The effective implementation of any new curriculum requires the commitment and support of school administrators. Information is provided in this bulletin to enable administrators to play an active role in the implementation of the Elementary Physical Education program.
In particular, this document:
Prior to the writing of Directions (1984), individuals and community groups throughout the province were surveyed. It became apparent that numerous concerns revolved around health-related issues especially sedentary lifestyles.
In 1987, the Physical Education Curriculum Advisory Committee was formed. This committee was comprised of various stakeholders in provincial education: Saskatchewan Institute of Applied Sciences and Technology (SIAST), Saskatchewan Teachers’ Federation (STF), University of Regina, University of Saskatchewan and the League of Educational Administrators, Directors, and Superintendents (LEADS). A number of Saskatchewan Education branches were also represented, namely, Special Education, Indian and Metis Education and the Official Minority Language Office (OMLO).
The mandate of the committee was to develop the aim and goals of Physical Education from kindergarten to grade 12, as well as to set the parameters necessary for curriculum development. This work guided the development of curricula that would engage students in learning and encourage lifelong active living.
The Elementary Physical Education Reference Committee was established in 1995. Members of the committee guided the development of the curriculum guide.
The pilot process occurred in 1997-1998 coinciding with the writing of the curriculum. The final version was completed in the Spring of 1998. A three year window has been set for the implementation of the Elementary Physical Education curriculum beginning in the Fall of 1998.
The Canadian Summit on Fitness in 1986 was a landmark event in the evolution of the fitness movement in Canada. Participants adopted a broader interpretation of fitness as a state of total well-being of the individual-physical, mental, emotional, spiritual, and social.
This new meaning for fitness reflected changes in thinking about physical activity. Although people may have acknowledged the value of regular vigorous exercise and may have experienced the benefits of "20 to 30 minutes, a minimum of three times a week," demands in their daily lives made it difficult for many to follow through on their good intentions. They wanted more options that would link fitness to their daily living patterns with less emphasis on counting repetitions and measuring heart rate.
Following the summit conference, a process began that involved the Canadian fitness community in the development of a new vision and concept to respond to this changing perspective. In 1991, Fitness Canada published the results of this process, Active Living; A Conceptual Overview (Fitness Canada, 1991). The document describes active living as a way of life in which physical activity is valued and integrated into daily life.
Active living is a concept describing a way of life that values physical activity as an essential part of daily life. Active living places physical activity within a broader perspective of total fitness or well-being. The nature, form, frequency and intensity of physical activity is relative to each person’s ability, needs, aspirations and environment. The concept goes beyond the physiological aspects of physical activity
to encompass the mental, emotional, spiritual, and social dimensions that make up the entire physical activity experience. It is an integrated way of living.
The unique learning opportunities in physical education allow all students from Kindergarten to grade 12 to acquire the knowledge, skills, and attitudes that enable them to enhance their quality of life through active living - a way of life that is characterized by the integration of physical activity into daily routines and leisure pursuits.
This physical education program emphasizes active living through participation in a balanced variety of movement experiences within and outside of physical education classes. It reflects the needs of the elementary student in our increasingly sedentary world, and is based on the principles of early childhood education and the different stages of development.
The Elementary Physical Education curriculum guide incorporates the components of Core Curriculum, as well as the supporting initiatives.
The new curriculum recommends teaching physical education using basic movement patterns. The term basic movement patterns describes ten basic types of movement which the body uses whenever it is involved in physical activity. The conceptual approach put forward in this curriculum encourages students to study and understand body movement and its underlying principles. Awareness of movement concepts and principles will enable students to transfer their knowledge and skills from one activity to another, to other subject areas and into life situations.
For example, springing can be presented through the game of hopscotch in an outdoor setting. This basic movement pattern can be revisited through jump rope activities. Springing from the feet off a beat board and then immediately springing from the hands off of a box horse (vaulting) would be radically different, yet the theme would still be springing. Students who have mastered the basic skill of springing will be able to apply their knowledge and skills to a variety of physical activities. Principles related to force production, required for springing, could be investigated in a science class. In turn, students could be encouraged to apply these principles to their out of school activities.
The new curriculum focuses on five activity areas and suggests a time allocation for each one (see page 6 of document). By ensuring that students participate in activities in each area, teachers give them the opportunity to improve their movement skills. Two or more activity areas can be taught at the same time. For example, a lesson might begin with a warm up which includes rhythmics and then progresses to gymnastics or games.
For each basic movement pattern, the curriculum guide provides refinement cues. These refinement cues help teachers recognize the skill level of the students and adapt the program to their needs. Learning experiences for each basic movement pattern are divided into three levels of skill learning: beginner, intermediate and advanced. Students are not all required to attain the same level of skill or a specific standard. They are assessed at the beginning of the program and evaluated in relationship to this starting point.
In the movement perspective of the Elementary Physical Education curriculum, the focus is not only on the basic movement patterns but also on the variables of movement found in each of the following categories:
The movement variables are ideas (concepts) that can be used to vary (extend, adapt, adjust and modify) the basic movement patterns.
In physical education, the psychomotor domain is of primary importance. However, the aim is to have students adopt an active lifestyle. For this reason the new curriculum has goals for the development of skills in the cognitive and affective domains.
The goals of a quality physical education program are:
Concept-based skill development allows for participation in a wide variety of physical activities. A quality physical education program will enable the learner to take advantage of the opportunity to participate in future physical activities, even though such opportunities may not be evident or known at present. The conceptual framework of this program is designed to empower the learner to participate successfully in all forms of physical activity.
Students are engaged in experiences that lead them to enjoy and value physical activity and its effect on lifelong health and well-being. All movement experiences provide opportunities for the development of positive personal and social behaviours.
Students will have the opportunity to engage in experiences that will assist them in establishing physical, social, and emotional balance in their lives.