Course Overview
Time allotments for each of the six activity areas are shown below in relation to percentages recommended for elementary and middle level physical education:
| Aquatics | 5% | 5% | 5% |
| Developmental Games and Sports | 25% | 25% | 25% (10% team) (15% indiv) |
| Educational Gymnastics | 25% | 15% | 10% |
| Fitness | 10% | 10% | 10% |
| Outdoor Pursuits | 5% | 15% | 15% |
| Rhythmics/Dance | 15% | 15% | 10% (dance) |
| Flexible Dimension | 15% | 15% | 25% |
The maximum time allotment for any one area should not exceed 40%.
During the year/semester, students are given the opportunity to improve motor skills in each of the following movement pattern areas: sending, receiving, locomotions, evading, accompanying, statics, springs, swings, landings, and rotations. Physical Education 20 students are also given time to specialize in two movement pattern areas according to their own personal interests. Physical Education 30 students specialize in two movement pattern areas other than the ones worked on in Physical Education 20.
Physical Education 30 students are required to complete a volunteering component. The purpose of this is to give each student the opportunity to contribute to the community in the area of general wellbeing and active lifestyling. This volunteering component may take place within the confines of the school or in the community and includes such areas as officiating, teaching fitness classes, assistant coaching, etc.
One of the goals of quality physical education in Saskatchewan schools is motor skill development. In order to reach this goal, teachers will have to consider the following when developing learning objectives, lessons, and units:
Entry level assessments will be necessary for both students and teacher. These assessments will allow students to establish a starting point and a reference upon which to detect improvement. The teacher will find them necessary to prepare activities that meet the needs of all students in the class. Entry level assessments will also provide a baseline from which to eventually evaluate motor skill improvement.
The second goal of physical education is development of positive attitudes. These attitudes focus on physical activity, physical fitness, self-concept, relationships with others, social behaviour, and personal and group safety. To accurately and fairly assess and evaluate students with this goal in mind, the regular use of specific techniques such as rating scales, anecdotal records, and peer assessments will be necessary.
The third goal of physical education is developing lifestyles oriented to overall well-being. To assess and evaluate students in this area, lessons would include planned opportunities for each student to demonstrate the development or maintenance of such a lifestyle. Students will be required to actually live this lifestyle both in and out of regular class time. It is only when individuals begin to live what they have learned that their lifestyles will likely change.
Focussing on the aim and goals of physical education will help teachers "stay on track" when planning learning objectives, lesson and unit plans; they will also be useful when preparing appropriate assessment and evaluation strategies. The following recommended format for assessment and evaluation will help teachers plan the year/semester.
Knowledge Base (Cognitive Domain)
Focus:
Assessed or Evaluated by:
Recorded by:
Performance (Psychomotor Domain)
Focus:
Assessed or Evaluated by:
Recorded by:
Positive Attitude (Affective Domain)
Focus:
Assessed or Evaluated by:
Recorded by:
As the year/semester progresses and students continue taking more and more responsibility for their own learning, it would be appropriate to include them in decision-making around assessment and evaluation. Because of efforts such as this, teachers will find their students demonstrating increased ownership for the program.