According to recent surveys, physical education programs in Saskatchewan vary a great deal in quality and content. It appears that many programs, particularly those being staffed by non-specialists, mostly focus on traditional games like volleyball, basketball, and badminton as well as some of the more seasonal activities of track and field, and baseball. Gymnastics and rhythmics are often ignored or short-changed.
Whereas some sports are seasonally appropriate, such as skating, curling, baseball, and aquatics (outdoors), most activities do not need to be seasonally blocked.
The new curriculum guide recommends teaching games, gymnastics and rhythmics thematically throughtout the school year. Also, 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 progress to gymnastics and/or games following basic movement patterns as themes.
The new curriculum guide focuses on all six activity areas and recommends how much time to spend on them (see Course Overview). It also advocates using the basic movement patterns which are described in detail in the curriculum guide. The performance cues are explained and are designed to remind teachers of the mechanical principles involved in movement skills. The new curriculum focusses on the skill development of individual students in all three domains and provides advice on instructional strategies, assessment, and evaluation to help teachers plan their units with this in mind. If teachers personalize their programs, then students should be able to improve their skills, feel good about physical education, and understand some of the biomechanical principles of movement too.
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. 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 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 is designed to empower the learner to participate successfully in all forms of physical activity.
These attitudes will focus on:
Students will have the opportunity to engage in experiences that will assist them in establishing physical, social, and emotional balance in their lives.
The achievement of the first two goals is required if the third goal is to become a reality (Policy for Instructional Physical Education Kindergarten to Grade 12, 1992).