Project #452

Foundational Objectives Through participation in physical education, students will develop the knowledge, skills and attitudes necessary to become physically educated persons. Students will: Demonstrate increasingly responsible personal and social behaviour in physical activity settings. > Demonstrate a deepening understanding and respect for differences among people in physical activity settings. Gain a better understanding of the role of physical activity in providing opportunities for enjoyment, challenge, self-expression, social interaction, work and leisure.

Learning Objectives It is expected that students will: identify and follow rules, routines and safety procedures in a variety of activities from all activity areas (PSVS) demonstrate etiquette and fair play (PSVS) demonstrate self-confidence while participating in physical activity identify and demonstrate positive behaviours that show respect for individuals' potential, interests and cultural backgrounds (PSVS) assume responsibility for various roles while participating in physical activity (PSVS) identify and describe careers related to physical activity (IL)

Sample Learning Experiences With the students, establish rules, routines and safety procedures (e.g., start-and-stop signals, listening positions, entering and exiting play areas, change room routines, equipment distribution and collection). (IL, PSVS) Have a variety of guests speak on safety issues in their fields. Generate a list of fair-play rules by brainstorming words related to being a good sport (e.g., respectful, cooperative, honest, thoughtful). Discuss risk taking and the factors that must be considered before trying a new activity or skill. (CCT) Have students perform routines for partners and for small and large groups, and highlight positive aspects. (PSVS) Have students list the ways to show respect for others and identify rules of etiquette for various activities. (PSVS) Discuss leisure activities available in the community (e.g., YM/YWCA, community centre, sports programs) and associated careers and qualifications. Discuss how health relates to work life, qualifying for a job and reducing illness and time away. Have students discuss how teamwork and problem-solving skills gained from participating in physical activity are important life skills. Discuss the emotional and physical damage and risks associated with sports and fitness stereotypes. (e.g., Girls aren't strong. Jocks aren't smart.) (PSVS)

Sample Assessment Strategies In class, have students brainstorm careers related to physical activity. Have students write about what life might be like for a person who has chosen one of those careers. Students could interview people at school, at home or in the community whose careers relate to physical activity. Develop a list of interview questions with students so they have a framework. Notice the extent to which students are able to apply and extend what they have learned, and whether they appear to need additional modeling or guided practice. (C) Have peers evaluate career presentations using the following frames: (C, CCT) The part that is clearest to me is... I'm confused about the part that... A question I would like to ask you is... The most important thing I learned about the career you presented was... Your presentation makes me think of a time when... Observe students in a variety of activities. Look for evidence that students: (PSVS) give others equal chances to participate show respect for officials and opponents play by the rules maintain self-control work as a team