Considerations for Implementation

Some areas to consider when implementing the Elementary Physical Education curriculum include: time allotment, curriculum documents and resources.

Time Allotment

Physical Education is a Required Area of Study at the elementary level. The time allocated for teaching Physical Education is 150 minutes per week in single track English schools. French Immersion and Fransaskois schools are allocated 120 minutes per week.

In order to alleviate time constraints, the curriculum encourages linkages between Physical Education and other areas of study. Physical Education is to be viewed as active living rather than as an independent subject.

Relevant Physical activities are grouped under five Activity Areas each with a suggested time allotment:

10%-Alternative Environment Activities

15%-Educational Rhythmics and Dance

25%-Educational Games

25%-Educational Gymnastics

10%-Individual and Dual Activities

15%-Optional/Flexible Dimension

The 15% Optional/Flexible Dimension may be used to increase the amount of time spent in any of the other five Activity Areas. This may also be used for Active Living activities and/or for the development of Personal/Social Responsibility and Cultural Awareness.

The physical activities in the five Activity Areas contribute to the aim, goals, and objectives of the physical education curriculum, by being both a source of content and a medium for learning.

Curriculum Documents

The following documents are required:

• Physical Education: A Curriculum Guide for the Elementary Level, 1998 (one per teacher)
• Physical Education: a Bibliography for the Elementary Level, 1998 (to be distributed in the Spring of 1998)
• Physical Education: An Information Bulletin for Administrators (one per school)

Resources

Saskatchewan Education advocates a resource-based learning approach, which applies to all of its curriculum guides. A list of interim resources is attached to this Information Bulletin. Teachers may consult the interim list of key resources and choose those which are appropriate.

Before purchasing materials to support the Elementary Physical Education program, educators should refer to their school division’s materials selection policy for guidelines in choosing appropriate resources.

Implementation Inservice

A three year window of implementation will occur. School divisions will be asked to select one of the following academic years for implementation:

• 1998-1999
• 1999-2000
• 2000-2001

Role of Administrators

To ensure the effective implementation and maintenance of the Elementary Physical Education curriculum, it is recommended that administrators:

• Set aside a budget for the purchase of resources, equipment and facilities to support the implementation of the curriculum;
• Take steps to request, evaluate and order appropriate learning resources for teachers and students;
• Support teachers who wish to work together to plan integrated units, expand their repertoire of instructional methods, and use appropriate evaluation strategies;
• Be familiar with school policy regarding safety, liability and transporting students;
• Inform parents, the school board and the community that the program encourages teachers to use a variety of methods that are appropriate for teaching elementary physical education. These strategies and methods will in turn require the use of a variety of evaluation methods; and,
• Inform parents, the school board and the community about the role they can play in supporting the new Physical Education curriculum.

Indicators of Successful Implementation

In order to assess the degree to which the Elementary Physical Education curriculum is being implemented, administrators should examine both school and teacher practices. The following check list may be used:

SCHOOL

• Teachers have access to a variety of locations in order to conduct Physical Education activities.

Frequently Sometimes Rarely

• The environments to which teachers have access are safe for students.

Frequently Sometimes Rarely

• Teachers have access to a variety of resources through the school library and/or internet as recommended by Saskatchewan Education.

Frequently Sometimes Rarely

• Teachers have access to resource personnel such as local athletes, and the health nurse.

Frequently Sometimes Rarely

• School activities conducive to Active Living are planned.

Frequently Sometimes Rarely

TEACHER

• The teacher provides students with learning experiences that contribute to the attainment of the foundational objectives associated with each of the three perspectives.

Frequently Sometimes Rarely

• The teacher plans activities in accordance with the curriculum goals and objectives.

Frequently Sometimes Rarely

• The teacher uses the Basic Movement Patterns and Variables as the organising centre of each activity.

Frequently Sometimes Rarely

• One or more themes from each of the three perspectives is visible in units and lessons.

Frequently Sometimes Rarely

• Movement activities from each Activity Area are structured according to the recommended time allotments.

Frequently Sometimes Rarely

• Charts illustrating the Basic Movement Patterns and Variables are visible in the classroom or gymnasium.

Frequently Sometimes Rarely

• Lessons are structured around one or more Basic Movement Patterns rather than around a sport.

Frequently Sometimes Rarely

• A variety of material such as video clips or anecdotal reports is used for evaluating students.

Frequently Sometimes Rarely

• The teacher invites parents, guardians or other guests to participate in activities.

Frequently Sometimes Rarely