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 continually 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 their lifetime. 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" 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.
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 less 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 progressively 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
The physical education curriculum has a rhythmics component at the elementary
level. Rhythmics and/or dance make up one activity area of the middle level
and secondary level curricula.
"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 hand-held equipment is manipulated to the beat of music. Students move in time to the music and with control.
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 Level | Secondary * | |
| Aquatics | 5% | 5% | 5% |
| Developmental Games and Sports | 25% | 25% | 25% |
| Educational Gymnastics | 25% | 15% | 10% |
| Fitness | 10% | 10% | 10% |
| Outdoor Pursuits | 5% | 15% | 15% |
| Rhythmics/Dance | 15% | 15% | 10% |
| Flexible Dimension | 15% | 15% | 25% |
* These percentages indicate the time allotted per grade level.
5% = ten 30 minute periods
or
five 60 minute periods
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%.
The role of the teacher in a Physical Education 6-9 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. The Templates for Assessment and Evaluation section 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 warm up. 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.
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 multidimensional 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.