Time allotments for each of the six activity areas are shown below in relation to percentages recommended for elementary, middle, and secondary level physical education:
The recommended minimum instructional time for middle level physical education is 150 minutes per week.
| Elementary | Middle | Secondary | |
| Aquatics | 5% | 5% | 5% |
| Educational Gymnastics | 25% | 15% | 10% |
| Fitness | 10% | 10% | 10% |
| Developmental Games and Sports | 5% | 5% | 15% |
| Outdoor Pursuits | 25% | 25% | 25% (10% team) (15% indiv) |
| Rhythmics and/or Dance | 15% | 15% | 10% (dance) |
| Flexible Dimension | 15% | 15% | 25% |
5% = ten 30 minute periods or five 60 minute periods
The maximum time allotment for any one area should not exceed 40%.
During the year, 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 6-9 students will focus on understanding skills and activities which will connect the movement concepts of body awareness, space awareness, force, and relationships, with the more activity-based approach of the secondary level. Middle level physical education should provide students with the foundation needed to function successfully in Wellness 10, Physical Education 20 and 30, and in many leisure and sporting activities available at school and in the community.
The first goal 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.
Students in the same class may have objectives that aim for different levels of achievement. A beginning soccer player may have objectives related to ball control and sending skills; the intermediate player might be working on shooting skills using the right and left instep kick; the advanced player could be involved in a sophisticated drill with one to two other players involving trapping, passing, and shooting skills.
Entry level assessments for motor skill development and fitness will be beneficial for both students and teacher. These assessments allow students to establish a starting point and a reference point from which to monitor improvement. The teacher will find them helpful in preparing 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 assess and evaluate students accurately and fairly 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 recommended format for assessment and evaluation on the following page will help teachers plan the year.
As the year progresses and students continue taking more and more responsibility for their own learning, it would be appropriate to include them in decision making regarding assessment and evaluation. Because of efforts such as this, teachers should find their students demonstrating increased ownership for the program.
Knowledge Base (Cognitive Domain)
Focus:
Assessed/Evaluated by:
Recorded by:
Knowledge Base: 25% - 40%
Performance: 25% - 40%
Positive Attitude: 25% - 40%
Performance (Psychomotor Domain)
Focus:
Assessed/Evaluated by:
Recorded by:
Positive Attitude (Affective Domain)
Focus:
Assessed/Evaluated by:
Recorded by: