When I heard that we were going to do track and field outside I was a bit worried because it has been very cold lately. However, once we went outside I had so much fun laughing during the warm-up activity. I also liked the rabbit and rooster game. The game trained us to pay attention because many people kept forgetting whether they were a rabbit or a rooster. They also taught us skills on how to run and the proper posture for running. I think my favorite activity would be the marching/sprinting relay. I noticed that a lot of teams were tired of marching and just resorted to walking afterwards. It would’ve been great if they added more explicit instructions. For example, blowing the whistle as a signal for people to alternate from marching and skipping every 2 minutes. I haven’t run in a while and it was fun to just do a short sprint. I also realized that we have lot of great runners in our class.

On Friday, Zoe, Jenny and I taught Invasion games to our CITE class. Although I was nervous at first, the group teach went smoothly and I think it was because we were prepared. Something important that I learned from this group teach is to always be very prepared for any class so that I can be flexible and change parts of the lesson if there are emergency situations.

I started off with a dance warm-up. I had a lot of fun and it was great seeing the other classmates smiling and having fun as they danced. Zoe did a great job teaching Pass the Ball and I think it was good that we modelled the game so that our classmates understood clearly what they were supposed to do.

Leading the group discussion was a good experience because I had the opportunity to teach about the different PE curriculum models and I was reminded to use professional language. For example, trying to stay away from “you guys”. The group discussion was also fun and informative because I learned about the different models that classmates experienced when they were in elementary school and high school. Also, it really allowed them to think seriously about which model(s) they would like to implement when they teach P.E in their practicums.

Jenny got her group to model the Space Invaders game. I thought it was a good idea to model because sometimes it’s hard for students to listen to a long list of instructions and remember everything.

I think in general things went smoothly. Things we could improve on are learning different ways to control the volume in the gym. In the beginning we would be talking but not everyone could hear because some classmates were talking at the same time. Another thing we could improve on is clarity and repetition. For Pass the Ball, the classmates started the game when we blew the whistle. I totally understand that it was confusing. Next time in PE, we should go over the meanings of the whistle twice or even three times (for younger children) so that they understand what to do.

A common purpose or mission for PE curricula currently across Canada is the concept of lifelong physical activity: students learning the knowledge, skills, and attitudes to be physically active for life

Curriculum Models:
1. The Multi-Activity Model
Purpose: to enable our students to become physically active movers throughout their lifetime
– Learning of motor skills while maintaining interest through the exposure to a wide variety of sport and movement
Limitations: This model is mainly sports dominated

2. Teaching Games for Understanding
Purpose: to teach the skills in a context where the students are encouraged to focus on the skill’s idea and how that skill is useful
– The idea is to break down the game, starting with a simplistic version, and bringing attention to the important skills of the game and why those skills are useful.

3. Hellison’s Teaching Personal and Social Responsibility (TPSR)
Purposes:
– Teaching life skills and social values within a physically active environment unites a holistic approach to student’s development and personal growth
– To teach students how to be both personally and socially responsible

4. The Sport Education Model
Purposes:
– To develop “competent, literate, and enthusiastic sportspersons”
– Students will become knowledgeable players who understand and value sports
Limitations: Educators might misapply the principles resulting in the implementation of yet another form of elitist sports where the athletes play and the non-athletes are left out

5. The Fitness for Life Model
Purpose: Improving students’ fitness levels and developing healthy behaviours
– Health for everyone with an emphasis on lifetime activity designed to meet personal needs
Limitations: Educators must have full knowledge of all labs, exercise regimes, healthy eating tips and goal setting tools

6. Competencies–An Emerging Model for PE?
– Action competence in health involves young people developing their abilities, their commitment, and their capacity to influence and control their own health

7. Mixing and Matching of Curriculum Models
– Taking the best parts of different models and incorporating them together

Contexts for Curriculum Implementation:
1. Health Promoting Schools Approach
– Whole-school approach that both encompasses PE and provides a context for healthy behaviours in the school’s greater community

2. Long Term Athlete Development Model (LTAD)
– Encompasses aspects of physical education such as fundamental movement skills, training, competing, and being active for life.

3. Physical Literacy
“Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person” (PHE Canada)