Purposes of this Information Bulletin

The effective implementation of Physical Education 20 and 30 will require the commitment and support of school administrators. To enable administrators to play an active role in curriculum implementation, information is provided in this Bulletin.

Specifically, this bulletin:

• sets Physical Education 20 and 30 into the context of Core Curriculum;
• outlines the aim and goals of these new curricula;
• provides course overviews and suggests key resources;
• describes considerations for curriculum implementation; and,
• highlights the role administrators can play to support implementation.

Background

Prior to the writing of Directions (1984), individuals and community groups throughout the province were surveyed. It became apparent that a number of concerns revolved around health-related issues with a primary issue being sedentary lifestyles.

In 1987, the Physical Education Curriculum Advisory Committee was formed. This committee was made up of the various stakeholders in provincial education: Saskatchewan Institute of Applied Sciences and Technology (SIAST), Saskatchewan Teachers' Federation (STF), Special Education, University of Regina, University of Saskatchewan, Indian and Métis Education, League of Educational Administrators, Directors, and Supervisors (LEADS), and the Official Minority Languages Office (OMLO). It was the mandate of this committee to develop the aim and goals of physical education K-12 as well as to set necessary parameters regarding curriculum development. This guided the development of curricula that would engage students in learning and encourage active living for a lifetime.

Aim and Goals for Physical Education 20 and 30

The aim of physical education is lifelong participation.

Skill development and participation will foster the development of positive attitudes toward a lifetime commitment to physical activity. (Policy for instructional physical education kindergarten to grade 12, 1992). Saskatchewan physical education curricula deal with the cognitive, motor, and affective learning domains in order to enhance knowledge, skills, behaviours, and attitudes.

The goals of a quality physical education program are:

• concept-based skill development.
  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 participation in future physical activities, even though such opportunities may not be evident or known at present. The conceptual framework of this program will empower the learner to successfully participate in physical activities. This will extend to future activities that were not specifically included in the program.

• development of positive attitudes.
  These attitudes will focus on:
  • physical activity;
  • fitness;
  • self-concept;
  • relationships with others;
  • social behaviour;
  • personal and group safety.

• a lifestyle oriented to overall wellbeing. Students will have the opportunity to engage in experiences that will assist them in establishing a physical, social, and emotional balance in their lives.

The achievement of the first two goals are required if the third goal is to become a reality.
(Policy for instructional physical education kindergarten to grade 12, 1992)