CURRICULUM

Physical Education Curriculum: Grades 7–9

Physical Education Curriculum: Grades 7–9

Physical Education Curriculum: Grades 7–9 © Crown Copyright, Province of Nova Scotia 1999 Prepared by the Department of Education

Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgement is given to the Nova Scotia Department of Education.

Cataloguing-in-Publication Data Main entry under title. Physical education curriculum: grades 7-9 / Nova Scotia. Department of Education.--

ISBN: 0-88871-571-4 1. Curriculum planning -- Nova Scotia. 2. Physical education -- Nova Scotia. 3. Physical education -- Curriculum -- Nova Scotia. I. Nova Scotia. Department of Education. English Program Services. 613.7043-dc 21 1999

ACKNOWLEDGMENTS

Acknowledgments The Nova Scotia Department of Education acknowledges the contributions of the work group and the pilot teachers who assisted in the development of Physical Education Curriculum: Grades 7–9.

Junior High Physical Education Work Group

Peter Bren Whitney Pier Memorial Junior High Cape Breton-Victoria Regional School Board Gordon DeCoste Antigonish East High School Strait Regional School Board Phillip Fisher Uniacke District High School Chignecto-Central Regional School Board Tony Hill École Joseph-Dugas Conseil scolaire acadien provincial Cindy Montgomerie Hants West Rural High School Annapolis Valley Regional School Board

Junior High Physical Education Pilot Teachers

Catherine Baldwin Wolfville School Annapolis Valley Regional School Board Derek Bridgehouse Eastern Passage Junior High School Halifax Regional School Board Cheryl Burke Sydney Mines Junior High School Cape Breton-Victoria Regional School Board

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Harry Savelle Bicentennial School Halifax Regional School Board Mike Scott Shelburne Regional High School Southwest Regional School Board Yves Theriault École R. C. Gordon Conseil scolaire acadien provincial Renda Vandertoorn Hantsport School Annapolis Valley Regional School Board Julie West Sir Robert Borden Junior High School Halifax Regional School Board

Gordon DeCoste Antigonish East High School Strait Regional School Board Grant Dunn Maple Grove Education Centre Southwest Regional School Board Philip Fisher Uniacke District High School Chignecto-Central Regional School Board

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ACKNOWLEDGMENTS

Darren Haley Hebbville Academy Southwest Regional School Board Tony Hill École Joseph-Dugas Conseil scolaire acadien provincial Frank Hubley H. T. Barrett Junior High School Halifax Regional School Board Aurel LeLievre Margaree Forks District High School Strait Regional School Board Cindy Montgomerie Hants West Rural High School Annapolis Valley Regional School Board David Morton Kentville Schools Annapolis Valley Regional School Board David Nauss Sir Robert Borden Junior High School Halifax Regional School Board Cheryl Patriquin Springhill Junior/Senior High School Chignecto-Central Regional School Board Suzanne Poirier St. Andrew Junior High School Strait Regional School Board

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Joan Robertson Morrison Junior High School Cape Breton-Victoria Regional School Board Harry Savelle Bicentennial School Halifax Regional School Board Mike Scott Shelburne Regional High School Southwest Regional School Board Eric Shantz École du Carrefour du Grand-Havre Conseil scolaire acadien provincial Yves Theriault École R. C. Gordon Conseil scolaire acadien provincial Renda Vandertoorn Hantsport School Annapolis Valley Regional School Board Charles Weatherbee Brookfield Junior High School Chignecto-Central Regional School Board Julie West Sir Robert Borden Junior High School Halifax Regional School Board Judy Wile Cornwallis District High School Annapolis Valley Regional School Board

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CONTENTS

Contents Introduction

The Nature of Physical Education ................................................ 1 The Purpose of the Document ...................................................... 2 Rationale ...................................................................................... 2 A Multiple Intelligences Approach to Physical Education ............. 7 A Physically Educated Person........................................................ 8 The Learning Continuum ............................................................. 9 Curriculum Focus ....................................................................... 10 Developmentally Appropriate Physical Education ...................... 14 A Supportive Learning Environment .......................................... 15 Equity and Diversity ................................................................... 16 Safety .......................................................................................... 18 Challenge .................................................................................... 20

Curriculum Outcomes

Essential Graduation Learnings ................................................... 21 Curriculum Outcomes ................................................................ 21 Connections ............................................................................... 22 Organizing Strands ..................................................................... 25 Graphic Organizer ...................................................................... 26 General Curriculum Outcomes................................................... 27 Key-Stage Curriculum Outcomes ............................................... 28 Specific Curriculum Outcomes by Grade ................................... 32 Grade 7 .................................................................................. 34 Grade 8 .................................................................................. 36 Grade 9 .................................................................................. 38 Specific Curriculum Outcomes by Movement Category ............. 41 Active Living .......................................................................... 45 Outdoor Activities ................................................................. 55 Dance .................................................................................... 65 Educational Gymnastics......................................................... 75 Sport Experience .................................................................... 85

Students with Special Needs

Opportunities for Students with Special Needs ......................... 109 Program Planning ..................................................................... 111 Sample Inclusive Teaching Strategies ......................................... 112

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CONTENTS

Assessment and Evaluation

Assessing and Evaluating Student Learning ............................... 121 Assessing Student Learning in Physical Education .................... 124 Assessment Activities and Strategies .......................................... 125 Indicators of Personal and Social Development ......................... 132

Resources

Criteria for Selecting Resources ................................................. 133 The Range of Resources ............................................................ 133 Community Resources .............................................................. 134 Learning Resources ................................................................... 135

Appendices

Appendix I: Sample Learning Experiences Template ................. 139 Appendix II: Sample Rubrics and Portfolio Ideas ...................... 143 Appendix III: Intramurals and Extra-Curricular Activities ........ 171

Bibliography

Bibliography ............................................................................. 177

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INTRODUCTION

Introduction The Nature of Physical Education

Physical education is central to the balanced education and development of all young people and contributes directly to their physical health. Physical education curriculum encompasses the study, experience, and appreciation of movement, communication, and participation. Physical education involves knowing, doing, and valuing. The integration of these processes is fundamental to the development of an active, healthy lifestyle. Active, healthy living engages learners in experiences that require them to take personal responsibility for an active, healthy lifestyle. The need for students to engage in regular physical activity, one of the prerequisites for achieving optimum health, is a priority of this curriculum. The physical education curriculum engages students in a range of experiences and interactions. This curriculum recognizes that emotional and social development, academic achievement, and the development of intellectual and physical skills are equally important in the development of active, healthy citizens. This curriculum offers opportunities that will enable students to become caring, thoughtful individuals who plan, review, and make informed choices, taking responsibility for their physical well-being and personal development. Positive personal and social behaviours and interpersonal relationships are developed through active involvement in a variety of physical activities. Students develop respect for themselves and others as they learn and practise the skills of communicating and cooperating. Students acquire leadership skills and an understanding of the benefits of physical education as part of the total education experience. An active, healthy school climate enhances learning and fosters a positive psychological and social atmosphere, free from discrimination, harassment, and intimidation. It offers each learner opportunities to grow as a person who is physically educated, academically competent, socially comfortable, and empowered to make decisions and take responsibility for his/her life, now and in the future.

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INTRODUCTION

The Purpose of the Document

Physical Education Curriculum: Grades 7–9 offers a vision of what the learning and the teaching of physical education can become when well supported by the education system and community and when strengthened by collaboration among students, teachers, administrators, and community members. It gives a practical framework on which educators and others in the learning community can base decisions concerning learning experiences, instructional techniques, and assessment strategies, using curriculum outcomes as reference points. This guide gives a coherent, integrated view of learning and teaching physical education, that reflects current research, theories, and effective classroom practises. This guide elaborates on program design and components, the developmental nature of learning and the range of learners that can be expected at the junior high level, specific curriculum outcomes and learning experiences, instructional and assessment strategies, and resources.

Rationale

Physical education is part of the core program for grades 7, 8, and 9 and is an integral part of the total educational process. The unique learning opportunities in physical education enable students to acquire the knowledge, skills, and attitudes they require to enhance their quality of life through active, healthy living. Physical inactivity is a serious, nation-wide health problem, and the health benefits of regular physical activity are well documented. Children are physically active until age nine. At that age, their activity levels start to decrease. Adolescents and young adults, are less likely to reap the health benefits of regular physical activity. (Nova Scotia Department of Health 1995) Since most chronic illnesses such as heart disease are a result of cumulative unhealthy lifestyles, what is done in childhood and youth affects health and functioning later in life. (Corbin and Pangrazi 1998)

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INTRODUCTION

Regular physical activity enhances academic performance. Improvements in discipline, academic performance, and self-concepts are benefits associated with regular physical activity. (Fishburne and Boras 1989) An individual enjoys improved concentration, enhanced memory and learning, enhanced creativity, better problem-solving ability, and improved mood state for up to two hours following exercise. (Taylor and Taylor 1989) Physical activity complements academic performance. The academic performance of children and youth who participate in regular activity is stronger than that of children and youth who are not physically active. (Hale 1989) Children’s movement experiences are intimately connected with their intellectual, emotional, aesthetic, social, physical and motor development. Physical education is necessary to ensure overall human development. (Fishburne and Haslam 1993) Even when more time is devoted to physical education, academic performance has been found not to suffer. (Maynard et al. 1987) Participation in regular physical activity has a positive impact on behaviour and healthy lifestyles in youth. Physical activity participation throughout the school years has a strong positive association with good outcomes and a negative association with delinquent and criminal behaviour. (Marsh 1990) Among young people, high levels of fitness are associated with a decline in smoking and drinking behaviour, healthier eating habits, and increased selfesteem. (Guzman 1992)

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INTRODUCTION

The provision of meaningful and involving activities for our young people deters negative social behaviour such as vandalism and petty crime. (The Canadian Parks/Recreation Association (CPRA) 1992) Youth that enjoy full and active lives are much less likely to turn to self-destructive behaviour such as drug abuse and suicide. (CPRA 1992) Regular physical activity improves young adolescents’ mental health and contributes to their growth and development. There is a positive relationship between mood and physical activity. As physical activity increases, mental state improves. (Stephens and Craig 1990) Physical activity is consistently related to improvements in self-esteem, self-concept, depressive symptoms, anxiety, and stress. (Calfas and Taylor 1994) Some of the therapeutic benefits of physical exercise such as jogging or running include: increased interest in and improved attitudes toward school; reduced anger, restlessness, tension, stress, anxiety, and frustration; increased self-esteem, self-concept, and sense of competency and mastery; improved physical health and fitness; enhanced social interactions; and increased happiness. (CPRA 1992) Daily physical activity improves skeletal health, thereby also reducing the risk of the future development of osteoporosis. Daily weight-bearing activities, of even brief duration during adolescence, are critical in enhancing bone development that affects skeletal health throughout life. (Sallis and Patrick 1994)

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INTRODUCTION

Physically active individuals generally have greater bone mass than those who are sedentary. (Park and Recreation Federation of Ontario 1992) Recent research has indicated an increase in the prevalence of childhood obesity, which is linked, in some cases, to a lack of physical activity. Obesity, developed through inactivity, is a modifiable risk factor of cardiovascular disease. Increasing participation in regular physical activity will consequently reduce the risk of this fatal disease. In the past 15 years, the prevalence of obesity has grown by more than 50 percent in Canadian children aged six to 11 years, and by 40 percent in those aged 12 to 17. Forty to 90 percent of overweight youngsters become obese adults who are at high risk of developing heart disease and diabetes. A major cause of obesity is sedentary lifestyles. (Lechky 1994) Forty percent of Canadian children already have at least one risk factor for heart disease—reduced fitness due to an inactive lifestyle. (Fishburne and Harter-Tarr 1992) A regular, preferably daily, regimen of at least 30 minutes of moderate physical activity will reduce your risks of developing coronary heart disease, hypertension, cancer and diabetes. (United States Department of Health and Disease Control 1995) An increase of participation by youth in physical activity would provide significant reductions in health care costs by decreasing their future risk related to a variety of diseases. There are both provincial and national concerns over rising health costs that will not be alleviated unless the school physical education curriculum can change attitudes. (Haslam 1996)

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INTRODUCTION

Regular physical activity, when properly undertaken, can be effective in preventing and limiting the disabling effects of heart disease and stroke. (Kuntzleman 1992) Habitual physical activity levels begin to decline dramatically during adolescence. It is important to educate, encourage, and motivate young adolescents to participate in regular physical activity because the habits they establish in their youth carry over to adulthood. One of the rationales for promoting physical activity in youth is to enhance their future health by increasing the probability that they will remain active as adults. It is believed that adolescents who develop a habit of participating in activities that can be carried over into adulthood will be more likely to remain active. (Sallis and Patrick 1994) Only 525 of more than 15,000 Canadian schools provide the minimum recommended 30 minutes of physical education each day. This situation, combined with poor eating habits and excessive TV watching, is resulting in a population of young people who suffer from obesity. This condition can lead to such health problems as diabetes, high blood pressure, elevated cholesterol levels, and heart disease. (Mickleburgh 1994) The rate at which Canadians are sedentary increases with age, growing from 9% among those age 6–11, to 35% among teenagers age 15–19 to a high of 56% among adults (age 20 and over). Incrased number of hours per day watching TV may contribute to the increasing levels of being sedentary. (Heart and Stroke Foundation 1998)

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INTRODUCTION

A Multiple Intelligences Approach to Physical Education

Theories of multiple intelligence recognize that intelligences such as linguistic, spatial, logical-mathematical, kinesthetic, musical, interpersonal, and intrapersonal are independent of one another, but that they work together. Students are enabled to use all of these intelligences in an environment that fosters experiential learning, where meaningful interactions are taking place among students, between students and teachers, and between students and the environment. The physical education classroom can provide this arena. For example, when a student plays a ball game of any kind, he/she needs • bodily-kinesthetic intelligence to run, kick, throw, and catch • spatial intelligence to orient himself/herself to the playing field and to anticipate trajectories of flying balls • linguistic intelligence to discuss game strategy, read rules, and understand officials’ decisions • logical-mathematical intelligence to keep score and calculate angles of release for throwing and kicking • musical intelligence to feel and use rhythm when throwing and running • interpersonal intelligence to work with teammates for the benefit of the team and to work with others of varying skill levels and abilities • intrapersonal intelligence to recognize strengths and limitations with a view to goal setting related to practise for improvement It is therefore critical that the physical education curriculum be recognized for its importance and contribution to the growth and development of the whole learner, by addressing in all of its components a variety of intelligences.

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INTRODUCTION

A Physically Educated Person

The curriculum is designed to provide challenge and support for all learners to enable them to become physically educated persons. While there are many definitions of a physically educated person, for the purpose of this guide the following definition will be used. A physically educated person is one who • leads a physically active lifestyle • maintains a health-enhancing level of physical fitness • is competent in many movement forms and proficient in a few movement forms • applies movement concepts and principles to understand and develop motor skills • behaves in ways that are personally and socially responsible to physical activity settings • understands and respects differences among people in physical activity settings • understands that physical activity can provide enjoyment, challenge, self-expression, and social interaction (NASPE 1995)

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INTRODUCTION

The Learning Continuum

At any grade level, students are likely to be at different stages of the development process. The physical education curriculum provides a continuum of experiences and interactions in which students integrate physical education as they develop. This curriculum is best implemented through meaningful learning experiences that balance and integrate the processes of the physical education curriculum in developmentally appropriate ways. This curriculum recognizes that students develop and learn at different rates and in different ways and that the time frame for the development of personal well-being through active, healthy living will vary. In recognizing and valuing the diversity of students, the education system must allow for a range of learning styles, teaching styles, instructional strategies, assessment strategies, and resources. Learning contexts should be adapted to meet the needs of students with different backgrounds, interests, and abilities and to provide ongoing opportunities for all students to engage in new learning, based on previous successes.

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INTRODUCTION

Curriculum Focus

Through the connection of a healthy body and a healthy mind, physical education is a key component for all learning. Physical education provides opportunities for integrated learning and contexts to enhance learning within and across all other subject areas in the curriculum. This curriculum is defined in terms of outcomes. The identification of physical education curriculum outcomes clarifies for students, teachers, parents, and administrators specific expectations of what students in Nova Scotia are expected to know, to be able to do, and to value as a result of their learning experiences. Emphasizing the importance of students’ active participation in all aspects of their learning, this curriculum describes learning experiences that immerse students in active participation in physical activity situations both within the school and in broader contexts. The curriculum describes ways to motivate and invite learners to participate fully in a wide range of activities that facilitate their achievement of curriculum outcomes. This curriculum is movement based. Since the subject matter of physical education is human movement, it is critical for teachers and students to be cognizant of the dimensions of education about movement, through movement, and in movement. Education about movement involves the cognitive processes that are concerned with learning concepts in combination with other disciplines such as anatomy, physiology, psychology, and aesthetics. Outcomes can be achieved through student participation in games, sport, athletics, aquatics, rhythmics, dance, gymnastics, and outdoor activities. Education through movement is concerned with the affective contribution of movement as a means to an end. Movement is used to achieve outcomes such as aesthetic understanding and appreciation and social interaction. Education in movement is concerned with the qualities that are an inherent part of movement itself. Movement provides students with opportunities to participate in activities that are holistic, culturally significant, and intrinsically valuable. Education in movement is learning how to move through participation in physical activities.

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INTRODUCTION

This curriculum provides a basis for assessing student achievement. The outcomes framework provides reference points for teachers to inform their instructional practice as they monitor student progress and assess what students can and cannot do, what they know, and what they need to know. Assessment involves more than a judgement made about performance after learning has taken place. As a continuous, cooperative, collaborative, comprehensive process, assessment can be a powerful tool to enhance students’ learning when it is an integral part of the learning process. This curriculum requires the use of a broad range of formal and informal assessment strategies and practices to ensure that curriculum and assessment work together to support student learning.

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INTRODUCTION

Characteristics and Needs of Young Adolescent Students*

Emotional Characteristics Students • may be emotional and unpredictable • may be extremely sensitive and easily offended • may be overly self-critical and hard on themselves • have a growing sense of fairness

Physical Educational Implications Students • need opportunities to release emotional stress and for discussing their issues and concerns • need sensitive adults who are interested in their well-being and development • need opportunities for self-exploration and selfdefinition, and multiple opportunities to experience success • need to be treated fairly and consistently

Intellectual Characteristics Students • vary significantly in their intellectual development—some students are learning to think abstractly, many are still in the stage of concrete operations • have increasing ability to process and relate information • are broadening their interest in the larger world • can be disorganized and preoccupied

Physical Educational Implications Students • need opportunities to develop their thinking skills • need opportunities to question and analyse • need exposure to diverse learning opportunities and environments • may need help in structuring and organizing activities

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INTRODUCTION

Characteristics and Needs of Young Adolescent Students (continued)

Physical Characteristics Students • are experiencing rapid and uneven growth rates • may have an abundance of energy and low tolerance for fatigue • may be clumsy and awkward in appearance and performance or perceive themselves that way • may worry incessantly about appearance • are experiencing the onset of puberty and sexual feelings

Physical Educational Implications Students • need frequent opportunities for movement, rest, and change • respond well to an activity-oriented approach to learning • avoid sitting for long periods of time • require daily physical activity • need information about and opportunities to discuss diet and nutrition, personal hygiene, and physical changes

Social Characteristics Students • are searching for greater autonomy and independence • are focussing on friendship and social acceptance by peers • are influenced by peer pressure • have a growing interest in the larger world • are developing a sense of identity • are developing personal and social values

Physical Educational Implications Students • need choices and increased opportunities for decision making • need frequent opportunities to work with peers in small group learning activities • need to be exposed to a diversity of cultures • need positive role models • need to explore ways of dealing with various social situations

*(Adapted from Current and Emerging Research on Successful Junior High Schools: The Middle Years, Nova Scotia Department of Education and Culture, 1997.)

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INTRODUCTION

Developmentally Appropriate Physical Education

To develop the knowledge, skills, and attitudes that lead to regular and enjoyable participation in physical education, students should be provided with developmentally appropriate physical education that provides • a balanced curriculum requiring activity from all movement categories • frequent and meaningful practice opportunities for students to develop movement concepts and build competence and confidence in their ability to perform a variety of motor skills • activities that support and enhance students’ cognitive development • opportunities for learners to work together to improve social and co-operative skills • activities that promote an active, healthy lifestyle • physical education as a part of an integrated curriculum • assessment based on progress and achievement, not on the learner’s ability in a sport or fitness test scores • regular participation in scheduled classes to ensure that students will not be excluded because of their lack of academic achievement or ability • learning experiences that meet the programming needs of students • an environment in which male and female students are equally encouraged and supported towards success • small numbers in teams to promote mass participation • activities that promote participation and self-improvement rather than winning and losing • a safe environment

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INTRODUCTION

A Supportive Learning Environment

With the principles of learning in mind, teachers and administrators must plan a supportive environment for students in which they interact with learners in positive ways, guiding, facilitating, directing, and extending their learning. Students need an environment rich in opportunities to use physical education in an ever-expanding variety of school and community contexts. The wider community offers students multiple opportunities to experience natural and alternative settings for physical activity and to network with community groups that offer students opportunities to apply and extend their learning. Physical education provides a supportive environment where risk taking and experimentation are recognized as integral to learning. As well, an inviting environment is promoted where discussion and sharing of ideas are common and valued experiences. An active, healthy environment immerses learners in the widest possible range of situations and physical activity. Learning environments for active, healthy living are characterized by an emphasis on inquiry, interaction, and collaboration. Balanced, challenging learning experiences are supported by a wide range of resources, including technology. When planning balanced learning experiences, it is important that teachers include • physical activities that enhance students’ growth and development • opportunities for learners to access information on a variety of physical activity environments • opportunities for physical and intellectual involvement in individual, paired, small-group, and large-group activities • experiences designed, selected, or directed by the teacher • experiences designed, selected, or directed by the student • assessment procedures to gather information on all areas of physical education

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INTRODUCTION

Equity and Diversity

The intent of this curriculum is the achievement of equity in physical education. There is a place for the interests, values, and experiences of every student and of the many groups within our regional, national, and global communities. Nova Scotia, like all of Canada, is linguistically, racially, culturally, and socially diverse. It includes differences in gender, abilities, values, lifestyles, and languages. In a learning community characterized by mutual trust, acceptance, and respect, student diversity is both recognized and valued. All students are entitled to have their personal experiences and their racial and ethno-cultural heritage valued within an environment that upholds the rights of each student and requires students to respect the rights of others. Physical education teachers are entrusted with responsibilities for the physical, emotional, and social growth and development of learners. It is the responsibility of teachers to be aware of any barriers that may interfere with learning or growth. Equity plays an important role in increasing the range of opportunities for young people to participate in activities of their choice. Increased opportunities for independence will enhance their competence, self-esteem, and health. Teachers are concerned with the well-being of all students; and equity is an integral part of the nurturing of human social values and the preservation of human rights and freedoms. Language is a powerful, descriptive tool reflecting attitudes and beliefs. Teachers can be powerful role models in consistently using inclusive language and encouraging others to use respectful, thoughtful, gender-fair language in all types of communication (teacher to student, student to student, teacher to teacher). To contribute to the achievement of equity in education, the curriculum must • reflect students’ abilities and accommodate their diverse learning styles • expect that all students will be successful, regardless of gender, racial and ethno-cultural background, social class, lifestyles, or abilities • enable students to value individual variation among members of their classroom community • ensure a safe learning environment for all students

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INTRODUCTION

Teachers are regularly faced with equity issues, and reflective practice engages teachers in examining their own values and beliefs. Such reflection can help teachers to identify biases, societal, social or cultural stereotyping, and blind spots. Teachers have a responsibility to • be role models who exemplify fairness and self-control • set learning goals that focus on human needs and values as well as on fitness and sport skill • offer programs that allow choices and are not dominated by competition • recognize that enjoyment should be an aspect of all program goals • ensure an appropriate ratio of positive to corrective feedback • recognize that the enhancement of self-esteem should be an aspect of all program goals • define success so that its focus is individual improvement and effort rather than peer comparisons of abilities • help students make responsible choices Students learn from their differences as well as their similarities to peers. To enhance their abilities to appreciate diversity, students need opportunities to • communicate and interact with others who may differ in attitude, knowledge, point of view, and dialect • examine critically different experiences and perspectives within social and cultural contexts • examine critically ways in which language and images are able to create, reinforce, and perpetuate gender, ability, culture, and other forms of stereotyping and biases • challenge prejudice and discrimination Instructional and assessment practices should • be free of racial, ethnic, cultural, gender, ability, and socioeconomic bias • recognize and address materials, resources, and experiences that exhibit racial, ethnic, cultural, gender, ability, and/or socioeconomic biases or that students, parents, or teachers perceive to exhibit those biases • promote equity by giving each student optimal opportunity to learn and to demonstrate what he/she knows and can do • use inclusive language in all communication

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INTRODUCTION

Inclusion

Inclusive schooling facilitates the participation and learning of all students in school programs and activities. Physical education, with its emphasis on exposure to and participation in a wide variety of activities, provides excellent opportunities for the inclusion of all students. All students have the right to be provided with an equal opportunity to physically participate in the curriculum, to learn about the benefits of being physically active throughout their lifetime, and to be educated to make wise lifestyle choices. The curriculum outcome statements in this guide are considered important for all learners and provide a framework for a range of learning experiences for all students, including students with special needs. For students who require individual program plans, the general curriculum outcomes provide a framework for program planning. For further information, refer to the Special Education Policy Manual (Nova Scotia Department of Education and Culture, 1996). Some students will require adaptations of learning environments, instructional approaches and assessment strategies and/or evaluation methods. Learners will benefit from a wellplanned physical education program that addresses motor skill development, fitness, and social skills and leads to an increased knowledge of the benefits of an active lifestyle. “Modify only when necessary, to the extent necessary, and without jeopardizing the integrity of the activity.” (National Education Steering Committee of the Moving to Inclusion Initiative on behalf of Active Living Alliance for Canadians with a Disability 1994)

Safety

Physical activity, by its very nature, involves a certain element of risk and danger. Programs should not be restricted but rather be carefully planned for all participants to ensure that activities are age appropriate, developmentally appropriate, and conducted in a clean, safe environment. The precautions necessary to ensure safety in a physical education program setting are the same for all students. However, restrictions to participation may apply to some students with special needs (refer to the Opportunities for Students with Special Needs section in this guide). Students should be encouraged to participate in activities when they are ready and feel comfortable. Physical activity should never be used as a punishment for poor performance, lack of effort, or inappropriate behaviour. When designing learning experiences and selecting learning environments, teachers should consider health and safety, special needs, and gender and cultural issues.

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INTRODUCTION

Creating a Safe Learning Environment

It is essential that teachers address the following questions prior to, during, and after activity: • Is the activity appropriate to the student’s physical age and mental and physical condition? • Has the instruction been sequenced progressively to ensure safety? • Have students been given specific instruction about how to use and handle the equipment appropriately? • Is the equipment in good repair, and has it been suitably arranged? • Are the facilities in good repair? • Are the students being properly supervised? Teachers should ensure that the following safety practices are implemented. This list is not an all-inclusive, but is intended as a guide to help teachers establish a safe learning environment for physical education. Students should • • • • • • •

wear clothing and footwear appropriate for the activity follow established rules and routines respond appropriately to control signals select tasks that are within their ability and comfort zone move in the designated space with control and respect for others recognize hazards in the play areas follow fair-play principles

When planning instructional activities to meet the learning needs of the students, teachers should always select appropriate activities that reflect safe practices in physical education. Students should learn and use safe stretching exercises. When organizing activities in which contact or collisions occur (e.g., basketball, wrestling, football, rugby, hockey, soccer) or that require spotting (e.g., weight lifting and gymnastics), teachers should consider • • • •

the basic skills students require to participate safely in the activity appropriate teaching progressions (instructional sequence) the students’ height, weight, and eyes students’ ability, confidence level, and interest in participation

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INTRODUCTION

Challenge

Experiences that challenge learners are essential to their development. Students need to experiment with movement and try out new ideas. When students test their limits, they may make mistakes, but in a supportive environment, they will take learning risks and learn without undue anxiety. Within an inviting and stimulating environment, all students must be continually challenged to • expand their knowledge base and physical skill acquisition • develop a range of strategies for knowing, doing, and valuing to enhance an active, healthy lifestyle • respond to physical challenges from progressively more sophisticated perspectives • develop increasing confidence with their physical well-being (including level of comfort, willingness to risk and extend, adaptability, flexibility, valuing, and appreciating) These purposes are best accomplished through meaningful learning experiences that balance and integrate the processes of the physical education curriculum.

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CURRICULUM OUTCOMES

Curriculum Outcomes Essential Graduation Learnings

Essential graduation learnings are statements that describe the knowledge, skills, and attitudes expected of all students who graduate from high school. Achievement of the essential graduation learnings will prepare students for continuous, lifelong learning. These learnings describe expectations not in terms of individual school subjects but in terms of knowledge, skills, and attitudes developed throughout the curriculum. They confirm that students need to make connections and develop abilities across subject boundaries if they are to be ready to meet the shifting and ongoing demands of life, work, and study today and in the future. Essential graduation learnings are cross-curricular, and curriculum in all subject areas is focussed to enable students to achieve these learnings.

Curriculum Outcomes

Curriculum outcomes are statements that articulate what students are expected to know, to be able to do and to value in particular subject areas. These outcomes statements also describe what knowledge, skills, and attitudes students are expected to demonstrate at the end of certain key stages in their education as a result of their cumulative learning experiences at each grade level in the primary to grade 12 continuum. Through the achievement of curriculum outcomes, students demonstrate the essential graduation learnings. The physical education curriculum is organized around eight general curriculum outcomes for grade primary to grade 12. This section of the physical education curriculum guide outlines these general curriculum outcomes as well as key-stage curriculum outcomes that students are expected to achieve by the end of grade 9. The outcomes are organized around the processes of knowing, doing, and valuing. It is important, however, to recognize that these processes are interrelated and can be developed most effectively as integrated rather than as discrete processes.

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CURRICULUM OUTCOMES

Connections

The curriculum outcomes of physical education are intended to contribute to students’ attainment of the essential graduation learnings.

Essential Graduation Learnings

Curriculum Outcomes

Aesthetic Expression Graduates will be expected to respond with critical awareness to various forms of the arts and be able to express themselves through the arts.

The physical education curriculum provides many experiences that involve students in using physical education for aesthetic expression. For example, the study and enjoyment of dance, gymnastics, and other movement forms cultivate students’ aesthetic awareness and strengthen their creative and critical thinking abilities. Physical education can enhance creative processes by quickening concentration and mental agility and by offering learners opportunities for powerful expressions of creativity and of aesthetic appreciation. The curriculum offers students opportunities to use and respond to a range of aesthetic communication forms and to explore and describe their qualities.

Citizenship Graduates will be expected to assess social, cultural, economic, and environmental interdependence in a local and global context.

The wide range of experiences and resources in physical education broadens students’ knowledge and appreciation of social, historical, geographical, and cultural diversity and enables students to conceive of places and conditions different from their own. Students experience the games and dances of many cultures and investigate how these games and dances are constructed by particular social, historical, political, and economic contexts. Such activities develop students’ sense of cultural identity and promote their understanding of the contribution of diverse cultures to society. Inquiry into a range of issues enables students to consider issues and experiences from a range of viewpoints, to explore their own identities and values, and to reflect on the bonds they share with members of diverse communities. Learning experiences in physical education generate a sense of collective activity, community and belonging, important to all learners and especially to young adolescents. Through the primary– grade 12 continuum, students are active members in communities including family, school, local, provincial, national, and global.

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Communication Graduates will be expected to use the listening, viewing, speaking, reading, and writing modes of language(s) as well as mathematical and scientific concepts and symbols to think, learn, and communicate effectively.

Using movement to think, learn, and communicate is of central importance in the physical education curriculum. Students use movement in formal as well as informal situations to express, extend, clarify, and reflect on their thoughts, ideas, and experiences and to consolidate their learning. The curriculum builds students’ awareness of the movement skills, strategies, and processes they use to learn and of the ways they use movement to extend and demonstrate their learning in other subject areas. The curriculum emphasizes verbal and non-verbal communication that is precise, clear, and engaging. The ability to communicate clearly and effectively involves the correct and appropriate use of language and movement conventions and mechanics. Students’ learning about these elements enables them to become increasingly competent in communicating with confidence.

Personal Development Graduates will be expected to continue to learn and to pursue an active, healthy lifestyle.

Physical education and active, healthy living are essential for success in life, including further education, work, and social interaction. Well-developed movement knowledge and abilities are essential for the lifelong learning required to live and work in a changing world. The physical education curriculum offers opportunities for experiences that foster students’ growth as collaborative and independent learners who can take responsibility for their own health and lifestyle. Physical education experiences help students to build strong relationships and to put them in touch with themselves and others. The ability to co-operate, negotiate, and operate effectively is developed in this curriculum. Physical education offers students important opportunities to develop individual and team skills and to share success and failure in a controlled and safe environment. Enjoyment of active healthy living pursuits can lead to enriched use of leisure time. The curriculum provides students with opportunities to develop the habit of being active on a daily basis and to recognize activity as a rewarding pursuit that enhances a healthy lifestyle. Learning experiences focus on the student’s ability to value the importance of personal physical fitness for active, healthy living.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

23

CURRICULUM OUTCOMES

Problem Solving Graduates will be expected to use the strategies and processes needed to solve a wide variety of problems, including those requiring language, mathematical, and scientific concepts.

The physical education curriculum builds students’ awareness of a range of strategies and processes used to solve problems. Students apply critical, analytical, and creative thinking to identify and solve problems, making decisions collaboratively and independently. They engage in thinking about and discussing problems and issues that concern them. This curriculum invites students to think about, discuss, and solve problems, both physically and intellectually, using a variety of processes, resources, and technologies.

Technological Competence Graduates will be expected to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.

Students use a range of technologies in the process of learning in physical education. They can use computer technology for fitness assessment and nutrition comparison and analysis. Students have the opportunity to explore the technology of equipment used in the fields of physical activity and health and debate the societal issues related to the use of technology in society. The curriculum offers students the opportunity to use computers, software, databases, electronic mail, and emerging features of telecommunications and audio and video production and playback.

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Organizing Strands

The physical education curriculum has three organizing strands: • knowing • doing • valuing Each organizing strand has general curriculum outcomes, followed by key-stage curriculum outcomes, identifying what students are expected to know and be able to do by the end of grade 9. The keystage curriculum outcomes are followed by specific curriculum outcomes, by grade level and movement category. The three strands are interdependent and interrelated, and together they help to form a physical education curriculum shaped by the vision of learners experiencing purposeful physical activity and developing knowledge, skills, and attitudes related to the health benefits of a physically active lifestyle. The movement categories that support a balanced program ensure that students receive instruction in a variety of movement forms. The movement categories are active living, outdoor activities, dance, educational gymnastics, and sport experience.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

25

CURRICULUM OUTCOMES

Graphic Organizer

EGLs Essential Graduation Learnings

GCOs General Curriculum Outcomes

Knowing

Valuing

Doing

KSCOs Key-Stage Curriculum Outcomes

SCOs Specific Curriculum Outcomes

Active Living (walk, fitness)

26

Outdoor Activities (cycling, hiking)

Dance (polka, jive)

Educational Gymnastics (roll, balance)

Sport Experience (volleyball, track)

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

General Curriculum Outcomes

Physical education is holistic and embraces knowledge, activity, and values.

Knowing

Through active living, students will know how to make appropriate choices and set personal goals that enhance the quality of their lives. They will understand the implications of, and the benefits from, involvement in physical activities.

The following general curriculum outcome statements identify what students are expected to know, to be able to do, and to value upon completion of study in physical education.

The student will be expected to • demonstrate an understanding of the concepts that support human movement • demonstrate a knowledge of the components and processes needed to develop and maintain a personal level of functional fitness

Doing

Movement provides a unique medium in which students can be physically active and creative; students participate in a wide range of activities that promote well-being. Maintaining personal fitness is an inherent part of every doing outcome. The student will be expected to • demonstrate motor skills in all movement categories using efficient and effective body mechanics • participate regularly in a variety of activities that develop and maintain personal physical fitness • demonstrate creativity in all movement categories

Valuing

Students will develop positive personal and social behaviours and interpersonal skills through active involvement in a variety of physical activities. Students will be expected to develop respect for themselves and for others through activity, co-operation, and communication. The student will be expected to • demonstrate positive personal and social behaviours and interpersonal relationships • demonstrate positive attitudes toward and an appreciation of physical activity through participation • demonstrate awareness of career and occupational opportunities related to physical activities

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

27

CURRICULUM OUTCOMES

Key-Stage Curriculum Outcomes

The following key-stage curriculum outcomes identify what students are expected to know, to be able to do, and to value by the end of grade 9 as a result of their cumulative learning experiences in physical education. The ordering of key-stage curriculum outcomes is not intended to suggest any priority, hierarchy, or instructional sequence. While these outcomes provide a framework on which teachers may base decisions concerning instruction and assessment, they are not intended to limit the scope of learning experiences in any key stage. Although it is expected that most students will be able to achieve the key-stage curriculum outcomes, some students’ performance will range across key stages. Teachers should take this variation into consideration as they plan learning experiences and assess students’ learning. Students’ experiences, knowledge, abilities, and engagement in learning will also influence their ability to achieve the key-stage curriculum outcomes. The manipulation of instructional variables, such as time, classroom organization, teaching techniques, and assessment strategies, may be necessary to enable students to meet or extend their learning beyond the expected learning outcomes. When the manipulation of instructional variables is not sufficient to address student needs in the context of the prescribed curriculum, an individual program plan (IPP) should be developed within the context of the general curriculum outcomes. For further information on program adaptation and IPPs, refer to the Special Education Policy Manual (Nova Scotia Department of Education and Culture 1996).

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Knowing

Students will be expected to demonstrate an understanding of the concepts that support human movement. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • understand the role of body parts in movement • plan appropriate warm-up and cool-down activities • demonstrate knowledge of outdoor living skills and sensitivity to the environment • explain the relationship between changes in body growth and the effects on movement skills and concepts • plan activity-specific motor skills in all movement categories and alternative environments • identify certification opportunities in selected areas related to physical activity

Students will be expected to know the components and processes needed to develop and maintain a personal level of functional fitness. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • identify and describe the benefits of active, healthy living • plan and assess activity programs to develop personal physical fitness for active, healthy living • analyse and explain the effects that nutrition, fitness, and physical activity have on body systems before, during, and after exercise • identify and describe factors that affect choices of physical activity for life • understand the concepts of time and effort as they relate both physically and mentally to the effectiveness of a personal fitness program • identify appropriate activities for personal stress management and relaxation • design, analyse, and modify nutritional programs for self and others

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

29

CURRICULUM OUTCOMES

Doing

Students will be expected to demonstrate motor skills in all movement categories using efficient and effective body mechanics. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • apply movement sequence skills and concepts in a variety of activities • select, perform, and evaluate movement sequences using a variety of small and large apparatus • demonstrate manipulative skills with increased speed, accuracy, and distance • apply and participate in activity-specific motor skills in all movement categories • apply the principles of mechanics to improve performance in all movement categories

Students will be expected to participate regularly in a variety of activities that develop and maintain personal physical fitness. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • participate in activities that develop personal physical fitness for active, healthy living • lead appropriate warm-up and cool-down activities with peers

Students will be expected to demonstrate creativity in all movement categories. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • perform dances alone and with others in a variety of dance forms • research and present a dance, game, or activity from another culture to classmates and other audiences

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Valuing

Students will be expected to demonstrate positive personal and social behaviours and interpersonal relationships. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • select and apply rules, routines, and procedures of safety in a variety of activities from all movement categories • demonstrate positive behaviours that indicate self-respect and selfconfidence when participating in physical activity • demonstrate appropriate social behaviour when working co-operatively in group activities • demonstrate positive behaviours that indicate respect for the abilities, interests, and cultural backgrounds of others • describe and apply leadership skills related to physical activity

Students will be expected to demonstrate positive attitudes toward and an appreciation of physical activity through participation. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • demonstrate and promote etiquette and fair play • value participation in a wide range of activities • value the importance of personal physical fitness for active, healthy living

Students will be expected to demonstrate awareness of career and occupational opportunities related to physical activities. By the end of grade 9, students will be expected to have achieved the outcomes for previous key stages and to • identify the knowledge, skills, and personal attributes required to qualify for specific careers related to physical activity

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

31

CURRICULUM OUTCOMES

Specific Curriculum Outcomes by Grade

Specific curriculum outcomes are statements that identify what students are expected to know, be able to do, and value at a particular grade level. They contribute to the achievement of the key-stage curriculum outcomes, and it is important to note that these outcomes represent a continuum of learning. Although the specific curriculum outcomes that follow are organized by grade level and by movement category (active living, outdoor activities, dance, educational gymnastics, and sport experience), classroom experiences should develop these processes in an integrated manner.

Description of Movement Categories

Active Living

Active living is a way of life that values physical activity and its integration into daily routines and leisure pursuits. Physical education provides opportunities for students to participate in physical activities that promote well-being and a personal functional level of physical fitness. Through active living, students have opportunities to make appropriate choices and set personal goals that enhance their quality of life.

Outdoor Activities

Through participation in a variety of activities in natural or alternative settings, students develop safety, survival, and orienteering skills and an understanding of the use and preservation of natural resources. They also identify nutritional and fitness levels required to participate effectively in alternative-environment activities and discover links between active living and their environment. Activities can take place in a variety of settings and locations.

Dance

Dance has an important place within youth culture. Through dance experiences, students gain an awareness of their own culture and other cultures, enhance their self-esteem, solve problems, express feelings, and co-operate with others. Students are encouraged to create the more complex movement sequences used in different dance forms (e.g., folk, square, multicultural, jazz) in response to a variety of stimuli. Dance activities require students to work individually, with partners, and in small and large groups.

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Educational Gymnastics

Using themes (e.g., balance, shape, weight transfer, travel, flight, take-off, and landing) to develop gymnastic skills, students gain total body awareness and co-ordination that is transferable to all movement categories. Students begin working on floor mats, then progress to small and large apparatus. Movement challenges promote problem-solving and critical-thinking skills. Safety procedures must be emphasized and applied at all times.

Sport Experience

Sport and games activities play an important role in a student’s development and are an integral part of any physical education program. This movement category has a broad spectrum which includes low-organized, co-operative, and recreational games and sport. Sport and games allow for physical and social skill development, enjoyment, co-operative learning, and the development of a sense of fair play though competition.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

33

CURRICULUM OUTCOMES

Grade 7 Specific Curriculum Outcomes Active Living

Outdoor Activities

Dance

The student will be expected to

The student will be expected to

The student will be expected to

• set and modify goals to develop personal fitness to maintain a healthy lifestyle • categorize activities and exercises according to cardiovascular benefits • describe and practise relaxation techniques for stress management • describe the relationship between nutrition and activity • explain the benefits of and demonstrate warm-up and cool-down activities • participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility • identify resources in the community that contribute to active living

• know and practise safety procedures and routines in a variety of outdoor activities • find a desired direction of travel by taking a compass bearing • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment (e.g., school grounds clean-up) • participate in at least one landbased (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety

• perform a variety of individual novelty dances (e.g., Y.M.C.A., Macarena, line dance, limbo) • perform an aerobic dance sequence to music • demonstrate the use a variety of objects (e.g., fans, drums, hats) to create dances • perform a variety of line, circle, and square dances learned in elementary school • create and perform movement sequences to a variety of music and rhythmic forms

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Specific Curriculum Outcomes (continued) Educational Gymnastics

Sport Experience

The student will be expected to

The student will be expected to

• demonstrate safety procedures and practices to avoid unnecessary risks • perform correct techniques for basic gymnastics skills (e.g., rolls, cartwheels, handstands) • demonstrate travel, balance, and weight transfers on the floor and on small and/or large equipment

• demonstrate sport specific skills and be able to break them down into their components: preparation, action, follow through • participate in a wide variety of sports and games • demonstrate an understanding of rules with regard to safety • demonstrate an understanding of rules in game situations • demonstrate positive personal and social behaviours that emphasize fair play

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

35

CURRICULUM OUTCOMES

Grade 8 Specific Curriculum Outcomes Active Living

Outdoor Activities

Dance

The student will be expected to

The student will be expected to

The student will be expected to

• use relaxation techniques for stress management • design and analyse a personal nutritional plan • analyse activities and exercises according to benefits to muscular strength, cardiovascular fitness, flexibility, and endurance • explain the benefits of and demonstrate warm-up and cool-down activities • participate in activities that enhance muscular strength, cardiovascular fitness, flexibility, and endurance • plan how to utilize community resources

• practise the sport of orienteering in a controlled environment • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment • participate in at least one landbased (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety • review and practise the use of a compass

• demonstrate learned traditional, line, circle, and square dances from previous grades • practise new traditional, line, circle, and square dances • create, with a partner, an aerobic dance sequence to music • dramatize through dance such things as historical events, movie themes, poetry, or art • choreograph movement sequences using elements of movement and basic dance steps and patterns

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Specific Curriculum Outcomes (continued) Educational Gymnastics

Sport Experience

The student will be expected to

The student will be expected to

• demonstrate safety procedures and practices to avoid unnecessary risks • experience individual, partner, and small-group balance and counterbalance • develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment

• refine sport specific skills through practice and repetition • demonstrate the discipline and attitude required to master a skill • demonstrate an understanding of positioning in offensive and defensive situations • participate in sport and games using modified rules • maintain the safety of game play when rules are modified • demonstrate positive personal and social behaviours that emphasize fair play

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

37

CURRICULUM OUTCOMES

Grade 9 Specific Curriculum Outcomes Active Living

Outdoor Activities

Dance

The student will be expected to

The student will be expected to

The student will be expected to

• use relaxation techniques for stress management • design a nutritional plan appropriate for a specific activity (e.g., cross-country skiing, weight lifting, aerobics) • participate in activities that develop personal fitness for active, healthy living • plan and participate in personal fitness and activity programs, using the principles of training • design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility, and endurance • set specific goals that use community resources or facilities to enhance his\her personal active-living goals

• create a map and design an orienteering course on your school grounds or in a local park • develop map-reading skills as an aid to navigation • develop compass-reading skills as an aid to navigation • participate in at least one land based (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety • know and practise safety procedures and routines in a variety of outdoor activities

• research and share with peers dances from other countries and/or cultures • create and teach an aerobic dance sequence to a small group or the class • integrate sports themes and music to create dances (e.g., Sweet Georgia Brown and basketball, victory dance and football, slow-motion replay and martial arts) • create, choreograph, and perform dances for self and others in a variety of dance forms • apply the principles of mechanics to improve performance in dance activities

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Specific Curriculum Outcomes (continued) Educational Gymnastics

Sport Experience

The student will be expected to

The student will be expected to

• demonstrate safety procedures and practices to avoid risks • create and perform group sequences using basic gymnastics skills on the floor and on small and/or large equipment • demonstrate balance and body control as they relate to sport (e.g., snowboarding, heading a soccer ball, and catching balls in the air)

• play a variety of games putting several sport specific skills into practice • identify the relationship between body mechanics and performance • apply game strategies in a variety of sports and games • demonstrate an understanding of the role that leadership plays in sport experiences • modify rules of games for a variety of purposes • demonstrate an understanding of rules through officiating • demonstrate positive personal and social behaviours that emphasize fair play

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

39

CURRICULUM OUTCOMES

40

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Specific Curriculum Outcomes by Movement Category Introduction

The physical education curriculum is described in five movement categories: • • • • •

active living outdoor activities dance educational gymnastics sport experience

These categories provide a framework for the curriculum. Within each category, specific curriculum outcomes reflect the knowledge, skills, and attitudes that students are expected to know, to be able to do, and to value. In a balanced physical education program, the outcomes for all three curriculum organizers, knowing, doing, and valuing, are realized through a broad selection of activities from all five movement categories.

Time Allotment

Two period per week or per cycle is the most common time allotments for physical education in schools in Nova Scotia. Young adolescents • need frequent opportunities for movement, rest, and change • cannot sit for long periods of time • require daily physical activity (NSDOEC 1997) It is therefore recommended that school boards, together with the school administration and teachers, make every effort to provide daily physical education to students to achieve health benefits. It is suggested that sport experience, active living, and outdoor activities take up approximately 75 percent of the time allocated, and that dance and educational gymnastics take up the remaining 25 percent of the time. The time allotment for each movement category should be based upon available resources and facilities.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

41

CURRICULUM OUTCOMES

Activity Ideas* Active Living Fitness

Outdoor Activities Aquatics

Dance Body Awareness Contemporary

• • • • • •

• • • • • • • •

• body parts • body shape • body movements • •

• line • jive • partner • •

Space Awareness

Jazz

• • • • • • •

• traditional • hip-hop • funk • •

cardiovascular muscular strength endurance flexibility

Safety • rules/procedures • personal safety • •

Lifetime Activities • • • • • • • • • • • • • • • • • • • •

aerobics rope jumping walking jogging lap swimming cycling using exercise equipment weight training martial arts self-defence wrestling fencing archery bocce bowling curling golf dancing

Healthy Habits for Active Living • • • • • • * 42

nutrition rest exercise hygiene

water adjustment survival techniques stroke development skills application snorkelling water games diving synchronized swimming • underwater games • •

Land-based • • • • • • • • • • • •

hiking backpacking rock climbing camping orienteering snowshoeing skiing snowboarding skating horseback riding

Water-based • • • • • • •

canoeing rowing kayaking sailing sailboarding

self/personal space general space directions levels pathways

Ballroom • waltz • •

Effort • speed • force • flow • •

Relationships • • • • • •

to self to others to objects to the environment

Creative • interpretive • modern • •

Multicultural • • • • • •

folk First Nations African Acadian

THE ABOVE LISTS ARE SUGGESTED ACTIVITY IDEAS. TEACHERS MAY USE THE EMPTY BULLETS TO INCLUDE ADDITIONAL ACTIVITIES. PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Activity Ideas* (continued) Educational Gymnastics Themes • shape • balance • weight transfer • travel • flight • take-off and landing • locomotion • • Rhythmic • hoop • ball • ribbon • clubs • scarf • rope • • Acrobatic • tumbling • pyramids • trampoline • • Artistic • floor exercises • vault box • pommel horse • balance beam • •

Sport Experience Locomotor Skills • walk • run • turn • jump • hop • gallop • slide • skip • dodge • leap • •

Formative Games • schoolyard and backyard • chasing • throwing • kicking • •

Non-Locomotor Skills • rock • roll • balance • weight transfer • •

Bat and Ball Games • softball • cricket or rounders • T-ball • •

Manipulative Skills • send • receive • trap • strike • dribble • carry • • Individual Manipulative • juggling • skipping • hacky sack • • Athletics (Track and Field) • runs • jumps • throws • •

*

Innovative Games • creative or novel games • initiative tasks • co-operative games • challenges • parachute activities •

Territorial Games • soccer • basketball • touch football • hockey (field, floor, ice) • team handball • lacrosse • rugby • ultimate frisbee • • Net and Wall Games • volleyball • tennis • badminton • pickle ball • table tennis • handball • • Multicultural Games • First Nations • African • Acadian • •

THE ABOVE LISTS ARE SUGGESTED ACTIVITY IDEAS. TEACHERS MAY USE THE EMPTY BULLETS TO INCLUDE ADDITIONAL ACTIVITIES.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

43

CURRICULUM OUTCOMES

Specific Curriculum Outcomes: Active Living Grade 7

Grade 8

Grade 9

The student will be expected to

The student will be expected to

The student will be expected to

• set and modify goals to develop personal fitness to maintain a healthy lifestyle • categorize activities and exercises according to cardiovascular benefits • describe and practise relaxation techniques for stress management • describe the relationship between nutrition and activity • explain the benefits of and demonstrate warm-up and cool-down activities • participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility • identify resources in the community that contribute to active living

• use relaxation techniques for stress management • design and analyse a personal nutritional plan • analyse activities and exercises according to benefits to muscular strength, cardiovascular fitness, flexibility, and endurance • explain the benefits of and demonstrate warm-up and cool-down activities • participate in activities that enhance muscular strength, cardiovascular fitness, flexibility, and endurance • plan how to utilize community resources

• use relaxation techniques for stress management • design a nutritional plan appropriate for a specific activity (e.g., cross-country skiing, weight lifting, aerobics) • participate in activities that develop personal fitness for active, healthy living • plan and participate in personal fitness and activity programs, using the principles of training • design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility, and endurance • set specific goals that use community resources or facilities to enhance his/her personal active-living goals

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

45

CURRICULUM OUTCOMES

Grade 7 Active Living Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• set and modify goals to develop personal fitness to maintain a healthy lifestyle • categorize activities and exercises according to cardiovascular benefits • describe and practise relaxation techniques for stress management • describe the relationship between nutrition and activity • explain the benefits of and demonstrate warm-up and cooldown activities • participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility • identify resources in the community that contribute to active living

• identify foods that enhance a healthy lifestyle • discuss how the body uses food for physical activity • discuss and review the benefits of physical activity (e.g., physical, social, economic, intellectual) • identify activities that promote fitness (e.g., running, walking, skipping, posture) • participate in an exercise program • monitor heart rate during different activities • list resources in the community that contribute to active living

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Active Living Suggestions for Assessment

Notes

• Have students record their physical activity goals in their journals. • Have students identify foods that promote good nutrition (e.g., written test, preparation of nutritious snacks for the class, a grocery list). • Assign students to work with a partner to create a poster, chart, or other visual representation showing the relationship between physical activity and fitness. • Have students identify personal fitness goals and record and evaluate their progress. • Have students demonstrate stress management techniques (e.g., breathing, stretching during cool-down), and write in their logs or journals the relaxation techniques that they liked the most, and how they felt before and after.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

47

CURRICULUM OUTCOMES

Grade 8 Active Living Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• use relaxation techniques for stress management • design and analyse a personal nutritional plan • analyse activities and exercises according to benefits to muscular strength, cardiovascular fitness, flexibility, and endurance • explain the benefits of and demonstrate warm-up and cooldown activities • participate in activities that enhance muscular strength, cardiovascular fitness, flexibility, and endurance • plan how to utilize community resources

• identify what feelings are stressful • discuss appropriate nutrition and physical activity for a healthy lifestyle • monitor and assess individual nutrition and activity levels for a short period of time (e.g., lunch for one week) • identify and participate in activities that promote muscular strength (e.g., lifting own body weight, rowing) • plan and lead warm-up activities and participate in a training program, recording heart rates before, immediately after, and one minute after exercise • create a graph of the number of activity programs available in their community • identify and apply relaxation techniques for stress management (e.g., visualization) • identify, through a needs assessment, what community resources are available and needed

48

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Active Living

Suggestions for Assessment

Notes

• After reviewing the principles of warm-up and cool-down activities, have students work in pairs to plan, demonstrate, and lead class activities. Have students explain how their activities meet the following criteria: – warm-up—raises heart rate, creates movement in the joints, stretches large muscle groups – cool down—decreases heart rate, stretches small and large muscle groups, relaxes mind and body Have students use demonstrations that are easy to follow, are within the skill levels of all class members (may include modifications for different levels), and include activities that are interesting and engaging. • Have students develop a personal active-living portfolio, recording – a personal definition of active living in words and pictures or symbols – evidence of their own active living under headings such as Extra-curricular Activities, Intramural Activities, Volunteer Work, Family Pursuits, Organized Clubs or Sports, Activities with Friends, and Individual Leisure Activities – an analysis of the physical, emotional, social, and intellectual benefits of each activity – a summary of the strengths and weaknesses of their current approach to active living (this could be done with a partner) • Have students update the assessment of their personal active living participation at intervals during the school year. At each update, identify any changes and explain the effects.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

49

CURRICULUM OUTCOMES

Grade 9 Active Living Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• use relaxation techniques for stress management • design a nutritional plan appropriate for a specific activity (e.g., cross-country skiing, weight lifting, aerobics) • participate in activities that develop personal fitness for active, healthy living • plan and participate in personal fitness and activity programs, using the principles of training • design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility, and endurance • set specific goals that use community resources or facilities to enhance his/her personal active-living goals

• identify and practise relaxation techniques for stress management • discuss appropriate nutrition and physical activity for a healthy lifestyle • identify and participate in activities that develop personal fitness for active, healthy living • create personal fitness logs that include specific exercises incorporating the principles of training: frequency, intensity, time (FIT) • discuss and review the principles of cardiovascular fitness, flexibility, muscular strength, and endurance • list and participate in community activities that meet their personal active-living goals

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Active Living Suggestions for Assessment

Notes

• Have students identify an aspect of nutrition that is important to them. For example, they may focus on how their current eating habits affect their energy level. They can record their daily food intake for two weeks. They can then research current information on their particular nutritional interest and develop a set of guidelines related to it. Specify the requirements of the assignment, such as length, format, and criteria for scoring, and explicit connections between nutrition and body systems. • Have students analyse their eating habits and identify at least two changes that would help them address their concerns (this can be done as a cross-curricular activity with the Personal Development and Relationships course). • Have students record their personal involvement in community active-living activities. • Have students participate in a pre- and post-fitness task, monitoring improvement.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

51

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Active Living

Grade 7

Specific Curriculum Outcome • participate in activities that enhance cardiovascular fitness, muscular strength, endurance, and flexibility Equipment—stopwatches Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students take their own pulse before each activity: – sitting – walking (one minute) – jogging (one minute)

Development • Have students perform – jumping jacks (25) – step-ups (one minute) – skip (one minute)

Closure • Have students record their heart rate every two minutes until resting heart rate is reached.

Extension Activities

52

Teaching Points • Demonstrate the two major pulse points: radial and carotid. • Have each student count his/her heart rate for 10 seconds following each activity.

• Students should rest two minutes between activities.

• Have each student graph his/her heart rate for each activity on a chart in his/her journal and compare the rates for each activity.

• Have students prepare a list of activities they enjoy that will help them improve their cardiovascular fitness.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Active Living

Grade 8

Specific Curriculum Outcome • explain the benefits of and demonstrate warm-up and cool-down activities Equipment— Area—classroom, gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students perform a two-minute jog. • Have students demonstrate the importance of a pre-stretch to avoid injury and enhance performance. Development • Have students engage in an intense cardiovascular activity for which warm-up and cool-down are very important.

Closure • Students will be expected to know the importance of and participate in the cool-down activity to lower their heart rate and to cool down muscular activity to avoid cramping.

Extension Activities

Teaching Points • Have students warm up before stretching. • Avoid over-stretchings to prevent serious injuries.

• Examples include – running – skipping – aerobics – dance • Have students participate in activities outside of the controlled environment of the gymnasium when possible.

• The student should be able to know when his/her own heart rate is back down to normal or reaches maximum.

• Have students demonstrate stretching for different sports (e.g., hockey, volleyball, running).

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

53

CURRICULUM OUTCOMES

Sample Learning Experience Movement Category: Active Living

Grade 9

Specific Curriculum Outcome • design a circuit that includes activities to develop muscular strength, cardiovascular fitness, flexibility, and endurance Equipment—mats, skipping ropes, benches, hoops, chalk (fingers), stop watch Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students perform a general warm-up, including stretching to prepare for the activity.

Development • Have students set up stations, using task cards provided, that target cardiovascular flexibility, muscular strength, and endurance.

Closure • Have students record a graph or statistics in their personal journals (e.g., heart rate, flexibility, strength).

Extension Activities

54

Teaching Points • Stress the importance of program warm-up.

• Allow students a one-minute rest between activities. • Have students perform two activities from each fitness component.

• Have the students set up their own stations.

• Have students work on stations set up by their peers.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Specific Curriculum Outcomes: Outdoor Activities Grade 7

Grade 8

Grade 9

The student will be expected to

The student will be expected to

The students will be expected to

• know and practise safety procedures and routines in a variety of outdoor activities • find a desired direction of travel by taking a compass bearing • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment (e.g., school grounds clean-up) • participate in at least one landbased (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety

• practise the sport of orienteering in a controlled environment • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment • participate in at least one land based (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety • review and practise the use of a compass

• create a map and design an orienteering course on your school grounds or in a local park • develop map-reading skills as an aid to navigation • develop compass-reading skills as an aid to navigation • participate in at least one landbased (e.g., hiking, orienteering) and one waterbased (e.g., swimming, canoeing) seasonal activity that practises environmental safety • know and practise safety procedures and routines in a variety of outdoor activities

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

55

CURRICULUM OUTCOMES

Grade 7 Outdoor Activities Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• know and practise safety procedures and routines in a variety of outdoor activities • find a desired direction of travel, taking a compass bearing • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment (e.g., school ground clean-up) • participate in at least one landbased (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety

• participate in season-appropriate activities such as – winter—snowshoeing, cross-country skiing, skating, snowboarding – spring—bird watching, orienteering, canoeing, kite flying – summer—swimming, hiking, rock climbing – fall—cross-country running, camping • use videos, posters, or personal experiences to develop class lists of safety and survival skills in different environments • make a poster listing responsible behaviour in outdoor situations (e.g., emergencies, travelling, building shelters or fires, disposing of human and other waste, general courtesies) • research, discuss, and demonstrate a variety of safety techniques useful for outdoor activities • list and perform various exercises and drills that would help prepare them for activities in outdoor settings (e.g., exercises to strengthen quads for skiing activities, stretching and running activities for hiking and orienteering, upper-body exercises for canoeing or hiking) • know and understand how to read and use a compass • use maps and compasses to follow an orienteering course • identify, while on a hike, signs of human disruption of nature (e.g., clear-cutting, garbage, abandoned camp sites) • identify study in other courses related to maintaining or improving the environment (e.g., science, social studies) • plan and take part in an overnight camping trip

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Outdoor Activities Suggestions for Assessment

Notes

• Have students work in groups to assist in planning and to participate in an outdoor experience such as hiking, cycling, or skiing. Students will identify, assess and demonstrate specific motor skills used in the activity; carry out the preparatory work needed to ensure a safe and enjoyable experience (e.g., waterbased activity requires passing a swim test); practise survival skills; and identify emergency procedures. • Have students work in groups to plan an outdoor activity, then write a quiz to demonstrate their understanding of safety rules and ethics for the activity (e.g., orienteering, hiking, skating). • Test students’ knowledge of the directions—north, south, east, and west. • Test students on their ability to read and follow a compass bearing (vital for safety). • Assess the accuracy and clarity of student-generated maps. • Have students maintain a checklist of environmental concerns. • Have students participate in various outdoor activities and record their experiences in their journals.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

57

CURRICULUM OUTCOMES

Grade 8 Outdoor Activities Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• practise the sport of orienteering in a controlled environment • know and understand the concept of reading a map • participate in activities or games that demonstrate sensitivity towards the environment • participate in at least one landbased (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety • review and practise the use of a compass

• use videos, posters, or personal experiences to develop class lists of safety and survival skills in different environments • make a poster listing responsible behaviour in outdoor situations (e.g., emergencies, travelling, building shelters or fires, disposing of human and other waste, general courtesies) • research, discuss, and demonstrate a variety of safety techniques useful for outdoor activities • list and perform various exercises and drills that would help prepare them for activities in outdoor settings (e.g., exercises to strengthen quads for skiing activities, stretching and running activities for hiking and orienteering, upper-body exercises for canoeing or hiking) • plan and take part in an overnight camping trip • practise reading and using a compass by locating north, south, east, and west • use a map and compass to follow an orienteering course in the gymnasium or on the playing field • move through the gymnasium/field in pairs recording the compass bearing that takes them from station one to two, two to three and so on • read and follow a map of the gymnasium, school, or playing field that includes the following parts: – scale – symbols – legend – direction • identify examples of human disruption/interference of the natural environment at a local park, hiking trail, or recreation facility • participate in season appropriate activities such as – winter—snowshoeing, cross-country skiing, skating, snowboarding – spring—camping, bird watching, orienteering – summer—swimming, hiking, rock climbing – fall—cross-country running, camping • plan a field trip that involves studying another subject while taking part in an outdoor activity • (e.g., hiking—geography, cross-country skiing—science)

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Outdoor Activities Suggestions for Assessment

Notes

• Have students work in groups to plan and participate in an outdoor experience such as hiking, cycling, or skiing. Students will identify, assess, and demonstrate specific motor skills used in the activity; carry out the preparatory work needed to ensure a safe and enjoyable experience (e.g., water-based activity requires passing pass a swim test); practise survival skills; and identify emergency procedures. • Have students work in groups to plan an outdoor activity, then write a quiz to demonstrate their understanding of safety rules and ethics (e.g., orienteering, hiking, skating). • Test students’ knowledge of the directions—north, south, east, and west—in familiar surroundings without a compass. • Have students record information/answer questions at check points during gymnasium/field activities and then exchange and correct them as a class. • Have students create maps, then exchange them with peers to check for the necessary ingredients (e.g., scale, symbols, legend, direction). • Have students record in thier journals/logbooks observations of human disruption of the natural environment. • Have students record in their journals participation in various outdoor pursuits. • Have students complete activity worksheets for related studies (e.g., science, health, mathematics).

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

59

CURRICULUM OUTCOMES

Grade 9 Outdoor Activities Outcomes Specific Learning Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• create a map and design an orienteering course on your school grounds or in a local park • develop map-reading skills as an aid to navigation • develop compass-reading skills as an aid to navigation • participate in at least one landbased (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety • know and practise safety procedures and routines in a variety of outdoor activities

• use videos, posters, or personal experiences to develop class lists of safety and survival skills in different environments • make a poster listing responsible behaviour in outdoor situations (e.g., emergencies, travelling, building shelters or fires, disposing of human and other waste, general courtesies) • research, discuss, and demonstrate a variety of safety techniques useful for outdoor activities • list and perform various exercises and drills that would help prepare them for activities in outdoor settings (e.g., exercises to strengthen quads for skiing activities, stretching and running activities for hiking and orienteering, upper-body exercises for canoeing or hiking) • plan and take part in an overnight camping trip • review survival skills using videos, simulations, charts, books, or guest speakers • design, in small groups, orienteering courses and then have others in the class participate in each orienteering activity • complete a teacher-designed orienteering course on school grounds or at a local park or recreation facility • develop, in small groups, a checklist of environmental concerns • conduct a survey and develop a checklist of school/community facilities and resources in outdoor settings • participate in various outdoor pursuits (activities in which students did not participate in previous grades) • work in groups to plan and participate in an outdoor experience (e.g., hiking, cycling, skiing), and to identify, assess, and demonstrate specific motor skills used in the activities • carry out the preparatory work needed to ensure a safe and enjoyable outdoor experience • invite resource people to give information regarding the environment (e.g., Nova Scotia Department of Natural Resources, Nova Scotia Department of Fisheries and Aquaculture)

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Outdoor Activities Suggestions for Assessment

Notes

• Have students work in groups to plan and participate in an outdoor experience (e.g., hiking, cycling, skiing), recording the preparatory work needed to ensure a safe and enjoyable experience, practise survival skills, and identify emergency procedures. • Have students work in groups to plan an outdoor activity, then write a quiz to demonstrate their understanding of safety rules and ethics (e.g., orienteering, hiking, skating). • Have students work in groups to create task requirements and criteria for an orienteering course, then exchange specifications with another group. Have groups of students draw maps of the courses and return them to the original groups for assessment and feedback. Have students submit their original courses, peer evaluations, and revised courses to you for marking. After revision, the courses can become part of an orienteering activity. • Students can be timed and score sheets used to evaluate performances in an orienteering activity. • Have students use the survey results from the checklist of school/ community facilities to write articles for the school newspaper. • Have students record their activities in their journals, commenting on and rating the activities on a scale of one to three (one referring to low enjoyment and three to high enjoyment). From time to time, you may wish to have students review their records and summarize their ideas by responding to prompts such as – The activity(ies) I enjoyed most was (were) because ... – The activity(ies) I enjoyed least was (were) because ... – The most useful activity was ... – A new activity I would like to try is because ... – To do that, I would have to ... • Have students carry out self-assessments on their ability to – read a compass – read a map – create a map – design an orienteering course

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

61

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Outdoor Activities

Grade 7

Specific Curriculum Outcome • participate in at least one land-based (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety Equipment—paper for each student Area—outdoors

Learning Experiences Warm-up • Discuss with students how humans have an impact on the natural environment.

Development • Have students participate in a hike and observe human impact on the natural environment.

Closure • Gather observations from the students.

Extension Activities

62

Teaching Points • Have students close their eyes and visualize a world without humans. Ask, “what is missing?” • Review with students, rules for large group movement (e.g., stay together, make little noise). • Discuss with students, outdoor recreation facilities, “How do we change the environment to suit our wants and needs?”

• Have students walk to a local park, beach, or trail and ask them to record, with a partner, signs of human respect for the environment (e.g., wild areas, old growth, no pesticides) and signs of disrespect for the environment (e.g., garbage, pesticides, tree cutting). • Emphasize that students should make little or no noise as it has an impact on the environment.

• Use charts or a chalkboard to record what students observed under the two headings respect and disrespect. • Have students create a display for the school of the observations gathered during the hike (e.g., charts, pictures).

• Have students identify ways they can help change the “signs of disrespect” (e.g., garbage pickups, letters to Parks Canada and Nova Scotia Sport and Recreation Commission). PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category Outdoor Activities

Grade 8

Specific Curriculum Outcome • practise the sport of orienteering in a controlled environment Equipment—class set of flags/pinnies, four pylons, master map of the gymnasium/field, copies of maps (one for every two students), cue cards, and compasses (one for every two students) Area—outdoors

Learning Experiences Warm-up • Have students play “British Bulldog”—modified tag game played with flags/pinnies—using pylons to mark out the play area with a safe zone at each end of the field/gymnasium.

Development • Use the gymnasium or playing field to conduct a point-to-point orienteering course.

Closure • The teacher can walk with the group to one or two control points.

Extension Activities

Teaching Points • The safe area should be large enough to allow students to over-run the line without hitting the wall or an obstacle. • Select a player to be “it”; all others tuck a flag in the back of their shorts, leaving 30 cm hanging. • “It” shouts “1, 2, 3, British Bulldog”; players run from one safe zone to the other without getting caught. • Caught players become “it.” • Continue playing until only one person has not been caught.

• Prepare a master map and a list of control descriptions. • Set out a course using markers identified with code letters. • Have students copy control descriptions on cue cards. • Send students off in groups of two at one-minute intervals. • Record times and add a two-minute penalty for mistakes or missed controls.

• The teacher can identify marker, number, letter, and area descriptions with the students. • Walk to the control(s) that may have been frequently missed.

• Have students design their own course on a map and record the compass bearings for start to one, one to two, two to three, to finish.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

63

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Outdoor Activities

Grade 9

Specific Curriculum Outcomes • know and practise safety procedures and routines in a variety of outdoor activities • participate in at least one land-based (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety Equipment—tent, three backpacks, three sleeping bags, first aid kit, 30 copies of shelter checklist, extra clothes Area—sports field, large grassy area

Learning Experiences Warm-up • Have groups of students use a checklist to organize equipment for a shelter-building simulation.

Teaching Points • Organize students into groups of three and give each student an equipment checklist.

Development • Have groups of students simulate setting up a camping shelter or tent.

Closure • Have students simulate a campsite clean-up.

Extension Activities

64

• Use the strategy of a race car pit crew, setting up the shelter as quickly and efficiently as possible. • Have student groups delegate responsibilities. • Discuss with students items that may have been forgotten; similarities and differences to the campsite.

• Have students delegate responsibilities, clean up garbage, and leave the area the way they found it.

• Have students complete a written assignment to briefly describe an emergency situation that could happen while camping, and explain what they would do.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Specific Curriculum Outcomes: Dance Grade 7

Grade 8

Grade 9

The student will be expected to

The student will be expected to

The student will be expected to

• perform a variety of individual novelty dances (e.g., Y.M.C.A., Macarena, line dance, limbo) • perform an aerobic dance sequence to music • demonstrate the use a variety of objects (e.g., fans, drums, hats) to create dances • perform a variety of line, circle, and square dances learned in elementary school • create and perform movement sequences to a variety of music and rhythmic forms

• demonstrate learned traditional, line, circle, and square dances from previous grades • practise new traditional, line, circle, and square dances • create, with a partner, an aerobic dance sequence to music • dramatize through dance such things as historical events, movie themes, poetry, or art • choreograph movement sequences using elements of movement and basic dance steps and patterns

• research and share dances from other countries and/or cultures with peers • create and teach an aerobic dance sequence to a small group or the class • integrate sports themes and music to create dances (e.g., Sweet Georgia Brown and basketball, victory dance and football, slow-motion replay and martial arts) • create, choreograph, and perform dances for self and others in a variety of dance forms • apply the principles of mechanics to improve performance in dance activities

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

65

CURRICULUM OUTCOMES

Grade 7 Dance Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• perform a variety of individual novelty dances (e.g., Y.M.C.A., Macarena, line dance, limbo) • perform an aerobic dance sequence to music • demonstrate the use a variety of objects (e.g., fans, drums, hats) to create dances • perform a variety of line, circle, and square dances learned in elementary school • create and perform movement sequences to a variety of music and rhythmic forms

• participate in a class warm-up to music (may help break the ice) • clap and move to the beat of a familiar song (e.g., “Y.M.C.A.,” “Macarena,” line dance, limbo) • perform dance steps without music, then with music • work with a partner or in a group performing novelty dances • use objects such as fans, drums, and hats to create dances • move to a fast rhythmic beat (e.g., running on the spot, high knee raises, jumping jacks, hops, jumps) • follow a sequence of movements (e.g., run, glide, hop, skip, and jump) • learn an aerobic dance sequence to music • create a dance using objects (music may be used) with a partner or in small groups • move around the gymnasium performing sport-related movements without equipment, to a popular sports song (e.g., “Space Jam,” “Gonna Fly Now”) • view a video of various dance steps • perform movements using poetry as a stimulus

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Dance Suggestions for Assessment • • • • • •

•

•

Notes

Videotape a dance of the students’ choice. Provide feedback to improve individual performances. Have students perform a learned dance as a class. Have students perform for you, a four-or five-component aerobic sequence in groups. Have students present a learned or created dance to the class or teacher. Work with small groups of students to develop guidelines for such activities as rehearsals, presentations, and performances. Prompt students to consider aspects such as co-operation, safety, sensitivity, creativity (risk taking), support, and empathy. Ask students to keep a record of their participation and accomplishments in selected activities or skills. The record should include – an assessment of their skill level at beginning – a record of their practice (amount of time, practice strategies) – comments on their progress – plans or suggestions for improving, where appropriate These records could be developed as part of dance portfolios or journals or computer files. While students are rehearsing and performing a dance, use a checklist or simple rating scale (e.g., strong, satisfactory, needs improvement) to record observations about dance skills, use of safe movement, and concentration and perseverance.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

67

CURRICULUM OUTCOMES

Grade 8 Dance Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• demonstrate learned traditional, line, circle, and square dances from previous grades • practise new traditional, line, circle, and square dances • create, with a partner, an aerobic dance sequence to music • dramatize through dance such things as historical events, movie themes, poetry, or art • choreograph movement sequences using elements of movement and basic dance steps and patterns

• practise various dance steps led by the teacher and/or students, or dance instructor • practise dance steps in specific formations (e.g., couple, circle, line, individual) • practise dance steps without music, then with music • review aerobic steps and sequences • design an aerobic dance sequence as an individual, with a partner, or in a group • research appropriate themes (e.g., “Rocky,” “Titanic,” Halifax Explosion) and discuss appropriate resources and music in order to create a dance based on a theme of his/her choice (e.g., individual, partner or group) • view a movie that contains dance (e.g., “Grease,” “Footloose”) and write a report on the type of dance in their logs or journals • perform dance steps from a variety of dance forms (e.g., jive, jazz, social, folk, square, and line)

68

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Dance Suggestions for Assessment

Notes

• Have students perform dances learned during class. • Have students carry out self-assessments of their dance performance (e.g., movement that was easy, difficult, favourite formation). • Have students perform their dance for videotaping. • Have students teach their dance to the class, a group, or an individual. • Have students perform created dances for the class or school community. • Have students analyse how themes being presented are portrayed in movement. • Have students critique their own dance from the videotape. • Have students keep journals or portfolios where they record and reflect on their experiences in dance. Work with students to develop requirements and criteria. For example, you may wish to occasionally review the journals or portfolios for evidence of – daily assessment of effort – accurate dance records of dance activities – analysis of personal attitudes toward dance and dance class – awareness of areas of personal strength and weakness – specific assignments (e.g., analysis of presentation video) – preparation and updating of a personal plan to improve one component of fitness, skill, or performance • As students rehearse, perform, and view dance, observe and record the extent to which they demonstrate appropriate skills and attitudes. Work with students to develop a list of specific behaviours that can become the basis of a rating scale or checklist. For example, – working collaboratively to reach a group goal – working to improve their own skills within a group performance – contributing ideas and feedback in a constructive manner – seeking and using feedback from peers and others – showing respect and appreciation for others’ contributions, offering encouragement, or showing empathy as a member of the audience • Students can complete self-assessments of the same skills and attitudes.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

69

CURRICULUM OUTCOMES

Grade 9 Dance Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• research and share with peers dances from other countries and/or cultures with peers • create and teach an aerobic dance sequence to a small group or the class • integrate sports themes and music to create dances (e.g., Sweet Georgia Brown and basketball, victory dance and football, slow-motion replay and martial arts) • create, choreograph, and perform dances for self and others in a variety of dance forms • apply the principles of mechanics to improve performance in dance activities

• invite community dance groups to make a presentation (e.g., Aboriginal, Acadian, Afro-Canadian, Indo-Canadian) • choose a dance from a culture/country, learn the dance, and research its origin (e.g., stomp, limbo, tinikiling, Celtic steps) • review aerobic dance steps • create an aerobic dance sequence to music as an individual, with a partner, or in a group • create dance movements in the theme at a particular sport (e.g., Olympic events, slow-motion replay) • perform without music, then with music • experiment with different tempos of music • assist in the organization of a school dance festival • discuss appropriate social etiquette for dances from a variety of cultures • design and undertake a research project that will extend and demonstrate their understanding of dance in various cultures • represent their research findings in a variety of visual and written formats (e.g., sketches, photographs, videos, charts, brochures, journals) • perform a dance for videotaping • perform dances for the class • analyse the movements in their dance associated with sport (e.g., body tension, facial expresssions, body position) • participate in the development of a checklist or rating scale that can be used by the teacher and the students to provide useful feedback

70

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Dance Suggestions for Assessment

Notes

• Work with students to develop research project requirements. Criteria might include – thoroughness of research (have they considered all important aspects of the topic?) – effective use of sources, including print, people in the community and information and technology – sensitivity to cultural issues they uncover – accuracy of the information presented – clear connections to historical and social context – articulation of similarities and differences both within and across cultures • As students participate in a wide range of dance experiences (e.g., guest instructors, classes outside of school, cultural festivals, travel exchanges) observe and note evidence that individual students – are willing to participate in a range of activities – collect and record information about what they are learning – are able to adapt to other styles of dance – share their information and insights with other students • Have students self-assess their dances based on criteria set by you e.g., originality, presentation, enjoyment. • Have students work with a partner or small group to devise an effective means of self-assessment that involves using advice and feedback, their peers, the teacher, and others to refine their work. Look for evidence of – open attitude – clear strategic plan (e.g., identification of goal(s), task(s) to be completed) – understanding of relevant criteria and requirements – progress toward goals – understanding of skill level attained • While students are demonstrating techniques for specific genres or styles, observe and record the extent to which individual students are able to – isolate body parts in movement (execute movements using specified body parts) – perform movement in time to music – demonstrate appropriate dynamics for specific movements – demonstrate appropriate spatial relationship to others in the room – perform movements using appropriate range of motion PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

71

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Dance

Grade 7

Specific Curriculum Outcome • perform a variety of individual novelty dances (e.g., “Y.M.C.A.,” “Macarena,” line, limbo) Equipment—tape player and cassettes of “Y.M.C.A.” and “Macarena” Area—gymnasium, multi-purpose room, classroom

Learning Experiences Warm-up • Have students demonstrate the arm letter movements for “Y.M.C.A.” • Have students practise the arm letter movements while jogging on the spot, then to music. • Have students run, jog, hop, skip around the gymnasium without the music and then with the music, stopping to perform the movement for the Y, M, C, A letters. • When the verses of the music are playing, have students move around the gymnasium in a variety of ways (e.g., jog, dance) and when the chorus is playing, have students perform the letters.

Development • Have the students appropriately spaced. • Demonstrate the steps to the “Macarena” first without music, then with the music.

Teaching Points • Have students move to the music between choruses. • Set the tape to the chorus and work with student timing of “Y.M.C.A.” • Make sure that spacing is good. • Lead the students through the first part of the song and then have them perform it on their own.

• During the introduction to the dance, encourage free movement of legs and arms. • Have students continue until they have returned to their original positions. • The “Macarena” steps are as follows: right arm at shoulder height, in front, left arm out, right palm down, left palm down, right palm up, left palm up, right palm to left shoulder, left palm to right shoulder, right hand to right ear, left hand to left ear, right hand on left hip, left hand on right hip, right hand on right hip, left hand on left hip, wiggle three times, quarter turn to the right, repeat.

Closure • Discuss with students the benefits of dance (e.g., fitness, recreation) and the awareness of different dances and music styles.

Extension Activities

72

• Have students continue to learn a variety of novelty dances (e.g., limbo, twist) and some basic steps of line dancing and tinikiling.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Dance

Grade 8

Specific Curriculum Outcome • demonstrate learned traditional, line, circle, and square dances from previous grades Equipment—tape player and cassettes for “I Feel Lucky” and “Oh! Susanna” Area—gymnasium, multi-purpose room, classroom

Teaching Points

Learning Experiences Warm-up • Have students dance, “Oh! Susanna.”

Development • Have students dance the “Cowboy Twist”: (use “I Feel Lucky” cassette) • Have students form straight lines of about three or four and do the following steps: – touch right toe to right side – touch left toe to left side – slide two steps to the left – review from the beginning – twist down for four counts – twist up for four counts – two heel digs in front with right foot – two toe touches in back with right foot – right foot stamp beside left – review from the beginning – after stamp, do quarter turn to right – repeat the whole dance Closure • Discuss with students other dance forms asking them which dances they enjoy the most and why (e.g., square, folk, and modern). • Have students understand that basic dance steps can be used throughout a variety of dances. Extension Activities

• Students stand beside their partners in a circle formation, boy standing to girl’s right. Steps–face partner, do-si-do to right then left; allemande left, then right; swing left, then right; promenade counterclockwise; face partner; grand chain; girls star in the centre with left hand, then right; girls back to circle; boys star in the centre with left, then right; boys back to circle; repeat from the beginning; at the end, instead of star, girls curtsy and boys bow.

• • • • • •

Check to make sure the students’ steps are correct. Have students face a new wall. Do the dance facing all four walls. Use a moderate pace. Invite the students to dance on their own when ready. Keep time to the music with the students.

• Have students identify the names of a variety of dance forms. • Have students list basic steps and name the variety of dances in which they can be used.

• The pace of the dance can be increased by using a faster song (e.g., “Baby Likes to Rock It”). • Do more advanced dances that require partner, individual, and group formations.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

73

CURRICULUM OUTCOMES

Sample Learning Examples Movement Category: Dance

Grade 9

Specific Curriculum Outcome • integrate sports themes and music to create dances (e.g., “Sweet Georgia Brown” and basketball, victory dance and football, slow-motion replay and martial arts) Equipment—tape player and cassettes for “Gonna Fly Now” and “Space Jam” Area—gymnasium, multi-purpose room, classroom

Learning Experiences Warm-up • Have students listen to “Gonna Fly Now” Rocky theme song. • Have students scatter around the gymnasium. • Play the music.

Development • Play the music “Space Jam.” • Have the students stand in a circle. • Stop the music and have the students go to baskets in groups. • Play the music and repeat.

Closure • Have students listen to the music and be aware of timing. • Observe students playing sports to see how body movements can flow to the music. • Have students be aware of the body’s effort when participating in sport by viewing photographs or videos of athletes in action.

Extension Activities

74

Teaching Points • Have students move freely to the music. • Discuss with students the emotions and feelings associated with this song. • Encourage students to perform a variety of movements such as jogging, arm waving, fist pumping. • Encourage the students to move freely with basketball moves to the music. • Lead the students through imaginary dribbling, shooting, passing to music. • Suggest that students create a warm-up routine for a game to music. • Encourage students to try new moves (e.g., dunking, spins).

• Have all students perform at the same time. • Invite groups to perform for the class if they wish.

• Have students further develop this theme (e.g., touchdown dance, celebration after a goal). • Have students perform to faster music, using music the students are familiar with (e.g., modern dance mix tunes). PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Specific Curriculum Outcomes: Educational Gymnastics Grade 8

Grade 7

Grade 9 Grade 9

The student will be expected to

The student will be expected to

The student will be expected to

• demonstrate safety procedures and practices to avoid unnecessary risks • perform correct techniques for basic gymnastics skills (e.g., rolls, cartwheels, handstands) • demonstrate travel, balance, and weight transfers on the floor and on small and/or large equipment

• demonstrate safety procedures and practices to avoid unnecessary risks • experience individual, partner, and small group-balance and counterbalance • develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment

• demonstrate safety procedures and practices to avoid risks • create and perform group sequences using basic gymnastics skills on the floor and on small and/or large equipment • demonstrate balance and body control as they relates to sport

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

75

CURRICULUM OUTCOMES

Grade 7 Educational Gymnastics Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• demonstrate safety procedures and practices to avoid unnecessary risks • perform correct techniques for basic gymnastics skills (e.g., rolls, cartwheels, handstands) • demonstrate travel, balance, and weight transfers on the floor and on small and/or large equipment

• discuss and practise safety procedures • participate in discussions on equipment set up and spotting techniques • discuss and demonstrate the role of trust in spotting • discuss the risk of injuries on different apparatus • discuss the risk in performing difficult tasks (e.g., handstands, mounts, dismounts) • understand the changes in body weight in relationship to strength, control, and balance as they enter adolescence • experiment with different rolls (e.g., forward, backward, kneel out, layout) • put a variety of rolls into a sequence • learn and perform mounts into basic positions (e.g., knee mounts, squats, straddle mounts) • learn and perform dismounts (e.g., straddle, pike, spread eagle) • swing on different pieces of apparatus (e.g., rings, bars, ropes) • demonstrate proper hand grip on each piece of apparatus • build and follow an obstacle course that allows for the specific outcomes to be met (e.g., burning deck/pirate chase) • perform a sequence on mats (e.g., balance, weight transfer, travel, and change of direction) • perform a sequence on apparatus that includes a mount, a balance, and a dismount • modify stations in consultation with you, so that all students feel comfortable • adjust heights and distances of equipment set-up in consultation with you to meet the needs of all students

76

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Educational Gymnastics Suggestions for Assessment

Notes

• As students work on gymnastic movements, look for evidence that students are – committed to safety and aware of safety procedures (e.g., teacher evaluation) – committed to improving their skill level (e.g., self-evaluation on a checklist or in a journal entry) – increasing in poise and confidence – increasing their body awareness and control • Provide feedback about given tasks. • Have students develop gymnastic sequence cards that describe a particular routine they have developed at a specific station. Post these by grade level for others to try. • Design contracts for students to work at their own level and ability. • Have students choose, practise, and demonstrate gymnastic sequences for events or equipment that best suit their capabilities. As they work on these activities, look for evidence that individual students are – challenging themselves – committed to improving – increasing poise and confidence – increasing body control and balance – aware of safety procedures – increasing strength and flexibility This information can assist students as they work to improve and extend their skills. Teachers may keep a checklist or comment form for recording their observations on an ongoing basis.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

77

CURRICULUM OUTCOMES

Grade 8 Educational Gymnastics Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• demonstrate safety procedures and practices to avoid unnecessary risks • experience individual, partner, and small-group balance and counterbalance • develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment

• discuss and practise safety procedures • participate in discussion on equipment set-up and spotting techniques • discuss the risk of injuries on different apparatus • discuss risks in performing difficult tasks (e.g., handstands, mounts, dismounts) • include recreational gymnastic activities (e.g., stunt-nastics, small pyramids, counterbalances, supports) • perform individual or partner balances using equipment (e.g., hoops, bench, box horse, ropes) • perform controlled take-off and landings, rolls, and balances • set up a sequence of floor routines using creative movements and balances • set up apparatus (small or large) in consultation with you, and create a sequence of movements using the apparatus • create group sequences using large and/or small equipment experimenting with difficult formations (e.g., domino effect, lapsit) • perform balances in groups using equipment (e.g., small-group balances on box horse)

78

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Educational Gymnastics Suggestions for Assessment

Notes

• As students work on gymnastic movements, look for evidence that students are – committed to safety and aware of safety procedures (e.g., teacher evaluation) – committed to improving, increasing in poise and confidence, increasing their body awareness and control (e.g., self-evaluation portfolio) • Observe whether students can work co-operatively. • Have students receive and compare feedback from peers and/or the teacher. • Design a checklist of stunts for students to perform. • Have students keep a record of sequences they have created. • Make a video sequence of students at the end of a unit. • Discuss and provide copies of a rating sheet (see example below) on which peer observers may rate and comment on student demonstrations. The criteria chosen should fit the type of gymnastics the class is working on. For each skill performed, a peer observer rates each criterion using a three-point scale (1—needs work, 2—competent, 3—strong). Teachers may wish to specify other requirements (e.g., demonstrating a set number of skills, choosing one skill on each apparatus, choosing skills from different groupings provided by the teacher).

Criteria

Rating

Comment

poise grace balance rhythm co-ordination strength difficulty level safety

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

79

CURRICULUM OUTCOMES

Grade 9 Educational Gymnastics Outcomes

Suggestions for Teaching and Learning

These student will be expected to

Teachers can have students

• demonstrate safety procedures and practices to avoid risks • create and perform group sequences using basic gymnastics skills on the floor and on small and/or large equipment • demonstrate balance and body control as it relates to sport

• discuss and practise safety procedures • participate in discussion on equipment set-up and spotting techniques • discuss the risk of injuries on different apparatus • discuss the risks in performing difficult tasks (e.g., hand-stands, mounts, dismounts) • set up a sequence of floor routines using creative movements and balances • create and perform co-operative gymnastics stunts • add music to routines • arrange equipment in non-traditional fashions in consultation with you, and perform independent and group activities • select a skill and the appropriate equipment that best suits their capabilities, practise creating a gymnastic sequence • use ribbons, hoops, balls, or clubs to create rhythmic gymnastic routines (e.g., ribbon movement on various planes, combined with complementary body movement) • catch, pass, strike a ball relative to different sports using various apparatus (e.g., box horse, ropes, trampette) • combine gymnastics skills with small equipment (e.g., roll and pick up a ball) • create shapes in the air (e.g., freestyle skiing forms (spread eagle), snowboard moves (daffy)) • practise balance and body control through such activities as snowboarding, heading a soccer ball, and catching balls in the air

80

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Educational Gymnastics Suggestions for Assessment

Notes

• As students work on gymnastic movements, look for evidence that students are – committed to safety and aware of safety procedures (e.g., teacher evaluation) – committed to improving, increasing in poise and confidence, increasing their body awareness and control (e.g., selfevaluation portfolios) • Together with several students the teacher may complete independent ratings and comments for the same performance (live or videotape). Videotaping allows students to assess their own performance. The teacher may then assess students’ ability to evaluate a sequence by reviewing the rating sheets, looking for – reasonableness of the ratings – application of knowledge about mechanics in suggestions for improvement – evidence of understanding of the criteria – clear suggestions or directions that would help the performer improve • As students practise, they receive feedback from their peers and the teacher, or complete self-assessments based on these criteria: – individual elements—difficulty, form, control – sequence flow—smoothness of links between elements • Have students keep a record of each gymnastic movement they are able to perform. Each entry should be validated by an observer —the teacher or another student. Columns may be headed: Movement, Date, Observer, Comments. This activity could be part of an ongoing activity portfolio, or connected to goal-setting activities.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

81

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Educational Gymnastics

Grade 7

Specific Curriculum Outcome •

demonstrate travel, balance, and weight transfers on the floor and on small and/or large equipment

Equipment—mats, box horse, benches, trestles, ruether boards, springboards Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students move freely around the gymnasium. • Have students use all parts of the floor and apparatus to climb on and off.

Development • Have students compare mounts with different apparatus (some may require flight, some climbing). • Have students make a static shape on the mat, on the apparatus, then in flight.

Closure • Have students play the “Burning Deck Game”: – Have students move freely around the gymnasium. – When the whistle blows or music stops, they must find a piece of equipment and perform a balance.

Teaching Points • Keep students active. • Set up the apparatus in a pattern.

• Stress strong movement and soft landings. • Have students set up a sequence of activities requiring flight and landing with a partner or in a group. • Observe students travelling, weight bearing, jumping, and landing. • Music may be used.

• Rotate students’ positions in the game. • Encourage students to finish at different levels (e.g., high, medium, low).

Extension Activities • Prepare for a showcase or demonstration for the class, school, or community.

82

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Educational Gymnastics

Grade 8

Specific Curriculum Outcome • develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment Equipment—mats, box horse, reuther board, benches Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students play “Pirate Chase Tag” using all of the apparatus in the gymnasium: – All students must remain on the equipment throughout the game. – If a student is tagged by a pirate, or touches the floor, he/she is captured and sent to a designated area (the pirates’ den). – If the pirate is tagged, all captured students are free to rejoin the game.

Development • Explain movement progressions to students. • Have students develop a theme for their sequence (e.g., body shape, body parts, directions). • With a partner have students mirror each other’s movements.

Closure • Have students demonstrate their sequences for the class and/or teacher.

Teaching Points • Change the pirates every two minutes. • Encourage students to move to a more challenging area.

• Encourage students to experiment with and modify these movements. • Observe students and encourage them to be creative. • Music can be incorporated. • Emphasize flow—mat to large apparatus, to mat to small apparatus, to mat. • Check areas that need spotting. • Keep movements and sequences simple at first and progress at a rate appropriate to the skill levels of the students.

• Videotape sequences and show them to the students.

Extension Activities • Have students play their videos to their classmates with the view to sharing and trying out each other’s ideas.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

83

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Educational Gymnastics

Grade 9

Specific Curriculum Outcome • create and perform group sequences using basic gymnastics skills on the floor and on small and/or large equipment Equipment—mats and low benches Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students perform, using proper technique: – neck stretches – cat stretch – shoulder shrugs

Development • Use progressions: – forward roll – dive roll over a low bench – handstand on a low bench • Have students push from a standing position. • Remove the bench and have students add a run.

Closure • Have students add a roll or cartwheel after the handspring to create a sequence.

Teaching Points • Stress to students the importance of stretching of joints, working as individuals or with partners. • Review spotting techniques.

• Have students spot on both sides. • Stress – the importance of landing on the feet – forward motion with the hips – kick for height – push with hands – drive hips foward – look at the far wall • Encourage students progress to handsprings when they feel ready. • Keep the commands simple (e.g., push, reach, arch).

• Have students spot on both sides. • Have students practise their sequences.

Extension Activities • Have students progress from mats and low benches to a low boxhorse.

84

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Specific Curriculum Outcomes: Sport Experience Grade 8

Grade 7

Grade 9

The student will be expected to

The student will be expected to

The student will be expected to

• demonstrate sport-specific skills and be able to break them down into their components: preparation, action, follow through • participate in a wide variety of sports and games • demonstrate an understanding of rules with regard to safety • demonstrate an understanding of rules in game situations • demonstrate positive personal and social behaviours that emphasize fair play

• refine sport-specific skills through practise and repetition • demonstrate the discipline and attitude required to master a skill • demonstrate an understanding of positioning in offensive and defensive situations • participate in sport and games using modified rules • maintain the safety of game play when rules are modified • demonstrate positive personal and social behaviours that emphasize fair play

• play a variety of games putting several sport-specific skills into practice • identify the relationship between body mechanics and performance • apply game strategies in a variety of sports and games • demonstrate an understanding of the role that leadership plays in sport experiences • modify rules of games for a variety of purposes • demonstrate an understanding of rules through officiating • demonstrate positive personal and social behaviours that emphasize fair play

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

85

CURRICULUM OUTCOMES

Grade 7 Sport Experience

Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• demonstrate sport-specific skills and be able to break them down into their components: preparation, action, follow through • participate in a wide variety of sports and games • demonstrate an understanding of rules with regard to safety • demonstrate an understanding of rules in game situations • demonstrate positive personal and social behaviours that emphasize fair play

• learn and practise the preparation phase for a variety of skills (e.g., grip, stance, balance, foot position, hand position) • learn and practise the action phase for a variety of skills (e.g., action of wrist, weight transfer, movement of legs, contact area) • learn and practise follow-through for a variety of skills (e.g., direction of target, angles of release) • give feedback to peers based on defined criteria of a specific skill as set by you • discuss the components of fair play (e.g., respect for teammates, coaches, rules, officials, opponents, practice of self-control, and equal chance to participate) • provide adequate skill development and practice time before applying skills to the larger game • participate in games and activities to promote fair play and cooperation (e.g., five pass basketball, over and under soccerbaseball) • participate in team and individual sports (e.g., volleyball, floor hockey, badminton, table tennis, lacrosse, rugby, handball, ultimate frisbee) • participate in low-organized games (e.g., soccer-baseball, tag) • participate in co-operative games (e.g., human knot, initiative tasks) • practise proper use of safety procedures during games and activities (e.g., goggles, stick below waist) • participate in a discussion of rules for a variety of sports

86

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 7 Sport Experience

Suggestions for Assessment

Notes

• Develop a criteria checklist or rubric for peer or teacher evaluation for the preparation, action, and follow-through phases of skills (e.g., preparation phase, receiving the shuttle). • Observe students combining the three phases of skill performance with efficiency (preparation, action, followthrough). • Have students complete a self-evaluation using a five-point scale based on the following: – attitude 1–5 – effort 1–5 – participation 1–5 – co-operation 1–5 • Have students demonstrate preparation, action, and followthrough of a skill in a sport of their choice. • Observe students playing a game with efficiency putting several skills into practice. • Develop a checklist of skills to be assessed (e.g., using the bounce pass in basketball, or the hurdle technique in track and field, paying specific attention to trailing leg in track). • Have students maintain log books or journals as they participate in various activities. They may respond to the following: – The activity I enjoyed most was because ... – The activity I enjoyed least was because ... – A new activity I would like to try is because ... – A new skill I learned or improved upon was and this occurred because ... • Have students identify situations where fair play has been observed in different settings (e.g., home, gymnasium, classroom, playground). • Have students complete lists or create posters that address the issue of safety for a variety of activities (e.g., pre-class routine, working with partners or in a large group). • Have students write tests on rules based on game situations.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

87

CURRICULUM OUTCOMES

Grade 8 Sport Experience

Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• refine sport-specific skills through practice and repetition • demonstrate the discipline and attitude required to master a skill • demonstrate an understanding of positioning in offensive and defensive situations

• participate in a variety of activities that refine a sport-specific skill, moving from individual stationary, to individual moving, to partner, to small group, and to game situations • use stations to practise skills (e.g., dribbling around cones, shooting at a target) • demonstrate, with efficiency and form, ways to send, receive, project, and retain possession of a variety of objects (e.g., puck, ball, shuttle) • adapt activity-specific motor skills to game situations (e.g., set a ball to a spiker) • learn a new skill (e.g., juggling) • demonstrate defensive positioning (e.g., soccer—mirroring, jockeying—not charging, between opponent and goal, eye on mid-section, proper spacing) • demonstrate offensive positioning and concepts (e.g., football— running pass patterns) • define roles of offensive positions (e.g., volleyball—middle, setter, power) • demonstrate appropriate defensive positions in small-sided game situations (e.g., five-a-side soccer, seven-a-side rugby)

88

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Sport Experience

Suggestions for Assessment

Notes

• Define criteria for a specific skill such as basketball dribble – speed (fast/slow) – in a variety of ways (cross-over, left and right hand, reverse) • Develop a rating scale based on criteria for self-assessment or peer assessment such as the following: – outstanding—demonstration of skill meets all elements with no apparent errors, consistent in performance and effectiveness – good—demonstration of skill gives general impression of good form, but minor variations exist, consistent in performance and effectiveness – satisfactory—can verbally correct form or visually recognize correct form; consistent, but lacks smoothness when performing the skill; and ease or lack of control in one or two respects, that affects skill as a whole – needs practice—acceptable, but executes skills with many errors that result in inconsistency in performance and effectiveness; is unable to verbally or visually identify correct form or technique • Have students keep a log of their progress in learning a new skill (e.g., practice time, improvement, feelings of success). • Through demonstration, class discussion, or written tests, have students match appropriate offensive and defensive plays (e.g., What defense would you use against a fast break in basketball? What do you do on offense on a power play in hockey?).

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

89

CURRICULUM OUTCOMES

Grade 8 Sport Experience (continued)

Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• participate in sport and games using modified rules • maintain the safety of game play when rules are modified • demonstrate positive personal and social behaviours that emphasize fair play

• participate in games with modified rules (e.g., bucketball, linesoccer, soccer-baseball) • participate in modified game situations (e.g., one-on-one, twoon-two, volleyball on a badminton court) • participate in field days and special event days • practise proper use of safety procedures during games and activities (e.g., goggles, stick below waist) • discuss safety considerations appropriate for specific activities (e.g., mass participation; games and activities using equipment) • design and perform warm-up activities that emphasize safety, preparation for activity, and injury prevention • participate in activities that have a minimum number of rules (e.g., low-organized games, co-operative games) • work with partners or small groups to create a co-operative game emphasizing fair play

90

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 8 Sport Experience (continued)

Suggestions for Assessment

Notes

• When students create low-organized games, have them develop a checklist of modifications used (e.g., number of players, size of playing area, equipment, scoring, and rules). Students can identify how modifications changed the game in relation to fair-play principles. Observe that all students have had equal opportunity to participate and experience success. If not, challenge the students to re-modify the game by reflecting on the following: – The most surprising aspect of this activity/project for me was ... – I would like to find out more about ... – If I were to do this activity/project again, I would ... – I could help a student who is doing a similar activity/project by ... – The biggest problem I had was ... – I solved this problem by ... – What I enjoyed most about this activity/project was ... • Have students check off the fair-play principles evident in the games they created (e.g., respect the rules, respect the officials and their decisions, respect their opponents, give everyone an equal chance to participate, maintain self-control at all times). • Have students self-evaluate by keeping daily journals or reflections. Use prompts such as – Today we talked/learned/participated in ... – I tried to ... – I asked ... – I found out ... – I wish I had ... – One question I’m taking away to think more about is ... – The steps I took to participate effectively were ... – The problems I encountered were ... – To solve these problems I ... – The resources and people I used to help were ...

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

91

CURRICULUM OUTCOMES

Grade 9 Sport Experience Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• play a variety of games putting several sport-specific skills into practice • identify the relationship between body mechanics and performance • apply game strategies in a variety of sports and games

• review and practise previously learned skills • participate in a variety of individual and team sports and games emphasizing techniques and mechanics • relate skill components to performance result (e.g., body angles, body position, accuracy, speed) • discuss the role of body type on the performance of a skill (e.g., endomorph, shot put, ectomorph, long-distance running) • perform a variety of game strategies (e.g., four-two in volleyball (offense), 2-1-2 zone in basketball (defense))

92

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Sport Experience Suggestions for Assessment

Notes

• During game play in class, you and peer observers can look for and document evidence of specific behaviours and skills such as the following: – efficiency and form in sending, passing, receiving, projecting, shooting, and retaining possession of the ball, puck, or other object – footwork – teamwork – offensive strategies (e.g., moving into positions, passing) – defensive strategies (e.g., anticipating, adjusting, reacting, maintaining position or territory, checking) – concentration and anticipation • Observers can rate or comment on each aspect of the player’s performance, and then give the recording sheet to the player, who can add comments or explanations before placing it in his/ her journal or portfolio. You can spot-check peer observations to ensure that all students are applying similar standards. • At the beginning of each unit, have students identify a skill they wish to improve or extend. At the end of the unit, have students rate or comment on their level of success and effort, using a three- to five-point scale. Provide opportunities for students to demonstrate their chosen skills, and add your rating to the students’ sheets. These records may be placed in the students’ journals or portfolios. • You can list ways of changing mechanics to increase students’ performance results (e.g., two-handed versus one-handed backhand in tennis and have students list the pros and cons of each. • Have students watch videotapes of elite performances of a variety of sports. Have them analyse the performance and write a report in terms of body mechanics (balance, motion, force, levers) or technique and style. Their analyses should include – a description of the body mechanics involved in performing the skill – strengths of the performance – suggestions that could improve performance

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

93

CURRICULUM OUTCOMES

Grade 9 Sport Experience (continued) Outcomes

Suggestions for Teaching and Learning

The student will be expected to

Teachers can have students

• demonstrate an understanding of the role that leadership plays in sport experiences • modify rules of games for a variety of purposes • demonstrate an understanding of rules through officiating • demonstrate positive personal and social behaviours that emphasize fair play

• in a small group, create and present a modified game to their own class or to another group in the school • officiate games to demonstrate a working knowledge of the rules in a class or intramural setting • organize a game using the official rules, providing opportunities for all students to officiate, score, coach, and play in a variety of positions • identify fair ways of selecting teams (e.g., number 1, 2, 1, 2; light- and dark-coloured shirts) • identify the etiquette for a variety of recreational venues (e.g., baseball, golf, curling)

94

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Grade 9 Sport Experience (continued) Suggestions for Assessment

Notes

• Have students complete self-assessment and peer assessment sheets that list attributes of leadership (e.g., accepts responsibilities, good communicator, respect for others, self confidence). • Have students assess presentation of their game or activity through discussion (e.g., Was it fun? Was everyone included?). • During the student’s presentation of a created game, look for the following: – the group members appeared to be prepared and organized – each member appeared knowledgeable about his/her particular section – the group members worked together as a cohesive unit – the group facilitated active participation – each group member demonstrated patience and helpfulness with others – the group used a variety of techniques to present the topic/ information/concept • Have students participate in officiating assessments through – writing tests on rules/situations and appropriate calls – conducting practical demonstrations of hand signals – generating checklists of calls during a game that was officiated by a student

As an enrichment activity, students could research the history of a recreational activity or sport and present their findings to the class (e.g., video, poster, oral or multimedia presentation)

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

95

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Soccer)

Grade 7

Specific Curriculum Outcome • demonstrate positive personal and social behaviours that emphasize fair play Equipment—cones, soccer balls Area—playing field, gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students play “Ball Tag.” – Appoint two students to be “it.” – Give two other students a soccer ball each.

Development • Have students play “Target Soccer.” – Have students make up four teams. – Each team will have a goal line with four cones and a ball on the top of each. – The object is to work together to knock off the other teams’ soccer balls. – If one team is eliminated, those players can join another team and help them.

Closure • Have students clean up the equipment as a group.

Teaching Points • Students with the soccer balls need to “help” the students being chased by passing the ball to them. – If students are tagged, they go down on one knee until someone frees them by touching them on one of their hands. – Students can’t get tagged if they have the soccer ball in their hands.

• Game rules: – no hands – work together to protect their cone – work together to get others’ cones

• Ask students what the “theme” of the warm-up and game was.

Extension Activities • Create two teams to simulate the actual game of soccer.

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Soccer)

Grade 8

Specific Curriculum Outcome • participate in sport and games using modified rules Equipment—three soccer balls for each game (one in each game should be a different colour) Area—playing field, gymnasium, multi-purpose room

Learning Experiences Warm-up • Play “Follow-the-Leader,” with or without a soccer ball.

Development • Have students play “multi-ball Soccer”: – may have two games at once (use half of the field for each) – teams of six or seven – three balls in each game – the different coloured ball is worth two points if you score Closure • Have students clean up equipment as a group.

Extension Activities

Teaching Points • Give students examples of things they may do, such as – run backwards – side step – do three push-ups

• Have students – work as a team

– use the skills practised in previous lessons – use all the space on the field • The nets should be cones; goals should be below the waist.

• Ask students if they used a different strategy with the coloured ball? Why? Did the strategy work?

• Have students play small-sided games with one ball.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

97

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Football)

Grade 8

Specific Curriculum Outcome • demonstrate an understanding of positioning in offensive and defensive situations Equipment—one football per group of five students, pass pattern cards, group formation cards Area—gymnasium, multi-purpose room, field

Learning Experiences Warm-up • Have students work in groups of five or six throwing and receiving footballs. • Blow the whistle and have one student put the ball on the floor; another group member picks it up and they continue to pass.

Development • Review offensive positions with students and discuss roles. • Invite individual students to demonstrate running patterns. • Have students set up positions to run and practise the different patterns. • Have students analyse and discuss group pass formations. • Invite groups to demonstrate their formations to the class.

Closure • Add defense when students perform formations and patterns.

Extension Activities

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Teaching Points • Have students move around the gymnasium using passing and catching skills.

• Positions—quarterback, centre, halfback, fullback, wide receivers. • Patterns—fly arrow, curl, 90° run post, corner show pass, pattern skills. • Give each group one cue card pattern to work on. Rotate positions and pass the card to another group.

• Give each group a formation and pattern to run. Number students’ positions so that everyone has an opportunity to play in every position. • Have students identify which patterns the individual students are running. • Observe students moving around a defender to an open space.

• Have students play small sided games without patterns and compare to the pattern play.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Soccer)

Grade 9

Specific Curriculum Outcome • play a variety of games putting several sport specific skills into practice Equipment—cones for goals, one ball between two students Area—playing area, gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students practise a stationary instep pass in twos. • As students progress, have one partner moving so that the other student is a moving target.

Development • Have students play “Three-on-Three Micro Soccer”: – Each team has a goal approximately 2 m wide. – Each team plays another team of three players per team on a field approximately the size of half a basketball court. – Play a game 3 minutes long. • Have teams rotate to play against another team.

Closure • Have students clean up the equipment as a group.

Teaching Points • Review the instep pass with students: – non-kicking foot beside the ball – kicking foot strike a ball with the inside of the foot with toe up • Ask students “How many passes can you get to your partner?”

• Have students use all of the space available. • Encourage students to try to find an open teammate to complete a good pass. • Goals are scored by passing the ball through the goal.

• Ask students – What skill was stressed? – Why is passing important?

Extension Activities • You may add a “neutral” player to play on both teams (this is probably a more skilled player who can help “control” the game by giving and receiving good passes). • Organize students into larger teams to play against each other. PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

99

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience

Grade 9

Specific Curriculum Outcome • demonstrate an understanding of the role that leadership plays in sport experience Equipment—student choice for next class, pen and working sheet Area—gymnasium, multi-purpose room, field

Learning Experiences Warm-up • Have students participate in “Silent Co-operative Line-up”: students line up according to age, height, or shirt colour. • Have students create a “Human Knot”: groups of 6–9 students hold hands while standing in a circle formation. They must untangle the knot without releasing hands.

Development • Have students create or modify a game that will be presented to your class or another group in the school (can be co-operative, low organized, or a twist on a traditional sport). • Have students write down the purpose, rules, equipment needed, number of players, duration, and space required to play the game. • You must ensure games are safe and apply the fair play concepts.

Teaching Points • Students are not permitted to speak or make sounds. • Identify the role of each student and his/her task (e.g., creator, leader, comedian).

• Have students define the roles they took at different times during the creative process (e.g., facilitator, idea person, or creator).

Closure • Facilitate a class discussion using a household appliance simile (e.g., “I’m like a toaster because when people give ideas I don’t like, I pop early and indicate they are not done yet”).

• Give all students an opportunity to share their ideas.

Extension Activities • Have students present their games to the class or another group in the school.

100

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Badminton)

Grade 7

Specific Curriculum Outcome • demonstrate sport specific skills and be able to break them down into their components, preparation, action, and follow through Equipment—badminton racquets, shuttles, hoola hoops, nets and posts, cones Area—

Learning Experiences Warm-up • Have students play “Carry-the-Bird Relay”: – teams of four to six players–shuttle formation – take turns carrying the shuttle on the racquet, passing it to the next person – repeat, now bouncing the shuttle on the racquet using both front-hand and backhand – walk around cones bouncing the shuttle Development • Demonstrate (you or a capable student) the short serve (backhand push-serve)—player has several shuttles and practises short-serve technique. • The server’s partner in the opposite corner retrieves the shuttle and then serves it back. • Have three to five people on each side of the net. • Have students serve into a hoop placed on the floor just over the short service line. • Make it competitive by having two points for serving into hoop, one point for serving into the court. • Have students experience serving short serves to various places in the opposite court. • Have students experience serving gently to specific areas. • Have students experience competition by playing against another team.

Teaching Points • Have students keep gentle control of the shuttle. • Have students keep the shuttle up 1m above racquet.

• Technique for backhand push-serve: – Preparation » racquet foot forward » racquet head below the wrist » handshake grip » weight on balls of feet » hold shuttle by the feathers with racquet hand – Action » drop shuttle and push racquet forward and parallel to the floor » transfer weight » eyes on the shuttle – Follow-through » in the direction of the corners in the opposite court » minimal, not extended » flight path of shuttle close to net » return to neutral positions ready for the return

Closure • Have students play “Badminton Golf ”: – teams of two or more – four hoola hoops on each side of the net in the four corners of the double court – start at a particular hoop and serve in that direction until all eight hoops have been served to – teams collectively serve and total their scores – the lowest collective score wins Extension Activities • Play a game of Badminton with modified rules (e.g., Goodminton).

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category Sport Experience (Badminton)

Grade 9

Specific Curriculum Outcome • apply game strategies in a variety of sports and games Equipment—mats, racquets, shuttles, hula hoops, nets and posts Area—gymnasium, multi-purpose room

Learning Experiences Warm-up • Have students complete a fitness circuit with a partner: – Place cards at each station explaining simple exercises. – Students do the exercises for one minute at each station. Development • Explain to students how to use a drop-shot as a game strategy. • Demonstrate for students techniques of a drop shot. • Have one partner serves a high clear and after a couple of returns, the other partner tries a front-shot. • Have students use hoops placed in various areas of the front court to practise drop shots. • “Quickies”: – Keep the shuttle moving over the net with low soft drop shots. – Stand close to the net facing a partner on the opposite side.

Closure • Have students play “Bird in the Hoop”: – Place three hoops across the front of the net. – The player tries to place drop shot into a hoop. • Score: – five points for outside hoops – three points for inside hoop – one point for shuttle in the court area

Extension Activities

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Teaching Points • Place the cards in different areas of the gymnasium and have students rotate from one station to the next.

• Have students maintain the proper position on court. • Have students make the shot deceptive by – slice-full smash or clear motion contacting the shuttle with the racquet facing sideways – drop shot—same set-up as smash or clear except on contact, decrease force, and follow through • Have students coax the shuttle over the net with a soft shot.

• Have students use wrist control to change the direction of the shuttle. • Have students list a selected number of shots and keep a record with a partner or a team of how many different shots they use.

• Play a tournament accentuating use of a drop shot as a game strategy.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Track and Field)

Grade 7

Specific Curriculum Outcome • demonstrate an understanding of rules with regard to safety Equipment—12 hoola hoops, four 400/600g javelins, five pylons Area—sports field, large grassy area

Learning Experiences Warm-up • Have students participate in co-operative stunts that warm up the body (e.g., stubborn donkey, centipede).

Development • Review the safety rules for throwing a javelin.

Closure • Have students repond to questions in their journal.

Teaching Points • Have students work with a partner about the same size and try to do the stunt together. • Invite one pair of students to demonstrate for the class, then everyone can try it.

• Review safety rules with students: – Throw the javelin away from other students. – The thrower retrieves the javelin after all throws have been made. – All throwers throw at the same time. – Walk with the javelin point up and carry it straight up and down. • Organize students into groups of four to eight. • Use pylons to set up throwing line 10m from soccer mid-field line. • Place hoola hoops every ten metres. • The first hoop is worth two points, the second hoop is worth three points, and the third hoop is worth five points. • When every team member has completed two throws, calculate a team total. • Inform students that the contest is for accuracy.

• Did you like throwing the javelin? Why?/Why not? • What do you feel you do well when you throw the javelin? • What do you feel you need help with when throwing the javelin? • Name two of the javelin safety rules.

Extension Activities • Organize an intramural activity—team javelin throwing.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

103

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (Track and Field)

Grade 8

Specific Curriculum Outcome • refine sport skills through practise and repetition Equipment—hockey sticks, chairs, pylons, tape, and tape player Area—gymnasium, multi-purpose room, field

Learning Experiences Warm-up • Have students jog to music for three minutes and stretch. • Have students line up and stride to opposite ends of the gymnasium. • Have students jog back to place pretending to jump over obstacles.

Development • Have students – stand in an open space – walk forward using the hurdle technique (lead leg, trailing leg) – line up behind hockey sticks on the floor – walk over the sticks – jog over the sticks – work at a higher level (sticks on chairs or cones)

Closure • Review the hurdle technique with students. • Have students run over two to three hurdles to the other end of the gymnasium. • Have students race in groups of three or four.

Teaching Points • Play fast-paced aerobic style music. • Have students stretch each step to the fullest. • Have students emphasize the lead leg and trail leg.

• Have students kick one leg out in front (lead leg) and bend other leg at knee and step forward (trail leg). • Encourage students to use their arms and focus their eyes forward. • Have students run over sticks to experience the event as running not jumping. • Have students keep the same lead and trail leg. • Have students concentrate on high lead leg kick and stamp. • Stress that the knee of the trailing leg should be at a right angle. • Coach students to use proper arm motion. • Ask students to concentrate on keeping proper technique (lead leg, trail leg). • Have students repeat the technique until they are comfortable with this event.

• Allow students to choose their own groups.

Extension Activities • Provide students the opportunity to work with proper hurdles. • Space the hurdles properly, and set at the correct height.

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (General)

Grade 7

Specific Curriculum Outcome • participate in a wide variety of sports and games Equipment—16 bean bags, six hoops, pinnies, four cones, garbage can, 4 soccer balls Area—gymnasium

Learning Experiences Warm-up • Have students play “Thief ”: – Place four hoops in the four corners with four bean bags in each hoop. – Randomly place another hoop on each half of the floor. – Form two teams, one on each half of the gymnasium. – Students are allowed to remove only one bean bag at a time. – Students cannot be tagged on their half of the gymnasium or while they are in a hoop on their opponent’s side. – If tagged, the student is frozen but may be freed by a teammate touching his/her hand. – If a student is holding a bean bag when he/she is tagged, the bean bag must be returned to the appropriate hoop. Development • Have students play “Oscar the Grouch”: – Form two teams. – Set up a baseball diamond with cones; place a large garbage can in the middle of the diamond. – There are four pitchers and four batters. – Four batters kick the soccer ball at once and run to first base and continue to run towards home until all the balls have been picked up and placed in the garbage can. – Students must be on a base when you signal stop or they are out. – Total the points.

Teaching Points • The object of the game is to have all of the other team’s bean bags in one of your hoops.

• Demonstrate the procedure using the first kicking group. • Remind students of the scoring – four points to home – three points to third – two points to second – one point to first • Change pitchers each time the game begins again.

Closure • Have students discuss what strategies were used for “Thief ” and “Oscar the Grouch.”

Extension Activities • Have students play “Thief,” removing the extra hoop.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

105

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (General)

Grade 8

Specific Curriculum Outcome •

participate in sport and games using modified rules

Equipment—30 clothespins, nine hole markers (paper), tacks, tape, nine Frisbees Area—

Learning Experiences Warm-up • Have students play “Clothespin Tag.”

Development • Have students play “Frisbee Golf.”

Closure • Have students play “Electric Shock.”

Teaching Points • Give every student a clothespin to clamp to his/her shirt. • Have students try to steal as many clothespins as they can in five minutes. • Switch the game around so that students can try to clamp their clothespin on others. • The object this time is to try to end up with no clothespins.

• Arrange students in groups of four. • Review throwing and catching techniques. • The game is played by a group members alternating shots, trying to hit each tree/object marked as a hole. • Set up nine holes. • Start each group at a different hole; all groups begin to play at the same time. • Groups total their score, and the lowest score wins.

• Have students form one or two circles where all hold hands. • Place one student in the middle. • An “electric shock” is passed by squeezing the hand of a student on either side of you. • The student in the middle watches and tries to guess who has the shock. • When the student guesses correctly, he/she joins the group, and another student goes to the middle.

Extension Activities • Give students a chance to play the game with other appropriate equipment (e.g., soccer balls, footballs).

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

CURRICULUM OUTCOMES

Sample Learning Experiences Movement Category: Sport Experience (General)

Grade 7

Specific Curriculum Outcome • demonstrate sport specific skills and be able to break them down into their components: preparation, action, follow through Equipment—one softball per pair, one softball glove per player, several softball bases Area—gymnasium, multi-purpose room, outdoor playing field

Learning Experiences Warm-up • Have students participate in a “Round-thebases-relay.” • Have students stretch for softball.

Development • Have students throw from a sitting position. • Have students throw from both knees. • Have students throw from one knee (the throwing side knee stays on the ground). • Have students throw at a target (the target could be partner’s glove or the middle of his/her body).

Closure • Have students play “Around the World.”

Teaching Points • Emphasize the use of safe stretching exercises.

• Have students grip the ball with two or three fingers across the wide part of the seams with the thumb under the ball. • Have students start the arm action by taking the ball back to full extension with the wrist locked underneath the ball. • As the arm comes forward, the student keeps the elbow higher than the shoulder. • Have students step forward on the foot opposite to the throwing arm.

• Organize students into groups of five players: one batter, one catcher, and three base players. • The batter tries to run and touch a foot to all the bases before the base players can throw the ball around the world. • Have students rotate positions after each turn.

Extension Activities • Extend “Around the World” by making the teams larger, five to seven players, and using the extra players outfield. • Give students the opportunity to play a full game. PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

107

OUTCOMES—MOVEMENT CATEGORIES

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

STUDENTS WITH SPECIAL NEEDS

Students with Special Needs Opportunities for Students with Special Needs

The goal of inclusive schooling is to facilitate the membership, participation, and learning of all students in school programs and activities. The support services that are designed to meet students’ diverse learning needs should be co-ordinated within the school and, to the extent possible, within grade level/subject area classrooms. For further information, refer to the Special Education Policy Manual (Department of Education and Culture 1996). Curriculum must be adapted to meet the varying rates, patterns, and needs of all students. Good teaching practice necessarily includes the use of a variety of teaching strategies to enable students to meet or to extend their learning beyond the designated outcomes. The manipulation of additional variables such as time, classroom organization, assessment techniques, and evaluation practises will also be necessary to meet individual student needs. Provided the designated outcomes are not substantially altered, these procedures do not require an individual program plan, although specific changes should be documented in the student’s cumulative file (e.g., oral evaluation in place of written evaluation, curriculum compacting; see Special Education Policy Manual 2.2, Stage 4). An individual program plan (IPP), based on the student’s strengths and needs, must be developed and implemented for every student who needs additional outcomes, the deletion of outcomes, or outcomes at a substantially different specific outcome level. It is the responsibility of the school program planning team to develop an IPP. Policy 2.3 of the Special Education Policy Manual states that each school board will establish procedures and guidelines for the development and implementation of individual program plans. “The responsibility for ensuring appropriate programs are provided for all students, including those with special needs, lies with the principal.” The planning and implementation of programs should be accomplished through a team process. The core team should consist of the school principal or vice-principal, teachers involved (e.g., classroom teachers, specialist teachers, resource teachers), parents/ guardians, and students, as appropriate. Selection of additional members will depend on the special needs of the student and on the personnel resources of the school board and the community.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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STUDENTS WITH SPECIAL NEEDS

Additional members may include • • • • • •

special services supervisor school counsellor school psychologist speech-language pathologist itinerant teacher representatives of other agencies

In an inclusive program • • • •

activities are adapted and individualized as necessary expectations are realistic, yet challenging assistance is provided only to the degree required dignity of risk and availability of choices are respected and fostered

Inclusive physical education recognizes the inherent value of each student, the right to take risks and make mistakes, the need for independence and self-determination, and the right of choice. A student with special needs benefits from a quality physical education program as much as any other student. Inclusive physical education • is a step-by-step process • includes all students • provides a range of activities and supports • is based upon the needs, strengths, and interests of the students (National Education Steering Committee of Moving to Inclusion Initiative 1994)

110

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

STUDENTS WITH SPECIAL NEEDS

Program Planning

The process of program planning outlined in the Special Education Policy Manual focusses on the student’s strengths and needs. It is designed to be collaborative in nature and is carried out by a program planning team consisting of the principal, teachers directly involved with the student, the parents/guardians, and the student, as appropriate. The process is outlined in policy 2.2 of the manual.

Considerations

The following are some considerations when planning collaboratively for students with special needs: • student’s strengths and needs • programming decisions: – adaptations to assist the student in remaining within provincially approved curriculum outcomes – individual program plan because provincially approved curriculum outcomes are not attainable/applicable • parental involvement • student input • materials/techniques/strategies/supports • responsibilities for planning, implementing, evaluating • strategies for implementing programming: when?/where? • fostering generalization/transfer/application of skills and strategies • student evaluation • program evaluation • review date At the middle/junior high level, student input into the IPP development process should be encouraged and increased. Program planning in an inclusive model should be only as special as necessary. Reflection upon the following questions can assist in ensuring implementation of this principle. • What is the student able to do and/or participate in independently within the regular class setting? • What is the student able to do and/or participate in with the assistance of the natural supports of the classroom? • What is the student able to do and/or participate in with the assistance of additional supports in the classroom? • Which curriculum outcomes cannot be met by the student and what individualized outcomes will replace them? • What level of support is required to assist the student in achieving the individualized outcomes, keeping in mind that the support should be only as special as necessary (natural supports in classroom, additional classroom supports)? • Are there services that are best provided in a setting other than the classroom itself? If so, how can they be scheduled to be least disruptive to the student’s inclusion in his/her class?

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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STUDENTS WITH SPECIAL NEEDS

Sample Inclusive Teaching Strategies Active Living—Grade 7

For a Student Who Is in a Wheelchair

Health Considerations • Student may be removed from chair only if the condition allows (recommendation from physician required?) • Personal safety/space must be larger during active situations. • Possible skin irritations from the use of a wheelchair may be present. • Check student’s personal file for other considerations. • Consider personal hygiene (e.g., is a catheter used?). • People with spinal cord injuries can sweat only from nonparalysed body parts, therefore these keep individuals well hydrated (ensure they drink plenty of fluids, have water bottle handy). • Obtain a written description from physician with regard to rods. • Shunts are common among students with spina bifida. Be aware of the following symptoms: headaches, pain in the neck, puffiness or swelling along the lines of the shunt tubing (behind the ear, back of the neck), personality changes. Symptoms should be reported to the school nurse, primary caregiver, or the classroom/resource teacher. Annual Individualized Outcomes (key stage, end of grade 9) The student will be expected to • demonstrate self-confidence while participating in physical activity • demonstrate skills to enhance muscular strength and flexibility, endurance, and cardiovascular fitness • identify factors that contribute to a safe environment for all physical activity Specific Individual Outcomes (grade 7) • categorize activities and exercises according to fitness benefits • set and modify goals to develop personal fitness and motor abilities and to maintain a healthy lifestyle • participate in activities to enhance cardiovascular fitness, muscular strength, endurance, and flexibility • identify resources in the community that contribute to active living

112

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

STUDENTS WITH SPECIAL NEEDS

Social Considerations The student may • • • • •

experience a sense of isolation experience fatigue from trying to keep up with other students have a fear of missing something be embarrassed by the wheelchair be affected by past experiences in physical education

Strategies • Use demonstrations instead of long verbal explanations. • Remove any restrictions from the chair that may limit mobility without increasing safety risks. • Try pairing students for dance activities. • Make referee and opposing team members aware of any rule or boundary modifications. Wheelchair Etiquette • Focus on the person, not the disability. Here are some examples of how to refer to people with disabilities: – person with a disability – person with cerebral palsy – person with limited mobility • Always ask if assistance is needed before you help—it may or may not be needed. • Always respect the personal space of people who use wheelchairs. For example, don’t hang or lean on the wheelchair. • Speak directly to people who use wheelchairs, not to the space around them. • In conversation, consider sitting down or kneeling so that you and the person who uses a wheelchair are both at the same level. • When a person who uses a wheelchair transfers to, for example, a chair or a car, make sure that the wheelchair stays within reach. • When looking for an activity area, choose one with a flat, hard surface (this sometimes means using a gymnasium instead of a field). • Wheeling on rough terrain is hard work. Offer assistance until you get to the playing field so that the student isn’t too tired to participate in the planned activity. • When planning your outdoor jogging course, choose an area with level, smooth terrain.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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STUDENTS WITH SPECIAL NEEDS

• Offer to hold open heavy gymnasium doors for students who use wheelchairs. • Involve everyone in the group in a quick double-check of games and activities. For example, do the instructions support everyone’s participation? Is there anything else we can do as a group to make the activity or game more inclusive? • Be aware of the capabilities of students who use wheelchairs. Many can walk with an aid and can move about quickly in their chairs to participate in sport. • It’s fine to use terms like “running along” when speaking to people who use wheelchairs—they’re likely to express things the same way. • Encourage open, honest communication about disabilities and wheelchairs—they are not “secrets” that need to be hidden. • Be aware that using a wheelchair gives people independence, providing them with freedom and allowing them to move about quickly.

114

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

STUDENTS WITH SPECIAL NEEDS

Dance—Grade 8

For a Student Who is Visually Impaired

Health Considerations • • • •

Request a medical release from the student’s ophthalmologist. Be aware of a detached retina. Look for unusual (cloudy/discolored) discharge from eyes. Be aware of the affect on sun and glare on the student’s visual acuity. • Check the student’s personal file. • Understand the degree of visual impairment. Annual Individualized Outcomes (key stage, end of grade 9) The student will be expected to • understand the role of body parts in movement • identify appropriate activities for personal stress management and relaxation • participate in activities that develop personal physical fitness for active, healthy living • perform dances alone or with others in a variety of dance forms Specific Individual Outcomes (grade 8) The student will be expected to • review/learn traditional line, circle, and square dances • create an aerobic dance sequence to music • dramatize through dance such things as historical events, movie themes, poetry, and art Social Considerations The student may • have fears or inhibitions about performing publicly in class • have mannerisms such as rocking, wringing hands, bending head forward, or rolling head • feel insecure and disoriented at times • be affected by past physical education experiences Strategies • Although good posture is important and should be encouraged, some awkward-looking positioning may be necessary for better vision and should not be discouraged. • Actively discourage other mannerisms; a gentle touch may be reminder enough.

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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STUDENTS WITH SPECIAL NEEDS

• Use the “buddy” system whenever necessary and encourage rotation of buddies so the student will have a better opportunity to become acquainted with all his/her classmates. • Don’t leave the student alone with nothing to do. Involve the student in the activity. • New locomotor patterns may have to be learned, at a walking pace initially. It may be helpful to beat out the rhythm of the various patterns such as the step-hop step-hop rhythm of skipping. The student could use a musical instrument such as a tambourine to facilitate these actions. • Props such as scarves or hoops may facilitate twisting and turning actions by giving the student a concrete object to focus upon. By making the prop twist and turn, the actions required to make the body twist and turn may become more clear. • Ask the students to move in a predictable pathway to decrease the likelihood of collisions (e.g., clockwise around the gymnasium). Be sure the student explores moving backward and sideways. These directions are typically not used in daily activity, yet are very important for the development of good balance. • The use of music greatly enhances the student’s understanding of the nature of sustained versus sudden movement when he or she may not be able to see the difference in the movement qualities. Try music of various tempos and intensities to see what result it brings. • Musical instruments can be used here. The teacher can beat out the rhythm for the student to interpret, or the student could have the instrument to incorporate into his\her movements. Handmade shakers can be quickly assembled. • This area should require no modifications at all. Working in partners is a good strategy for the student who is visually impaired, and with the preparatory work completed in previous lessons, the student should do very well here. • Don’t limit your imagination. Try new ideas—use some of your own modifications. (Moving to Inclusion, The Student with a Visual Impairment, CAHPERD 1994, pp. 59–63)

116

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

STUDENTS WITH SPECIAL NEEDS

Sport Experience—Grade 9

For a Student with an Intellectual Disability

Health Considerations • At the beginning of the school year, each parent/guardian should fill out a medical form for his/her son/daughter. • Be aware of any restrictions or modifications to activities that students may require. • Know what to do if a seizure occurs. (Moving to Inclusion, The Student with an Intellectual Disability, CAHPERD 1994, p. 31) Annual Individualized Outcomes (key stage, end of grade 9) The student will be expected to • plan or assist in planning appropriate warm-up and cool-down activities • plan or assist in planning activity programs to develop personal physical fitness for active, healthy living Specific Individualized Outcomes (grade 9) The student will be expected to • demonstrate manipulative skills related to specific activity (e.g., dribble in basketball) • officiate and score a game with assistance • develop personal and social behaviours, through knowledge and the practice of fair play • understand the rules of games/activities and appreciate that the intent of those rules are for co-operation with maximum participation in a safe environment Social Considerations The student may • tend to withdraw or avoid participation • have increasingly low fitness and self-esteem • experience social isolation and display behaviour difficulties or aggression • be slow to initiate tasks • be affected by past experiences in physical education

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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STUDENTS WITH SPECIAL NEEDS

Strategies • Establish a positive classroom environment. • Adjust behaviour expectations and consistent consequences where necessary. • Establish a peer support network. • Be flexible and prepared to use a variety of teaching and discipline techniques. • Provide a safe space for the student to practise his/her skills. • Baseline the student’s initial attempts at various skills and encourage improvement. • Use positive reinforcement generously. • Provide more practice time when necessary. • Promote encouragement from peers.

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STUDENTS WITH SPECIAL NEEDS

Sport Experience

For a Person with an Intellectual Disability Checklist Student’s Name:

Grade:

Achieved

Working On

Working on Achieved with with Assistance Assistance

Catching • holds hands correctly • steps toward the ball • reaches for the pass by using the arms and legs Chest Pass • holds ball at chest height with fingers spread, thumbs together behind ball • pushes arms out to release • on follow-through, steps toward target Bounce Pass • uses chest pass • pushes ball slightly forward, waist high or lower • bounces the ball three quarters way toward target Dribbling • • • •

pushes ball with fingerpads, wrist controls bounce pushes ball slightly forward, waist high or lower looks around while dribbling, not at ball moves while dribbling, with head up

Lay-up • uses opposite foot/arm shot • keeps eye on basket, fully extends arms, and reaches toward basket • dribbles ball to basket, attempts lay-up Notes • use a buddy system to complete • use a lighter or smaller sized ball • use a lower net for lay-up

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Specific Outcomes

Annual Individualized Outcome:

Student’s Name:

IPP Development

Educational Strategies (Instruction and Evaluation)

Materials/Equipment

Personnel

STUDENTS WITH SPECIAL NEEDS

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

ASSESSMENT AND EVALUATION

Assessment and Evaluation Assessing and Evaluating Student Learning

Assessment is the systematic process of gathering information on student learning.

Evaluation is the process of analysing, reflecting upon, and summarizing assessment information and making judgments or decisions based upon the information gathered.

Reporting involves communicating the summary and interpretation of information about student learning to various audiences who require it. Teachers have a special responsibility to explain accurately what progress students have made in their learning and to respond to parent and student inquiries about learning.

Within the framework of provincial and board policies, schools develop their own policies and procedures for assessing, evaluating, and reporting on student learning. The following pages are intended to assist administrators and teachers in reflecting on the processes, strategies, and practices they use to assess, evaluate, and report on students’ progress and achievement in physical education. The outcomes in this curriculum guide will assist teachers in measuring what students know, are able to do, and value as a result of their participation in a quality physical education program. It is important that knowledge, skills, and attitudes are included in any reporting, as all three are reflected in every curriculum outcome; physical education is holistic and provides students with the opportunity to demonstrate their knowledge, skills, and attitudes. Assessment and evaluation are essential components of teaching and learning. Without effective assessment and evaluation it is impossible to know whether students have learned, whether teaching has been effective, and how best to address student learning needs. The quality of the assessment and evaluation in the educational process has a profound and well-established link to student performance. Research consistently shows that regular monitoring and feedback are essential to improving student learning. What is assessed and evaluated, how it is assessed and evaluated, and how results are communicated send clear messages to students and others about what is really valued, what is worth learning, how it should be learned, what elements of quality are considered most important, and how well students are expected to perform. Teacher-developed assessments and evaluations have a wide variety of uses such as • providing feedback to improve student learning • determining whether curriculum outcomes have been achieved • determining whether students have achieved certain levels of performance • setting goals for future student learning • communicating with caregivers about their child’s learning • providing feedback on the effectiveness of instruction, of the program, and of the learning environment • meeting the needs of guidance and administration personnel

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Assessment

To determine how well students are learning, teachers need to design assessment strategies to systematically gather information on the achievement of the curriculum outcomes. In planning assessments, teachers should use a broad range of strategies in an appropriate balance to give students multiple opportunities to demonstrate their knowledge, skills, and attitudes. Many types of assessment strategies can be used to gather such information including, but not limited to • • • • • • • • • • •

Evaluation

formal and informal observations work samples anecdotal records conferences teacher-made and other tests portfolios learning journals reflections questioning performance assessment peer assessment and self-assessment

Evaluation involves teachers and others in analysing and reflecting upon information about student learning gathered in a variety of ways. This process requires • developing clear criteria and guidelines for assigning marks or grades to student work • synthesizing information from multiple sources • weighing and balancing all available information • using a high level of professional judgment in making decisions based upon available information

Reporting

Reporting on student learning should focus on the extent to which students have achieved the curriculum outcomes. Narrative reports on progress and achievement can provide information on student learning that letter or number grades alone cannot. Such reports might, for example, suggest ways in which students can improve their learning and identify ways in which teachers and caregivers can best provide support. Effective communication with caregivers regarding their child’s progress is essential in fostering successful home-school partnerships. The report card is one means of reporting individual student progress. Other means include the use of conferences, notes, and phone calls.

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Guiding Principles

In order to provide accurate, useful information about the achievement and instructional needs of students, certain guiding principles for the development, administration, and use of assessments must be followed. Principles for Fair Student Assessment Practices for Education in Canada (Joint Advisory Committee 1993) articulates five fundamental assessment principles: • Assessment strategies should be appropriate for and compatible with the purpose and context of the assessment. • Students should be provided with sufficient opportunity to demonstrate the knowledge, skills, attitudes, or behaviours being assessed. • Procedures for judging or scoring student performance should be appropriate for the assessment strategy used and be consistently applied and monitored. • Procedures for summarizing and interpreting assessment results should yield accurate and informative representations of a student’s performance in relation to the curriculum outcomes for the reporting period. • Assessment reports should be clear, accurate, and of practical value to the audience for whom they are intended. These principles highlight the need for assessment practices which ensure that • the best interests of the students are paramount • assessment informs teaching and promotes learning • assessment is an integral and ongoing part of the learning process and is clearly related to the curriculum outcomes • assessment is fair and equitable to all students and involves multiple sources of information While assessments may be used for different purposes and audiences, all assessments must give each student optimal opportunity to demonstrate what he/she knows, is able to do, and values.

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Assessing Student Learning in Physical Education

The assessment program should reflect the full range of student learning in physical education. It involves the use of a variety of information-gathering strategies that allow teachers to address students’ diverse backgrounds, learning styles, and needs and that allow students a variety of opportunities to demonstrate their learning. This variety of assessment strategies should • enable teachers to assess student performance on specific tasks • provide information about how students learn, as well as what they learn • take into consideration students’ abilities both to learn and to apply their learning • enable teachers to observe overall performance • provide multiple indicators of student performance • reflect curriculum emphases • reflect that experimentation, risk taking, and creativity are valued • enable students to discover their own interests, strengths, and needs • engage students in assessing, reflecting upon, and improving their own learning • engage students in assessing their own and others’ skills in cooperative and collaborative projects Consistent and constructive feedback is particularly important to help students develop good motor skills, as well as a positive and enthusiastic attitude towards lifelong active, healthy living. Helping students to set personal goals for their own physical development and healthy lifestyle choices, and working with them to monitor their progress toward achieving their goals are important responsibilities of all physical education teachers.

Involving Students in the Assessment Process

When students are aware of the outcomes for which they are responsible and the criteria by which their work will be assessed, they can make informed choices about the most effective ways to demonstrate what they know, are able to do, and value. It is important that students participate actively in the assessment of their own learning, developing their own criteria and learning to judge different qualities in their work. To get an idea of some possible criteria, students may benefit from examining various scoring criteria, rubrics, and sample pieces of work.

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ASSESSMENT AND EVALUATION

To become lifelong learners, students need to wean themselves from external motivators like grades or marks. They are more likely to perceive learning as its own reward when they are empowered to assess their own progress. Rather than asking teachers, What do you want? students should be asking themselves questions such as, What have I learned? What can I do now that I couldn’t do before? What do I need to learn next? Assessment must provide opportunities for students to reflect on their progress, evaluate their learning, and set goals for future learning.

Assessment Activities and Strategies Performance Assessment

By using performance assessment, teachers are able to observe directly the students’ application of knowledge and skills. Performance assessment in physical education focusses on the process as well as on the product. It involves • presenting students with an activity-based task, problem, project, or investigation • observing what students do and say, watching for selected/ particular characteristics, and making anecdotal records • interviewing students during or after the task, problem, project, or investigation • developing and applying criteria to assess student performance using scoring tools such as rubrics, rating scales, task-specific guides, and checklists (Samples can be found in Appendix II.) • developing criteria for product assessment to provide students with a clear focus on requirements and expectations to guide their work • examining what students produce and applying criteria to assess what they actually know, are able to do, and value • identifying future instructional and learning needs Observations of students’ performance and completion of tasks, together with student and teacher reflection on the learning involved, can provide specific information that will allow student progress to be assessed. This information can be used by teachers to design and revise instructional approaches and by students to improve, reinforce, and extend their learning.

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ASSESSMENT AND EVALUATION

Performance assessment provides information about a student’s ability to • • • • • • • • • •

Problem Solving

use active, healthy living concepts, skills, and language raise questions reason logically think flexibly, changing strategies when a particular approach does not work actively accomplish complex and significant tasks use prior knowledge, recent learning, and relevant skills design and conduct activity-based investigations persist, concentrate, and work independently, with partners, in small groups, and in large groups solve realistic or authentic problems take responsibility for personal health habits, attendance, and participation

Projects and investigations involve explorations of active, healthy living questions and issues that help students to make connections to areas of other curricula and to pose and solve real-world problems. Projects and investigations provide information about a student’s ability to • • • •

identify and define a problem create, test, and revise a plan collect, record, and organize needed information discuss, review, revise, explain, and report solutions

Projects and investigations allow students to demonstrate their • • • •

126

creativity and initiative group participation, leadership, and co-operation flexibility and open-mindedness willingness to go beyond the problem/task at hand to extend their learning

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

ASSESSMENT AND EVALUATION

Listening and Observing

Listening to and observing students in a variety of physical education environments will provide daily opportunities for informal assessment. Systematic listening and observation of students provide information about their • • • • • • •

thinking processes preferred learning styles persistence attitudes toward a physically active lifestyle feelings about and perceptions of themselves as learners specific areas of strength and areas where improvement is needed development and understandings of concepts, procedures, and routines • independent problem-solving abilities • work habits • social development (e.g., ability to work collaboratively and co-operatively) Similarly, interviews and conferences with students are valuable sources of such information. Teachers may find it helpful over time to use checklists, questions, and/or learning logs to focus and guide observation, interviews, conferences, and record keeping.

Oral and Written Communication Tasks

Oral and written communication are important aspects of assessment in physical education, involving students in talking and writing both to clarify their ideas and to communicate with others. Oral communication tasks may require students to • • • • •

define problems and tasks describe and explain procedures or strategies articulate their thought processes synthesize and summarize their own or their group’s thinking reflect on their learning processes and experiences

Focussed writing tasks should address a range of purposes and audiences and include a variety of forms. Such tasks may include • participation logs/journals • a variety of ways to organize and record information (e.g., note taking, generating charts, outlining, concept mapping, creating summaries) • reports of investigations • explanations of the steps/processes used in solving a problem • responses to open-ended questions • written argument that requires thoughtful inquiry about active, healthy living

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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ASSESSMENT AND EVALUATION

Students should be provided with the opportunity to use computers for • • • • • •

log entries and journal entries research fitness assessments skill analysis facility and service access and evaluation statistical analysis

In responding to and assessing student writing, teachers should consider appropriate comments and assessment criteria in terms of the nature and requirements of the writing task, its purpose, and its intended audience.

Questioning

Effective questioning allows teachers to identify what the student knows and what the student needs to learn. Effective high-level, open-ended questions challenge students to use cognitively complex skills—to think. The sorts of questions teachers ask send powerful messages about what they really value. Questions and tasks that demand higher-level thinking demonstrate to students that teachers value this type of thinking. Questions and tasks that require students to apply their skills and knowledge to new situations develop higher-order thinking. Open-ended questions require students to respond to questions for which a variety of successful responses are possible. Open-ended questions give information about a student’s ability to • • • • •

Questionnaires, Inventories, and Surveys

organize and interpret information make generalizations clarify and express their own thinking understand concepts demonstrate originality/creativity

Well-designed questionnaires, inventories, and surveys reveal students’ feelings and attitudes toward different aspects of physical education. Information gathered through well-designed surveys can help teachers • tap into students’ habits, interests, and attitudes • build on students’ strengths and expand their interests • elicit students’ perceptions about their learning

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ASSESSMENT AND EVALUATION

Tests

Testing is only one means of collecting assessment data: a test measures achievement at a specific point in time. Tests play a minor role in the total assessment program and should be used in appropriate balance with other assessment practices. This balance is to ensure that students have frequent and varied opportunities to demonstrate their levels of performance in relation to physical education curriculm outcomes. Tests should be designed to encourage thinking and problem solving rather than memorization and recall of factual information. Test items signal what the teacher considers to be important. Questions on tests should be framed so that they are relevant, clear, and specific. As with other assessment procedures, teachers should refer to physical education curriculum outcomes in developing test items. Selected-response formats (multiple choice, true-false, matching) have limitations in measuring learning outcomes in physical education. Selected-response items tend to assess knowledge of factual information and the application of basic skills in isolated, decontextualized ways, instead of assessing the application of knowledge and higher-order skills in meaningful, real-world situations.

Fitness Testing

Fitness testing should be a component of a total program with the goal of encouraging students to engage in exercise, fitness, and physical activity as part of a healthy lifestyle. To ensure developmentally appropriate practices, fitness tests should be administered in a humanistic testing environment for a specific purpose such as to • • • • •

Self-Assessment

focus on individual progress teach safety precautions encourage self-testing provide useful feedback reward effort and celebrate achievement

In the process of learning, students need various forms of feedback about their work from their teachers and their peers; however, students learn best when they have frequent opportunities to assess their own learning and performance. Student self-assessment promotes the development of • metacognitive ability (the ability to reflect critically on one’s own reasoning) • responsibility for and ownership of learning • independence of thought and action

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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ASSESSMENT AND EVALUATION

Enhancing students’ abilities to assess their own progress is an important goal of the assessment program in physical education. Students need frequent opportunities to reflect on what they know and can do and what they need to learn. When students are engaged in applying criteria for self-assessments (and for peer assessments), they begin to internalize elements of quality and performance standards that can lead to significant improvements in the quality of their work and learning. Self-assessment activities include the use of • questionnaires (e.g., following a collaborative activity or project to determine how well the group functioned as a team and how well the individual student participated and contributed to the effectiveness of the process/product) • learning logs/journals • periodic reflective writing or group discussion to identify ways in which students have demonstrated progress toward achievement of learning outcomes • peer feedback: giving constructive comments on one another’s work helps students to set standards for their own performance • student-teacher interviews and conferences • collaborative course planning involving students in identifying their own strengths and needs, forming options for future learning experiences, and making decisions about what they will do to achieve the curriculum outcomes Teachers can use student self-assessments to determine • whether there is change and growth in the students’ attitudes, understanding, and achievements • whether students’ beliefs about their performances correspond to the actual performances • whether the students and the teacher have similar views of expectations and criteria for assessment

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

ASSESSMENT AND EVALUATION

Student Folders and Portfolios

Collections and selections of student work represent rich sources of authentic information on • • • •

what strategies the student can use the level of skill development the best work the student can produce the student’s growth as a learner

The process of selecting samples of student work and achievement, (e.g., certification in refereeing, coaching, lifeguarding) to assemble portfolios for various purposes and audiences is a valuable educational activity. The portfolio is a selection of student work that might include pieces of writing, drawings, journal and log samples, media products and other productions, or records that establish what the student knows, is able to do, and values. Portfolios could include • learning logs (e.g., what I did, what I learned, what questions I still have) • nutrition and activity logs • personal background inventory (health status, growth, and development) • responses to learning experiences • a variety of ways to organize and record information (e.g., notes, charts, outlines, graphs, concept maps, summaries) • explanations of the steps/processes used in performing a physical activity • responses to open-ended questions • a video of a dance or a game created • contracts for physical activity • checklists • self-evaluations • health/fitness profile data • likes, dislikes, other surveys • teacher anecdotes • photographs of or written reflections on family and community experiences • computer assignments (e.g., heart-rate monitors) • individual fitness profiles Schools and teachers may do many different things with portfolios, depending on their purposes and the co-ordination of portfolios with other activities for learning, assessment, and evaluation. Portfolios may, for example, be very selective and contain only one kind of work or only certain samples of work. A portfolio may contain items that the students and the teacher consider representative of the best the students can produce. The process of

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ASSESSMENT AND EVALUATION

selection of a student’s best efforts should involve students in reflecting on their progress and achievement in reference to specific curriculum outcomes.

Indicators of Personal and Social Development

Positive personal and social behaviours and interpersonal relationships are developed through active involvement in a variety of physical activities in all movement categories. Students develop respect for themselves and others as they learn and practise the skills of communicating and co-operating. Students acquire leadership skills and an understanding of the benefits of physical education as a part of the total educational experience. Positive personal and social behaviours and interpersonal skills in physical education include • looking forward to physical education classes • willingly choosing a variety of partners using a variety of criteria • identifying the ways in which physical activity is part of their daily lives • identifying feelings that result from participation in physical education classes • using equipment assigned by the teacher in a safe/careful manner • demonstrating an understanding the health benefits of physical activity • observing the work of others and giving positive feedback that shows respect and appreciation for their work • knowing and applying fair-play rules • taking personal responsibility for holding equipment still while directions are given • taking responsibility for the set-up and return of physical education equipment in a safe organized manner • identifying inclusive physical activities available in the community • analysing potential risks associated with physical activities • celebrating personal successes and achievements and those of others • recognizing the issues related to gender equity and valuing the participation of both male and female students in physical education classes • accepting and respecting the decisions made by game officials, whether they be students, teachers, or officials from outside the school • recognizing that skill improves with practice and being prepared to invest the time necessary for improvement • communicating effectively with peers and teachers • being willing to try new ideas

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

RESOURCES

Resources This curriculum envisages a network of physical and human resources extending throughout the school, into the community, and beyond. The range of resources must • reflect the diversity of learners’ interests, needs, abilities, and experiences • support the achievement of the curriculum outcomes • be available to all learners • include appropriate equipment and supplies • include a variety of appropriate technology This curriculum emphasizes the importance of human resources because of the social nature of physical education learning. Students need to experience human interaction and social contexts.

Criteria for Selecting Resources

While not all resources will meet all the selection criteria, the range of resources used at any given level should be balanced to reflect specific guidelines. Resources should • provide motivating and challenging experiences suitable for the learner’s age, ability, and social maturity • elicit personal, thoughtful, and critical responses • offer a variety of experiences and values that reflect the diversity of learners’ interests, needs, and competencies • broaden students’ understanding of social and cultural diversity in a physical education context • develop a sensitivity to and an understanding of individual differences

The Range of Resources

Physical education classrooms, activity facilities, and school resource centres/libraries need a wide array of learning resources for student choice and use. The range of available resources should permit the flexibility and choice necessitated by the differing instructional needs of students, such as • print, computer software, audio, visual texts (illustrations, photographs, film, video), information • communication technologies (Internet connections, bulletin boards), and multimedia • texts at different levels of difficulty and reflecting different cultural and social perspectives

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RESOURCES

• reading material such as books, magazines, instructions, brochures, and posters • resources for the professional development of teachers • resources that reflect the culture of the Atlantic region • activity-related equipment such as mats, bats, and balls that are appropriate for a wide range of activities

Community Resources

This curriculum removes the isolation of the teacher and the students in the self-contained classroom and takes them as active, healthy learners to people and places in the broader community. Students can draw on a variety of community resources to support and enhance their learning including • • • • • • • • •

• • • •

•

134

family members sports organizations peers, athletes, coaches, and volunteers performers and cultural organizations in the community guest speakers who offer a range of perspectives community members involved in and committed to active, healthy living practices parents, seniors, older students, student teachers, and other adults teacher assistants and tutors individuals, groups, or classes with whom students can share performances, activities, and ideas in a variety of areas of physical education municipal parks and recreation departments health professionals students and classes contacted through computer networks that provide communication venues and exchanges experts and other sources who can be consulted through traditional and electronic means such as listservs and news groups local, national, and international audiences with whom to share their products via mounted multimedia or hypertext on the World Wide Web

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

RESOURCES

Learning Resources

Appropriate resources that reflect the scope and intent of this curriculum, are listed in the Authorized Learning Resources (Nova Scotia Department of Education and Culture 1998). The Junior/ Senior High 7–12 Level Catalogue Curriculum Media Resources (Nova Scotia Department of Education and Culture, Learning Resources and Technology 1998) includes a list of authorized videos. These lists will be updated and expanded upon on a regular basis. A selection of books has been given to each board to support the implementation process. Canadian suppliers of current, affordable, physical education resources include the following: Active Living Alliance for Canadians with a Disability 1101 Prince of Wales Drive, Suite 230 Ottawa ON K2C 3W7 Phone: (800) 771-0663 Fax: (613) 723-1060 The Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD) 1600 James Naismith Drive Gloucester ON K1B 5N4 Phone: (613) 748-5622 Fax: (613) 748-5737 The Canadian Intramural and Recreation Association (CIRA) 1600 James Naismith Drive Gloucester ON K1B 5N4 Phone: (613) 748-5639 Fax: (613) 742-5467 Canadian Red Cross 1940 Gottingen Street Halifax NS B3J 3Y2 Phone: (902) 423-3680 CanEd Media 43 Moccasin Trail Don Mills ON M3C 1Y5 Phone: (416) 445-3900 Fax: (416) 445-9976

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RESOURCES

Dance Nova Scotia 1809 Barrington Street Halifax NS B3J 3L7 Phone: (902) 422-1749 Fax: (902) 422-0881 Health Canada 1557 Hollis Street Suite 702 Halifax NS B3J 3V4 Phone: (902) 426-2038 Human Kinetics Publishers, Inc. 475 Devonshire Road, Suite 100 Windsor ON N8Y 2L5 Phone: (519) 971-9500 Fax: (519) 971-9797 Nova Scotia Department of Health 1690 Hollis Street Halifax NS B3J 3J9 Phone: (902) 424-5818 Fax: (902) 424-5579 Recreation Association of Nova Scotia 5516 Spring Garden Road Halifax NS B3G 1B6 Phone: (902) 425-5450 Fax: (902) 425-5606 Sport Nova Scotia 5516 Spring Garden Road Halifax NS B3G 1B6 Phone: (902) 425-5450 Fax: (902) 425-5606 Nova Scotia Sport and Recreation Commission 5516 Spring Garden Road Halifax NS B3G 1B6 Phone: (902) 424-7512 Fax: (902) 424-0520

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APPENDICES

APPENDICES

Appendix I Sample Learning Experiences Template

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APPENDICES

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APPENDICES

Sample Learning Experiences Movement Category:

Grade:

Specific Curriculum Outcome(s): • Equipment— Area—

Learning Experiences

Teaching Points

Warm-up

Development

Closure

Extension Activities:

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APPENDICES

Appendix II Sample Rubrics and Portfolio Ideas

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APPENDICES

Movement Category: Sport Experience Basketball Student’s Name:

Grade:

Date:

Working on Achieved Catching • holds hands correctly • steps toward the ball • absorbs the pass by using the arms and legs Chest Pass • holds ball at chest height with fingers spread, thumbs together behind ball • pushes arms out straight and snaps wrist, thumb down • follows through, stepping toward target Overhead Pass • steps toward target, holds ball overhead • holds the ball with fingers spread, thumbs together behind ball, arms above head, and elbows bent • pulls arms through, straightens elbows, snaps wrist, follows through Bounce Pass • uses chest pass • pushes ball slightly forward, waist high or lower • bounces the ball three quarters of the way toward target Dribbling • pushes ball with fingerpads, wrist controls bounce • pushes ball slightly forward, waist high or lower • looks around while dribbling, not at the ball Chest Shot • holds ball at chest height with fingers spread, thumbs together behind ball • bends knees and pushes up with legs • releases ball when arms are fully extended, backspin on the ball Lay-up • uses opposite foot/arm shot • keeps eye on basket, fully extends arms, and reaches toward basket • dribbles ball to basket, executes shot with proper form and technique PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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APPENDICES

Movement Category: Educational Gymnastics Gymnastics Sequence Student’s Name:

Grade:

Date:

Task: Design a gymnastics sequence that includes a balance, a roll, and a travelling action on your mat.

Using a stick figure draw your beginning shape.

Describe in sequence the rest of your routine: 1. 2. 3. 4. 5. 6.

forward roll balance into a v-seat, legs straddled sideways pencil roll to a front support tuck jump to a stand

Using a stick figure draw your ending shape.

Check for definite beginning and ending position

Yes

No

at least one roll

Yes

No

at least one balance

Yes

No

at least one travelling action

Yes

No

smooth transitions

Yes

No

appropriate for my skill level

Yes

No

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APPENDICES

Movement Category: Active Living Jogging Criteria Student 1:

Date:

Student 2:

Class:

Student 1 (Observer): Give student 2 some pointers about his/her jogging form. Use the tips below to help you. Try to be friendly. Student 2 (Jogger): Jog at a moderate pace. When the teacher signals, slow down, then change roles.

Student 1 Yes

No

Student 2 Yes

No

1. runs tall, leans slightly forward 2. swings legs from hip, knees bent 3. lands on heels with weight rolling along the outside portion of foot to toes 4. points toes straight shead, lands heel directly under knee 5. swings arms straight forward and backward, hands relaxed 6. breathes from stomach in an even rhythm

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APPENDICES

Movement Category: Active Living Self-Check: Flexibility Student’s Name:

Date: Class:

Directions: Follow the steps listed below. Practise each exercise five times on each leg. Check ( the right after completion.

OK

Hamstring Stretch

) the box to

Feels uncomfortable

1. Sit with one leg extended; bend right leg at the knee. Place sole on the floor near the knee of the extended leg. 2. Flex the foot of the extended leg, toes up, against a wall, box, or other support. 3. Bend forward from the hips, keeping the lower back straight. The bent knee may rotate slightly outward. 4. Relax and breathe normally. You should not feel pain! 5. Hold the stretch for 15 seconds. Repeat with the opposite leg.

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APPENDICES

Movement Category: Dance Student’s Name:

Grade:

Date:

Below is an example of a checklist that a student, peer, or teacher could complete.

Working on

Achieved

Movement Skills • • • • • •

I can skip in two different directions. I can slide in a zigzag pathway. I can do three different turns in self space. I can gallop leading with either leg in a curved pathway. I can jump in a pattern of forward, backward, side, side. I can use my upper body to draw curved pathways while using my lower body to move in a straight pathway.

Conceptual Skills • • • • •

I can demonstrate correct alignment, using elements of space for support. I can move in three different pathways through space. I can demonstrate the difference between self-space and general space. I can demonstrate the difference between size and level. I can demonstrate the six different directions.

Social Skills • • • •

I can move with a partner into a big and little space. I can be a responsible leader when mirroring or shadowing. I can follow a leader’s movement when mirroring or shadowing. I can work together with two other dancers to create a movement phrase.

Affective Skills • • • •

I have a good attitude in dance class. I work hard and try to do my best. I can express my feelings verbally. I can dance expressively.

Cognitve Skills • I can describe the difference between level and size. • I can name four self-space movements and four general space movements.

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APPENDICES

Movement Category: Dance Student’s Name:

Grade:

Date:

In the note below, circle how many sets of eight beats of music were used in • the sequence taught • the sequence you and your partner have created

Count how many sets of 8 beats of music were used:

1-8

9-16 33-40

150

17-24

25-32

41-48

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

APPENDICES

Sports/Games Trivia Can you list examples of each game and sport category here? Time yourself. How quickly did you finish? 1.

A game that uses some kind of ball:

2.

A game where players are in a circle formation:

3.

A game usually played indoors:

4.

A game usually played outdoors:

5.

A sport where the size of players is important:

6.

A sport usually played in winter:

7.

A sport usually played in summer:

8.

A game where a net is needed:

9.

A game where special equipment is necessary:

10.

A game needing no equipment of any kind:

11.

A sport involving some kind of animal:

12.

A game one person can play by himself/herself:

Develop your own trivia questions below: • • • • • •

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Writing Prompts I think ... I feel ... I know ... I wonder ... What I like most about physical education is ... The most important thing I learned in physical education this week was ... If physical education could be a sound (or shape, or animal), it would be ... because ... I used to think ... but now I know ... I was surprised to learn that ... My body feels like ... when I ... The perfect physical education class would ... Three words that best describe my performance are ... Physical education is frustrating when ... I learn best in physical education when ... I found it easy to ... Next time I would ...

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APPENDICES

My Favourites Student’s Name:

Grade:

Date:

My favourite physical activity that I do in school physical education is ... because ...

My favourite physical activity that I do at home with my friends is ... because ...

My favourite physical activity that I do by myself is ... because ...

PE Central Catching Assessment (http://www.chre.vt.edu/~/PE.Central/) PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

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APPENDICES

Interest Survey Student’s Name:

Date:

1. What kinds of things do you like to do in physical education class?

2. What organized athletic activities do you do outside of school?

3. What do you like to do at home?

4. What are your favourite games to play at home?

5. What careers interest you?

6. Is there anything else you would like me to know about you and your interests?

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APPENDICES

Monthly Review Student’s Name:

Date:

1. What was your biggest achievement this month?

2. What was your favourite activity this month? Why?

3. In what area did you improve the most? What improvement(s) did you make?

4. In what area do you feel the need for the most help?

5. Write one goal for next month and tell how you plan to reach it.

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APPENDICES

My Informal Report to My Family Student’s Name:

Date:

The most important thing in physical education class that I am trying to do well is ...

This is important to me because ...

Two things that I have done well this reporting period are ...

One thing that I need to work harder at is ...

Something that I am proud about this reporting period is ...

My goal(s) for next term is (are) ...

Attached are some examples of my work. Please notice that ...

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

APPENDICES

Co-operative Group Skills Checklist

Please write the number that best represents your skills or performance in group activities.

Scale:

1 = hardly ever 2 = some of the time 3 = most of the time 4 = all of the time

Names

r as an fo g y n de on s i s a I e n e s z i s s g s vely gree le W ari and ize Per ra n u c b co rs iste nti isa ea mm rst riti the En the L tte D gre Su nde C ot A A Comments N O U

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APPENDICES

My Group Skills or Performance Please circle the number that best represents your skills or performance in group activities.

Scale:

1 = hardly ever 2 = some of the time 3 = most of the time 4 = all of the time

1. I have made it a point to listen as much as I talk.

1

2

3

4

2. I try to look others in the eye when speaking to them.

1

2

3

4

3. I try not to interrupt when others are speaking.

1

2

3

4

4. I encourage others to participate in the discussion.

1

2

3

4

5. I try to do my share when working on a group activity.

1

2

3

4

6. I use “I messages” instead of “you messages,” especially when expressing my feelings.

1

2

3

4

7. I tell the group when something is bothering me.

1

2

3

4

8. I try to respect others’ feelings even when I disagree with them.

1

2

3

4

9. I try not to be aggressive to get my way.

1

2

3

4

10. I praise others when appropriate.

1

2

3

4

11. I try to share my ideas and feelings.

1

2

3

4

(May or may not be applicable depending on cultural expectations.)

Complete the following unfinished sentences: • My two greatest strengths from the above list are 1. 2.

• The two skills I have to work on from the above list are 1. 2.

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APPENDICES

Participation Profile Class:

Date:

Activity(ies):

Students’ Names

Effort/ On-Task Encourages Others to Participate Enjoys Participating Participates Willingly Participates when Encouraged Reluctant to Participate

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APPENDICES

Portfolio Entry Conference To be used for activities participated in outside of school. Student’s Name:

Date:

Project:

Student’s Comments Two reasons I chose this activity are 1.

2.

I want you to notice Next time I might Other comments:

Teacher’s Comments Two positive things I noticed were 1.

2.

One specific area to work on is Other comments:

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APPENDICES

Active Living Student’s Name:

Grade:

Date:

BPM = beats per minute RHR = resting heart rate Your RHR is

BPM.

A range of 50–100 BPM has been established as normal by the Heart and Stroke Foundation of Canada.

Heart Rate

Activity Walking Skipping Jogging Playing Soccer

Living actively means participating in activities that increase your heart rate for a continued period of time. Simple activities such as shovelling snow and cycling are excellent ways of living actively. In the space below, write all the things you do outside of school that help you lead an active lifestyle.

How I Live Actively

The following formula can be used to obtain (1) the lower level of target heart rate and (2) the upper limit of your target heart rate: 1. [(220 - age) - resting heart rate] x 60 percent + resting heart rate = lower level of target heart rate zone 2. [(220 - age) - resting heart rate] x 90 percent + resting heart rate = upper limit of your target heart rate zone

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APPENDICES

Participation

Self-discipline

Personal Responsibility

Assessment in the Affective Domain

162

• always appropriately dressed • always on time • absences are always explained on the day of or prior to the absence • always volunteers to set up equipment • always demonstrates proper care of equipment • always treat teachers and peers with respect

• appropriately dressed most of the time • teacher must sometimes pursue explanation for absence • usually on time • usually volunteers to set up equipment • usually demonstrates proper care of equipment • usually treats teachers and peers with respect

• always behaves and speaks politely to others – always listens when others are speaking/ presenting – always considerate of others’ feelings – always displays positive body language – always encourages others verbally • always able to understand the tasks being explained • always shows self-control during class (thinks before speaking or acting, resists participating in negative behaviours of peers) • always able to predict expected behaviours for self and others

• usually behaves and speaks politely to others – usually listens when others are speaking/ presenting – usually considerate of others’ feelings – usually demonstrates positive body language and verbal responses – usually encourages others verbally • demonstrates limited understanding of the tasks to be done and requires some supervision to complete them • usually shows self-control during class (usually thinks before speaking or acting, usually resists participating in negative behaviours of peers) • usually able to predict expected behaviours for self and others

• always enthusiastic • always works hard at improving (e.g., sustained effort) • always shows consideration for the safety and well-being of others • always willing to learn new methods of doing things • always willing to change and adjust to new assignments or tasks • always willing to work with a wide range of peers, not just with close friends • always willing to share materials and ideas with others • always exhibits appropriate work behaviours during times set aside for individual, partner, and group work

• usually enthusiastic • usually works at improving but cannot maintain a sustained effort • shows consideration for the safety and well-being of others but occasionally exhibits poor judgment • usually willing to learn new methods of doing things • usually willing to change and adjust to new assignments or tasks • usually willing to work with a wide range of peers, not just with close friends • usually willing to share materials and ideas with others • in most instances, exhibits appropriate work behaviours during times set aside for individual, partner, and group work

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

APPENDICES

Self-discipline

Personal Responsibility

Assessment in the Affective Domain (continued) • • • • • •

• frequently demonstrates inappropriate behaviour or speech – frequently interrupts or distracts while others are speaking/ presenting – is selective in the consideration of others’ feelings – demonstrates discouraging communication skills (emphasizes errors or faults of others, uses offensive or negative body language and verbal responses) • requires extended explanations and close supervision in order to complete tasks • demonstrates lack of self-control during class (speaks or acts inappropriately or at inappropriate times, participates in negative behaviours of peers) • unable or finds it difficult to predict expected behaviours for self and others

• • • • •

Participation

dressed appropriately less than half of the time rarely on time most absences are unexplained, even if pursued by teacher rarely volunteers to set up equipment rarely demonstrates proper care of equipment shows little respect for staff and students

• • •

willing to try a limited range of activities or tasks needs a great deal of encouragement and monitoring to sustain effort shows lack of consideration for the safety and well-being of others requires a great deal of encouragement and monitoring to try new methods of doing things often resists change and has difficulty adjusting to new assignments or tasks often selective about working with those other than close friends often resists sharing materials and ideas with others work behaviours tend to be inappropriate during times set aside for individual, partner, and group work

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APPENDICES

Assessing Group Presentation or Games Title of Presentation:

Date:

Group members:

Poorly

Thoroughly

• The group members appeared to be prepared and organized.

1

2

3

4

5

6

• Each member appeared knowledgeable about his/her particular section.

1

2

3

4

5

6

• The group members worked together as a cohesive unit.

1

2

3

4

5

6

• The group facilitated active participation from the remainder of the class.

1

2

3

4

5

6

• Each group member demonstrated patience and helpfulness with others.

1

2

3

4

5

6

• The group used a variety of techniques to present the topic/information/concept.

1

2

3

4

5

6

Positive components of this presentation:

Suggestions for improvement (e.g., content, style):

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APPENDICES

Rating Scale for Small Group Learning

Student’s Name: Date or time period of assessment:

never

seldom

often

always

• The student offers resources and ideas to support the group effort. • The student listens actively and responds constructively to the views of others. • The student follows rules as established for the learning activity. • The student fulfils his/her assigned roles and responsibilities in the group. • The student contributes ideas to discussions. • The student is willing to “give and take” to move the group forward.

This instrument may be adapted for use as a checklist. The student contributes to the decision-making process and supports the results.

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APPENDICES

Student Interest Inventory Rate each activity according to the following scales:

Activities

I am

I would like to learn more

1 = a beginner 2 = intermediate 3 = advanced

1 = yes 2 = not sure 3 = no thanks

Aerobics classes Archery Backpacking Bowling Badminton Baseball Basketball Billiards Curling Camping Canoeing Cross-country skiing Diving (springboard) Diving Downhill skiing Dancing Distance running Educational gymnastics Fencing Field hockey Floor hockey Football Golf Horseback riding Hacki sacking Handball

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APPENDICES

Student Interest Inventory (continued) Rate each activity according to the following scales:

Activities

I am

I would like to learn more

1 = a beginner 2 = intermediate 3 = advanced

1 = yes 2 = not sure 3 = no thanks

Hiking Ice hockey Kayaking Lacrosse Martial arts Orienteering Rappelling Racquetball Ringette Rugby Squash Soccer Snowshoeing Swimming Slow pitch Tennis Trap shooting Volleyball Weight lifting Water polo Wrestling

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APPENDICES

Physical Education Self-Assessment Unit: Team Members:

Social Development Assessment Date: Rate yourself in the following categories on scale of 1–5 (1 being the lowest and 5 the highest).

1. encouraged other students 2. played games fairly 3. helped others improve 4. shared responsibility in games 5. resolved conflicts in a positive way 6. showed respect for rules 7. showed respect for officials and their decisions 8. showed respect for opponents 9. gave everyone an equal chance to participate 10. maintained self-control at all times

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APPENDICES

Criteria Sheet: Volleyball Forearm Pass Preparation

Action

Follow-through

Exemplary (E)

Exemplary (E)

Exemplary (E)

• anticipates where to be to receive serve, arrives there ahead of the ball, and sets position before playing ball

• contacts ball low and generally directs ball high to target area • passes to target area perfect most of the time • feet shoulder width apart; waits for ball to drop low; keeps arms parallel to thighs and uses body well to provide force • eyes concentrate on ball before, during, and after contact

• platform always directed toward target • weight transfer forward • no follow-through of arms

Acceptable (A)

Acceptable (A)

Acceptable (A)

• anticipates where to be for efficient serve reception and moves to that position, often arriving at same time as the ball

• controls ball with poling action • pass usually setable but not always to the desired target area • feet shoulder width apart; bends at the knees; plays the ball too close to the body and too soon • eyes focus on ball but switch to target prior to contact

• hands remain joined • weight transfer more upward than forward • platform follows ball to target

Needs Improvement (NI) Needs Improvement (NI) • attempts forearm pass on most • too much arm swing receptions; occasionally, when • arm swing instead of leg not in correct position, extension to impart force attempts overhead pass • feet too far apart; gets low by bending at hips; plays ball too close to body

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Needs Improvement (NI) • hands often apart • weight transfer often backward • arms finish higher than shoulder level

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APPENDICES

Tennis Performance Assessment Reason for Assessment: Evaluate the overhand tennis service.

Part I: Clarifying Performance

Part II: Developing Exercises

A. Nature of Performance

A. Nature of Exercises

Behaviour: Student will successfully serve 3–5 serves into the proper service court (serving to the right and left service courts).

Structured assignment: skill involved in service

Product: Student will apply the skill learned to play a tennis game, set, and match.

B. Content of Exercises

B. Focus of Assessment Individual

C. Performance Criteria Tennis Serve Checklist of Skills (see below)

Naturally occurring event(s): using service in game, observation by instructor Specify target: successfully placing 3–5 serves in the proper service court Define conditions: If you can successfully place 3–5 serves, you will be able to start a game of tennis. Specify standards: Check off skills on performance criteria.

C. Number of Exercises 3–5 serves each side of the court (e.g., left and right service courts) This can be done on a daily basis at the start of each class period.

Tennis Serve Checklist Directions: Check + or - for each area of the serve in tennis. Make constructive comments and give student a personal checklist; squad leader or other students in class may assist and work with one another. Student Self-Evaluation Form

Ready Position

+/-

Comments

Grip Stance Toss Cocking Racket (backswing) Hit Follow-through Recovery

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PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

Appendix III Intramurals and Extra-Curricular Activities

APPENDICES

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APPENDICES

Introduction

Intramurals are programs in which students have an opportunity to choose from a wide variety of activities offered during the school year. Intramurals offer activities and leadership opportunities for all students, regardless of ability. These activities should be designed to reflect the curriculum outcomes of physical education. They should emphasize fair play and co-operation with minimal levels of competition. When planning intramurals, educators should be sensitive to the following considerations: • Design programs that take into account the interests of female and male students. • Be sensitive to the cultural, racial, and social needs of the community. • Plan age appropriate and developmentally appropriate activities. • Offer both group and individual activities. • Allow students to have input into the planning and delivery of intramural programs. • Encourage student leadership. From these considerations, intramurals should meet the following general outcomes: • Students will be able to choose from and participate in a wide variety of activities. • Students will be able to improve their physical fitness levels through participation in the intramural program. • Students will improve their understanding of and practices in the areas of fair play and co-operative and interpersonal relationships.

Suggestions for Expanding Intramural Time

Intramurals should not be confined solely to a noon hour time-slot. The school administration, with the assistance of volunteer teachers, parents, and students, can design enjoyable and beneficial intramural programs. A healthy school environment valuing physical activity will reflect the use of all available facilities as much of the time as possible. Flexible scheduling will allow teachers to provide cross-curricular experiences via an intramural program each day. Teachers can plan collaboratively with physical educators and other school colleagues to provide intramural experiences for individual classes, grade levels, or the entire school.

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APPENDICES

Dimensions of Intramurals

Intramurals

special days

recreation activities

before school

clubs

noon hour

co-operative cross-curricular games experiences

cross-curricular experiences during instructional time

indoors

individual activities

174

sports

after school

outdoors

small-group activities

large-group activities

PHYSICAL EDUCATION CURRICULUM: GRADES 7–9

APPENDICES

Extra-Curricular Activity

Extra-curricular activities are an important part of the physical education program at the junior high level. The activities can take a variety of forms such as competitive, non-competitive, or recreational. Some of the benefits of an extra-curricular program include enhancing self-esteem, building a positive school climate, providing an opportunity for students to experience success, providing different school environments in which social learning can take place, and giving students a chance to practise previously learned skills and to learn responsibility associated with participation.

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APPENDICES

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BIBLIOGRAPHY

Bibliography Active Living Alliance for Canadians with a Disibility. Moving to Inclusion: The Student with a Visual Impairment. Gloucester ON: Canadian Association for Health Education, Recreation and Dance (CAHPERD), 1994. Active Living Alliance for Canadians with a Disibility. Moving to Inclusion: The Student with an Intellectual Disability. Gloucester ON: Canadian Association for Health Education, Recreation and Dance (CAHPERD), 1994. Canadian Parks/Recreation Association. The Benefits of Parks and Recreation. Gloucester ON: Park and Recreation Federation of Ontario, 1992. Calfas, K.J. and Taylor, W.C. “Effects of Physical Activity on Psychological Variables in Adolescents.” Pediatric Exercise Science, 6 (1994): 406–423. Chiropratic in Canada. A Dictionary of Facts. Ottawa: Canadian Chiropratic Association, 1988. Corbin, Charles B. and Robert P. Pangrazi. Physical Activity for Children: A Statement of Guidelines. Reston, VA: National Association for Sport and Physical Education, 1998. DeMarco, T. and Sidney, K. “Enhancing Children’s Participation in Physical Activity.” Journal of School Health, 59(8) (1989). Fishburne, C.J. and Boras, C.M. “An Integrated Approach to Learning: Issues in Teacher Education.” Proceeding of the 1989 Alberta Teacher Educators in Physical Education Annual Meeting (1989). Fishburne, G.J. and Harper-Tarr. “An Analysis of the Typical Elementary School Timetable: A Concern for Health and Fitness.” Sport and Physical Activity: Moving Toward Excellence (1992): 132–137. Fishburne, G.J. and Haslam, I.R. “Critical Issues in Elementary School Education: Integration and the Curriculum.” Sport and Physical Activity: Moving Toward Excellence (1992): 133–136.

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BIBLIOGRAPHY

Guzman, C.A. “Related Benefits from Physical Activity Program Interventions.” Active Living and Health Benefits and Opportunities (1992). Hale, M. “Sound Body, Sound Mind.” OPHEA Journal, (Fall 1989): 16–17. Haslam, Ian R. “Active Living and the Conceptual Approach to Meaningful Movement in School.” CAHPERD Journal, 62, 2 (Summer 1996): 4–7. Health Canada. Report on the Health of Canadians. Ottawa: Health Canada, 1995. Heart and Stroke Foundation. Report Card on the Health of Canada’s Kids. Ottawa: 1998. Joint Advisory Committee. Principles for Fair Student Assessment Practices for Education in Canada. Edmonton: Centre for Research in Applied Measurement and Evaluation, 1993. Kuntzleman, C.T. and Reiff, G.G. “The Decline in American Children’s Fitness Levels.” Research Quarterly for Exercise and Sport, 63 (2) (1992): 107–111. Lechky, O. “Epidemic of Childhood Obesity May Cause Major Public Health Problems, Doctor Warns.” Canadian Medical Association Journal, 150 (1) (1994): 78–81. Marsh, H. “The Effects of Participation in Sport During the Last Two Years of High School.” Sociology of Sport Journal, 10 (1990): 18–43. Maynard, E.J., Coonan, W.E., Worsely, A., Dwyer, T. and Baghurst, P.A. “The Development of the Lifestyle Education Program in Australia.” In B.S. Hetzel and G.S. Berenson (eds.), Cardiovascular Risk Factors in Children, Epidemiology and Prevention (1987): 123–142. Mickleburgh, R. “Young Canadians Growing Fat, Not Fit. Coalition Wants Physical Education Taught Daily in Schools.” The Globe and Mail (January 7, 1994). National Association for Sport and Physical Education. Moving into the Future, National Standards for Physical Education: A Guide to Content and Assessment. St. Louis MO: Mosby, 1995.

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National Education Steering Committee of Moving to Inclusion Intitiative. Moving to Inclusion. Gloucester ON: Active Living Alliance for Canadians with a Disability, 1994. Nova Scotia Department of Education and Culture. Current and Emerging Research on Successful Junior High Schools. Halifax: Nova Scotia Department of Education and Culture (1997). Nova Scotia Department of Education and Culture. Special Education Policy Manual. Halifax: Nova Scotia Department of Education and Culture (1996). Nova Scotia Department of Health. Behind the Stories: Health Issues in Nova Scotia. Halifax: Nova Scotia Department of Health, 1995. Sallis, J.F. and Patrick, K. “Physical Activity Guidelines for Adolescents: Consensus Statement.” Pediatric Exercise Science, 6 (1994): 302–314.

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