Safety
Here is a list provided by Dr. Julie Mueller of a ‘Safety Checklist’ when teaching health and physical education in the ‘CURRICULUM PLANNING, INSTRUCTION, and SAFETY’ document:
Safety Checklist (Pangrazi & Gibbons, 2009, p. 174, 178)
Supervision and Instruction
The following in the Health and Safety information from the HPE curriculum on page 55:
Here is a list provided by Dr. Julie Mueller of a ‘Safety Checklist’ when teaching health and physical education in the ‘CURRICULUM PLANNING, INSTRUCTION, and SAFETY’ document:
Safety Checklist (Pangrazi & Gibbons, 2009, p. 174, 178)
Supervision and Instruction
- “Are teachers adequately trained in all of the activities that they are teaching?
- Do all teachers have evidence of a necessary level of first aid training?
- When supervising, do personnel have access to a written plan of areas to be observed and responsibilities to be carried out?
- Have students been warned of potential dangers and risks, and advised of rules and reasons for the rules?
- Are safety rules posted near areas of increased risk?
- Are lesson plans written? Do they include provisions for proper instruction, sequence of activities, and safety?
- When a new activity is introduced, are safety precautions and instructions for correct skill performance always communicated to the class?”
The following in the Health and Safety information from the HPE curriculum on page 55:
I have included an OPHEA safety guideline that I would reference when introducing any one of the sports or activities listed. For example, I would communicate to students that wearing jewelry, wrist bands, and hard hair accessories are not permitted during basketball as stated by OPHEA for safety reasons. (link: http://safety.ophea.net/sites/safety.ophea.net/files/pdf/en/sg_2016pagerevssum_23jn16.pdf)
Inclusivity
Definition of inclusivity: Includes all abilities, genders, race, age, size and shape, etc.
Examples of Inclusivity in HPE
An alarming statistic:
Physical and Health Education Canada’s website had the following statistic: “only 30 per cent of Canadian schools reported that they provide their students with examples of physical activity drawn from different cultural backgrounds in an attempt to be more inclusive” (Active Health Kids Canada, 2007, p.19). CFLRI 2005 Survey of Canadian Schools
I think a great way to do this is to have a system where students can anonymously suggest activities that the class can participate in (whether it is for DPA or PE), reminding the students that it can be something that they do with their families or friends which is different from what we typically do at school.
In class Dr. Julie Mueller introduced us to the HAKA dance, which is native to the Māori people of New Zealand. As the teacher I will begin this trend by presenting the game of cricket taught from a Guyanese cricketer, which is practiced in Guyana where my family is originally from. This allows students to be exposed to not only different sports and activities from around the world but also to people of different cultures. This can be a great use of integrating curricula together.
Example of a lesson in Cricket from a Guyanese cricketer:
I have included an OPHEA safety guideline that I would reference when introducing any one of the sports or activities listed. For example, I would communicate to students that wearing jewelry, wrist bands, and hard hair accessories are not permitted during basketball as stated by OPHEA for safety reasons. (link: http://safety.ophea.net/sites/safety.ophea.net/files/pdf/en/sg_2016pagerevssum_23jn16.pdf)
Inclusivity
Definition of inclusivity: Includes all abilities, genders, race, age, size and shape, etc.
Examples of Inclusivity in HPE
An alarming statistic:
Physical and Health Education Canada’s website had the following statistic: “only 30 per cent of Canadian schools reported that they provide their students with examples of physical activity drawn from different cultural backgrounds in an attempt to be more inclusive” (Active Health Kids Canada, 2007, p.19). CFLRI 2005 Survey of Canadian Schools
I think a great way to do this is to have a system where students can anonymously suggest activities that the class can participate in (whether it is for DPA or PE), reminding the students that it can be something that they do with their families or friends which is different from what we typically do at school.
In class Dr. Julie Mueller introduced us to the HAKA dance, which is native to the Māori people of New Zealand. As the teacher I will begin this trend by presenting the game of cricket taught from a Guyanese cricketer, which is practiced in Guyana where my family is originally from. This allows students to be exposed to not only different sports and activities from around the world but also to people of different cultures. This can be a great use of integrating curricula together.
Example of a lesson in Cricket from a Guyanese cricketer:
Before and After School Programs
As described in the Healthy and Physical Education Curriculum under the Community Partners sections at the beginning of the document, there are opportunities for students to participate in additional physical activity opportunities that can be in collaboration with community providers. For example, there are community providers such as YMCA that deliver after and before school programs that are available for students to be engage in play based learning before and after school.
The following is a video about before and after school programs at the WRDSB delivered by a community provider:
Before and After School Programs
As described in the Healthy and Physical Education Curriculum under the Community Partners sections at the beginning of the document, there are opportunities for students to participate in additional physical activity opportunities that can be in collaboration with community providers. For example, there are community providers such as YMCA that deliver after and before school programs that are available for students to be engage in play based learning before and after school.
The following is a video about before and after school programs at the WRDSB delivered by a community provider:
First Nations
The following link has a variety of teaching tools to incorporate First Nations activities that can be used for DPA: http://teachingtools.ophea.net.libproxy.wlu.ca/activities/first-nations-inspired-dpa/first-nations-inspired-dpa-activities
For moreinformation please visit
http://teachingtools.ophea.net.libproxy.wlu.ca/sites/default/files/fn-dpa-appendices/en/11x8.5_ophea_fndpa_appendices_screen_l.pdf
Including First Nations activities into DPA can be as easy as following some of these exercises and explaining its significance to the First Nations peoples. For example, animals walks is a fun and quick way to get students moving around. Including animal walks of the following animals can have First Nations significance if taught to the students:
Visit these links to find various ways to welcome and include students with various disabilities to your HPE lessons:
https://www.ophea.net/article/everyone-game#.WKJpnRR6YhY
http://lin.ca/sites/default/files/attachments/inclusive%20physical%20education.pdf