Cheryl, Rob, Elizabeth and Mary did an amazing job creating physical literacy and holistic lesson plan to wrap up the semester. I enjoyed the variety of choices that were provided to the students. These stations incorporated physical, social and mental health activities to engage the students. Giving students options is a powerful tool for children to explore and learn.  The group was aware of students staying at an activity for an extensive amount of time and encouraged us to try new activities. I was very impressed with their energetic,  creative animal warm up and cool down (the special background sound effects were a nice touch).

Physical activity is an important aspect of our lives, however, it is often pushed aside. It is important to educate students on healthy living. Modeling active lifestyles  at school is a great way for kids to learn and implement into other areas of their life. Using physical education in cross- curriculum is a great way to make sure children are being physically active for minimum 30 minutes a day.

By Daniella Chai, Para Demosten, Sacha Raino, and Renee Pasula.

Chapter 14:  Health Literacy

–  What is health literacy? Individual’s ability to ACCESS, UNDERSTAND, & ACT UPON INFORMATION in order to generate change for the betterment of their health.
–  The late 1980s brought reports of connection between better education and better health outcomes. This is for many reasons, i.e. better employment, better access to health care, extended insurance, more income, etc. This realization sparked more research on the issue.
Better health and quality of life is the result of actions, genetics, and social determinants.
–  Examples of everyday health literacy issues: bullying, body image, food choices, high risk behaviours (smoking, drinking,…), …
–  Health behaviours are learned and can be changed.
–  Health literacy has lifelong benefits.
–  Some barriers to health literacy are cultural beliefs, low level of education, lack of understanding, systemic barriers…
–  Health is now understood as something involving prevention, rather than dealing with illness as it strikes, and something that involves ALL aspects of a persons life. “Health is a balanced state that allows individuals to achieve their full potential in life.”
–  The 7 dimensions of health: emotional, environmental (work, community, country…), mental/intellectual (engagement with world around you, lifelong learning…), occupational, physical, social, spiritual (understanding one’s own beliefs leading to sense of meaning or purpose).
–  Purpose of health education: Students “develop awareness of the varying components of health and wellness, and begin to assume responsibility for, and actively participate in, their own healthy decision-making.”
–  Biggest health issues facing children/youth in Canada: Physical inactivity (too much daily screen time), nutrition (too much fast food, not enough fruits and veges), mental health, substance abuse, sexual activity, bullying.
–  School year habits are forming, kids are more open and willing to accept positive health behaviours.
–  Pillars of comprehensive school health: social and physical environment, teaching and learning, healthy school policy, partnerships and services.
–  A student who is not healthy will not learn well.
–  Reason for failure of some health programs in schools is that they were “piecemeal, short-term packages”. School needs to develop a complete action plan, involving the “whole” school (people, place…).
–  TIP: Use the list of many amazing health websites at end of chapter.

Chapter 16: Beyond Physical Education: School-Based Physical Activity Programming

School-Based Physical Activity
–  Inactivity is on the rise—there is a greater need for getting kids active in schools
–  There are guidelines issued by CSEP that make recommendations for each age group
–  Current guidelines (2011) recommend 60 minutes of moderate-to-vigorous PA per day
–  Regardless of race, gender, ethnicity, socio-economic status; PA should be safe, enjoyable, and developmentally appropriate
–  Schools offer a unique opportunity to provide PA to the majority of children, of which some may not have access to such facilities, equipment or coaching otherwise.
–  There is a decline in quantity and quality of PE programs—PE budget decreasing or more emphasis placed on other subjects
–  School setting, administration and teachers are the major influencing factors affecting PA in schools

Curricular Physical Activity:
–  Curricular PA works to help students: 1. Develop competence across a spectrum of physical activities 2. Demonstrate a personal commitment to their own health and wellness 3. Develop the capacity to understand, communicate, apply and analyze different forms of movement.
–  Accessible to all
–  Provincial mandates: DPA (2008 in BC) will improve academic performance, readiness to learn and student behaviour
–  Variety of forms that DPA takes in schools: whole school, teacher-driven and student-facilitated
–  Importance of planning DPA: inclusivity, role-modeling, support, health and safety (supervision, space and equipment)

Intramural Physical Activity:
–  Organized in to 4 categories: sport imitations (modified version of the sport), low organization activities, special events and clubs
–  Different from curricular PA is the structure and purpose: structure is school-wide and only from one school; primary purpose is participation. –  More casual, fun and inclusive; deemphasize instruction, skills, proficiency
–  Traditional Model; Pick-up Model; Free play model; whole school model; leadership model
–  Same considerations in terms of supervision, health and safety, equipment etc.

Interscholastic Physical Activity:
–  Usually a combination of structured individual and team competitions: local, regional or provincial
–  Voluntary, participation through try-outs
–  More emphasis on competition and winning
–  Elementary model; Secondary Model
–  Role of the teacher; supervision, equipment, facilities

Discussion Questions, Ch. 14:
1.  What do you consider to be some of the challenges for providing and promoting health education in schools today? What do you believe are some of the challenges a physical educator faces when it comes to health education?

2.  When planning, what could you do in terms of classroom environment, teaching strategies, use of technology, and other methods to give students the chance to become truly health-literate individuals? How can you involve parents in comprehensive school health planning? What personnel would be needed to develop an action plan for comprehensive school health? Why?

Discussion Questions, Chapter 16:

1.  What kind of DPA models/methods have you seen or been exposed to (in your practicum school or from your own schooling experiences) and which methods do you find most effective? Do you have ideas for how you would like to organize or implement DPA when you start teaching?

Today was the last day of class and it was a little bit sad to see it end. I am happy that Steve offered to come help teach/coach in our practicum schools – it would be so great to have him come into our class and model a great PE program. I feel like this course made every subject approachable and demonstrated all kinds of entry points for students regardless of physical ability or sports knowledge. His calm and approachable attitude to PE was inspiring.

In the beginning of the year I remember everyone being nervous about PE, or excited, to run laps and sports drills.  Turns out from day one this is not the case. We learned multiple ways to approach teaching our PE class and have the textbook and PE Blog as a resource. I hope someday I do get a chance to attend a PE Pro-D Workshop. As a kid I loved sports and believe it to be a powerful influence on who I am today. I also remember some bad, cliquey things we did in highschool that discouraged people from playing on the team with us because we wanted to win – but also learning in highschool that playing sports was about being active and having fun and not always winning. Although I like winning and working together as a team to develop our skills. This can only be done through great leadership and confidence building in every player. We can start this in our PE classes. I may have accidentally volunteered myself to coach a badminton team during practicum and I don’t want to mess this up.  I want to teach through modelling healthy choices and promote an active lifestyle in my classroom.

I   want schools to be involved having a positive impact on every childs physical literacy.  I want to use our brain breaks resource jar, as well as everyone else’s very creative lessons to reach our targets for Daily Physical Activity. I want to get my class outside. I will do my best.

This was a great lesson and great modelling of enthusiasm and excellent teaching strategies in the gym.

Daniella was so funny and so into her warm-up and Sasha was so much fun when explaining the game and Para using her excellent music skills was so wonderful. This is the first chance we have had this year to hear Para sing! It is so much fun to see everyone being their authentic selves. Students respond to this really well so I guess if you are ever feeling frustrated just get back to the basics and get back to what you love. Teach from your heart and your enthusiasm for the subject will shine through. Try and develop enthusiasm for all of your subjects, MATH can be fun and Science can be fun and everything is fun!

Healthy choices are great, I loved acting out the sugar rush and veggie balance. It was an active way to help us feel the effects of sugar and learning through full body movement. I want to use this in all of my classes and your lesson reflected a cross-curricular approach, as well as the new curriculum of teaching health in PE.