Physical Fitness
One of the primary goals of physical education in Saskatchewan is to provide each student with the opportunity to develop an optimal level of fitness. Physical fitness instruction is a necessary component of a balanced physical education program. Participating in physical fitness, developing positive attitudes about exercise and physical fitness and continuously applying this knowledge to everyday life outside the classroom should be an integral part of each student's learning experiences in physical education at all grade levels.
It is becoming increasingly clear that students move into their adult years continuing to choose lifestyles that include little physical activity. Physical education can make a difference. Through a well balanced program, with emphasis on continued integration of fitness activities and information, physical educators can play a significant role in encouraging the pursuit of healthy, active lifestyles.
At the same time, teachers must be aware that with approximately thirty minutes a day currently devoted to physical education, and often far less, it is unrealistic to expect students to reach optimal levels of fitness by merely attending class. With this in mind, it is crucial that teachers strive to influence students beyond class periods. With the thoughtful assistance of physical educators, students can be motivated to participate in self-directed activity that will enable them to lead healthy, active lifestyles throughout life. Teachers must not only provide class time for activity, but require that out-of-class time be spent on lifestyle-related activities.
Motor Skill Development
Students who participate in physical education programs are given ample opportunity to begin skill development from "where they are at" and proceed from there. This increases their chances of experiencing success which, in turn, increases the probability that they will continue with physical activity for a lifetime. As physical educators, it is our responsibility to plan lessons and units around objectives that will help students achieve the aim of all physical education programs in Saskatchewan -- lifelong participation. The section called Motor Skill Development provides valuable information about movement patterns and performance cues and how they are useful in planning lessons and assessing or evaluating students.
The Saskatchewan physical education program consists of six activity components. The major goals of physical education can be met through student involvement in these areas.
Activity Areas
Aquatics
Aquatics refers to water-related skills and abilities that enable the participant to develop confidence in an aquatic environment. Aquatic skills promote and provide opportunities for lifelong recreational activity.
Developmental Games and Sports
Individual, dual and team activities provide the learner with the opportunity to progress from low organized to more formalized games and sports. These activities incorporate movement skills developed in a progressive manner.
Educational Gymnastics
Educational gymnastics focuses on individuals and how they move, learn and develop, as contrasted to the more formal competitive or Olympic style.
With this approach, the content becomes more student centred, the actual skills performed being at the discretion of the student rather than being imposed by the teacher. The primary intention is to assist students in developing and refining movement skills through dynamic movement. Ref. 1
Regardless of ability, body shape or size, experience or confidence, all students will be able to succeed and continue to grow at their own rates. The teacher's role is to facilitate the development of skills.
Fitness
The Saskatchewan physical education curriculum will focus on health-related fitness capacities essential to health and well-being plus motor ability capacities where skill is required.
Fitness programs will emphasize knowledge, assessment, interpretation, goal setting and application.
Outdoor Pursuits
Outdoor pursuits involve a variety of activities utilizing an interaction with the natural environment. Each activity presents a degree of uncertainty in its outcome; however, that
outcome can be influenced by both participant and circumstance. Ref. 2
Rhythmics/Dance
"Rhythm is the ability to repeat an action or movement with regularity and in time to a particular rhythmic pattern." Ref. 3
Rhythmics are activities designed to promote the development of rhythm and body management skills. Small equipment is manipulated to the beat of music. Students move in time to the music and with control.
Rhythmic skills are a fundamental component of dance which, through the dance strand of the Arts Education program, will provide more opportunities for students to move. Rhythmics provides a stepping stone for creative dance, as well as for the more formal folk and social dances taught in middle level and secondary programs.
Time Allotments for Activity Areas
It is the responsibility of the teacher to plan classes so that the percentages of time spent in each activity area reflect the percentages as stated below:
| Elementary | Middle Years | Secondary * | |
| 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% |
* These percentages indicate the time allotted per grade level.
The flexible dimension provides an opportunity for the teacher to increase the percentage of time in any activity area. Teachers may use the flexible dimension to increase time spent in any activity area or they may wish to devote this time for students to work on individual skill mastery; however, the maximum time allotment for any one area should not exceed 40%.
Teaching in the Activity Areas
The role of the teacher in a Physical Education 20 or 30 class will move from one that has, historically, been that of lecturer and demonstrator to facilitator. This movement will assist both teachers and students in the development of self-directed learning and personal ownership for the class. Teachers are encouraged to provide students with the opportunity to play a major role in the planning of units, selection of activities, assessment, and evaluation. Appendix A contains a Student Interest Inventory which may be of help when selecting activities.
To ensure that adequate time is spent in each of the activity areas, some teachers may wish to place the activity areas in "blocks" (except for fitness which should be ongoing). Others may wish to "spiral" the areas. This means that one or more activities from one area may be incorporated into another area. For example, gymnastics (springs, landings, locomotions) could be incorporated into a volleyball or basketball unit as part of the warmup. Rhythmics using ropes and plastic golf tubes could be used to warm students up before a dance or badminton class.
Each activity should be selected for specific reasons. Ref. 4 These reasons include the practice of skills, social learning, leadership opportunities or fitness values. Student needs and interests must be considered. The students' ability and willingness to apply those learnings in out-of-school, lifelong pursuit of meaningful physical activity is an indicator of a successful program.
Physical Education 20 will include extensive study in at least one selected activity from each of the six areas described on the previous page. These activities may be different from the ones that might be chosen if the student continues into Physical Education the following year or semester. For example, a grade 11 student may concentrate on tennis in the activity area of developmental games and sports; in grade 12, this student may pursue golf.
In addition, students may have the opportunity of extensive study in at least two areas that have been introduced throughout the course. This means that as or after students have had time to participate in all six areas, they may choose two areas in which to "specialize." As the year or semester progresses, a student may have quite a "list" from which to choose: golf, swimming, diving, sailing, bowling, skiing, weightlifting, hiking, canoeing ...
The next four pages contain sample year and semester plans for Physical Education 20 and 30. These may help teachers when planning "the big picture."
Sample Year Plan - Physical Education 20
| Classes | C.E.L.s | Assessment/Evaluation | ||
|---|---|---|---|---|
| September | 10 classes | General registration/orientation | ||
| October | 10 classes | Orientation to Physical Education 20 Assessment/evaluation Begin action plan for physical fitness Introduction to activity Interest inventory |
||
| November | 10 classes | Exposure to basic movement patterns through motor skills activities | ||
| December | 8 classes | |||
| January | 10 classes | Continue exposure to various motor skills and movement patterns | ||
| February | 10 classes | |||
| March | 10 classes | Focusing on one or two activities (if two, it is suggested each deal with a different movement pattern) | ||
| April | 8 classes | |||
| May | 10 classes | |||
| June | 8 classes |
Sample Semester Plan - Physical Education 20
| |
C.E.L.s | Assessment/Evaluation | ||
|---|---|---|---|---|
| September | 20 classes | General Registration/orientation Orientation to Physical Education 20 Assessment/evaluation Begin action plan for physical fitness Intoduction to activity Interest inventory | ||
| October | 20 classes | Exposure ot basic movement patterns through motor skills activities | ||
| November | 20 classes | Continue exposure to basic movement patterns through motor skills activities | ||
| December | 15 classes | Focus on 1-2 activities | ||
| January | 20 classes | Continue focusing on specific motor skills (individual skills mastery) |
Sample Year Plan - Physical Education 30
| |
C.E.L.s | Assessment/Evaluation | ||
|---|---|---|---|---|
| September | 10 classes | General Registration/orientation Orientation to Physical Education 20 Assessment/evaluation Begin action plan for physical fitness Intoduction to activity Interest inventory | ||
| October | 10 classes | Orientation to Physical Education 30 Assessment/evaluation Begin action plan for physical fitness Introduction to activity Interest inventory | ||
| November | 10 classes | Exposure to basic movement patterns through motor skill activities | ||
| December | 8 classes | |||
| January | 10 classes | Continue exposure to various motor skills and movement patterns | ||
| February | 10 classes | |||
| March | 10 classes | Focusing on one or two activities (if two, it is suggested each deal with a different movement pattern) | ||
| April | 8 classes | Volunteering component | ||
| May | 10 classes | |||
| June | 8 classes |
Sample Semester Plan - Physical Education 20
| |
C.E.L.s | Assessment/Evaluation | ||
|---|---|---|---|---|
| September | 20 classes | General Registration/orientation Orientation to Physical Education 20 Assessment/evaluation Begin action plan for physical fitness Intoduction to activity Interest inventory | ||
| October | 20 classes | Exposure to basic movement patterns through motor skills activities | ||
| November | 20 classes | Continue exposure to basic movement patterns through motor skills activities | ||
| December | 15 classes | Focusing on 1 - 2 activities | ||
| January | 20 classes | Continue focusing on specific motor skills (individual skills mastery) Volunteering component |
Components of the Personal-Cultural Perspective
Affective Component
Physical education exposes students to situations which develop emotional control and social adjustment. Physical education is concerned with developing an appreciation for and enjoyment of activity for its own sake. It endeavours to help students realize the importance of physical activity in the maintenance of personal well-being.
Social Skills Component
This component can be divided into six levels of social skills, beginning with irresponsible behaviour and progressing through self-control, involvement, independence, caring for others, to responsible leadership. Specific behaviours can be associated with each level. Students will display more of the behaviours as they progress to the higher social skill levels. Ref. 5
Cultural Awareness Component
Physical activity enables learners to develop conceptualizations of the relationship that exists between their cultural heritage and their own places in the modern world. Physical activity also promotes respect for the play and sport traditions of other cultures in a multi-dimensional global setting. This component recognizes the importance of developing and supporting a lifestyle that extends the learner's cultural heritage in physical activity and sport.
