DOCUMENT RESUME SP 039 945 ED 452 199 Physical Education Guide to Implementation: Kihdergarten to TITLE Grade 12. The ABCDs of Physical Education. `Alberta Learning, Edmonton. INSTITUTION ISBN-0-7785-1104-9 ISBN 2000-00-00 PUB DATE NOTE 301p. Learning Resources Centre, 12360-142 Street, N.W., Edmonton, AVAILABLE FROM Alberta T5L 4X9, Canada. Tel: 780-427-2767. For full text: http;//www.learning.gov.ab.ca. Classroom Teacher (052) Guides PUB TYPE MF01/PC13 Plus Postage. EDRS PRICE Academic Standards; Classroom Techniques; Diversity DESCRIPTORS (Student); Educational Quality; Elementary Secondary Education; Equal Education; Evaluation Methods; Foreign Countries; Health Promotion; Life Style; Physical Activities; Physical Activity Level; *Physical Education; Planning; Program Development; Special Needs Students; State Standards; Student Evaluation; Wellness *Alberta IDENTIFIERS ABSTRACT This guide is intended to assist teachers in Alberta, Canada, implement the prescribed outcomes found in the "Program of Studies for Physical Education, Kindergarten To Grade 12." It is also designed to help students have the opportunities to develop the knowledge, skills, and attitudes necessary to lead an active, healthy life. Four sections present "Program of Studies"; "Planning for Quality Learning Experiences" (meeting student needs, equity and diversity, adapting instruction for students with special needs, instructional strategies, classroom management, creating a safe learning environment, intramural and interschool activities, and program planning); "Assessment, Evaluation and Communication of Student Learning" (including guiding principles); and "Grade-Specific Implementation Assistance." Five appendixes present: program planning templates and examples; sample assessment, evaluation, and communication strategies; resources to support implementation; equipment lists; and icons. A glossary of terms is included. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. SP Physical Education Guide to Implementation U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION Kindergarten to Grade 12 CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY C. et-r.ctre_LAD.s TO THE EDUCATIONAL RESOURCES INFORMATION CENTER'(ERIC) 1 NiVidhefits Heaftb Do it Daily..tor Life! 4W Cooperation ABCDs of Physical Education Alberra LEARNING BEST COPY AVAILABLE Learning and Teaching Resources Branch Physical Education Guide to Implementation Kindergarten to Grade 12 Activity 4... till Do it Daily...For Life! Cooperation Benefits Health The ABCDs of Physical Education 2000 3 ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA Alberta. Alberta Learning. Learning and Teaching Resources Branch. The physical education guide to implementation, kindergarten to Grade 12. Available on the Alberta Learning web site at < http: / /ednet.edc.gov. ab.ca/physicaleducationonline >. ISBN 0-7785-1104-9 1. Physical education and training Curricula. 2. Physical Alberta education for children Curricula. I. Alberta Title. GV341.A333 2000 613.704 Copies of this guide are available for purchase from: Learning Resources Distributing Centre 12360 142 Street Edmonton, Alberta T5L 4X9 Canada Telephone: 780-427-5775 780-422-9750 Fax: Web site: <http://www.Irdc.edc.gov.ab.ca> Questions or concerns regarding this guide can be addressed to the Director, Learning and Teaching Resources Branch, Alberta Learning. Telephone 780-427-2984. To be connected toll free inside Alberta dial 310-0000. Several web sites are listed in this document. These sites are listed as a service only to identify potentially useful ideas for teaching and learning. The responsibility to evaluate these sites rests with the user. The primary intended audience for this document is: Administrators Counsellors General Audience Parents Students 1 Teachers Copyright ©2000, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, Learning and Teaching Resources Branch, 11160 Jasper Avenue, Edmonton, Alberta, Canada, T5K OL2. Every effort has been made to provide proper acknowledgement of original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Alberta Learning so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this document for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Learning does not own copyright. 4 PREFACE The Physical Education Guide to Implementation, Kindergarten to Grade 12 is intended to assist teachers with implementation of the prescribed outcomes in the Program of Studies for Physical Education, Kindergarten to Grade 12, (2000), so that Alberta students have the opportunities to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle. The guide was developed with the advice and assistance of numerous Alberta educators, and these contributions are greatly appreciated. The K-12 program of studies (2000) replaces the Elementary Physical Education (1984), the Junior High Physical Education (1988) and the Physical Education 10-20-30 (1988) programs of study. This guide to implementation is available for viewing and downloading through the Alberta Learning web site at <http://www.learning.gov.ab.ca>. Print copies are also available for purchase from the Learning Resources Distributing Centre (LRDC); they are available in unbound form and three-hole punched, a format that allows for the addition of references, forms and notes. It also facilitates updating the materials as necessary. The LRDC web site is at <http://wwwirdc.edc.gov.ab.ca>. Materials that closely align with this guide to implementation and that will offer additional support for implementation, include: Alberta Learning Physical Education Online web site at <http://ednet.edc.gov.ab.ca/ physicaleducationonline/> Safety Guidelines for Physical Activity in Alberta Schoolsavailable for purchase from the LRDC. This guide to implementation is a support document. The Note: advice and direction offered is suggestive except where it duplicates or paraphrases the contents of the program of studies. In these instances, the content is printed in the same distinctive manner as this notice so that the reader may readily identify all prescriptive statements or segments in this document. Preface /iii Physical Education Guide to Implementation (K-12) (2000) ©Alberta Learning, Alberta, Canada 5 TABLE OF CONTENTS iii Preface Acknowledgements Program of Studies 1 35 Planning for Quality Learning Experiences Creating a Desire to ParticipateMeeting Student Needs 35 36 Equity and Diversity 36 Adapting Instruction for Students with Special Needs 37 Characteristics of Development for Children and Youth 39 Instructional Strategies 40 Classroom Management in Physical Education 42 Creating a Safe Learning Environment 43 Intramural and Interschool Activities 43 Program Planning 47 Assessment, Evaluation and Communication of Student Learning 47 Guiding Principles 49 Assessment Strategies 50 Evaluation Communication of Student Learning 51 57 Grade-specific Implementation Assistance 59 Kindergarten 71 Grade 1 83 Grade 2 95 Grade 3 107 Grade 4 119 Grade 5 131 Grade 6 143 Grade 7 155 Grade 8 167 Grade 9 179 Physical Education 10 Physical Education 20 191 203 Physical Education 30 215 Appendix A: Program Planning Templates and Examples Appendix B: Sample Assessment, Evaluation and 231 Communication Strategies 275 Appendix C: Resources to Support Implementation 277 Appendix D: Equipment Lists 281 Appendix E: Icons 287 Glossary 291 Bibliography Table of Contents /xvii Physical Education Guide to Implementation (K-12) (2000) ©Alberta Learning, Alberta, Canada PROGRAM OF STUDIES A. PROGRAM RATIONALE AND PHILOSOPHY opportunities for the development of the desire for The aim of the Kindergarten to Grade 12 physical to enable individuals to education program is lifelong participation in physical activity. attitudes and knowledge, skills develop the Active Living necessary to lead an active, healthy lifestyle. The physical education program emphasizes active Alberta's vision for education focuses on children living, with a focus on physical activity that is their individual ability achieve their to and valued and integrated into daily life. potential, creating a positive future for themselves, as well as enhancing their quality of life. The to Grade 12 physical education Active living through physical education: Kindergarten program contributes to the development of life creates a desire to participate skills for the personal management of health, for promoting lifetime activities focuses on the use of physical activity as a strategy for health-related fitness for life imanaging life challenges, and for a setting within activity; and the nature, is about physical which to practise the ability to work with others. form, frequency and intensity of the activity The program provides an equitable opportunity for are relative to each person's ability, needs, all students to realize the benefits of participation aspirations and environment in physical activity. a broader activity within physical places perspective of total fitness and well-being that a shared responsibility involving Education is of experience entire encompasses the students, parents, teachers, the school and the movementphysical, mental, emotional and Within each day, whether at home, community. social dimensions school, or in the community, there is structured opportunities through enhanced to is and unstructured time available for meeting the participate in such activities as intramural and aim of the physical education program that and community-based interschool athletics contributes to student well-being. As the benefits sport and recreation activities of physical activity increase proportionally as a is centred around learner needs; inclusive, provided, of intensity and the result time individual and varied consideration should be given to maximizing the is supported when opportunities for making amount of time the within school available choices are provided An approach sensitive to that context. is supportive of the relevance of physical developmental and culturally appropriate practice, is activity within the community. and that emphasizes enjoyable participation, is to foster a desire in students to most likely Benefits of Physical Education and Activity participate in lifelong physical activity. Strong evidence physical activity that exists Physical activity is vital to all aspects of normal of well-being overall contributes 1 growth and development, and the benefits are the to People of all ages can substantially Students do not develop individuals. I widely recognized. health and quality of improve their life by automatically the requisite knowledge, skills and including a moderate amount of physical activity attitudes that lead to active, healthy lifestyles. into their daily routines. Participation in physical Such learning should begin in childhood. Schools activity contributes to physical, mental and social and teachers can be prime facilitators in providing Program of Studies /1 Physical Education Guide to Implementation (K-12) (2000) ©Alberta Learning, Alberta, Canada well-being providing benefits to the individual and Economic Below are some reasons why the community. Physical activity can improve health, which students need physical education on a regular reduces the cost of health care for individuals basis. and the community. Health Academic Achievement Participation in physical activity can improve Time for allocation physical education fitnessmuscular flexibility, strength, not programs does limit academic muscular endurance, body composition and it can contribute to achievement; in fact, cardiovascular enduranceand reduce the risk increased achievement levels; active i.e., heart disease, factors including related to bodies/active minds. obesity and high blood pressure. Regular physical activity increases bone density to Student Learning and Achievement create a stronger skeleton. It can be an outlet for releasing tensions and anxieties in the will meet the aim of the Students physical promotion of mental health. education program, to lead an active, healthy if they have developed a desire lifestyle, to Active Lifestyle participate regularly in physical activity. The aim Physical activity, over time, is beneficial to can only be achieved by addressing the prescribed personal well-being. education Physical outcomes within an environment wherein students promotes personal responsibility for health are emotionally and physically safe, the climate is and fitness and for students to develop a desire of positive, variety developmentally and a to participate for life. appropriate skill-building experiences are provided. Skill Development Physical education develops physical skills Curriculum experiences provide students with opportunities to develop the habit of being active that allow for enjoyable and successful daily, the skills to enjoy successful participation, participation in movement activities. Students and to realize the benefits resulting from activity. perceived competence is a key determinant for future involvement in physical activity. This is the focus of an "active living" approach. to be considered in There are many factors Positive Interactions providing a context wherein students can achieve. Interaction with others is an important aspect Planning will help to determine ways in which to of most physical activities. Physical education provide a program that addresses the outcomes provides a natural learning environment in and meets the diverse needs of learners. Some of which to develop cooperation and fair play the factors to consider when planning include: For skills. example, students have opportunities to assume leadership, develop activity that is relevant, meaningful and teamwork skills, officiate and take enjoyable responsibility for their actions while playing. student equity and diversity alignment of learning outcomes, instructional Self-confidence and Self-esteem and assessment practices Physical activity can instill a strong sense of practices that apply the principles of learning self-worth in students. They can become more experiences from all movement dimensions confident, assertive and independent. opportunities to practise and demonstrate growth and achievement Goal Setting elements of risk and challenge provided in a Physical education provides opportunities for safe environment practise students to setting goal they as participate. 2/ Program of Studies Physical Education Guide to Implementation (K-12) (2000) ©Alberta Learning, Alberta, Canada 8 consideration of, and for, past related experiences time allocation teacher willingness and expertise diversity of instructional strategies focus on outcomes rather than dimensions facilities and equipment resources use of community resources use of technology assessment, evaluation and communication of student learning transference to lifelong participation in physical activity. Exemptions To meet the aim of the program it is recommended that a variety of movement experiences be provided in In the following specified circumstances; however, exemptions may be warranted all the dimensions. from one or more dimensions and/or a physical education course. Other Conditions for Experiences Procedures Exemption Category When exemption Statement in writing from Religious beliefs INDIVIDUAL is granted, other parent to principal. activities Certification to principal consistent with by medical practitioner the aim and with statement of outcomes of the Medical INDIVIDUAL activities in which the program should student is not able to be substituted, participate. where appropriate. Initiated by school Access to facilities CLASS, authority or parent. GRADE OR Approved by school SCHOOL authority. Program of Studies /3 Physical Education Guide to Implementation (K-12) 9 (2000) ©Alberta Learning, Alberta, Canada B. GENERAL AND SPECIFIC OUTCOMES The four general outcomes upon which the The outcomes general interrelated are and Kindergarten to Grade 12 physical education interdependent. Each is to be achieved through a program is based state that students will: variety of physical activities. Students must have the opportunity for participation in each of the following dimensions: acquire skills through a variety of developmentally dance appropriate movement games Activity activities; dance, games, types of gymnastics of types gymnastics, individual activities individual activities and activities alternative in an environment; activities in an alternative e.g., aquatics and outdoor pursuits. environment; e.g., aquatics and outdoor pursuits Each general outcome includes specific outcomes, by grade, and at the senior high school level by course name. Students expected are to understand, experience and demonstrate these outcomes, to the best of their appreciate the health ability, by the end of each grade/course. benefits that from result Benefits Health physical activity Program planning of requires consideration student age, grade level, individual abilities and developmental readiness. Assessment, evaluation 000 interact positively with of and communication student achievement others requires consideration of such factors as practice Cooperation time, individual growth and development, and overall improvement. assume responsibility to lead an active way of life. Do it Daily ... for Life! _J 1.0 4/ Program of Studies Physical Education Guide to Implementation (K-12) (2000) ©Alberta Learning, Alberta, Canada