill their whole bingo card by the end of the unit. However, the enjoyment factor was again addressed by telling students they were welcome to revisit and adapt stations as much as they wanted during the unit.

Mary and Cheryl did a wonderful job with the warm up and cool down, and Rob did as well with the Instant Activity! When we were planning, we decided that we wanted to take a cross-curricular approach, and weave in as many connections with other curricular areas that we could. This was reflected in the instant activity (The Moving Alphabet) and its connections to literacy, and the warm up and cool down connections to animals and environments. Activities within healthy bingo showed connections to Math, SEL, Literacy, and competencies such as critical thinking and communications, as well as pulling together different movement skills that students would have learned throughout the term in PHE.

Another of the concepts that we wanted to weave into our activity was cooperation and teamwork. Students had the option to work together in small or large groups, or to work individually on tasks. Again, choice gave students autonomy and ownership over their healthy activities, and they could draw on constructivist learning models to stretch understanding and skill building.

Overall, my main goal was to create a fun and supportive environment for active participation and exploration, and I think that that goal was achieved!

Movement Journal for Week 10 (Nov 27th): Amanda Santos

Congratulations to the group this week. Liz, Cheryl, Mary and Rob, the lesson was so much fun. Upon first glance, physical and health literacy seems like a hard topic to create a PE lesson plan around, however, you all did a great job incorporating both topics into the lesson. The creativity of the warm-up and cool down was awesome and the instant activity was so much fun as well. All in all it was great to have so much choice and flexibility within the lesson.

I never really thought about health and physical literacy before this course. These concepts are an integral part of the foundation of physical education and life as well. It is clear that health literacy has a symbiotic relationship with physical literacy. Being a balanced person and understanding how to be literate and take care of one’s own self is important for children to understand. Physical education is no longer just about sport but about the child or person as a whole. Health literacy encompasses more than I thought and learning about the many aspects of health literacy was enlightening. The lesson made me take into consideration how literate I am in both health and physical literacy and how I can change that.