Upload
leslie-edwards
View
214
Download
2
Embed Size (px)
Citation preview
Welcome to the Physical Education/Health Education
Framework Orientation Session
Jan Pickell Heather WilloughbyPhysical Education/Health Education Consultants
Manitoba Education and Youth
Agenda
9:00 to 10:30 Framework Orientation
10:30 -10:45 Break
10:45-11:50 Outcome Analysis
11:50-1:00 Lunch
1:00-2:00 Planning Process
2:00-2:30 Planning for Implementation
2:30-2:45 Break
2:45-3:15 Continue Planning
3:15- 3:30 Wrap up
Session Outcomes
Participants will be able to: outline key characteristics of the
Framework, implementation phases and timelines
identify the implications of the Framework in more detail for Senior Years programming
begin planning for implementation of PE/HE Framework in own school/ division/district
Implementation of K-S2 Physical Education/Health Education
2000-01 2001-02 2002-03* 2003-04** 2004-05 2005-06
K-4Implementation
planning yearfor schools
K-4
Voluntary implementationK-4
System-wide implementation
5-8Implementation
planning yearfor schools
5-8
Voluntaryimplementation
5-8
System-wideimplementation
S1-S2Implementation
planning yearfor schools
S1-S2
Voluntaryimplementation
S1-S2
System-wideimplementation
* K-8 Annotated Bibliography is online at www.edu.gov.mb.ca/ks4/learnres/bibliographies.html** Release of S1-S2 Annotated Bibliography targeted for Nov. 2003
Current Implementation Plan
Framework Orientation 2002
Five Interrelated General Learning Outcomes (GLO’s)
http://www.edu.gov.mb.ca/ks4/cur/physhlth
New Address
http://www.edu.gov.mb.ca/ks4
Framework Orientation 2002
Research-based movement skills social behaviour skills developmentally and age appropriate learner-centred inclusive enjoyable promote partnership building among
schools, families, and communities
(See 13 Guiding Principles p. 6 for other
examples)
Five Major Health Risk Areas
for Children and Youth
Framework Orientation 2002
Inadequate Physical Activity
Framework Orientation 2002
63% of children and youth are insufficiently active for optimal growth and development (Statistics Canada, 1996)
The health of Canada’s children and youth is at risk due to unacceptably high levels of physical inactivity and rising rates of obesity.The rate of obesity in children has risen 50% in the past 15 years.An obese teenager has a 75% chance of remaining obese for life. (The Physical Inactivity Epidemic and Reducing Physical Inactivity in Canada, Ottawa, 2001.)
Framework Orientation 2002
Health Canada Summer Active Guide 2002
3 out of 5 Canadian children and youth , 5-17 years old, are not active enough for optimal growth and development
Activity levels decrease with age among 5-12 year olds is 49% among 13-17 year olds is 36%
Framework Orientation 2002
Unhealthy Dietary BehavioursUnhealthy Dietary Behaviours
Framework Orientation 2002
Two main aspects of poor nutrition and poor eating habits are: meal skipping and junk food.
Over 90% of items in school vending machines are soft drinks. (Manitoba Council on Child Nutrition and Health---School Based Survey, 2001)
Less than 12% of 15 - 18 year olds meet the dietary recommendations for fruit, while less than 12% of the girls, 15 - 18 year olds meet the milk recommendations. (Dept. of Agriculture’s Food Intake Survey, 1996).
Framework Orientation 2002
Snack Serving Sizes Comparisons
Food I tem 1960 2001
MediumPopcorn
3 cups 16 cups
A Bag ofPotato Chips
28 grams 95 grams
Medium Sof tDrink
8 oz 32 oz
Burger 1.5 oz of meat 6 oz of meat
Framework Orientation 2002
Drug Use Including
Alcohol and Tobacco
Framework Orientation 2002
In Manitoba, high school student survey, 60% of all students identified “alcohol and drug use” as the biggest problem students face at school (1997 Student Survey Report, Addictions Foundation of Manitoba)
43% adolescents males and 42% females reported being“really drunk” on 2 or more occasions (Health Canada, 1999)
Framework Orientation 2002
24% of youth aged 15-19 smoke Generally, males smoke more than
females but females are higher at ages 15-17 (26% vs. 20%) ( Health Canada 1994).
1 in 5 youth use doping substances to improve their performance in sports (R.C.M.P. 1998).
Framework Orientation 2002
Sexual Behaviours That Result in STD’s and STI’s and Unintended Pregnancies
Framework Orientation 2002
Manitoba has one of the highest teen pregnancy rates in Canada (Manitoba Health, 2000)
7 children and teens get pregnant every day in Manitoba (Manitoba Health, 2000)
Good sexuality education programs help to delay first intercourse and protect sexually active youth from HIV, STDs, and pregnancy (CYS Steering Committee on Adolescent Pregnancy, 1996)
Framework Orientation 2002
First Sex for Kicks, not Love!
37% of young people lose virginity out of curiosity
54% of girls and boys admitted to losing their virginity by the time they were 17
pregnancy rate for teens aged 15-19 is 36 per 1000 in Manitoba, compared to 18 per 1000 nationally (Winnipeg Free Press, Nov. 2, 2002)
Framework Orientation 2002
Teen Pregnancy Prevention Campaign
Teen Pregnancy Prevention Media Campaign will be launched Dec. 16, 2002 - funded by Healthy Child Manitoba--managed by Klinic, MAST, and Sexuality Education Resource Centre
Project began in 1998 and the Media campaign to be aired for 6 weeks
Framework Orientation 2002
There is a dire lack of education regarding adolescent sexuality issues
Primary factors contributing to teen pregnancy include lack of communication and practical skills
Messages should be targeted to youth by age twelve
Framework Orientation 2002
Behaviours That Result in Intentional and Unintentional Injuries
Framework Orientation 2002
Unintentional injuries are the leading cause of death among children and youth (SmartRisk Foundation, 1998)
In 1998, the 16-24 year old age group accounted for 14.6% of licensed drivers and 28.3% of all drivers convicted of an alcohol offence (DDVL Traffic Collision Statistics Report 1999 cited in the resource - Wrecked-Senior High School Anti-Impaired Driving Kit 2002)
Framework Orientation 2002
Inadequate physical activity Unhealthy dietary habits Drug use including alcohol and tobacco Sexual behaviors that result in sexually
transmitted diseases/infections and unintended pregnancies
Behaviors that result in intentional and unintentional injuries
Key Characteristics
Framework Orientation 2002
1. Combined Approach
PE PE/HE HE
Framework Orientation 2002
2. Outcomes Approach
5 GLO’s SLO’s for knowledge and skills Attitude indicators for each GLO All outcomes are compulsory Treatment of potentially
sensitive content (I.e. personal safety, substance use and abuse
prevention, human sexuality) is determined locally
Framework Orientation 2002
3. Integrated Approach
Health components are integrated in other subject areas (See Appendix B: Curricular Connections)
PE/HEPE/HE
MAMA LALA
SCSC SSSS
Framework Orientation 2002
Curricular Connections
Math - reading and interpreting graphs---fitness charts, health stats
Science - laws of force/motion connect with mechanical principles of movement
Social Studies - Traditions and Heritage connects with multicultural games and physical activities
Arts (dance) - learning rhythms/moving to music
Framework Orientation 2002
Example of a Language Arts Outcome Connection
ELA - 5.1.2 (Encourage Support and Work with Others)
demonstrate effective group interactive skills and strategies
PE/HE - K.4.S1.B.2a (Personal and Social Management)
Identify communication skills and strategies that promote team/group dynamics (e.g., listen actively, encourage others, be assertive in acceptable ways, show self-control, stay with the group, until completion of the task, develop group consensus…)
Framework Orientation 2002
Example of a Science Outcome Connection - Senior 1
SC- S1-1-09 (Cluster 1 - Reproduction) Describe the structure and function of
the male and female human reproductive systems.
PE/HE - K.5.S1.E.1a (Healthy Lifestyle Practices)
Review the anatomy and physiology of the reproductive system of human beings
Framework Orientation 2002
4. Active and Interactive Approach
Emphasizes a skill-based approach using a high level of physically active and interactive learning experiences
Framework Orientation 2002
5. Locally-Determined Delivery Model
Delivery models are to be determined by school divisions/ schools based on best practices through a collaborative planning process (refer to Appendix C)
Framework Orientation 2002
6. Treatment of Potentially Sensitive Outcomes Determined by a Local Planning Process
School Division/District Planning Process must be used to determine local policy related to potentially sensitive content
Schools must seek parental involvement and provide a parental option prior to implementation
Potentially sensitive content appears in GLO 3 and 5
Framework Orientation 2002
Recommended Minimum Time Allotments
Grades K-6: 11% of the instructional time – 11% x 300 min/day x 6 day/cycle=198 min.– 75% PE = 150 min/6 day cycle– 25% HE= 48 min/6 day cycle
Grades 7-8: 9% of the instructional time– 9% x 330 min/day x 6 day cycle =178 min.– 75%PE = 134min/6 day cycle– 25%HE= 44 min/6 day cycle
S1-S2: 2 credits with 50% PE/50% HE reported as one full credit or 2 half credits
Additional health time through integration in various subject areas
Additional time through optional Senior 3 and 4 courses
Students With Special Needs and Medical
Problems
Framework Orientation 2002
Students with Special Needs (chart p.14)
Modifications Adaptations Accommodations (new policy
related to adjustment of physical skill-based outcomes)
Framework Orientation 2002
Accommodation Example
S.1.S1.A.1. Select and refine transport skills, applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills
Select and refine transport skills, applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills (e.g., moving into a ready position to catch the ball in volleyball, striking a beachball or balloon…)
Framework Orientation 2002
Safety and Liability Safety and liability is the responsibility of
school divisions/districts and their employees.
Teachers are expected to: be knowledgeable anticipate hazards minimize risks demonstrate expertise in physical activity
management
Teachers are expected to provide “professional” standard of care rather than “the careful and prudent parent” standard of care especially in high risk type of activities.
Framework Orientation 2002
Safety and Liability Criteria (p.15)
The Supreme Court of Canada has established four criteria to determine the necessary and appropriate standard of care within the context of physical education:
Is the activity suitable to the age, mental, and physical condition of participating students?
Have the students been progressively taught and coached to perform the activity(ies) properly and to avoid the dangers inherent in the activity(ies)?
Is the equipment adequate and suitably arranged? Is the activity being supervised properly in light of
the inherent danger involved?
Framework Orientation 2002
Then and Now teacher
objectives/goals sport-oriented
curriculum model “sit-down” health separate subjects
and time recommended time
in minutes supports integration separate delivery
student learning outcomes
health-oriented curriculum model
“active“ health combined subjects and
time recommended time in
%
promotes integration shared delivery
Framework Orientation 2002
Continued optional units with
parent “opt-out” option
Dept. provided a family life curriculum and teacher training
“prudent parent” standard of care
department-developed learning resources
compulsory outcomes with local decision-making authority and parental option
teacher training is a local responsibility
“professional” standard of care
a Call for learning resources
Framework Orientation 2002
Framework Walk-Through
The Overview section starts and ends on what pages?
Page 3-21 What is on page 19? A Guide to Reading the Outcomes How is the document divided up? Hint…
look for the blue dividing pages By General Learning Outcomes (GLO’s)
Framework Orientation 2002
What is the title of the chart on p. 27? Basic Movement Skills Developmental
Process What is the title of the Chart on page 28? Summary Chart for Movement What is the title for the Chart on page
115? Scope and Sequence Chart for Personal
and Social Management
Framework Orientation 2002
Name the strand that the “Other Considerations” on page 150 is addressing?
Human Sexuality What chart is on page 202? Some Suggested Curricular Connections
with Other Subject Areas
Framework Orientation 2002
Which Appendix describes a A School Division/District Planning Process?
Appendix C Find the definition of Alternative Pursuits
in the Glossary. Physical activities that occur in the
environment outside the classroom/gymnasium (e.g., playing fields, park trails, lakes , community indoor facilities…)
Framework Orientation 2002
K . 3 . 6 . B . 4 . a
S . 5 . S1 . A . 1
Refers to Knowledge
GLO #Grade
Strand
Additional SLO persub-strand
SLO in sub-strand
Refers to Skills
GLO #
Grade Senior one
SLO in sub-strand
Strand
A Guide to Reading the Outcomes (p.19)
Framework Orientation 2002
K.1.S2.C.1 K - knowledge 1 - GLO 1 Movement S2 - Grade C - Strand titled Activity-Specific
Movement (top of the page) 1 - Sub strand titled Rules (left
column) Page 40
Framework Orientation 2002
K.3.S2.B.3 K - knowledge 3 - GLO 3 Safety S2 - Grade B - Safety of Self and Others (top of
the page) 3 - Prevention and Care of Injuries
(left column) Page 97
Framework Orientation 2002
S.5.S1.A.4 S - Skills 5 - GLO 5 Healthy Lifestyle Practices S1 - Grade A - Strand titled -Application of
Decision-Making/Problem Solving Skills
4 - Substance Use and Abuse Page 189
Framework Orientation 2002
An Example of Clustering in PE
K.2.S1.C.1.aExplain the structure of skeletal muscle (i.e., belly, bundle, fiber, myofibril) and fiber types (i.e., slow-twitch, fast-twitch) as they relate to muscular development
Framework Orientation 2002
K.2.S1.C.1bIdentify types of strength exercises (i.e., isometric, isotonic) and stretching exercises (i.e., static, ballistic, passive) for personal fitness development (i.e., strength, endurance, range of motion)
Framework Orientation 2002
K.2.S1.C.3Design and implement effective warm-up and cool-down routines for specific team-related physical activities (e.g., volleyball, soccer, rugby...)
Framework Orientation 2002
S.2.S1.A.1aDemonstrate a level of participation that contributes to the goals of an individualized fitness plan
Framework Orientation 2002
The Little Book of Lifestyle Artistry----Dr. Martin Collis
Because we are a mind/body continuum, we think better when we are physically active.
Our children have been inoculated against everything except inactivity.
Great thoughts begin in the muscles.
Framework Orientation 2002
Vision
Physically Active and Healthy Lifestyles for All Students