physical education teacher of the year award

Transcription

C A N A D A’ S M A G A Z I N E F O R P H Y S I C A L A N D H E A LT H E D U C AT O R S
LA REVUE CANADIENNE DES ENSEIGNANTES ET ENSEIGNANTS D'ÉDUCATION PHYSIQUE ET À LA SANTÉ
PHYSICAL EDUCATION TEACHER OF THE YEAR AWARD — WINNERS!
PHYSICAL & HEALTH
JOURNAL
EDUCATION
SPRI NG/ PRI NTEMPS 2 0 0 5
Developing a School Physical
Activity Policy / Comment élaborer
une politique se l’activité physique
à l’école
Three Steps to Enhancing
Personal Protection
PUBLICATION MAIL AGREEMENT NO. 40064538
REGISTRATION NUMBER 09328
Published by/Publié par
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REGISTRATION NUMBER 09328
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© CAHPERD/ACSEPLD
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Date of Issue/Date de publication :
April/avrilº 2005
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Daren MacGowan Graphic Design
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CAHPERD
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Publications Mail Registration no. 9328. Views and opinions are those of the
authors and not necessarily those of CAHPERD. Indexed in the Canadian Magazine
index and available on-line in the Canadian Business and Current Affairs Database.
Upon application to CAHPERD, Canadian universities will be allowed to duplicate
CAHPERD Journal articles for distribution to students.
Courrier 2e classe no. 9328. Les opinions exprimées sont celles des auteures
et auteurs et ne reflètent pas nécessairement celles de l’ACSEPLD. Les universités
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We acknowledge the financial support of the Government
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toward our mailing costs.
Board of Directors 2004/2005
Conseil de direction 2004/2005
Garth Turtle, President / Président
PHYSICAL & HEALTH
EDUCATION JOURNAL
VOLUME
71, N O .1
ISSN 1498-0940
FEATURES / ARTICLES VEDETTES
4
12
Three steps to enhancing
personal protection:
Step 1 awareness
Seeing with understanding:
Observing movement for
effective pedagogy
By Shane G. Brown and Sandra L. Gibbons
By Nancy R. Murray and Anna H. Lathrop
REGULARS / CHRONIQUES
2 A Word from the President
3 Mot du président
Developing a school physical
10 QSH:
activity policy
: Comment élaborer une politique
20 SQE
sur l’activité physique à l’école
24 QSIR: Visions can become realities
Wild and Wacky: How to run a swim
30 Weird,
meet without water
QDPE and the Principal:
34 QDPE:
Making it happen
: L’EPQQ et les directions d’école :
36 EPQQ
Du rêve à la réalité
43 DANCE: Dancing is Powerful!
44 CPCU
44 CUPR
Nick Forsberg, Past-President / Président-sortant
Harry Hubball, British Columbia & Yukon /
Colombie-Britanique et Yukon
Deanna Binder, Alberta & NT / Alberta et NT
Lyle Brenna, Saskatchewan Representative /
Représentant de la Saskatchewan
Grant McManes, Manitoba & Nunavut / Manitoba et Nunavut
James Mandigo, Ontario / Ontario
Michelle Harper, Québec / Québec
Fran Harris, New Brunswick / Nouveau-Brunswick
Joe MacDonald, Nova Scotia / Nouvelle-Écosse
Mark Jones, Newfoundland / Terre Neuve
Glenn Campbell, Prince Edward Island / Île-du-Prince-Édouard
IN THIS ISSUE / DANS CE NUMÉRO
International Year of Sport
26 2005
and Physical Education:
live Kids: Teaching Kids that it is all
38 Long
about Balance
Calendar of Activities and Events
Success Story: The Environmental
32 QDPE
Stewardship Program
SPRING
•
PRINTEMPS 2005
1
A WORD FROM THE PRESIDENT
We’re all in this together – Let’s make sure we work together
“He who refuses to embrace a unique opportunity loses the prize
as surely as if he had failed.”
William James
Over the past ten years I have had the opportunity to serve as a volunteer on several national organizations.
During that time, I have been able to observe the influence that CAHPERD has been able to exert, not
only on behalf of the Physical Education community, but on behalf of the chronic disease and healthy
living community as well. At the national level, CAHPERD is regarded as one of the most important
partners in the fight against the risk factors of chronic disease. Few meetings take place without
CAHPERD at the table, press conferences often have CAHPERD representation, submissions to Health
Canada are expected to be supported by CAHPERD, CAHPERD is
requested to serve on every type of committee imaginable, and
CAHPERD is one of the ‘go to’ organizations when expertise or
research is needed.
happening across Canada, support short and long term planning
initiatives, review and advise on advocacy initiatives and program
development, and disseminate information and programs to every
corner of our country.
However, despite this significant profile that the National Office Staff
has been able to establish in the nation’s capital, CAHPERD still
seems to be lacking in visibility across the rest of the country. Over the
past several years, and more particularly during last year, one of
CAHPERD’s most important initiatives has been the recruitment of
alternate forms of funding. The staff has been aggressive in this
pursuit. But, time and time again, they have been told that
CAHPERD is not known widely outside of our sector and, as a result,
are too often declined as beneficiaries of corporate investments.
Is there more that can be done? The answer is always - Can
CAHPERD do more now? Our answer - not without the help of all
its members and their networks. This is the point of my message.
Why is this? If one is to take a few moments to review what has been
happening within CAHPERD, you would be amazed at the quality
and quantity of material leaving the office. There is a terrific new
website that contains a massive amount of information, resources and
statistics; incredible programs tied in with yet another new website for
the International Year of Sport and Physical Education; innovative
and leading edge school programs and products being requested and
piloted by schools across the country; symposiums, forums,
conferences, and leadership camps that support planning and
leadership for healthy, active schools and communities; a dynamic
awards program that acknowledges the efforts and contributions of
individuals at various stages in their professional careers – from
students, to young professionals, educators and researchers; a network
of expertise spanning intramurals, physical education, dance and
health education professionals that serve as the driving force of our
program and advocacy efforts; and a network of provincial health and
physical education presidents that provide the voice of what is
2 PHYSICAL AND HEALTH EDUCATION
It has become painfully obvious that CAHPERD is not being
recognized at the grass roots level for the work it is doing. We, the
physical education profession, have a unique opportunity to take
advantage of the need to educate the public on personal wellness
through physical and health literacy. CAHPERD is the vehicle that
can provide the leadership, expertise and resources. However our
professional members need to be willing to help us by communicating
our programs, initiatives, resources, events, and information through
their various networks. CAHPERD is happy to develop the material,
but we need you to ensure that it reaches its audience.
I challenge all of you to celebrate your professionalism. Let the world
know that you are making a difference. Give credit to your provincial
and national organization. Share information that will help your peers
to be successful in their roles. Help CAHPERD to make the best
possible use of the work that is being done. Hopefully this extra effort
will help us to succeed at our most prevalent goal – to promote the
importance of our profession and its role in positively impacting the
health and well being of our children and youth.
I look forward to seeing you in Regina.
Garth Turtle
CAHPERD President
M O T D U P R É S I D ENT
Nous sommes tous dans le même bateau...
il faudrait bien ramer ensemble!
« La personne qui ignore une bonne occasion perd le prix au même titre que si elle avait échoué. »
William James
Au fil des dix dernières années, j’ai eu l’occasion de faire du bénévolat auprès de plusieurs organismes nationaux. Pendant cette période, j’ai été à
même de constater toute l’influence exercée par l’ACSEPLD, tant auprès des promoteurs de l’éducation physique que des intervenants qui luttent
contre les maladies chroniques en faveur d’une vie saine et active. À l’échelon national, l’ACSEPLD est perçue comme un acteur clé qui déploie
d’importants efforts pour contrer la lutte aux facteurs de risque à
l’origine des maladies chroniques. Peu de réunions se tiennent sans faire
place à l’ACSEPLD autour de la table; des porte-parole de l’ACSEPLD
sont souvent présents aux conférences de presse; on s’attend à ce que les
rapports soumis à Santé Canada soient appuyés par l’ACSEPLD et
qu’elle participe à tous les types de comités imaginables. En outre,
l’Association figure parmi les organismes que l’on consulte
spontanément pour obtenir un point de vue expert ou une étude.
Pourtant, malgré le prestigieux profil dont jouit le personnel du bureau
national dans la capitale nationale, la visibilité de l’ACSEPLD dans
d’autres régions du pays n’est pas assez grande. Au cours des dernières
années, surtout les 12 derniers mois, l’un des plus audacieux projets
engagés par l’ACSEPLD s’est traduit par la quête de nouveaux modes de
financement, une entreprise à laquelle les membres du personnel se sont
prêtés avec grande énergie. Trop souvent, ils se sont heurtés à un mur
d’indifférence, l’ACSEPLD n’étant pas très connue hors du domaine, et
leurs demandes de financement ont été rejetées par les sociétés et
organismes sollicités.
Pourquoi en est-il ainsi? Lorsqu’on examine ce qui se trame à
l’ACSEPLD, on est immédiatement impressionné par la haute qualité et
la grande quantité de produits émanant du bureau national. Entre autres
superbes réalisations, soulignons la création d’un nouveau site Internet
riche en renseignements, ressources et statistiques de toutes sortes; des
programmes hors pair se greffant à un autre site Internet établi en
l’honneur de l’Année internationale du sport et de l’éducation physique;
des produits et programmes scolaires audacieux et novateurs prisés par
les écoles et mis à l’essai partout au pays; des symposiums, des forums,
des conférences et des camps axés sur la planification et le leadership au
profit d’écoles et de collectivités saines et actives; un dynamique
programme de prix et récompenses qui célèbrent l’effort et le
dévouement d’étudiants, d’enseignants, de chercheurs et d’autres
professionnels à diverses étapes de carrière; un large réseau d’experts
actifs dans une gamme de domaines, y compris les loisirs intra-muros,
l’éducation physique, la danse et l’éducation à la santé, et qui sont au
cœur même des programmes et activités de revendication de
l’ACSEPLD; un réseau de présidents provinciaux pleinement voués à
l’avancement de l’éducation physique et de l’éducation à la santé qui
témoignent des projets en cours à l’échelle canadienne, qui appuient les
projets de planification à court et long terme, qui examinent les projets
de revendication et de développement des programmes et formulent des
avis en ce sens, qui transmettent leur savoir et qui mettent nos
programmes en lumière dans toutes les régions du pays.
Pourrait-on faire plus? Une question demeure : L’ACSEPLD peut-elle faire
plus à ce moment-ci? Notre réponse est claire : Pas sans l’aide de tous ses
membres et de tous leurs réseaux. Tel est le grand message que je veux
vous transmettre aujourd’hui.
Hélas, nous constatons avec chagrin que l’ACSEPLD n’est pas encore
reconnue, à la base, pour l’énorme travail qu’elle abat. En tant que fervents
promoteurs de l’éducation physique, nous sommes bien placés pour
éduquer un public en mal d’information en misant sur la litératie physique
et l’éducation à la santé pour rehausser le niveau de bien-être personnel. Le
leadership, l’expertise et les ressources de l’ACSEPLD en font l’instrument
de choix pour accomplir cette tâche. Cela dit, nous ne pouvons agir seuls.
Les membres de notre profession doivent être prêts à nous appuyer en
faisant connaître nos programmes, nos initiatives, nos ressources, nos
événements et notre savoir par l’entremise de leurs divers réseaux.
L’ACSEPLD est heureuse de produire le matériel requis mais a besoin de
vous pour arriver à bon port et atteindre tous les groupes cibles visés.
En ce sens, je vous mets au défi de démontrer votre professionnalisme et
votre aptitude éprouvée à faire une différence. Faites valoir les mérites et le
rôle de vos organismes provinciaux et nationaux. Aidez vos pairs à
s’acquitter efficacement de leurs tâches en leur transmettant généreusement
votre savoir. Aidez l’ACSEPLD à capitaliser efficacement sur le travail qui
s’accomplit dans le domaine de l’éducation physique partout au pays.
J’espère de tout cœur que tous ces efforts nous aideront à concrétiser notre
objectif le plus cher – promouvoir l’importance et le rôle de notre
profession en vue d’améliorer la santé et le bien-être de nos jeunes.
Au plaisir de vous voir à Regina!
Garth Turtle
Président de l’ACSEPLD
SPRING
•
PRINTEMPS 2005
3
Three steps to enhancing
personal protection:
Step 1 awareness
Shane G. Brown, Sandra L. Gibbons
Shane Brown is a physical education
teacher and the creator of Halt
Assault™. For over 10 years, Shane has
been teaching realistic movements to
students that require neither special
skills nor years of experience to perform.
www.HaltAssault.com.
Be aware that:
• Youth aged 12-17 are the number one age group at risk of violations against
them (Statistics Canada, 2003).
• The number of reported common assaults committed by youth more than
doubled between 1988 and 1998 (Statistics Canada, 2001).
• In 2002, seven out of 10 violent crimes committed by youth were assaults
(Statistics Canada, 2002).
• The rate of 12-17 year old girls charged with a violent crime has more than
doubled over the last decade, increasing three times as fast as the same rate
for males (Statistics Canada, 2001).
I
Sandra Gibbons is an associate professor
in the School of Physical Education at
the University of Victoria, Victoria,
British Columbia. She is involved with
several ongoing projects associated with
gender equity in physical education.
E-mail: [email protected]
4
PHYSICAL AND HEALTH EDUCATION
t seems that every time we open a newspaper, turn on the television,
or surf the Internet, we are presented with examples of the preceding
statistics. Stories about young people being bullied, belongings being
stolen, physical altercations occurring, and in the worst cases, people
being killed seem all too common. Yet, the literature on protecting
ourselves is limited. The articles that do exist are either incomplete in that
they address only one component of personal protection (often the
physical, leading to a partial picture), or the articles require the reader to
have a black belt in some form of martial arts in order to comprehend
the complicated techniques. Furthermore, of these publications, less than
a handful are Canadian, with no articles focusing on the “how to” of
implementing a personal protection unit into a physical education
curriculum.
Total curriculum experience
In general, schools are well suited to
help young people learn how to protect
themselves against assaults. Physical
education has had a long interest and
tradition in safety and life-saving skills
(Harding & Nelson, 1985), and offers
the potential to provide students with
the knowledge, skills and attitudes to
make and carry out effective decisions
related to their personal safety.
Moreover, personal protection is a
frequently suggested individual and
dual activity in provincial and territorial
curriculum guides across Canada.
Carleton and Chen (1999) have noted
that students who take a personal
protection course “are often less involved in
confrontations”. Furthermore, such a
course increases the likelihood of
successfully deterring a physical assault
by as much as three times compared to
those who do not take a personal
protection course (Harding & Nelson,
1985).
Personal protection classes can
contribute significantly to your physical
education program, while meeting
many of the goals and learning
outcomes of a well-rounded curriculum
(Reilly & Friesen, 2001). While
developing skills in the cognitive and
affective domains, you will be able to
incorporate movement concepts and
skills such as: body and spatial
awareness, balance, power, reaction
time, and speed drills into your classes.
Best of all, personal protection
programs do not require any special
equipment or financial expenditures,
are easier to implement than one might
think, and can minimize the chances of
students becoming victims of assaults
(Carleton & Chen, 1999). Although
assaults can range in complexity and be
either sexual or non-sexual in nature,
we have defined an assault as: the
threat, or actual occurrence of a violent
verbal or physical attack, which you
have deemed to be a risk to your
personal safety.
Three-step framework
This personal protection unit has been
designed around the concepts of
Awareness, Avoidance, and Assertiveness,
which are presented in the following
three-step framework:
Step 1 – Awareness: being alert,
mindful and informed of surroundings
and options, as well as having an
understanding of the ‘who’, ‘why’,
‘when’, ‘where’ and ‘what’ of assaults.
Step 2 – Avoidance: using simple
strategies and skills to prevent assaults
from occurring (nothing is 100%
effective).
Step 3 – Assertiveness: knowing when
and how to display confidence, being
direct in dealing with potential assaults,
and using physical “Halt Assault”
techniques to protect oneself when
necessary.
Keeping children and youth safe is an important goal in Canadian society. Reports of
physical attacks, bullying, theft and, in the worst occurrences, loss of life seem all too
familiar. Physical education teachers can play an instrumental role in providing an
opportunity for students to learn about and enhance personal protection skills. This article
is the first of a three-part series designed to provide a framework for incorporating a
Personal Protection Unit into your high school physical education classes. Personal
protection will be described in three steps: Awareness, Avoidance, and Assertiveness. The
first step – Awareness - is the focus of this article.
Importantly, the need for students to be
aware of their surroundings, to learn how
to avoid dangerous situations, and to be
assertive in their actions is paramount to
increasing their personal safety.
This article is the first of a three-part
series designed to provide you with the
information you need to get started,
and to complete a basic personal
protection unit as part of your high
school (grades 8-12) physical education
curriculum. We have included:
(a) learning outcomes,
(b) teaching strategies,
(c) assessment ideas,
(d) cross-curriculum and extension
suggestions, as well as
(e) other recommended learning
resources.
Before we begin
For many people, and for students in
particular, thinking about being
assaulted can be difficult; remembering
a past assault can lead to emotional
distress for some survivors. Therefore, it
is important for educators to create a
safe environment for learning and the
expression of feelings that may occur, as
well as having the appropriate resources
in place if anyone needs assistance (i.e.,
school counselor). Furthermore, it is
suggested that the teacher give students
at least two weeks advance notice before
offering the personal protection unit, as
well as providing a letter for parents /
La sécurité des enfants et des adolescents a beaucoup d’importance aux yeux de la société
canadienne. Malheureusement, les rapports dénonçant les cas de sévices physiques,
d’intimidation, de vol et, dans les pires cas, de perte de vie, sont devenus monnaie
courante. Les enseignantes et enseignants d’éducation physique peuvent jouer un rôle de
premier plan en vue d’aider les élèves à se défendre personnellement ou à améliorer leurs
habiletés en ce sens. Cet article est le premier d’une série de trois ayant pour objet de
fournir un cadre de travail permettant d’intégrer une unité sur la protection personnelle
aux cours d’éducation physique offerts à l’école secondaire. L’enseignement des compétences
en matière de protection personnelle s’élabore en trois étapes : Sensibilisation, Évitement,
Affirmation. Cet article porte sur la première étape : Sensibilisation.
SPRING
•
PRINTEMPS 2005
5
guardians explaining what will be
covered in the unit. This letter should
inform students and parents /
guardians that although personal
protection units have been found to
minimize the chances of students
becoming victims of assaults (Carleton
& Chen, 1999), nothing is 100%
effective, 100% of the time. This
course is designed to increase student’s
awareness, to provide them with some
avoidance strategies, and to increase
their overall assertiveness by introducing them to personal protection
skills and strategies.
Importantly, although advocates of
personal protection believe such courses
can help prevent an assault and/or even
save a life, we recognize that a potential
victim can do all the right things and still
be a victim of an assault. Explicitly,
we are NOT implying that survivors,
who did not take precautionary measures
to avoid or protect themselves from
an unprovoked assault are responsible
in any way for such assaults. Specifically,
as Cummings (1992) stated, “the
responsibility for attempted or completed
assaults lies solely with the perpetrator,”
and this article or any discussion
thereafter does not suggest otherwise.
Creating the proper mindset Self-defense as personal protection
The terms self-defense and personal
protection are often used interchangeably, although they are conceptually
distinct. Much of the literature on selfdefense takes a reactive approach. In
other words, if attacked, physically
defend yourself! The Oxford Dictionary
defines self-defense as the act of
defending oneself. Moreover, these
former approaches are often limited to
just the physical movements, describing
self-defense as “training to learn and use
a small group of simple effective
physical actions” (Cummings, 1992) or
“a combination of common sense, basic
karate, and ordinary dirty fighting....
[moves that] are simple to learn and
easy to execute” (Physical Education
Newsletter, 1978). The drawback with
the self-defense mentality is that it
suggests a defensive and reactive
6
Activity #1 – Guiding understanding of the difference between
self-defense and personal protection.
Learning Outcome: Students will be able to (SWBAT) understand and
explain the difference between self-defense and personal protection.
Teaching Strategy: In groups of 3-4 students:
(a) brainstorm definitions for self-defense, personal protection, and
assault;
(b) discuss whether they think there could be a difference between selfdefense and personal protection;
(c) discuss what they would like to learn in this unit.
The groups record their definition on a large piece of chart paper and
present their findings to the class. Help students identify similar concepts
across all groups, as well as unique ideas.
Assessment Idea: Collect the large sheet of paper students were working
on, and use a rubric to assess how thoroughly and clearly their ideas were
presented.
Recommended Learning Resources: Go to the Statistics Canada web
site (www.statcan.ca) and download information on different types of
assaults, percentages, etc. Using this, you can discuss with students the
importance of becoming aware of one’s surroundings, and also the need
to learn personal protection strategies.
Teacher Information: Given our experience in presenting this activity to
students in grades 8-12 over the past five years, students generally define
self-defense as physically defending oneself in only a life or death
situation. It is important to lead them to the understanding that there is
a difference between defending and protecting oneself, as previously
stated. Recall from our earlier definition of an assault: any threat or actual
occurrence of an attack (verbal or physical), which the potential victim
feels jeopardizes their personal safety.
Discussing what the students would like to learn helps them realize that
the physical is only one small component of personal protection and also
helps students feel like they are part of the process of deciding the
content. This aspect of the unit is important, considering the intensely
personal nature of the subject material. Furthermore, student input
reinforces the idea that they have something to offer (although you will
be leading them in the direction of awareness, avoidance and
assertiveness skills and strategies).
mindset, thus taking away any power or
choice they may have had in protecting
themselves against a potential assault.
These self-defense approaches can
reduce the confidence of the potential
victim. Consequently, a growing trend
in the professional personal protection
community as well as in the literature is
to refer to self-defense as personal
protection, because it is neither
defensive nor offensive; it implies a
necessary action.
Importantly, the difference between
self-defense and personal protection is
more than semantics; the latter involves
the development of the mental process
and utilizes the power of the mind,
regardless of whether or not it is at a
subconscious level. Just as police
departments understand the difference
between “to serve and defend”
(reactive) versus “to serve and protect”
(a necessary action which can be
reactive or proactive), so must our
Table 1. Percentage of selected criminal violations against the
Violation Against
Residence
Commercial
Street, Road,
the Person
Highway
Sexual Assault (1, 2, 3)
60.1
8.5
8.5
Assault (1, 2, 3)
49.2
13.7
15.6
Robbery
6.8
40.9
33.5
Criminal Harassment
66
11.2
8.3
person by location in 2002.
School
Parking Lot
4.0
5.5
2.3
3.5
1.9
4.2
5.9
1.4
Note: Commercial includes bars, restaurants, office buildings, hallways, common areas of apartments and hotels. (Adapted from Statistics Canada, 2003)
students. Therefore, personal protection
can be defined as: the necessary use of
awareness, avoidance and assertiveness
skills and strategies in the action of
protecting personal rights and freedoms,
or the safeguarding of oneself from harm,
danger or evil.
Step 1 – Awareness
Awareness is recognized as the single
most important aspect of personal
protection. There is an old saying
referring to the sword of the Samurai;
“The sharpest steel of the land is that of
deception.” For our purposes,
awareness is defined as being alert,
mindful and informed of surroundings
and options, as well as having an
understanding of the who, why, when,
where and what of assaults.
Why is awareness important?
Prior to teaching specific skills of
Awareness, it is also important to
provide students with some basic
knowledge of awareness. Please note,
the purpose of this section is to
introduce the ‘who, why, when, where
and what of attacks’, and will be
covered in more detail in steps two
(avoidance) and three (assertiveness) of
personal protection. This section can be
delivered in a classroom or the
gymnasium.
Who attacks?
Who attacks is a well-researched
question. Criminologists have conducted
copious amounts of psychological,
theoretical and scientific research in an
attempt to identify the types of people
who are most likely to assault others
(Laur & Laur, 1999). Although it
would be convenient to paint the
perfect picture of a potential attacker,
this is not possible. Many people
believe or imagine the typical attacker
being a stranger who leaps out at night
from behind the bushes. Although this
does occur in rare instances, the person
who attacks is often known in some
way to the victim. In 2002, statistics for
total assaults (both sexual and nonsexual) revealed that 57% of male
victims and 83% of female victims were
assaulted by someone they had seen at
least once before (Statistics Canada,
2003).
These
statistics
help
demonstrate that the majority of
potential attackers methodically “pick”
their victims. Conversely, in robberies
and purse snatchings, the potential
attacker could be anyone with an
opportunity (person not aware) or
motive (Laur & Laur, 1999).
Regardless, training in personal
protection helps to prepare an
individual so they are better able to
protect themselves from an attacker,
whether
known
or
unknown
(Cummings, 1992).
Why do they attack?
An assortment of reasons exist for why
someone chooses to attack another
person. However, Laur and Laur (1999)
have identified three motivational
factors: your property, your body, or
your life (or a combination of these).
We will discuss these in more detail in
Steps 2 and 3 (Avoidance and
Assertiveness). As a general rule, all
three are worth protecting, but only
your body and life are worth fighting
for. Therefore, if a mugger wants your
money, toss it in one direction while
you run in the other!
When do attacks occur?
Although the literature is almost void of
specific times of attacks, Laur and Laur
(1999) have reported that 49% of all
sexual assaults occur in broad daylight.
Conversely, many Canadians “fear the
dark” when it comes to feelings of
safety. For Canadians aged 15 and
older, 15% of those walking alone after
dark feel “somewhat or very unsafe,”
16% feel “somewhat or very worried”
waiting for public transportation after
dark, and 20% feel “somewhat or very
worried” about their safety when alone
at home after dark (Statistics Canada,
2001a). Regardless of these legitimate
feelings, attacks occur not necessarily at
a specific time, but rather at a moment
when one is least aware of their
surroundings. In general, the assailant
tries to use the element of surprise to
their advantage; therefore, the potential
victim should be aware of their
surroundings.
Where do attacks occur?
The locations of criminal violations
against persons (compared to property)
are shown in Table 1. Notably,
percentages do not add up to 100 since
some of the lower percentage categories
have been omitted for ease of viewing.
Over 60% of sexual assaults occur
within a residence, and well over 70%
of robberies occur in a commercial area
or on a street, road, or highway. This
former statistic makes sense given the
fact that a similar percentage is found
for victims knowing their perpetrators,
as mentioned previously.
What to do?
The greatest advice for trying to avoid
being a victim of a random act of
violence is to be aware. For example,
after watching a video of citizens
walking around in a shopping mall,
incarcerated criminals convicted of
assaults were asked separately whom
they would choose as a target.
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7
Interestingly, each inmate picked the
same people and when asked what the
reason was for choosing the potential
victim, the inmates stated the likely
easy targets were not aware (i.e., head
down, fumbling with bags, looking like
they were lost, etc.) of their
surroundings (Laur & Laur, 1999).
Importantly, for assaults like purse
snatching, robbery, and physical
altercations, it is imperative that the
potential victim be aware for their
personal safety. That is, you must know
where you are, as well as whom and
what is around you. A likely attacker
could be anyone with an easy
opportunity.
The following activities (2-4) introduce
the students to several different aspects
of awareness.
Activity # 2 – Learning to become more aware of our surroundings.
Learning Outcome: SWBAT demonstrate effective scanning principles
and helps the person to decide when it is important to be aware of what
is around them. Note: scanning is looking over an area quickly to become
informed of your surroundings as well as your options (exits, potential
threats, people and things that could help you, dangers, etc.).
Teaching Strategy: Students find a partner and designate an (A) and a
(B). Sitting down, explain that partner (A) has 15 seconds to scan the
gymnasium, classroom, portable (wherever you are) and observe all the
things that are BROWN. Once complete, have partner (A) close their
eyes and explain to partner (B) all the things that were GREEN (yes, we
changed colours here, it is important for students to avoid tunnel vision,
to be aware of more than what is blatantly obvious).
Assessment Idea: In writing, have students answer, “When might it be
important to be aware of what is around you?” In addition, “When might
you want to utilize a scanning approach?"
Teacher Information: For our purposes, there is a difference between
scanning an area (Activity #2) and concentrating on an object, person, or
target (Activity #3). Generally, scanning is used during Step 1 –
Awareness. Using this scanning approach to take note of one’s
surroundings is useful in providing information about potential threats
and the different options available to someone (exits, safe places, lighted
areas, fire alarm stations, dangers, noises, etc.).
Activity # 3 – Becoming more mindful of our actions.
Learning Outcome 3: SWBAT demonstrate the
importance of the power of the mind by recognizing when
focus and concentration is important.
Teaching Strategy: In the same student pairings, have
partner (B) this time balance a meter stick on its end, in the
middle of the palm of their hand. They must concentrate
directly on their hand (they cannot look up at the top of
the meter stick). Partner (A) will time how long (B) can
balance the meter stick on end. Switch roles, (A) balances
the meter stick, (B) records time. Part two: Have the
students concentrate on the end of the ruler in the air, how
long can they balance it? See Figure 1
Assessment Idea: Bring everyone back into the group,
collect the meter sticks, and have them sit down. Ask
students what they discovered. Discuss with students the
power of the mind: focusing and concentrating on
something. Concerning personal protection, ask students
“When might you want to focus or concentrate on
something rather than using a scanning approach?”
Teacher Information: There are times when one needs to
be aware and informed of his or her surroundings (Activity
2). Equally important is the ability to focus and
concentrate on the task or target once you have utilized
your initial scanning techniques and avoidance
strategies. Focus and concentration are generally used
during Step 3 – Assertiveness. Physically protecting
yourself works when you complete the necessary
technique with focus, while concentrating on the best
target to strike. Being aware of what to focus and
concentrate on is important and is demonstrated
in Activity 3 (both
options involved concentrating, the latter concentrated on the correct end
of the meter stick). Note:
if a student is looking
directly at their hand,
they will not be able to
balance the meter stick
for longer than 10-15
seconds. However, for the
second part in which they
focus on the top of the
meter stick, put a time
limit of a minute (if not
you could be waiting a
long time).
Figure 1.
8
Activity # 4: Using a scanning (large-scale) or concentration (focused) approach.
Learning Outcome: SWBAT recognize that there is a balance between large-scale awareness (L.O. # 2) and the
intense focus of concentration (L.O. # 3).
Teaching Strategy: Use benches or balance beams and have students balance the meter sticks while walking
lengthwise along a bench (See Figure 2). If you want to challenge them, add two or three benches together lengthwise
and set a time limit to complete the task (i.e., 10 seconds to walk the length of three
benches while balancing the meter stick on end). Have students discuss what they found,
or were required to do, to be successful at completing the task.
Teacher Information: Finding the balance between scanning (Activity #2) and
concentration (Activity #3) is very important for Step 2 – Avoidance. In Activity #4, if
one focuses and concentrates only on the end of the meter stick, they can balance it for
a long time, but have difficulty getting across the benches in the set time. Students will
find that they will need to find a balance between the two approaches of being aware of
the timed walking requirement, while focusing on maintaining the meter stick on end.
The understanding of the balance between the two will become more apparent to the
students during some of the avoidance activities that will be presented in Step 2.
Specifically, students will need to be aware of their exits and options, while
concentrating on not engaging in prolonged contact with their would-be-attackers.
Conclusion
This article introduced step one of a
three-step approach to implementing a
personal protection unit into your
physical education curriculum. These
suggested activities can be used when
you are designated to a classroom
environment or smaller gym space.
Importantly, when planning a personal
protection unit, think about crosscurricular and extension activities. For
example, you might be able to team up
with the school librarian or English
teacher, who could have the class
research and write on the extent and
nature of assaults in Canada. Possible
ideas include: different types of assaults,
penalty for committing such assaults,
statistics, youth crimes, as well as
different types of personal protection
programs offered in your area. High
school science teachers could have the
students research sexual assault drugs
such as Gamma Hydroxybutyrate
(GHB) or Rohypnol (Roofies), and
Leadership classes could research
support services for those who are
survivors of such assaults.
The next article will introduce step two,
which encompasses the proactive
protection approach of Avoidance.
Specifically, it will teach the student
“How NOT to resemble a victim,” as
well as introduce the students to
strategies that can help prevent assaults.
Finally, the third article will utilize the
assertiveness approach, and present the
“Top Five Halt Assault Moves,” which
require neither special skills nor years of
experience to perform. ■
Figure 2.
R EFERENCES
Carleton, N., & Chen, G. (1999). Self-defense
through physical education: Part 1. Strategies,
12(5), 31-37.
Cummings, N. (1992). Self-defense training for
college women. Journal of American College
Health, 40(4), 183-188.
Harding, C., & Nelson, J. (1985). Educating for
self-defense: Information and physical strategies
can protect women and children against violent
attacks. Journal of Physical Education, Recreation
and Dance, 56(1), 112-113.
Laur, D., & Laur, B. (1999). Total awareness: A
woman’s safety book. Victoria, BC: Sono Nis Press.
Physical Education Newsletter. (1978). Teaching
self defense to girls and women in physical
education. Physical Education Publications, 99, 3-5.
Reilly, E., & Friesen, R. (2001). Incorporating
self-defense into the physical education program.
Strategies, 14(6), 14-17.
Statistics Canada. (2001). Canada yearbook.
Retrieved February 10, 2004, from http://80estat.statcan.ca.ezproxy.library.uvic.ca/content/en
glish/articles/cyb/cyb-just.shtml
Statistics Canada. (2001a). General social survey
– cycle 13 overview: Personal safety and perceptions
of policing. Ottawa, Ontario.
Statistics Canada. (2002). The state: Crime in
Canada. Retrieved February 10, 2004, from
http://142.206.72.67/04/04b/04b_002b_e.htm
Statistics Canada. (2003). Canadian crime statistics
2002. Ottawa, ON: Canadian Centre for Justice
Statistics. Catalogue no. 85-205-XIE, 1-81.
Stevenson, K., Tufts, J., Hendrick, D., &
Kowalaki, M. (1999). Youth and crime.
Retrieved February 10, 2004, from http://
80estat.statcan.ca.ezproxy.library.uvic.ca/conten
t/english/articles/cst/cst-just.pdf
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QUALITY
Developing a School
Physical Activity Policy
S
chool physical activity policies provide useful guidelines for
maximizing physical activity programs and opportunities within
safe, supportive, and fun environments. They help to ensure that the
school environment is conducive to a range of programs and events,
and demonstrates your commitment to enhancing the health of your
students and school staff. An inclusive and effective physical activity
policy should consider all aspects of the school such as playgrounds,
classroom curriculum, special events, intramurals, sporting events,
fun days, student leadership programs, and physical education classes.
Consider the following factors that a
School Physical Activity Policy may
address:
•
• Standards for safe physical activity
practices that include the physical and
social setting (i.e. certified playground
equipment, safe instructions, active
games, supervision, and schoolyard
leadership pals).
• Standards for participation in intramurals
(i.e. emphasis on participation instead of
winning, opportunities for all).
• Standards for fun days (i.e. school will
host one per month, one per quarter, etc.)
• Standards for student leadership
programs (i.e. students will be involved
in all aspects of leadership groups from
decision-making to promotion to
implementation, opportunities for
students to expand their leadership
skills).
• How physical activity will be included
in all aspects of the curriculum (i.e.
cross curricular lesson plans).
• Standards for physical activity
promotion (i.e. physical education
class will not be used as a form of
10
•
•
•
•
punishment, all sectors of the school
population will be included in
promotion activities, etc.)
Standards for partnering with outside
agencies to enhance physical activity
opportunities for students and their
families.
Standards for physical education
classes (i.e. student will have 30
minutes of physical education,
physical education will be taught by
qualified
instructors,
physical
education will offer a variety of
programs that focus on fun and
introduce students to a variety of
skills, programs, and activities – as
outlined in provincial curricula).
Provision of before/after school
programs that provide increased
opportunities for children to be
physically active.
Standards for recreation clubs (i.e.
schools will provide a variety of
opportunities for students to
participate in a range of clubs such as
ski club, outdoor club, etc.)
Standards for school sport teams and
sporting events (i.e. all students have
SCHOOL
HEATH
By Christine Preece
an opportunity to attend the event, all
efforts are highlighted, etc.)
• Strategies to use sporting events to
further promote the positive aspects
of healthy living (i.e. importance of
being physically active, eating well,
sportsmanship, and training, etc.)
• Details on how/who will oversee the
implementation of the guidelines (i.e.
administration, student leaders, and
parent’s council).
The Ontario Public Health Association
identified in its publication “Making a
Difference In Your Community: A
Guide For Policy Change” (1995) that
“Although education and awareness
programs can lead to healthier choices,
they are usually not sufficient on their
own.” The resource identifies that
education, awareness, and policy used
together have the greatest impact.
School Physical Activity Policies or
Guidelines can be generated at the school
board or individual school levels. Guideline
development can sometimes be fuelled by
local concerns. Schools can address these
concerns while developing their guidelines.
Public health personnel can provide
direction and supportive expertise. Healthy
physical activity guidelines provide a basis
for practical action. Benefits include:
To schools:
• Demonstrates a commitment to
health and well-being of students.
• Eliminates inconsistencies and
confusing messages about physical
activity (e.g. teaching about the
importance of being active but using
the removal of physical education as a
punishment to the students).
Sample School Physical Activity Policy
A healthy school environment is important for growth, development
and learning.
We believe that this school has a responsibility to foster and support healthy practices by:
• Providing Quality Daily Physical Education classes for 30 minutes a day for every child in the school.
• Enforcing a “no punishment” rule that deems that the removal of physical activity and education
will not be done.
• Providing a variety of opportunities that allow students to explore new activities that they may
adopt as a lifelong behaviour.
• Ensuring that all children have the opportunity to participate in the school intramural program.
• Rewarding participation, not winning.
• Forming partnerships with outside agencies in order to introduce children to physical activity
opportunities in the community.
• Ensuring that all students have an opportunity to become part of a recreation club or student
leadership group that focuses on active living.
• Ensuring that students are provided with safe playgrounds and opportunities to be active during
recess.
• Ensuring that children have access to before/after school recreational programs that offer
physical activity in a welcoming environment.
• Enforcing the “get active” theme that ensures that all students go out at recess and participate in
sporadic physical activity events (Health Hustles, etc.)
• Providing an additional 30 minutes of structured physical activity time during the school day.
Physical Activity Guideline Development Checklist
This checklist is a useful tool in policy planning. Use it to ensure that
all issues are dealt with in policy planning.
n
n
n
n
n
n
n
1.
2.
3.
4.
5.
6.
7.
n
n
8.
9.
n
10.
n
n
11.
12.
n
n
n
13.
14.
15.
n
15.
n
n
n
16.
17.
18.
Physical activity is defined.
Physical education is defined.
Recreational opportunities are defined.
Student leadership is defined.
Intramurals are defined.
Students and staff understand definitions.
Physical activity programs and activities are encouraged by the parent council and
student leadership groups.
All stakeholders participate in policy formation.
School fund raising activities (when applicable) follow the physical activity policy and
align themselves with health issues (i.e. selling of healthy foods to raise money for
physical education/intramural programs or schoolyard equipment).
The school curriculum encourages the instruction of physical activity/active living
through the health curriculum as well as other areas such as language arts, science and
technology.
The entire school population adheres to the physical activity policy.
Physical activity standards are practiced at field trips, sporting events, play days, etc.
(i.e. follow the safe physical activity guidelines).
Physical activity standards and practices are appropriately promoted and advertised.
An intramural program is in place.
All students are aware of and have access to a before/after school program that promotes
physical activity in a non-threatening way.
In-services and/or training are provided for teachers, parent council members and
student leaders.
Policy is widely publicized and communicated.
Policy supports curriculum-based learning.
Policy is enforced by school administration and teachers.
• Supports teachers in educating
students about the importance of
physical activity.
To parents:
• Reinforces the efforts of physically
active conscious parents.
• Provides an opportunity for parents to
express their concern about the
reduction of physical education at
their school.
• Educates parents on how they can
help their child and school become an
active school (i.e. walk their child to
school, get involved with ‘Turn Off
the Screen’ Week).
To students:
• Creates awareness about how physical
activity can be fun.
• Provides a healthy active environment
(i.e. allows an opportunity for all
students to be active, allows an
opportunity for students to practice
what has been learned at home).
• Provides consistent messages about
physical activity.
• Reinforces physical and health
education taught in the classroom.
• Provides supportive environments in
which to create a healthy active school
environment.
• Demonstrates to students the concern
that schools have for their physical
and mental health and well being.
To outside companies and groups
• Communicates that the school (or
board) is serious about the health of
its students.
• Communicates that the school is
willing to partner with other agencies
in order to promote physical activity
with its school population.
• Ensures a standardized approach. ■
Christine Preece is a Health Promoter with
the Community Health Services Department,
County of Lambton, for the Healthy Schools
Advocacy Committee.
[email protected]
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Seeing with understanding:
Observing movement for
effective pedagogy
By Nancy R. Murray and Anna H. Lathrop
T
Nancy R. Murray is an Associate Professor
in the Department of Physical Education
and Kinesiology at Brock University,
St. Catharines, Ontario. Areas of scholarship
include physical education, curriculum,
collaborative pedagogy, and movement
education. [email protected]
Anna H. Lathrop is Associate Dean in
the Faculty of Applied Health Sciences
and Professor in the Department of
Physical Education and Kinesiology at
Brock University, St. Catharines, Ontario.
Areas of scholarship include the history
of physical education, women and sport,
and movement education.
[email protected]
12 PHYSICAL AND HE ALTH EDUCATION
he skill of observation plays an essential role in
effective teaching and learning. Physical
educators are often required to employ a diverse
spectrum of observational skills. These skills range
from interpreting students’ facial expressions and
body language, to scanning and analyzing an entire
class. While practical techniques are critical for both
teacher and students as they work toward skillful
refinement of movement quality, these techniques
are not well-represented in the educational literature.
The skill of looking for quality in children’s movement has been described by Mauldon
& Layson (1989) as “the art of seeing with understanding” and by Rink (1985) as
“looking at the right things in the right way”. As Rink (1985) and Barrett (1983)
suggest, observation is both a concept and a process that involves selection,
interpretation, and decision-making. It may be defined as “the ability to perceive
accurately both the movement response of the learner and the environment in which
the response is taking place” (Barrett, 1983). For example, the skilled observer must
be able to focus on a single individual’s movement response within the context of a
changing environment that includes other movers and other stimuli (e.g. apparatus,
equipment, music).
It is challenging to acquire the ‘art’ of
perception since it relates to a number of
factors, including the individual
students, their movement responses, the
learning environment, the teacher’s
familiarity with the movement content,
and the organization and design of the
lesson. Observational skills also demand
visual acuity, movement analysis skills,
and often the translation of visual images
into an effective oral vocabulary. Verbal
tasks, for example, must employ specific
language that draws attention to body
and environmental cues that can foster
skill improvement: e.g., “Bend your
knees so you can get to a low level,
underneath the ball.” An additional
challenge for educators is the difficulty of
accurately assessing one’s developing
observational skills through qualitative or
quantitative means. Barrett summarizes
this challenge: “We see so much, yet
perceive so little. Why?” (Barrett, 1977,
cited in Graham, 1980).
In order to assist both teachers and
learners as they observe and analyze
movement, the observational literature
suggests that teachers should adopt
frameworks that both focus their
attention and provide information to
analyze movement. This article will offer
observational strategies for teachers and
students based upon the application of a
movement framework drawn from the
subject content of elementary school
physical education. In this way, practicing
the skill of observation during the course
of each lesson will help to define and
reinforce a shared understanding of
quality movement across a number of
movement forms and activity contexts
within the elementary physical education
curriculum.
Movement Observation Literature
Observation research has been conducted
for several decades from a number of
physical education and sport skill
perspectives. Observational tools have
been generated to measure:
• the instructional behaviour of teachers
(Quarterman, 1980; Martinek,1988;
Clark, 2003);
• the academic content of physical
education lessons (e.g., Observation
System for Content DevelopmentPhysical Education (OSCD-PE)
Rink, 1985; Academic Learning
Time-Physical Education (ALT-PE)
Placek & Randall, 1986; System for
Observing Fitness Instructional Time
(SOFIT) McKenzie, Sallis & Nader,
1991);
Observation is a critical pedagogical skill that is integral to effective
teaching and learning in elementary school physical education. This
article offers a practical observational framework that may be applied
to lesson development and movement analysis in the contexts of
elementary school dance, games, and gymnastics. Suggestions for
observational strategies that enable teachers and children to ‘see with
understanding’ (Mauldon & Layson, 1989) and thereby facilitate
enhanced movement quality and competency are discussed.
L’observation constitue une compétence pédagogique essentielle pour
garantir un enseignement et un apprentissage efficaces et de haute
qualité au niveau des cours d’éducation physique offerts dans les écoles
élémentaires et secondaires. Cet article propose un cadre d’observation
pratique qui peut servir à l’élaboration des plans de cours et à l’analyse
du mouvement dans le contexte des jeux et des cours de danse et de
gymnastique offerts à l’élémentaire. On y discute de stratégies
d’observation permettant aux enseignants et aux élèves de « voir et
comprendre » (Mauldon et Layson, 1989), ce qui facilite du même
coup la compétence et la qualité du mouvement
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• the classroom environment (Romance,
1985; Nelson & Karp, 1991); and of
course,
• the analysis of specific sport skills
(Radford, 1991; Widule, Shrader &
Maver, 1994; Knudson & Kluka,
1997).
The
importance
of
systematic
observation for research purposes has
heralded a proliferation of observational
techniques. These techniques range from
very loosely structured intuitive
observation using anecdotal records or
journalizing techniques, to more
structured analysis of what one has
observed through general rating scales,
interval recording, and time sampling
techniques. Most of these observational
tools are quite sophisticated and have
been developed within the context of
research designed to measure a variety of
specific indicators in controlled
experimental conditions. Many of these
techniques, however, are not practical for
practicing teachers in school contexts
who are primarily concerned with the
appropriateness of their lesson design,
their pedagogical effectiveness, and the
quality of their student’s movement
responses.
Several scholars in the field of elementary
physical education have identified
practical and simplified observation
systems and techniques that may be used
effectively in the class environment.
Graham (1980), Rink (1985), Wall and
Murray (1994), and Allison and Barrett
(2000) each identify the importance of
observation in the gymnasium, and offer
a series of tables, anecdotal forms, and
general descriptive guidelines to assist the
teacher. Although these sources address
the importance of observing for a
number of important issues (e.g., mood,
safety, task understanding, teacher
feedback), observational frameworks that
observe the quality or skill level of the
learner’s movement response would also
contribute to the field. Wall and Murray
(1994) outline the criteria for “quality
performance” across movement contexts,
and Allison and Barrett (2000) allude to
various principles that affect “quality
performance,” yet these critical factors or
salient features are not visualized and
presented in a form that is easily
identified by the teacher, and readily
adapted to a specific movement
environment.
Effective Observation
Both the generalist and the specialist
teacher may benefit from guidance for
the observation of students’ movement.
As is the case with any teacher possessing
expertise, lessons are designed with
knowledge of students’ developmental
capabilities, their predicted range of
responses, and a refined sense of how the
lesson may unfold despite an exploratory
or problem solving teaching method.
Eisener (1991) refers to this teacher as a
‘connoisseur’ of the subject. Expert
teachers are aware of the range of
possibility in selecting lesson content, its
progressive development, and an ideal
pedagogy to capture students’ interest.
This, coupled with acute observational
skills, contributes to lessons comprised of
more than a mere series of activities such
as dodge ball or relays with which both
teacher and students become bored.
In the complex environment of the
gymnasium or outdoor activity setting,
the teacher may become overwhelmed
with what exactly should be observed
within the range of students’ movement.
The observational literature suggests that
there are general principles that teachers
should consider:
Students’ safety:
• Is there sufficient space away from
others?
• Is the use of apparatus and equipment
appropriate?
• Are the students dressed for safe
activity?
• Are the students sufficiently warmed
up for activity?
Students’ learning:
• Are the students on task? Are they
doing what was expected?
• Is the equipment and apparatus and
other factors of the environment
developmentally appropriate for
everyone?
Level of challenge:
• Is every student’s skill appropriately
matched to the challenge?
Opportunity for improvement:
• Does every student have the required
information and the opportunity to
improve? How can this be improved
through further information or
altering the task?
The Laban Movement Analysis (LMA) Framework
The four movement concepts of Body, Space, Effort Quality and Relationships are sub-divided into specific movement
themes. Movement concepts and themes together provide a foundational framework, which serve to focus each lesson or a
series of lessons and guide the teacher in observation for students’ skill refinement. As well, this framework provides a rich
vocabulary of language, which is useful in every movement activity and every skill level regardless of the teaching style.
•
•
•
•
•
Body Awareness (What)
balance
body parts (feet, head, knees)
locomotion, weight transference, flight, rotations
body actions (stretch, curl, twist)
body shapes (wide, narrow)
Effort (How)
• time (sudden, sustained, duration, rhythm)
• weight (firm, fine, heavy, strong)
• flow (continuous, free, bound, jerky)
•
•
•
•
Space Awareness (Where)
direction (up, down, sideways, forward, backward)
level (high, medium, low)
pathway (straight, curved, zig-zag)
plane (door/vertical, wheel, table/horizontal)
Relationships (With whom)
• with objects (over, under, around, send, receive, along)
• with people (match, mirror, copy, lead, follow, intercept)
Modified from the original, see Stanley, S. (1977). Physical Education: A Movement Orientation.
Toronto: McGraw-Hill Ryerson.
An Observational Framework for
Dance, Games and Gymnastics
One distinctive approach to the
organization and classification of physical
education content knowledge is the
‘movement framework’ originally
identified by Rudolf Laban. Also known
as Laban Movement Analysis or LMA,
this framework has also been applied to
movement analysis in the coaching field
(Belka, 1994), the dance environment
(Davis, 1980; Groff, 1995), and in the
therapeutic
movement
context
(Woodruff, 1989).
Laban’s Movement Analysis has been
expanded, refined and adapted for use in
school physical education by a number of
Canadian and American scholars (Stanley,
1977; Logsdon et al., 1984; Wall &
Murray, 1994; Allison & Barrett, 2000).
The movement framework categories of
body, space, effort quality, and
relationships are identified in the National
Association for Sport and Physical
Education (NASPE) Statement of
Outcomes for Physical Education in the
United States (NASPE, 1992), and also by
almost all provincial physical education
curricular guidelines in Canada.
One of the benefits of the LMA
framework is that it employs language
that reflects the subject content
knowledge of physical education. It
focuses on the ‘what’, ‘where’, ‘how’, and
‘with whom’ of the movement
performance. In addition, it is adaptable
to functional and expressive movement
forms (games, dance, gymnastics), and it
may be used to focus observation on the
critical criteria or salient features of the
movement performance. In this way,
teachers can educate students to critique
their own movements and those of
others. For teachers, as they learn to use
the movement framework, they will gain
practice with observing qualities of LMA
components. Eventually, as their level of
expertise increases, they will be able to
observe more than one of the
components of the framework at a time
(Allison, 1987; 1990).
SPRING
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PRINTEMPS 2005
15
T.T. = Teacher’s Task T.O. = Teacher’s Observation
C.O. = Children’s Observations
GAMES LESSON
The purpose of this lesson is to introduce or continue the concept
of offensive and defensive skills in running games through the
element of copying or ‘staying with’ one’s partner when on defense,
and surprising or contrasting one’s opponent when on offence.
Concept:
Offensive and defensive skills which involve
contrasting (offense) and copying (defense)
Themes:
Space Awareness (levels) and Relationships (copy and
contrast)
Skill:
Throwing and catching
Equipment: Assortment of balls such as medium sized utility balls,
volleyballs, basketballs and Gator balls
Tasks Early in the Lesson
T.T.
(Space Awareness levels)
Practice with any medium sized ball of your choice; throw it high, medium
or low in the air or against the wall at various levels. See how many times
you can throw and catch without dropping the ball.
T.O. (Space Awareness levels)
• Are children throwing at high, medium and low levels?
• Are children throwing the ball to a height appropriate for their skill level
so that they are challenged but successful?
• Are children pointing their throwing hand to the height of the intended
target?
(Relationships with objects)
• Are the children catching successfully by getting under the ball when it is
sent high and getting behind the ball when it bounces off the wall?
C.O. (Space Awareness levels and Relationships with objects)
Let’s look at half of the class to see what makes our throwing and catching
at various levels effective.
Throwing: step into throw; overhand arm movement for medium and high
levels; underhand arm movement for low level, medium and high levels;
hands aim to level of intended target, eyes on the target.
Catching: arms reach out to the level where the ball will be received; eyes
look to level of the ball; knees bend to lower body for mobility so feet can
move to be behind or under the ball; student brings arms into body at a
medium level to absorb the momentum of the ball.
The Movement Framework in
Lesson Development
The LMA framework provides the
theoretical basis for the teaching of skills in
lesson development. Once teachers have
decided on the skills they wish to cover in
a lesson or series of lessons, the themes may
be selected to focus the students’ attention
on relevant movement possibilities. The
converse may also be true, as themes may
Tasks midway through the lesson
T.T.
(Space Awareness levels and Relationships – copy and contrast)
Copy the level (high, medium, low) that your partner throws to and
catches from using the wall, alternating who throws and catches (A throws;
B catches then throws; A catches then throws). Throw at different levels;
catch at different levels. When you can do that with ease, practice: A
throws, B copies A’s throw, A throws differently: the sequence is throwcopy- contrast).
T.O. (Space Awareness levels)
• Are children copying their partner’s throwing level? (Reminder: copying
means the same)
• Are the children copying their partner’s type of throw?
• Are children using a variety of throwing patterns at different levels such
as two handed, rolling, bouncing, overhead, underhand, bounce-pass?
C.O. (Space Awareness levels and Relationships – copy and contrast)
Let’s observe a few pairs who are doing well with the throwcopy- contrast.
What should we be looking for? (Contrast in levels of throw and catch;
accurate copying)
Tasks late in the lesson
T.T.
(Space Awareness levels and Relationships – copy and contrast)
With your partner, add a target to your sequence of throwcopy- contrast.
You may pick a target such as a rope, pylon, or hoop to determine the level
of the throw. Place the target near a wall so that the ball rebounds off the
wall and you can retrieve it easily. Pass the ball to one another the same way
(copy- copy- contrast) to aim the ball at the target.
T.O. (Space Awareness levels and Relationships – copy and contrast)
• Are targets near a wall and spaced well apart?
• Are children performing throwcopy- contrast?
• Are children throwing at various levels and copying with success?
• Is there some element of surprise through contrast in levels within the
sequence of throwing and catching?
C.O. (Space Awareness levels and Relationships – copy and contrast)
Join another pair so that you make a group of four. Watch the other pair in
your group perform the copy- copy- contrast sequence. How are they
copying the level? How could they improve their contrasting levels of
throwing and catching?
be chosen before specific skills in order to
focus a unit. For example, the teacher may
select the skill of balance in educational
gymnastics. Relevant themes for students’
problem solving may be body parts
(balance on feet, seat, shoulders, hands and
head), body shapes, (make a wide shape, a
narrow shape, a curled shape) or levels
(balance at a low level, a medium level, a
high level) as they work towards
understanding how the body can balance
in various ways. Thus, the thematic focus
serves to guide the teacher’s tasks through a
range of balances so the students gain both
physical skills and movement understanding. It is suggested that teachers
choose two themes from different concepts
to focus on in one lesson. For example, in
a games lesson of volleyball skills on
sending, the teacher may choose the
T.T. = Teacher’s Task
T.O. = Teacher’s Observation
GYMNASTICS
LESSON
(Note: Students will likely need an illustration
of the three axes of rotation: saggital, vertical
and horizontal)
Concept: Rotations around three axes –
cart wheeling action (forward/backward
axis), rolling like a log (vertical axis),
forward rolling (side-to-side axis)
Theme: Body Awareness (shape) – BA/
and Relationships (copy and
contrast) – R/
Skill: Rocking and rolling, jumping and
turning, cart wheeling action
Apparatus: Mats, benches, boxes
Tasks early in the lesson
T.T.
(BA/ shape and R/ copy-contrast)
Today’s focus in the lesson is copying and
contrasting body shape. To warm up, show me that
you understand the concept of copying your
partner’s body shape as you travel throughout the
gym on your feet. When I clap, switch to contrast.
Decide who will be the leader and the follower;
change leaders when I clap twice.
T.O. (BA/ shape and R/ copy-contrast)
• Are children traveling in pairs on their feet with
various body shapes as guided?
• Are they copying all aspects of their partner’s body
shape? Are they contrasting their partner’s body
shape?
C.O. (BA/ shape and R/ copy-contrast)
Let’s look at some of your movements to see what
makes our copying and contrasting effective. You
and your partner stand if you want to show your
work. Choose your best copying or contrasting of
body shape. Go.
themes of ‘Relationship to objects’ (getting
under or getting over the ball) and ‘Space
Awareness’ (pathways of the ball).
The Movement Framework as an
Observational Framework
Although the LMA movement framework
provides the ‘building blocks’ for lesson
design, it may also be used as an
observational focus for exploratory and
T.T.
(BA/ shape)
In gymnastics, we can turn or rotate on three
different axes. Examples of them are: rolling
forwards and backwards, jumping with a turn (90 to
360 degrees), and cart wheeling actions. Let’s work
on those actions one by one because they require
different body shapes in the three axes of rotation.
You can roll with a long shape or a round shape; cart
wheeling is usually done with a wide shape. Let’s
start with rolling actions in a long, pin shape or a
curled, round shape. [Teacher may use a diagram or
object to illustrate the axes of rotation]
T.O. (BA/ shape)
• Are the students’ body shapes stretched long and
tall or round and tight to roll?
• How can they clarify their body shape?
C.O. (BA/ shape)
Find a partner and show him or her the movements
you have been working on. See if your partner can
tell you how you can improve your body shape and
the axis of rotation. Pay attention to placement of
heads, hands and feet, and firm tension in your
trunk area.
T.T.
(BA/ shape and R/ copy-contrast)
With a partner and your apparatus, create a
sequence that shows contrast and copying of the
three body shapes. Remember that you and your
partner may be performing different skills; we will
be looking only at the body shape involved.
T.O. (BA/ shape and R/ copy-contrast)
• How have the students adapted to the apparatus
and retained their focus on body shape?
• Is their copying accurate?
• Is it clear when shapes are contrasting?
• Are the students demonstrating the three axes?
C.O. (BA/ shape and R/ copy-contrast)
Have half the class observe the other (and viceversa). Choose only one pair to observe. Watch to
see if the pair is accurately copying body shape or
contrasting. Can you name each axis of rotation?
skilled movement. The following lessons,
designed for children in grades four to
eight in dance, games, and gymnastics,
illustrate the application of this
framework, and how the criteria may be
applied throughout the class as a strategy
to develop and refine quality movement.
Sample tasks from a lesson in each of
dance, games, and gymnastics are
presented. Movement tasks and
SPRING
•
PRINTEMPS 2005
17
T.T. =Teacher’s Task T.O. = Teacher’s Observation
DANCE LESSON
Concept: Friendship
Themes: Effort Quality (time) – E/ and Relationships
(copy and contrast) – R/
Skill:
Jumping, turning, reaching, shrinking
Stimulus:
Tasks early in the lesson
T.T. (E/ time)
We have four dance actions to explore today: jump, turn, reach and shrink.
All of these actions vary in their use of time except jump, which is always
sudden. Warm up by traveling throughout the space using three of the
actions. Perform them with variation in your use of time. Remember that
you can repeat an action several times before you move on to the next
action.
T.O. (E/ time)
• Is each student performing three of the four actions?
• Is there variation in use of time? (e.g. sudden reach, slow turn, fast turn,
jerky shrink)
observation guidelines are presented in
relation to two of the four possible areas in
the LMA framework. For example, in the
games lesson, the concepts of space
awareness and relationships are selected; in
the gymnastics lesson, body awareness and
relationships are selected; and in the dance
lesson, effort and relationships are selected.
In this way, examples from all four areas of
the LMA framework are offered. The
teacher’s tasks (T.T.) are stated, with an
application of the observational
framework through examples of both
teacher observation (T.O.) and children’s’
observations (C.O.). It must be stressed
that the tasks presented do not comprise
an entire lesson, but rather, are samples
drawn from early, mid and later stages in
the lesson progression.
Conclusion
Skilled observation that identifies and
refines movement quality has the
potential to enhance effective pedagogy
for both teachers and students in
elementary physical education.
This article demonstrated that the
content of the LMA framework may be
18
Both the generalist and the specialist
teacher may benefit from guidance for
the observation of students’ movement.
used to both structure a lesson and guide
skillful observation. A significant benefit
of using the LMA framework is that it
allows teachers to use the language of the
subject content to identify and refine
movement skills. In addition, students
become proficient and adept at
observing, applying, and evaluating their
own movement performance in a variety
of physical education activities. ■
C.O. (E/ time)
Let’s look at three or four students’ sequences to see if we can identify their
action and their use of time.
Have a discussion with the class about the concept of friendship. With the
students, the teacher generates a list of words that illustrate aspects of a
friendship; the list is then converted to a list of verbs (e.g. being hurt= shrink;
joy= jump).
T.T. (E/ time and R/ copy-contrast)
Relate these actions to what may happen in a friendship or how you might feel
in a friendship. Choose three actions from the list of verbs; make sure they vary
in time. Sequence them with a partner to convey a storyline.
T.O. (E/ time and R/ copy-contrast)
• Do students understand the task?
• Are students using extreme or interesting variations of time?
• Does any pair show rhythm in movements; are any copying one another?
• Are there examples of contrasting actions and contrasting uses of time?
C.O. (E/ time and R/ copy-contrast)
Observe a couple of sequences one by one. Watch for copying and contrasting
changes in time. What is helping to make the story clear?
T.T. (E/ time and R/ copy-contrast)
With your partner, begin to refine your friendship story through a
sequence of five actions each that copy- copy- contrast- contrast- copy.
Incorporate variations in time. Remember you don’t have to perform the
actions at the same time and you can use shapes, levels and directions to
make your sequence interesting.
T.O. (E/ time and R/ copy-contrast)
• Do students demonstrate the sequence of copy- copy- contrast- contrastcopy?
• Are they incorporating interesting uses of sudden and sustained
movement to create surprises? Is rhythm in any sequence?
• Are there students who are developing the concept of friendship
particularly well so they can show their work to others?
C.O. (E/ time and R/ copy-contrast)
I have asked Sarah and Mehinder to show us their sequence two times.
We’ll be watching closely for the role of time variation in their sequence as
well as copying and contrasting in their friendship dance.
REFERENCES
Allison, P. C. (1987). What and how preservice
physical education teachers observe during an
early field experience. Research Quarterly for
Exercise and Sport, 58 (3), 242-249.
Allison. P. C. (1990). Classroom teachers’
observations of physical education lessons. Journal
of Teaching in Physical Education, 9 (4), 272-283.
Allison, P.C. & Barrett, K.R. (2000). Constructing
children’s physical education experiences:
Understanding the content for teaching. Needham
Heights, MA: Pearson Education.
Barrett, K. (1983). A hypothetical model of
observing as a teaching skill. Journal of Teaching in
Physical Education, 3 (1), 22-30.
Belka, D. (1994). Teaching children games:
Becoming a master teacher. Champaign: Human
Kinetics.
Clark, D. (2003). Developing observational
strategies to enhance teaching effectiveness in the
dance class. Journal of Physical Education,
Recreation and Dance, 74 (9), 33-36, 47.
Davis, J. (1980). Learning to see: Training in
observation of movement. Journal of Physical
Education and Recreation, 51 (1), 89-91.
Eisner, E. (1991). The enlightened eye. Toronto:
Collier Macmillan Canada, Inc.
Graham, G. (1980). Children moving: A reflective
approach to teaching physical education. Palo Alto:
Mayfield Publication Company.
Groff, E. (1995). Laban movement analysis:
Charting the ineffable domain of human
movement, Journal of Physical Education,
Recreation and Dance, 66 (2), 27-30.
Knudson, D., & Kluka, D.A. (1997). The
impact of vision and vision training on sport
performance. Journal of Physical Education,
Recreation and Dance, 68 (4), 17-24.
Logsdon, B., Barrett, K; Ammons, M. Broer, M.,
Halverson, L., McGee, R., & Roberton, M.
(1984). Physical education: A focus on the teaching
process. Philadelphia: Lea and Febiger.
Mauldon, E., & Layson, J. (1989). Teaching
gymnastics. London: MacDonald and Evans.
Martinek, T.J. (1988). Confirmation of a teacher
expectancy model: Student perceptions and causal
attributions of teaching behaviors. Research
Quarterly, 59 (2), 118-126.
McKenzie, T.L., Sallis, J. F., & Nader, P.R. (1991).
SOFIT: System for observing fitness instruction
time. Journal of Teaching in Physical Education, 11
(2), 195-205.
National Association for Sport and Physical
Education (1992). Outcomes of quality physical
education programs. Reston, VA: Author.
Nelson, B. J., & Karp, G. G. (1991). Teacherstudent safety concerns—an observational tool.
Journal of Physical Education, Recreation and
Dance, 62 (3), 67-71.
Placek, J.H., & Randall, L. (1986). Comparison
of academic learning time in physical education:
Students of specialists and nonspecialists. Journal
of Teaching in Physical Education, 5, 157-165.
Quarterman, J. (1980). An observational system
for observing the verbal and nonverbal behaviours
emitted by physical educators and coaches. The
Physical Educator, 37 (1), 15-20.
Radford, K.W. (1991). For increased teacher
effectiveness… Link observation, feedback and
assessment. Canadian Association of Health,
Physical Education and Recreation Journal, 57 (2),
4-9.
Romance, T. (1985). Observing for confidence.
Journal of Physical Education, Recreation and
Dance, 56 (4), 47-49.
Rink, J. (1985). Teaching physical education for
learning. St. Louis: Times Mirror/Mosby College
Publishers.
Stanley, S. (1977). Physical education: A movement
orientation. Toronto: McGraw-Hill Ryerson.
Wall, J., & Murray, N. (1994). Children and
movement: Physical education in the elementary
school. Dubuqe, Iowa: Brown and Benchmark.
Widule, C.R., Shrader, R.A. and Maver, J.
(1994). The effects of video observational training
on video and live observational proficiency.
Journal of Teaching in Physical Education, 13 (3),
216-227.
Woodruff, D. (1989). Somatic patterns in the
performing artist. Movement Education for a new
age conference proceedings. St. Catharines, Ont.:
Brock University.
SPRING
•
PRINTEMPS 2005
19
LA
SANTÉ
DE
QUALITÉ
DANS
LES
ÉCOLES
Comment élaborer une politique
sur l’activité physique à l’école
par Christine Preece
L
es politiques sur l’activité physique à l’école intègrent des lignes
directrices qui s’avèrent fort utiles pour maximiser l’impact des
programmes d’activité physique et pour créer des occasions qui
permettent aux élèves d’être actifs dans des contextes sécuritaires,
stimulants et amusants. Elles garantissent que le milieu scolaire favorise
un large éventail de programmes et d’événements et confirment votre
engagement à améliorer la santé des élèves et du personnel de l’école.
Une politique sur l’activité physique vise tous les aspects de la vie
scolaire, y compris la cour d’école et les terrains de jeu, les programmes
pédagogiques, les événements spéciaux, les loisirs intra-muros, les
activités sportives, les journées thématiques, les programmes de
leadership étudiant et les cours d’éducation physique.
Voici un aperçu de divers facteurs qu’une
politique sur l’activité physique à l’école
devrait prendre en compte :
• Des normes relatives à la sécurité des
activités physiques, y compris le
contexte physique et social (c.-à-d.,
équipement de jeu certifié, directives
sécuritaires, jeux actifs, bonne
supervision et compagnons qui
assument un rôle de leader dans la cour
d’école).
• Des normes relatives à la participation
aux loisirs intra-muros (c.-à-d., accent
mis sur la participation plutôt que sur
la victoire, possibilités offertes à tous).
• Des normes relatives aux journées
thématiques (c.-à-d., écoles qui en
organisent une par mois, une par
semestre, etc.)
20
• Des normes relatives aux programmes
de leadership étudiant (c.-à-d., élèves
qui participent à tous les aspects des
groupes de leadership, des prises de
décisions à la promotion, en passant
par la mise en oeuvre et autres
occasions qui permettent aux élèves
d’accroître leur leadership).
• Des explications indiquant comment
intégrer l’activité physique à tous les
aspects du programme pédagogique
(c.-à-d., plans de leçons applicables à
plusieurs matières à la fois).
• Des normes relatives à la promotion de
l’activité physique (c.-à-d., cours
d’éducation physique qui n’est pas
perçu comme une forme de punition,
participation de tous les éléments de la
population étudiante aux activités de
promotion, etc.).
• Des normes relatives aux partenariats
conclus avec des organismes externes
dans l’optique de maximiser toutes les
occasions de s’activer physiquement au
profit des élèves et des familles.
• Des normes relatives aux cours
d’éducation physique (c.-à-d., garantie
que les élèves recevront 30 minutes de
cours d’éducation physique, que ces
cours seront enseignés par des personnes
compétentes, que les cours d’éducation
physique intégreront une série
d’activités axées sur le plaisir et initieront
les élèves à une gamme d’aptitudes, de
cours et d’activités – tel que décrit dans
le programme pédagogique provincial).
• La mise sur pied de programmes avant
et après les heures de classe pour
donner aux élèves d’autres occasions
d’être physiquement actifs.
• Des normes relatives aux clubs de
loisirs (c.-à-d., occasions qui s’offrent
aux élèves de participer à diverses
activités, comme un club de ski, un
club de plein air, etc.).
• Des normes relatives aux équipes
sportives et aux événements sportifs de
l’école (c.-à-d., garantie que tous les
élèves ont la chance de participer à un
événement, mise en valeur des efforts
déployés, etc.).
• Des stratégies qui permette d’utiliser
les événements sportifs pour mieux
faire connaître les aspects positifs d’un
mode de vie actif (c.-à-d., importance
d’être physiquement actif, de manger
sainement, de faire preuve d’esprit
sportif, de bien s’entraîner, etc.)
• Des explications précisant qui doit
superviseur la mise en oeuvre des lignes
directrices (c.-à-d., direction, leaders
étudiants, conseil des parents).
Dans une publication intitulée « Making
a Difference in your Community: A
Guide for Policy Change » (1995),
l’Association pour la santé publique de
l’Ontario affirme que même si les
programmes d’éducation et de
sensibilisation peuvent inciter les gens à
faire de meilleurs choix, ils ne suffisent
généralement pas. Le document précise
aussi que la meilleure façon d’avoir un
gros impact consiste à combiner
l’éducation, la sensibilisation et les
politiques.
Les politiques ou les lignes directrices sur
l’activité physique à l’école peuvent être
rédigées par le conseil scolaire ou produites
par l’école. L’élaboration de lignes
directrices fait généralement suite à des
préoccupations locales. Les écoles tenteront
Exemple d’une politique sur l’activité physique
à l’école
Un environnement scolaire sain favorise la croissance,
le développement et l’apprentissage optimaux
Nous croyons qu’il incombe à notre école de promouvoir et d’appuyer de saines pratiques en
engageant les mesures suivantes :
• Offrir, chaque jour, 30 minutes de cours axés sur l’activité physique quotidienne de qualité au
profit de tous les élèves de l’école.
• Imposer un règlement « anti-punition » pour garantir qu’aucun cours d’éducation physique ou
d’activité physique ne sera annulé.
• Donner la chance aux élèves de découvrir de nouvelles activités qu’ils voudront peut-être
pratiquer tout au long de leur vie.
• Donner la chance à tous les élèves de participer au programme de loisirs intra-muros de l’école.
• Célébrer la participation plutôt que la victoire.
• Conclure des partenariats avec des organismes externes pour aider les élèves à découvrir toutes les
occasions qui s’offrent d’être physiquement actifs dans leur milieu.
• Donner la chance à tous les élèves de faire partie d’un club récréatif ou d’un groupe de leadership
étudiant axé sur la vie active.
• S’assurer que la cour d’école est pleinement sécuritaire et donner l’occasion aux élèves d’être
physiquement actifs pendant la récréation.
• Garantir l’accès des élèves à des programmes récréatifs scolaires avant et après les heures de classe
et les encourager à être plus actifs physiquement en créant un contexte positif.
• Imposer le respect de la thématique « Activez-vous » pour garantir que tous les élèves sortent
pendant la récréation et pratiquent des activités physiques spontanées (jeux-santé, etc.)
• Offrir 30 minutes additionnelles d’activité physique structurée pendant la journée scolaire.
Élaboration de lignes directrices sur l’activité physique — Liste de contrôle
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Cette liste de contrôle constitue un outil fort utile à la planification des politiques. Vous pouvez l’utiliser pour garantir
que tous les grands enjeux ont été pris en compte dans l’élaboration de la politique.
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8.
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L’activité physique est clairement définie.
L’éducation physique est clairement définie.
Les possibilités récréatives sont clairement définies.
Le leadership étudiant est clairement défini.
Les loisirs intra-muros sont clairement définis.
Les élèves et le personnel comprennent bien les définitions.
Le conseil des parents et les groupes de leaders étudiants appuient les activités et programmes centrés sur l’activité physique.
Toutes les parties intéressées participent à l’élaboration de la politique.
Les activités de prélèvement de fonds de l’école (s’il y a lieu) respectent la politique sur l’activité physique et tiennent compte des enjeux de
santé (c.-à-d., on privilégie la vente d’aliments sains pour financer les programmes d’éducation physique, les loisirs intra-muros ou l’achat
équipement pour la cour d’école).
Le programme pédagogique favorise un enseignement axé sur l’activité physique et la vie active par l’intermédiaire des programmes de santé
et d’autres matières, comme les langues, les sciences, la technologie, etc.
L’ensemble de la population de l’école souscrit à la politique sur l’activité physique.
On respecte les normes relatives à l’activité physique pendant les sorties scolaires, les événements sportifs, les journées thématiques, etc.
(c.-à-d., qu’on se conforme aux lignes directrices sur l’activité physique sécuritaire).
On s’assure de promouvoir et de faire connaître les normes et pratiques relatives à l’activité physique.
On met en place un programme de loisirs intra-muros.
Tous les élèves sont familiers avec les programmes offerts avant et après les heures de classe qui visent à promouvoir l’activité physique dans
un contexte non menaçant, et tous y ont accès.
Le personnel enseignant, les membres du conseil des parents et les leaders étudiants profitent de services et de formation sur place.
L’école fait connaître la politique à large échelle.
La politique encourage l’apprentissage axé sur le programme.
La direction et le personnel de l’école voient à faire appliquer la politique.
SPRING
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PRINTEMPS 2005
21
alors de calmer ces préoccupations en
produisant une série de directives. Le
personnel de santé publique est en mesure
d’offrir des conseils et une aide experte en ce
sens. Les lignes directrices axées sur de
saines activités physiques sont à la base des
mesures concrètes engagées et présentent
des avantages à plusieurs niveaux :
Avantages pour l’école :
• Démontre l’engagement de l’école à
favoriser la santé et le bien-être des élèves.
• Permet d’éviter les situations
contradictions et les messages confus
touchant l’activité physique (p. ex.,
souligner l’importance de l’activité
physique en classe tout en punissant les
élèves en les retirant du cours
d’éducation physique).
• Encourage les enseignants à sensibiliser
les élèves à l’importance de l’activité
physique dans leurs cours.
Avantages pour les parents :
• Appuie les efforts des parents déjà
sensibilisés à l’importance de l’activité
physique.
22
• Permet aux parents d’exprimer leurs
inquiétudes touchant la réduction des
cours d’éducation physique à l’école de
leur enfant.
• Renseigne les parents et leur indique
quoi faire pour appuyer leur enfant et
aider leur école à devenir une école «
active » (c.-à-d., marcher à l’école avec
leur enfant, participer à la « semaine
sans télé »).
Avantages pour les élèves :
• Sensibilise les élèves et leur démontre
en quoi l’activité physique peut être
amusante.
• Offre aux élèves un milieu sain et actif
(c.-à-d., donne à tous les élèves la chance
d’être actifs et de mettre en pratique ce
qu’ils ont appris à la maison).
• Donne un message homogène
touchant l’activité physique.
• Renforce les cours d’éducation
physique et d’éducation à la santé
enseignés en classe,
• Crée un contexte positif menant à
l’instauration d’un environnement
scolaire sain et actif.
• Démontre aux élèves combien l’école
se préoccupe de leur santé physique et
mentale et de leur bien-être.
Avantages pour les groupes et
entreprises de l’extérieur :
• Donne le message que l’école (ou le
conseil scolaire) prend à cœur la santé
de ses élèves.
• Donne le message que l’école est prête
à conclure des partenariats avec
d’autres organismes en vue de
promouvoir l’activité physique auprès
de sa population étudiante.
• Garantit une approche normalisée.
Christine Preece est agente de promotion de
la santé au Département des services de santé
communautaire du comté de Lambton, au
service du Comité de promotion des écoles en
santé (Healthy Schools Advocacy Committee).
[email protected]
VOICES AND CHOICES AD
SPRING
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PRINTEMPS 2005
23
QUALITY
SCHOOL
INTRAMURAL
RECREATION
Visions Can Become Realities
By Herwig Baldauf, QSIR PAC Chair
T
he Quality School Intramural
Recreation (QSIR) Program
Advisory Committee (PAC) is a
volunteer group that provides advice,
guidance and recommendations to
CAHPERD’s Board of Directors on
matters relating to intramural
recreation and student leadership
programs in the educational system.
As any PAC, we tend to find ourselves
huddled in the Board Room hashing
out
strategies,
initiatives
and
recommendations that may guide
policies that will have a direct and
positive effect on the children and
youth of Canada. It was extremely
enjoyable to break from the routine of
the Board Room and visit with a local
school during our last meetings held in
Ottawa in November 2004.
Our Committee dedicated an afternoon
to visit St. Elizabeth Ann Seton School
(SEAS) to see school physical education
and intramurals in action. The visit was
arranged by Bob Thomas, a Physical
Education Consultant with the Ottawa
Carleton Catholic District School
Board. As we broke for lunch, Bob
came by, picked us up and drove us to
the school. When we entered the
parking lot, things appeared as any
normal elementary school in any
community anywhere in Canada;
however, as the visit began to unfold, I
was simply “blown away” by all the
tremendous activity happening in this
seemingly “normal” school. The
programs that were presented to us
24
The staff members at SEAS believe in healthy
living, and the students see them in action
and respect the behaviours that they exhibit.
should stand as a “lighthouse” for all
schools.
everyone and the great leadership
development opportunities available.
We were met in the Library by Mr.
Julian Hanlon (Deputy Director and
Superintendent of St. Joseph family of
schools), Principal Jean-Marie Stewart,
and physical educator Elizabeth Dean.
We were given an overview of what was
happening at SEAS with respect to
intramurals and keeping their children
physically active.
A visit to the schoolyard provided
interesting information. The school
purchased sturdy outdoor equipment
(nets and targets) that is taken outside
every morning by designated students,
left outside for the use and enjoyment
of everyone, and then put back into
storage at the end of every day. While
outside, we noticed some students
interacting with the equipment, while
others were involved in a game of
“Capture the Flag.” What was good to
see was that all students were being
active.
What really impressed our Committee
was how all the partners were working
together to see that quality, daily
physical education was a reality. This
was truly an active school.
After the overview, we went on a tour
that started with a visit to the
gymnasium where children were
actively involved with the intramural
program. The games were momentarily
halted for a question and answer period
session with our group. We were
extremely impressed with the
interaction and the students’ emphasis
on fun and being active. The students
mentioned how well their school was
doing at providing something for
The whole school was on board with
the “Wonder 8 Essentials”, which is a
program that is available online
(www.kidsworld-online.com) where
every class takes a ten-minute fit break
every day.
We wrapped up the visit by going
through a number of “Treasure Boxes,”
that were located in every classroom.
These are used to keep the students
active on rainy days or days when it is
not feasible to go outside. The boxes
were filled with all kinds of goodies,
such as koosh balls, beachballs, soft
Frisbees, large fluffy dice, etc., that
would allow for active and safe
classroom activities.
administration, staff and community all
believe in and support healthy living,
the results are enhanced physical
education and intramural programs for
all students in the school.
The staff members at SEAS believe in
healthy living, and the students see
them in action and respect the
behaviours that they exhibit. They
prove that when a school board, school
We left the school and returned to our
Board Room to continue the
development of strategies that will
promote healthy, active living and
student leadership; however, there was a
quiet feeling of well-being that maybe
the challenge ahead of us will be
lightened by some of the great work
already happening out in the real world.
Lighthouse programs, like the one at
SEAS and others that exist around
Canada, can be a beacon to us all to say
that when we get all the players on
board, visions can become reality.
S.E.A.S. Intramural Program –
Making it work for all students
By Elizabeth Dean
S
t. Elizabeth Ann Seton Catholic School
(Barrhaven, Ontario) has a very successful
and popular intramural program. Students from
grade 3 to 6 are actively involved in many games
and sports throughout the school year.
At SEAS, students sign up for each intramural
activity at the end of each session. Students have
the choice to play as few or as many intramural
games as they wish. A day per cycle is devoted
to each grade level and the gym ‘belongs’ to that
grade exclusively on that day over the lunch
hour. The physical activity time is approximately
40 minutes.
Grade 6 students play a very integral and
invaluable role in the smoothness and
effectiveness of the intramural program at SEAS.
They take on many roles such as: referee, coach,
captain, scorekeeper, and linesmen. They are
oriented and trained (quickly) for each new
intramural game. With over 90 students in grade
6, there is never a lack of help - actually we have
an abundance of leaders. The grade 6 students
flourish with the many leadership opportunities
awarded by a successful intramural program.
Sample Schedule
Sport/Game
Takeover Races
Volleyball
NewcombBall (3&4)
Mini-Volleyball (5&6)
Tag Game variations
Basketball
Bucketball 3 on 3 (3&4)
Basketball 3 on 3 (5&6)
Gymnastics activities
and opportunities
Soccer
Continuous (3&4)
Micro (5&6)
Soccer Baseball
Timeline
September-October
November
Duration
3 cycles
3-4 cycles
December-January
3-4 cycles
January-February
4-5 cycles
March
3 weeks
April-May
3-4 cycles
June
2 cycles
The grade 6 students flourish with the
many leadership opportunities awarded
by a successful intramural program.
SPRING
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PRINTEMPS 2005
25
Calendar of 2005 International
Year
of
Sport
and
Activities
Physical Education
and Events
Keep the momentum going
C
AHPERD has received an overwhelming response about the 2005
International Year of Sport and Physical Education. Since the launch of
our “Keep the Physical in Education” campaign, and Year of Sport and PE
website in January, we have been contacted by national media, associations,
teachers and parents who are all interested in participating in celebrations.
As part of our “Keep the Physical in Education” campaign, we have developed A
Year of Sport and Physical Education themed school calendar. The following three
months contain lesson plan and activity ideas that you can use to help bring the
Year of Sport and Physical Education celebration into your school – all year long!
For more detailed information or to share your “Awesome Ideas”, visit
www.yearofsportandpe.ca
w w w.yea rofs p or tan d p e .c a
APRIL- IN SCHOOL AND
BEYOND- LEARN SOMETHING
NEW
FOCUS: Beyond traditional—organize experiences and opportunities to
try a range of non-traditional activities. Visit community facilities, invite
community experts/professionals in.
PRIMARY MESSAGE: What’s your thing? Try something new…
THEME:
• My new "thing"
• Try this on for size
• You’ll never guess what I can do
• You’ll never guess what I learned to do
CELEBRATION IDEAS
• Invite a local athlete to the school to speak to the students.
• Ask students to teach the class about a new sport, game or activity.
• Take a class trip to the local community centre and learn a new sport or
activity.
• Hold a Physical Education talent show.
• Announce new things to try during the day’s physical education class
over the morning announcements.
• Invite parents or community groups to demonstrate their “thing”
e.g. jive dance, tai chi, fencing, etc.
LESSON PLAN ACTIVITY IDEAS:
• Dance or Aerobics Routines - Work in groups of three or four, ask
students to create original dances or aerobics routines. Have them
present their routines to the class.
• Stability ball activities
• Fencing
• Inline skating
• Broomball
• Cricket
• Tumbling
The Raft Game
• Divide the class into small groups.
• Give each group two gym mats.
• Start the teams at one end of the hall, and tell the children that they have
to move to the other end without touching the floor, i.e. start on one
mat, jump to the next, pass the back mat forward and repeat the
sequence.
• If any of the teams touch the floor, send them back to the start!
HOMEWORK IDEAS:
• Ask Mom or Dad, Grandma or Grandpa, your favourite neighbor or
friend to teach you their favourite childhood game or sport.
• Do yoga or pilates exercise videos at home.
• Create a mini-putt course in your backyard or park.
• Try lawn bowling outside using basketballs and pop cans.
• Find out what goes on after school. Research community centres,
courses or activities you can participate in after school. Within a
2km radius, what are the facilities that are available?
• Make up your own game. Or modify the rules of an existing game.
HELPFUL RESOURCES:
• Sport Aerobics - Excelling to the Gold
• Building Dances: A Guide to Putting Movements Together
• Adapt, Adopt and Improve: Theme Games for K-6
• Children’s Games from Around the World
• Fun in a Bag! Video
www.excelway.com
SPRING
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PRINTEMPS 2005 27
MAY- BACK TO BASICS
FOCUS: Track & Field, athletics games and events. Run/jump/throw skill
development competency challenges, movement skills/gymnastics.
PRIMARY MESSSAGE: Establishing basic skills
THEME: “Getting back to basics!”
CELEBRATION IDEAS
• Participate in CAHPERD’s National Shool Challenge – SpecTAGular.
Join 225,000 children from across Canada by organizing a massive game
of TAG at your school. Visit www.yearofsportandpe.ca to register.
• Organize a “Family Fun Run” and invite parents and community
members to participate. Consider asking students to get sponsors to raise
money for a charity or for the school.
• Plan a “Fun Through Fitness Day”; using a local track course, students
participate in different types of activities involving fitness, teamwork, or
co-operative games. Ask parent volunteers to help run this special day for
the students. Suggested activities: 100 yard dash, cup of water relay,
beach ball buddies, hoop pass, clamming for marbles or team ski.
• Plan a “Family Game Festival” consisting of different activity centers
around the school. Here are some examples of activity centres you can
incorporate: dance in the gym, tetherball, four square, jump rope, tic tac
toe, cricket, beachball volleyball, an obstacle course in the school
cafeteria, relay races and a rest area. One week prior to the festival, send
a letter home inviting parents to participate.
• Host a “Wacky Olympics” event. Using equipment like pool noodles,
parachutes, beach balls, hula hoops and rhythm sticks, organize activity
stations inspired by countries from around the world. Some examples
are: Greece’s Olympic Torch Relay Race, China’s Dragon Race, Jamaica’s
Javelin Throw, Ireland’s Potato Race, Japan’s Chop Stick Relay and Italy’s
Pasta Relay.
LESSON PLAN ACTIVITY IDEAS
• The Secret Basket
• This activity requires a good selection of equipment: jump ropes,
hula hoops, playground balls, rackets/paddles and balls, and juggling
equipment.
• On separate index cards, write the following activities, and place the
cards in a basket: jump a self turned rope, hula hoop around waist,
do “ups” with a tennis racket and ball, dribble in general space with
your feet, dribble in general space with your hands, juggle the cascade
with three scarves, etc.
• Select a student to pull a card from the basket. The student reads the
card to the group, the group discusses particular cues and safety, then
the whole group does the activity or task.
• Merry-Go-Round
• Players position themselves around a track.
• The teacher blows a whistle and tells the students how they must
move around the track; e.g., skip, gallop or hop. Everyone moves in
the same direction.
• Select exercises to suit group requirements and balance strenuous and
less strenuous activities. Some ideas for “laps”: jog slowly for one
minute, walk with high knees for 30 seconds, run fast for 15 seconds,
walk backward for 30 seconds, crab walk for 30 seconds. (Taken from
Run, Jump, Throw...and away we go! available through CAHPERD at
www.excelway.ca.)
HOMEWORK IDEAS
• Have a jump rope competition with siblings, or neighbourhood friends.
• Organize a neighbouhood game of tag.
• Teach your parents how to properly throw a baseball, do a long jump, or
even the 10 metre dash.
• Jog around the block with Mom or Dad.
RESOURCES
• Teaching the basics: Instructor’s Manual - Track & Field
• Track & Field in the Elementary School
• Run, Jump, Throw...and away we go!
• Fun in a Bag! (this video demonstrates how everyday items can be used
to teach basic track and field skills to elementary students)
• Adapted Games & Activities from Tag to Team Building
• Win Win Tag Games
• You’re It! Tag, Tag...and more Tag
• QDPE Clipboard Vol. 5, No. 1, Lead Up Games. Games and Sports
Skills are one of the foundations of every successful physical education
program. Lead-up games are the stepping-stones to skill development.
www.excelway.com
JUNE- THE GREAT OUTDOORS
FOCUS: Traditional and non-traditional outdoor activities, and outdoor
education.
PRIMARY MESSSAGE: Celebrate the great outdoors.
THEME: “Take it outside!”
CELEBRATION IDEAS
• Participate in a nature hike in your local area. This can be on an
organized, marked trail, or just a hike to observe nature in your area.
• Plan an outdoor activity such as a picnic or park fun day.
• Organize an outdoor campfire program. Ask students to perform in a
skit, or sing a song about the Year of Sport and Physical Education.
• Explore the national treasures in your area.
• Organize a bike rodeo/obstacle course. Get students to ride their bikes
to school.
• Build a wildlife garden, or nature area on the school grounds. Look for
plants that are native to your area, and get all the students to participate
in digging, potting and maintaining the garden.
LESSON PLAN ACTIVITY IDEAS
• Personal Challenges and Group Building
• Trust Activities
• Co-op games
• Low Ropes Course
• Teach Outdoor skills
• Low Impact Camping
• Map/Compass Navigation
• Shelter Building
• Outdoor Cooking
• Wilderness Tripping
• Flying Frisbee Horseshoes
• This activity is suitable for grades 6-8 and will prepare students for
Frisbee Golf. Set up the Flying Frisbee horseshoe pits before class by
placing two hoops approximately thirty feet apart and approximately
10 feet away from the next set of hoops. In pairs, students throw the
Frisbees attempting to make them land in the hoop across from
them. Students are awarded two points for the entire Frisbee in the
hoop and one point if the Frisbee lands touching any part of the
hoop.
• Orienteering Scavenger Hunt
• This activity is suitable for grades 6-12, and will teach students how
to use a compass. Before you begin, explain to students that
orienteering is a race to find different control markers hidden in
back-country using only a map and compass. Write directions on
different scraps of paper so that each course is on a different piece of
paper. For example,
Course 1
120°-10 Steps
240°-10 Steps
0°-10 Steps
• Capture The Fort
• This activity is suitable for grades 4-6. Divide players into two sides:
Attackers and Defenders. Defenders form a circle, holding hands and
facing outward, with their captain in the centre. Attackers surround
the fort about eight or ten steps away. They try to kick a soccer ball
into the fort; it may go through the legs of the defenders or over their
heads. If it goes over their heads, the captain may catch it and throw
it out. But if it touches the ground inside the circle, the fort is
captured and the players change sides.
• Hole in the bucket
• You will need one large trash can, two receiving buckets, two large
coffee cans and water.
• Divide students into two groups.
• Punch several holes into the bottom and sides of the cans using a
hammer and large nail. (Make sure there are no sharp edges around
the top of the can.) Fill up a large clean container of water at starting
point.
• Give each team a receiving bucket, and place it at the other end of
the playing field. Each player must go to the large container, dip their
can into it, put the can on their head or carry it in front of them, and
pour the water into the bucket. The first team to fill their receiving
bucket wins.
HOMEWORK IDEAS
• Plan a family bike trip. Pack a small backpack with water and healthy
snacks.
• Gather up the neighbourhood kids and play a game of touch-football in
the park.
• Explore a local city, county, or national park. Plan games and activities
you can play in the park. Don’t forget to follow the park rules.
• Have an overnight camp-out in your backyard!
RESOURCES
• Teaching the basics: Instructor's Manual – Orienteering
• Outdoor Play - Sports and games for kids of all ages
• Safety Oriented Guidelines for Outdoor Education
• Active Playgrounds (formerly Awesome Asphalt Activities)
All resources available through
SPRING
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PRINTEMPS 2005 29
Wild, Wacky and Wonderful
IDEAS TO PL AY WITH
Please share your ideas with us.
Weird, Wacky and Wonderful – Ideas to Play With
is now a regular feature of the PHE Journal. If you have
ideas that you think should be published,
please send them to the Editor:
[email protected].
How to Run a Swim
Meet without Water
By: Alf Grigg, Part-time Professor
Seneca College Recreation and Leisure Services Program
How to Run a Swim Meet without Water is a fun and creative
way to get students involved and active through the school
intramural program. Here are some of the positive features:
• Great large special event
• Basic skill levels required ensure all participants are
included
• Innovative alternative to swimming in an actual pool that
may not be accessible to all schools
• Transferable skills from a dry land pool to a pool with water
• Equipment is minimal, environmentally friendly and
accessible
• Awesome rainy day program
Clothes-pin Samurai
Equipment:
An old trunk filled with: one whistle, old shirts, spoons, old
shoes, bag of wrapped candy, four pylons (or domes),
marker, scoreboard, and two lifeguard shirts.
Duration of the Competitive Swim Meet:
30 – 40 minutes
Preparation:
Use four pylons (domes) to outline the four corners of your
pool. The size of the pool will depend on the number of
participants, space, and their fitness level. Chairs may be
used as starting blocks as long as the participants start in the
sitting position. If implemented indoors, the gym is the ideal
space. If implemented outdoors, find a space that offers both
shade and sun.
Divide participants into teams and assign them a lane in the
pool. Each team should come up with a name for their team
and record it on the scoreboard. The teams swim in relay
fashion for each event.
Scoring:
The first team in each event receives two points. The rest of
the teams receive one point for finishing, except for the
candy dive. In the candy dive, the teams receive one point
for each candy retrieved.
the other hand holds the spoon with the wrapped candy. If
the candy falls off, the swimmer duck dives foot first to the
bottom of the pool, puts the candy on the spoon and
continues the race. The first team finished and singing the
Mickey Mouse theme song is the winner.
Activities:
Each event is started by “Swimmers, take your mark!” and a
whistle is blown.
First Event – Butterfly
The participants (swimmers) place their thumbs under their
armpits, moving their arms up and down; hop on two feet to
the end of the pool and back; touch the next swimmer on the
team. After each swimmer on the team has had a turn, the
team stands placing their hands on their heads. The first
team finished is the winner.
Second Event – Side stroke
The first swimmer on each team puts on an old shirt. Once
the starter starts the race, each swimmer side steps, moving
their arms in a sidestroke motion to the end of the pool and
back. They take off the old shirt with assistance from their
team and the next swimmer in line puts on the old shirt.
They cannot leave until they have their arms through the
sleeves and head through the top of the shirt. When all the
swimmers on the team have had a turn, the team sits down
and places their hands on their heads. The first team finished
is the winner.
Third Event – Breast stroke
The first swimmer on each team places an old shoe over their
shoe on their right foot. Starter starts the race. Each
swimmer hops on their left foot keeping their right foot off
the floor, balancing the old shoe and moving their arms in
breast stroke action. If the shoe falls off, the swimmer does a
duck dive to the bottom of the pool, puts the shoe back on
and continues the race. Once all the swimmers on the team
have had a turn, the first team standing and whistling “Row,
row, row your boat” is the winner.
Fourth Event – Back stroke
First swimmer from each team places a wrapped candy on a
spoon. Starter starts the race. The swimmers walk backwards,
swinging one arm at a time in a back crawl arm action while
Fifth Event – Candy Dive
For this event the lifeguards and judges position themselves,
one standing at the end of the pool in each lane opposite the
teams. They place a wrapped candy on the ground. The
starter starts the race. The first swimmer on each team runs
down to the opposite end of the pool moving their arms in
a front crawl action and picks up a candy. As the swimmer
swims back to their team, another candy is placed on the
ground. The next swimmer goes. This continues for one
minute. The teams, when finished, count the number of
candies they collected. The totals are given to the
scorekeeper. The candies are shared among each team
member.
After the five events are finished the teams are given their
total points.
Accessories for the Pool
Plastic Canadian flags, water safety posters, and pool safety
equipment.
Note:
For various physical reasons, some students may not be able
to participate. However, make every effort to involve them.
They can serve as a score keeper, lifeguard, judge, equipment
assistant, timer or starter.
If you are using chairs as starting blocks, make sure the
participant standing behind the swimmer that is swimming
is holding onto the chair.
Variations
Synchronized Swim Meet – each team is given the task of
putting together a synchro routine with a song to last thirty
seconds. Each team is given five minutes to prepare.
Everybody on the team must be involved. Volunteers judge
the routines. Judging is based on music and creativity.
Diving Meet – a chair is used as a 3-metre diving board.
Participants select members from their team to perform
three compulsory dives standing on the chair such as a star,
cannonball, and half twist landing on their feet each time.
Two members from each team perform their own creative
dives landing on two feet each time.
Building Sand Castles The participants are divided into
teams. Each team is given a pile of scrap pieces of wood.
Within a time limit, the teams are to build a castle and
prepare a short story about the castle. When the time is up,
each team presents their castle and story to the other teams.
SPRING
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PRINTEMPS 2005 31
QDPE
SUCCESS
STORY
The Environmental
Stewardship Program:
Physical education and environmental studies,
an inspiring formula that’s getting kids back to class
By Vicky Bisson
C
apturing the attention of at-risk
students is not an easy task—inspiring
them is an even more challenging one. But
a high school teacher in Hunstville,
Ontario has pioneered a new way to inject
inspiration into uninterested students,
while at the same time instilling in them a
passion for the outdoors and for physical
activity.
Jamie Honderich is a physical education
teacher at Huntsville High School. For
years he has seen students struggling
with poor attendance records, drug
addictions, and little ambition for the
future. He was determined to reach out
to this group of at-risk students who
were often left behind in the traditional
school curriculum. Jamie founded the
Environmental Stewardship Program
(ESP), a program that gets all of his
students out doors and active every day.
The program, which he is working to
have implemented across the country,
takes students on field trips and brings
geography and physical education
lessons out doors. By pairing these two
subjects, Honderich has found a formula
for inspiring his students. “Many of my
students were once close to dropping
out, and when faced with challenges in
the class setting, they quit. By taking my
classes outside of an academic setting,
students are still challenged, but they
don’t see it that way because they are
having fun,” he said.
For a geography unit on shoreline use,
Honderich took his students paddling on
a lake where they not only learned proper
paddling technique and water safety, but
also learned about protecting the
shoreline. “These youngsters, who at one
time wouldn’t even pick up after
themselves, are now literally picking up
other people’s trash along the shoreline.”
On another field trip, Honderich took his
class hiking where they learned about
establishing trails, ecotourism and
logging, and also developed teambuilding and leadership skills.
The Environmental Stewardship Program
works by getting at-risk students back in
class and participating in physical activity.
By pairing half his applied level at-risk
students with advanced level students,
Honderich succeeded in creating a
dynamic that enables students to realize
their potential. In an academic
environment, surrounded by a different
set of peers and removed from the rough
crowds they are accustomed to, his
students flourished.
Students participating in the program do
not take other courses in the curriculum,
and are taught by Honderich every day.
Due to his constant contact with
students, they are more open to sharing
on all levels. “I have become somewhat of
a guidance counselor to these students,”
said Honderich. “They often open up to
me about things going on in their lives,
and I spend some of my time encouraging
them to stay in school.”
Other teachers at Hunstville High
School are noticing a big difference in
students and are ecstatic to see kids who
were once close to dropping out, now
gaining self-confidence, and are happy
to be in school. “My colleagues ask me
about students they previously taught.
When I tell them that these students are
in near perfect attendance in my class,
they just can’t believe it,” he said. “I
have a student who last year missed 240
classes. This year she has missed only
eight.”
Mr. Honderich’s students are learning to
take responsibility for being in class, and
when they miss a class, they’re disappointed
at having missed out on a great, and
interesting, learning opportunity.
Honderich has received an outpouring
of support not only from other
teachers, but also from the school
administration and parents. “The general
response I am receiving from parents is
that they love this program, and can see
a notable change in the attitudes of
their children. Parents also appreciate
that I send letters home with the
students, letting them know about the
planned activities. I maintain an open
door policy and invite parents to join in
all of our activities,” he said.
This program, which took six years to
develop, is becoming extremely popular.
Honderich has students approaching him
every day about joining his class and the
program.
He says he gets his energy and
motivation from the students; his
colleagues say they get their energy and
motivation from him.
Nico Byl, Head of Canadian and World
Studies at Huntsville High School said
Honderich’s program is inspiring other
teachers. “Jamie is modeling to teachers
what’s possible when you put your mind
to something,” he said. “Often we get
caught up in the everyday focus of
delivering the curriculum. Jamie is
showing us that it is possible to
implement your dreams if you know in
your heart it is good for the students.
Keeping kids in school is good for
everyone involved.”
Jamie Honderich says the key to inspiring
students is simple– physical education.
“Physical education leads everything I do
and is the root of this program. It is what
gets these students smiling every day,” he
said. “These kids have a different kind of
smile. A smile that says ‘I’m ok and I’m
doing something with my life.’ And when
I see that smile, I know I’m doing
something right.”
Honderich wants to help other schools
achieve the success he has experienced
with the program. To learn how to
implement the Environmental Stewardship
Program in your school, Jamie invites
teachers to visit his website at: www.tldsb.
on.ca/Schools/hhs/esp/website/. ■
SPRING
•
PRINTEMPS 2005 33
QUALITY
D A I LY
PHYSICAL
EDUCATION
QDPE and the Principal:
Making it Happen
Lessons learned from an experienced professional
By Reg Leidl, Chair, QDPE – Program Advisory Committee
A
s an elementary school administrator
of a QDPE school for the past
twelve years, I am often called upon as a
resource for other schools and educators
in their efforts to incorporate QDPE into
their respective programs. Over time I
have been able to reflect on the
administrative tasks needed to effectively
implement, maintain, revamp, and
enhance the school’s physical education
program. The school principal is a key
player who is able to ensure that QDPE
becomes a viable part of the school
curriculum. This article provides an
overview of the administrative tasks
involved and the direct effect the actions
of the principal has on the implementation and quality of a school’s physical
education program.
A Vision that includes QDPE
The first priority in ensuring a QDPE
program is put in place is to establish a
clear vision for the school. The vision
should outline what is expected in terms
of physical education. At my school,
QDPE is mandated as one of our school
goals each year. Within these goals are
specific objectives that include achieving
the requirements as prescribed by
provincial and national QDPE
Recognition Award Program (RAP)
standards. Teachers and staff members
need to be clear on curricular and school
board expectations. The CAHPERD
QDPE Award Assessment Tool can serve
as a useful guide to the basic standards
and requirements that are needed to
ensure a quality physical education
program. The tool can be used
throughout the year by staff, parents,
other administrators and local school
boards to ensure all stakeholders are on
the right track. It is also a great in-service
document that provides a helpful
framework for professional development
sessions, and is an excellent supplement
for any provincial physical education
curriculum guide.
national QDPE standards (i.e. 150
minutes per week). Be sure to maximize
use of the gymnasium, playground,
hallways, and extra classrooms. The daily
time component of any physical
education program is a direct
responsibility of the principal. Once the
daily component is established in the
timetable, the foundation for QDPE has
been set.
Support your staff
As a school principal, I know that not
every school teaching staff person will
hold QDPE in as high regard as I do, but
I have the authority to ensure that it is
implemented. You may be more
successful converting ‘the reluctant’ by
also working hard to support their
curricular endeavors – the same way you
do for QDPE. Earning trust and respect
is much better than demanding it.
Build your advocacy team
Once the goal and vision of QDPE has
been established at the staff level, it is
imperative to provide an environment in
which it can be implemented fully and
effectively. Solicit support from your
school board, parent groups, and the
community. Their endorsement can
build a strong relationship that will
enhance and sustain your physical
education program.
Schedule it
Timetable the physical education
program so it adheres with provincial and
After the timetable is set, take action to
support your staff. Placing teachers in
their areas of expertise and qualification
is a must. Encourage professional
development at all levels. Promote local,
provincial and national physical
education association memberships.
Provide funding to attend provincial and
national physical education conferences.
Purchase professional journals for your
library and encourage personal wellness.
Our entire staff receives a 30-minute
wellness time once a week to work on
personal wellness and fitness goals.
Modeling a healthy, active lifestyle
certainly enhances the quality of work life
at the school.
Establish budget lines to enable the
purchase of adequate equipment and
maintenance. Focus on safety and be
creative with purchasing. Involve all
stakeholders in establishing a physical
education purchasing plan. If staff and
students feel empowered, there is a
greater likelihood that equipment will be
and parents. Active schools are
a healthy, happy place to be.
When problems do arise,
they will be much easier to
deal with inside of a QDPE
environment.
Tie special event days to your
physical education and intramural programs. Encourage
parents and preschoolers to
attend school functions as much as
possible. Invite parents to help out
and be active with their children.
Play-days, carnivals, and activity
events can greatly enhance your
school’s social environment. Meeting
parents during these informal events can be
relaxing, and they enhance community
rapport.
better used and cared for. As well as
equipment, the physical education
budget should provide funding for
teacher-student resources, supplemental
programs, and outside facility costs. If
necessary, start fundraising or securing
outside grants to supplement the school
physical education budget. The more
stakeholders involved, the greater your
program.
If budget is tight and large purchases are
impossible, consider ordering new
equipment in stages. Five gym mats per
year over five years equals one mat per
child per class in a relatively short period
of time. Many sport governing bodies
have equipment loan programs as a way
of promoting their sport. Service groups
and local businesses can also be sponsors
of equipment in exchange for in school
advertising and promotion.
Use all parts of your school day
Implement an intramural program that
encourages participation and activity.
Get your staff involved and have them
participate with the children. As the
school administrator, go on playground
supervision cycle as much as possible. Be
visible to the students and enjoy
interacting with them at recess and noon
hour. Proximity and visibility will help
enhance rapport with the children, staff
Beyond the school’s borders
Extend your school physical education
program into the community. Work
closely and build relationships with
community recreation and sports groups.
Use community facilities to enhance
your existing program and to encourage
life-long activity. Capitalize on experts
within your community to model and
help out with school activity programs.
Joint partnerships in place at our school
include bowling, skating, curling, golf,
aquatics, gymnastics, weight training and
outdoor pursuits.
Working closely with community
recreation leaders is a benefit to those
agencies as well, but ultimately the
children will benefit the most. If children
are exposed to athletic education and
physical activity using community
facilities, there is a greater chance they
will become involved outside of school
hours and possibly enjoy more life long
activities.
Opportunity for all
Promote extracurricular sporting activities.
In the elementary setting we have a
no-cut policy and all children who come
out are part of the team. Don’t overextend your staff in this area. Choose
activities that encourage activity but that
are attainable for children of all ages and
ability levels. Examples include crosscountry skiing, cross country running,
indoor and outdoor track and field. Host
a floor hockey tournament and let
everyone play. Encourage parents to
attend and help out. Host events during
school time, noon hours, or immediately
after school so bus students can attend
and transportation costs are minimized.
Remember your roots
Think back to your elementary school
days and see your school through the eyes
and hearts of your students. Be a kid!
Recall the reasons you entered the
teaching profession in the first place.
Follow the seasons and capitalize on
calendar events that could be simulated
at the school level. The principal has the
power and ability to foster this creative
and adventurous outlook on education in
the school. In the winter, when city crews
are plowing the streets or parking lot, ask
that they push up large snow hills on
your playground. Buy plastic snow
carpets, and snow toys and let the
children play. Provide an environment on
your playground that is conducive for
play and activity. Different events can
match different seasons and other school
happenings.
The role of the school administrator is
certainly challenging and constantly
evolving. The implementation of a
QDPE program involves the work and
dedication of many stakeholders within
the education system. The benefits of
such a program is certainly worth the
effort. The principal can be an integral
part of ensuring a solid foundation is
established to implement, endorse, and
sustain a quality physical education
program in your community. Take the
challenge and make it happen. ■
Reg Leidl is the Principal of P. J. Gillen
Elementary School in Esterhazy, Saskatchewan.
P.J. Gillen is a K-5 school of 225 students. It has
been a provincial and national QDPE school
for the past 14 years. Mr. Leidl is also the
Chairperson of the QDPE Program Advisory
Committee for CAHPERD.
SPRING
•
PRINTEMPS 2005 35
ÉDUCATION
PHYSIQUE
QUOTIDIENNE
DE
QUALITÉ
L’ÉPQQ et les directions d’école :
Du rêve à la réalité
Un professionnel chevronné fait part des grandes leçons apprises
par Reg Leidl, président du Comité consultatif du programme d’ÉPQQ
À
titre de directeur d’une école
élémentaire centrée sur l’éducation
physique quotidienne de qualité (ÉPQQ)
depuis douze ans, nombre d’écoles et
d’éducateurs font appel à mes services
pour les aider à intégrer l’ÉPQQ à leurs
programmes respectifs. Au fil du temps,
j’ai eu l’occasion de réfléchir aux tâches
administratives requises pour instaurer,
maintenir en place et améliorer les
programmes d’éducation physique. La
directrice ou le directeur de l’école a un
rôle crucial à jouer en vue de garantir que
l’ÉPQQ devienne un élément viable des
programmes pédagogiques. Cet article
brosse un tableau général des tâches
administratives à accomplir et de l’effet
direct des mesures engagées par la
direction sur la mise en oeuvre et la
qualité des programmes d’éducation
physique enseignés à l’école.
Dotez-vous d’une vision qui
englobe l’ÉPQQ
La première chose à faire pour garantir la
bonne instauration d’un programme
d’ÉPQQ, c’est de doter l’école d’une
solide vision. Cette vision devrait énoncer
les attentes en matière d’éducation
physique. À mon école, l’ÉPQQ fait partie
de la liste de buts annuels à atteindre. Ce
but s’accompagne d’objectifs spécifiques, y
compris le respect des exigences précisées
dans les normes provinciales et nationales
du programme des Prix de reconnaissance
aux écoles (PRE). Le personnel enseignant
et les autres employés doivent avoir une
idée claire des attentes pédagogiques
et de celles du conseil scolaire. L’outil
d’évaluation de l’ÉPQQ de l’ACSEPLD
peut s’avérer utile pour appliquer les
normes et exigences fondamentales
nécessaires à l’instauration d’un
programme d’éducation physique de
qualité. Le personnel, les parents, les autres
gestionnaires et les conseils scolaires locaux
peuvent l’utiliser toute l’année pour
s’assurer que toutes les parties en cause
sont sur la bonne voie. Il s’agit aussi d’un
excellent document interne qui fournit un
cadre de travail utile pour les séances de
perfectionnement professionnel, sans
compter qu’il constitue un excellent ajout
aux guides pédagogiques provinciaux sur
l’éducation physique. En tant que
directeur d’école, je suis fort conscient que
les membres de mon personnel enseignant
n’ont pas tous l’ÉPQQ en aussi haute
estime que moi. Malgré tout, j’ai l’autorité
voulue pour imposer la mise en oeuvre du
programme. Vous aurez peut-être moins
de difficultés à convertir les « récalcitrants
» si vous déployez également des efforts
pour appuyer leurs propres projets
pédagogiques – de la même façon que
vous appuyez l’ÉPQQ. Il va de soi qu’il est
préférable de mériter la confiance et le
respect des autres plutôt que de l’imposer.
Mettez sur pied un groupe de pression
Après avoir clairement défini les objectifs
et la vision qui sous-tendent l’ÉPQQ avec
l’aide du personnel, il devient essentiel de
créer un contexte permettant une mise en
oeuvre entière et efficace. Demandez au
conseil scolaire, aux groupes de parents et
à la collectivité d’appuyer vos efforts. Leur
soutien peut engendrer de précieux liens
qui serviront à rehausser et maintenir
votre programme d’éducation physique.
Prévoyez un bon horaire
Structurez l’horaire des cours d’éducation
physique de manière à respecter les
normes provinciales et nationales de
l’ÉPQQ (150 minutes par semaine).
Assurez-vous de maximiser l’utilisation du
gymnase, du terrain de jeu, des corridors
et des salles de classe supplémentaires. La
composante « durée de temps par jour »
de tout programme d’éducation physique
relève directement des responsabilités de
la direction. Une fois la composante
quotidienne solidement établie, vous
venez de jeter les assises de l’ÉPQQ.
Appuyez votre personnel
Une fois l’horaire fixé, engagez
des mesures pour venir en aide à
votre personnel. Il est essentiel d’affecter
les enseignantes et enseignants prenant
en compte leur domaine d’expertise
et leurs compétences. Encouragez le
perfectionnement professionnel à tous
les niveaux. Incitez vos enseignantes
et enseignants à devenir membres
d’associations pour l’éducation physique
locales, provinciales et nationales. Réservez
des fonds pour permettre à certains
employés d’assister à des conférences
sur l’éducation physique provinciales
et nationales. Achetez des revues
professionnelles pour la bibliothèque et
favorisez le bien-être personnel. Chez
nous, tous les employés ont droit à une
période hebdomadaire de 30 minute
centrée sur le bien-être personnel. On veut
ainsi leur donner le temps de s’occuper de
leurs objectifs individuels de bien-être et
de bonne forme. Il va de soi que
l’adoption de modes de vie sains et actifs
améliore la qualité de la vie professionnelle
à l’école.
Organisez votre budget de façon à pouvoir
financer l’achat et l’entretien d’équipement
adéquat. Ne négligez pas les questions de
sécurité et faites preuve de créativité.
Invitez toutes les parties intéressées à
collaborer au plan d’achat de l’équipement
d’éducation physique. Il y a fort à parier
que l’équipement sera plus utilisé et mieux
entretenu si le personnel et les élèves ont
leur mot à dire. Outre l’équipement, le
budget d’éducation physique devrait
permettre de financer l’achat de ressources
pour les enseignants et les élèves, de
programmes additionnels et l’utilisation
d’installations à l’extérieur de l’école. Au
besoin, organisez une campagne de
financement ou tentez d’obtenir des
subventions externes pour renflouer le
budget d’éducation physique de l’école.
Plus de gens participent aux efforts, plus
votre programme s’améliorera.
Si le budget est très serré et qu’il n’est pas
possible de faire de gros achats, songez à
acheter les pièces d’équipement par
étapes. Si vous vous procurez cinq matelas
de gymnastique par année, il y en aura
assez pour tous les élèves de la classe dans
cinq ans, une période relativement courte.
Plusieurs organismes sportifs offrent des
programmes de location d’équipement
pour promouvoir leur sport. Les groupes
de service et les entreprises locales peuvent
également
commanditer
l’achat
d’équipement en échange d’une publicité
ou promotion quelconque à l’école.
Exploitez à bon escient toutes les
parties de la journée scolaire
Établissez un programme intra-muros qui
met l’accent sur la participation et
l’activité. Incitez les membres de votre
personnel à se joindre aux enfants pour
participer. À titre d’administrateur
scolaire, intégrez-vous le plus souvent
possible au cycle de supervision dans la
cour d’école. Soyez très visible aux yeux
des élèves et dites leur combien vous
appréciez leur compagnie à l’heure du
midi et pendant la récréation. Ce genre de
proximité et de visibilité aide à améliorer
les rapports avec les élèves, le personnel et
les parents. Des écoles saines et actives
constituent des lieux qu’on a plaisir à
fréquenter. Lorsque des problèmes
surgissent, ils sont plus faciles à régler
dans un contexte scolaire d’ÉPQQ.
Faites un lien entre les journées
scolaires thématiques et les programmes
d’éducation physique et de loisirs intramuros. Encouragez les parents et les
enfants d’âge préscolaire à assister le plus
souvent possible aux événements scolaires.
Invitez les parents à aider et à s’activer avec
leurs enfants. Les journées spéciales, les
carnavals et autres constituent autant
d’occasions d’améliorer le climat social de
l’école. Ils vous permettent également de
rencontrer les parents dans un contexte
détendu et de cultiver de meilleurs
rapports avec le milieu.
Élargissez les frontières de l’école
Élargissez le programme d’éducation
physique de votre école en lui donnant une
portée communautaire. Établissez des liens
et collaborez étroitement avec les groupes
sportifs et récréatifs communautaires. Ayez
recours aux installations communautaires
pour améliorer vos programmes et
encourager les jeunes à adopter des
habitudes qu’ils conserveront toute la vie.
Demandez aux experts du milieu de
constituer des modèles à suivre et de vous
donner un coup de main avec les activités
physiques scolaires. À notre école, nous
avons établi des partenariats qui
permettent aux élèves de patiner, de jouer
aux quilles, au curling et au golf, d’aller à la
piscine, de faire de la gymnastique et de
l’haltérophilie, et de s’adonner à des
activités de plein air.
Même si l’établissement de liens étroits
avec des leaders communautaires profite
aussi aux organismes, il est clair qu’en
bout de ligne, les grands gagnants sont les
enfants. Si on expose les jeunes à une
éducation sportive et à l’activité physique
en misant aussi sur des installations
communautaires, il est plus probable que
les jeunes voudront y retourner après les
heures de classe et qu’ils continueront de
s’adonner aux activités physiques qui leur
plaisent à l’âge adulte.
Donnez la chance à tous de participer
N’hésitez pas à promouvoir les activités
sportives parascolaires. À l’élémentaire,
nous avons une politique d’inclusion qui
permet à tout enfant qui se présente de
faire partie de l’équipe. Il ne faut toutefois
pas épuiser votre personnel. Choisissez
des activités accessibles auxquelles tous les
élèves peuvent s’adonner, peu importe
leur âge ou leur niveau d’habiletés,
comme le ski de fond, la course de fond,
les activités d’athlétisme à l’intérieur et à
l’extérieur. Organisez un tournoi de
hockey de salon et invitez tous les jeunes
à participer. Invitez aussi les parents à
assister et à aider. Mettez sur pied des
activités le midi, pendant les heures
d’école ou immédiatement après l’école
pour permettre aux élèves qui se déplacent
en autobus de participer et pour
minimiser les frais de transport. Le fait de
permettre aux jeunes enfants de vivre de
telles expériences leur sera utile au fur et à
mesure qu’ils vieillissent et optent pour
des activités plus concurrentielles.
Revivez votre jeunesse
Repensez à vos jeunes années à
l’élémentaire et essayez de voir votre
écoles avec les yeux et le cœur de vos
élèves. Retrouvez votre âme d’enfant!
Tenez compte des saisons et misez sur les
événements au calendrier qu’on pourrait
recréer à l’échelle de l’école. La direction
de l’école a le pouvoir et la capacité
d’alimenter cette approche créative et
ambitieuse face à l’éducation. En hiver,
lorsque les équipes de déneigement de la
ville nettoient les rues et les
stationnements, demandez leur d’entasser
la neige en grosses piles pour créer des
collines dans la cour d’école. Achetez des
tapis de plastique et autres jouets de neige
et laissez jouer les enfants. Faites de la
cour d’école un milieu propice au jeu et à
l’activité physique. Ajustez vos activités en
fonction des saisons et des autres
événements qui se tiennent à l’école.
Le rôle du gestionnaire d’école n’est certes
pas facile, d’autant plus qu’il évolue sans
cesse. Mais si l’instauration d’un
programme d’ÉPQQ repose sur le travail
acharné et le grand dévouement de
nombreux intervenants du système
scolaire, les avantages qui en découlent
justifient amplement les efforts. Le
directeur ou la directrice d’école a un rôle
crucial à jouer en vue d’établir une solide
base à partir de laquelle bâtir, encadrer et
maintenir un programme d’éducation
physique de qualité au service de la
collectivité. L’heure est venue de relever le
défi et de transformer le rêve en réalité.
Reg Leidl est le directeur de l’école élémentaire P.
J. Gillen à Esterhazy, en Saskatchewan. L’école
P.J. Gillen offre des cours de la maternelle à la 5e
année à 225 élèves et affiche le titre d’école
d’ÉPQQ provinciale et nationale depuis 14 ans.
Monsieur Leidl est également président du
Comité consultatif du programme d’ÉPQQ de
l’ACSEPLD.
SPRING
•
PRINTEMPS 2005 37
LONG LIVE KIDS:
Teaching Kids that it is all about Balance
W
hen you and your students
encounter the first commercial in
our new Long Live Kids campaign, you’ll
be singing along as our little blue
animated character morphs and grooves to
the lyrics of the catchy theme song: “You
gotta balance food and activity, working
together, they’re body electricity!” It’s a
simple message to get kids thinking
differently about their health and
hopefully enhancing their futures in the
process.
From the beginning, we knew the Long
Live Kids campaign was going to be our
most ambitious and complex campaign
ever. For 14 years, Concerned Children’s
Advertisers (CCA) has created successful
campaigns on bullying, substance abuse,
child abuse, self-esteem and media literacy.
Our national education program,
TV&ME, is in use across Canada.
However, despite our track record of
talking to kids and helping educators and
parents make connections with the
children in their care, tackling the issue of
overweight and obesity for Canada’s kids
required an approach that was just right.
We realized that it was going to be all
about getting the right balance, and that
became a primary theme of Long Live
Kids.
Why Obesity Now?
CCA is an organization that exists
through partnerships. In addition to our
member companies who support our
programs with resources, advice and
expertise, CCA works with governments,
issue experts, advertising agencies,
production companies and broadcasters,
all of whom donate their time and skills to
the creation of our campaigns and
educational programs. Two years ago, we
identified obesity in children as a concern
to all sectors of society, and our research
with partners confirmed that this is a
serious issue for kids across the country
and around the world. Here is just some of
the information that we found.
• Global rates of childhood obesity have
increased five times over the past
decade.
• Canadian rates of obesity for both boys
and girls have doubled over the past 15
years.
• Over one in three children in Canada
are overweight or obese.
• 80% of these children will remain
overweight or obese into adulthood.
• The persistence of childhood
overweight and obesity into adulthood
significantly increases the risks of type-2
diabetes, cancer and cardiovascular
diseases.
• The most dramatic increase of weight in
children occurs in the seven to nine age
group.
• Three out of five youths under the age
of 17 require serious lifestyle changes in
order to achieve optimal health and
development.
• We are the first generation whose
children’s life expectancy may not be as
long as their parents, if present trends
continue.
• Children of parents who are physically
active are six times more likely to be
physically active.
Assembling Our Team
Obesity was clearly a far-reaching and
complex problem, one that would require
many sectors of society to contribute
toward solutions. We wanted our team to
be strong in resources, expertise and
influence, as well as offering a variety of
perspectives and possibilities. Our goal
was to create a campaign that was accurate
and useful, could engage children
effectively, and would offer educators,
parents and community leaders the
information and tools to help kids make
healthy life choices.
First, we created a whole new initiative
called the Children’s Healthy Active
Living Program. Lead by a devoted
team of 18 member companies and
associations, the sole focus of the initiative
Here are some samples of lesson plan topics:
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was to create a comprehensive campaign
to address this issue for Canada’s kids.
In order to ensure that our messages and
products were solidly grounded in fact, we
partnered with 12 issue expert and
community partners: Health Canada,
Canadian Teachers’ Federation, Canadian
Home and School Federation, Dietitians
of Canada, Dr. Rena Mendelson of the
Ryerson University School of Nutrition,
CAHPERD, the Coalition for Active
Living, Active Healthy Kids Canada,
YMCA Canada, YWCA Canada, Boys
and Girls Clubs of Canada, the Canadian
Diabetes Association, and Kids Help
Phone. These partners generously
committed to working with us to get the
message to their stakeholders, through
community centres, communications and
conferences.
Developing Our Message
“Health Rock,” the first spot in our
television social messaging campaign, is
the work of ad agency partner J. Walter
Thompson and the result of hours, weeks
and months of discussion and refinement
with our creative committee. The
challenge was ‘how to reach kids in a way
that was interesting and would engage
them’. An interesting concept had
emerged from our consultations with issue
experts on overweight and obesity: kids
were getting a healthy eating message and
they were getting a physical activity
■
Making the Connection - Exploring the connection between healthy
eating and active living
Food, Fun and Feeling Fit - Learning how to make small changes now
for big benefits later
Sowing the Seeds - A living experiment to encourage goal setting
Highway to the Future - Planning now for future good health
My Hero - Exploring, motivation, perseverance and drive
Marketing Methods - Looking at what goes in to the making of an
advertisement.
Exploring Canada’s Rules for Advertising to Kids - Looking at Canada’s
unique pre-clearance system for advertising to children
message, but they weren’t being presented
with a connection.
Since the most basic cause of obesity is an
imbalance of calories consumed to calories
burned, an idea began to emerge: help
kids to understand that eating and
physical activity were both important, and
had to be balanced to stay healthy.
J. Walter Thompson developed the idea to
link catchy lyrics, upbeat music, and
animated visuals to communicate this
message in a way that would both educate
and entertain children. As part of this
approach, they created a messenger that
spoke to kids of all shapes, sizes and skin
tones. And then, our little blue monster
was born.
Spreading the Word
Our broadcast partners from across
Canada donate valuable air time to each of
our campaigns. Television is where the
majority of children first encounter the
CCA messages. The ads on television are a
call to action for kids.
Long Live Kids Goes to School
The Long Live Kids program includes
comprehensive, bilingual lesson plans for
educators of children in Kindergarten
to grade 8, and a parent/community
component that relates important information, tips and tools to help children
learn to move more and eat smart. It
teaches kids about the importance of
“eating smart, moving more, and being
media wise.” Again, it’s about balance.
Not just the balance of energy in/energy
out that helps to maintain a healthy
weight; kids also need to learn to balance
their food choices in order to create a wellrounded menu and to balance sedentary
activities with more active pursuits.
Connecting With Long Live Kids
Long Live Kids is distributed, free-ofcharge, at comprehensive keynote and
plenary style presentations through your
local professional development department. The curriculum is packaged in the
form of a dual CD ROM, with TV&ME
on one side (continuing to deliver lessons
on substance abuse prevention, self
esteem, bullying, and media literacy) and
Long Live Kids on the other side. In
addition, all of our programs and
resources are available on our web site at
www.cca-canada.com. To book a keynote
for your professional development days,
e-mail Irene Jurcic at [email protected]. ■
SPRING
•
PRINTEMPS 2005 39
Physical Education
Teacher
of the Year Award
Here are our Winners!
The Physical Education Teacher of the Year Award is
presented to a teacher that has provided outstanding
performance at the elementary, middle and secondary
school levels, and who has an exceptional ability to
motivate students to participate in a lifetime of
physical activity.
CAHPERD is proud to announce the ten provincial recipients for
the CAHPERD/WINTERGREEN Phys-Ed – Physical Education
Teacher of the Year Award.
Provincial Physical Education Teacher of the Year Award recipients each
receive a recognition plaque, provincial and national publicity, and a
one-year free membership to CAHPERD.
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•
•
From the list of these ten provincial recipients, three National Physical
Education Teacher of the Year Award recipients were chosen.
• Lloyd Armstrong, Ontario
• Donald Hutchinson, British Columbia
• Benjamin Osmond, Newfoundland
Donald Hutchinson, Montgomery Middle School, British Columbia
Del Lomsnes, École Oriole Park, Alberta
Darryl Elaschuk, Eston Composite School, Saskatchewan
Diana Juchnowski, Beaverlodge Elementary School, Manitoba
Lloyd Armstrong, St Luke East Catholic School, Ontario
Gordon Oliver, Mountainview Elementary School, Québec
Diane Hoyt, Park St. Elementary School, New Brunswick
Paula MacRae, Seton Elementary School, Nova Scotia
Chris Meuse, West Kent Elementary School, Prince Edward Island
Benjamin Osmond, Clarenville High School, Newfoundland
These individuals received free travel, accommodation and registration at
the SPEA/CAHPERD National Conference and Physical education/
sports equipment for their school, courtesy of WINTERGREEN
Phys-Ed. ■
These candidates were selected by their provincial Physical Education
Association. Selection was based on the quality of their physical
education program, their ability to serve as positive role models
epitomizing personal health and fitness, enjoyment of activity,
sportsmanship, sensitivity to the needs of students, as well as their level
of participation in professional development opportunities.
Don Hutchinson, British Columbia
Donald Hutchinson teaches physical education six periods a day to over 500 students at Montgomery Middle School in Port
Coquitlam, British Columbia. Over the six years he has taught at Montgomery, Don has adapted and changed the Physical
Education program into a successful, positive experience for students.
Often referred to as “Mr. Montgomery” because of his huge presence at the school, Don created a program to get students
excited about dance. Every day during the dance unit, Don chooses several “Rodeo Kings and Queens” who are positive
individuals and who danced throughout the entire lesson. These students have their picture taken with cowboy hats and the
photo is placed on the wall. His culminating activity is a “Hoe Down” where all students dress western and dance for the
entire afternoon.
Don has established a special connection with every student in the school, and treats every child as an individual. Through
Don, students see that physical activity, teamwork and working with others to achieve a common goal is not only socially
acceptable, but also desirable.
Del Lomsnes, Alberta
Del Lomsnes has taught physical education at Oriole Park in Red Deer, Alberta for the past 15 years. He has developed an
exemplary physical education program, which involves all the students learning the same units during the year, but with a
clear division of activities that are age appropriate. The lessons are characterized by fun, activity, variety and student
involvement. Del is an extremely strong teacher who teaches almost every child in the school. He constantly stresses the
importance of a healthy, active lifestyle as well as safety and cooperation. He strives to be an excellent role model for his
students by also maintaining an active lifestyle himself.
Del’s passion, skill, dedication and enthusiasm as a physical education teacher have garnered numerous awards for his
program and for the school. Oriole Park has received every possible QDPE award since 1991, and is recognized as an ‘Ever
Active School’.
Darryl Elaschuk, Saskatchewan
Darryl Elaschuk is a physical education teacher at Eston Composite School in Eston Saskatchewan. He has taught physical
education and health to grades K-12 for the past 14 years.
Darryl’s physical education courses include all aspects of sport, dance and life long learning activities. His classes are
challenging and rewarding and he provides every opportunity for students with a disability to participate. As a leader in the
school, Darryl initiated a program called ‘In Motion’, which encourages daily physical activity and exercise.
Darryl’s commitment to physical education extends beyond his role as a teacher. He is a member of the Saskatchewan
Physical Education Association (SPEA) and serves as one of its Regional Directors. He is also involved in the review and
development of the K-12 Physical Education Curriculum and Health Program. Darryl is a dedicated professional who lives a
physically fit lifestyle and encourages others to do the same.
Diana Juchnowski, Manitoba
Diana Juchnowski is an elementary school teacher at Beaverlodge Elementary School in Winnipeg, Manitoba. Diana has
become known as a very dynamic and committed teacher and coach. Her hard work in ensuring that her students receive
a Quality Daily Physical Education program is evident in the programs she teachers. Ms. Juchnowski is a strong health
promoter and has developed a unique school health promotion plan called “Health Enhancing Bee-haviours”. This program
emphasizes the importance of nutrition, positive health behaviours, and goal setting to enhance daily life.
As stated by one of her nominators, “At times, we encounter a teacher who displays boundless enthusiasm, dedication, is
always willing to try new ideas and always with the underlying philosophy of how the children will benefit from the
experience. Diana Juchnowski is such an educator.”
Lloyd Armstrong, Ontario
Lloyd Armstrong is an elementary school teacher at St. Luke Catholic School in Ottawa, Ontario. During the past eight
years, Lloyd has been a driving force in building the school’s physical education program from the ground up. Lloyd’s hard
work and dedication is evident in the six platinum and one diamond awards for Quality Daily Physical Education his school
has received.
To raise money for the purchase of physical education equipment and new playground structures, Lloyd organized a “Fit
Kids” fundraising program that rewards kids for completing physical challenges while raising money. Lloyd realized that the
children at his school needed physical education to enable them to concentrate more on academic issues. He instituted a
school agenda that focuses on healthy eating and daily physical activity. Through a healthy snack program, supported and
monitored by the teaching staff and students, his students have a daily checklist that makes them accountable for the food
they eat.
As stated by one of his nominators, “Lloyd Armstrong, through his hard work, dedication to the teaching profession and his
drive to teach all children about physical education, has earned the admiration of all parents and students at our school. He is
a positive role model to all [those] who know him.”
Gordon Oliver, Québec
Gordon Oliver teaches physical education at Moutainview Elementary School in Brossard, Québec. Most recently, he has
been assisting in the area of pedagogy at McGill University, where students have benefited greatly from his expertise, teaching
skill and understanding of the Québec curriculum.
As a teacher, Gordon has shared his passion for outdoor education, fitness and a healthy lifestyle with his students for many
years. He created the conditions for success by establishing solid relationships with his students, and by having a well thought
out lesson plan that ensured student participation. Gordon demonstrates an ability to make physical fitness fun, with every
student feeling like a success.
Understanding the importance of self-esteem, he developed a climbing wall program where students were able to develop the
skills necessary to safely climb, learn the terminology, and handle climbing paraphernalia. To further encourage student
success and self-esteem, Gordon built a platform at the top of the wall where students could sit and write in a notebook their
feelings of accomplishment once they reached the top!
SPRING
•
PRINTEMPS 2005 41
Diane Hoyt, New Brunswick
Ms. Diane Hoyt has been a true leader in providing a quality physical education program for her students. Aside from the
countless hours of volunteer time she gives as a teacher and a coach, Ms. Hoyt also finds time to organize and lead numerous
professional development workshops on the need for increased physical education in New Brunswick.
As a Physical Education Mentor, Diane has been involved in a number of projects, including ‘Move This Way for KIDS’, a
partnership with the City of Fredericton Recreation Department. The program tracks the eating and physical activity patterns
of grade five and six students. Diane has been an integral part of this program, working with her schools to collect data, and
to present the findings to classes.
Diane has also shown a commitment to the physical education profession outside of the physical education classroom. In her
new role as President of the New Brunswick Physical Education Society (NB–PES), she has shown tremendous enthusiasm
and commitment in promoting news and information about new programs, projects and initiatives, and in advocating for
continuous improvement to the quality of the physical education programs being mandated in her province.
Paula MacRae, Nova Scotia
Paula MacRae has 21 years of teaching experience, and has spent the last seven years teaching at Seton Elementary School in
North Sydney, Nova Scotia. Paula is an enthusiastic physical education teacher who strives to improve the physical activity in
children’s lives on a daily basis by making activities both fun and interesting.
In an effort to encourage her students and staff to keep active, she was instrumental in introducing a walking club. Each
day at recess she can be seen walking around the school with children and staff members in tow. To provide a catalyst for this,
she has set up a map of Canada in the main foyer where she plots the kilometers walked across the country.
Even with twenty years experience Paula has not lost the energy that not only instills an excitement in children for physical
education, but which also supplies them with the knowledge they need to keep themselves active.
Chris Meuse, Prince Edward Island
Chris Meuse is an elementary school teacher at West Kent Elementary School in Charlottetown, PEI. His level of dedication
ensures that students enjoy and participate in physical education class, intramurals and extra-curricular activities. As a result of
Chris’ leadership, dedication and hard work, West Kent Elementary received the Model of Health award for influencing the
health and fitness of youth in the community, and the QDPE Platinum School Recognition Award.
Chris has participated in numerous activities that truly demonstrate his commitment not only to the physical education field,
but to each student he teaches. He recently organized, planned and administered an intramural leadership conference for
students and physical educators. He also organizes Intramural sports at lunch, holds an “After-school Sports” program four
days per week, and promotes participation in the Cross-Country Running program and zone meets. In his work with
children, he promotes positive attitudes toward activity and good sportsmanship. Children are encouraged to “do” their best,
not necessarily to “be” the best. As stated by one of his nominators, Chris is a “dedicated leader who ‘carries the ball’ on the
objective of increasing physical activity.”
Benjamin Osmond, Newfoundland
Ben Osmond is a secondary school teacher at Clarenville High School in Clarenville Newfoundland. Participating in every
physical education class he instructs is but one testament of his commitment to teaching excellence and his desire to set a
positive example for his students.
Ben has developed several successful new programs for his students, including Enviropacking, where students gain knowledge
and life skills such as outdoor survival techniques, CPR and first aid, and an awareness of local and global environmental
issues. He has also developed a ‘Physical Education with a Difference’ program, which gives his students the opportunity to
participate in an international student exchange.
As a vocal advocate to add a theoretical physical education course to the provincial curriculum, Ben developed “Health
Living”, a course that allows students to develop a “sound mind in a sound body.”
DANCE
Dancing is Powerful!
By: Janet Westbury, Movement Specialist, Brock University
I
magine teaching dance to high school
students who have never danced in an
educational environment. Several years
ago, I observed a male student dreading
his first educational dance class. He
positioned himself in the back corner of
the room to hide behind his peers. His
body moved as if filled with bricks, barely
able to lift his arms, shuffling his feet in
embarrassment. I subtly approached him
after class to ask if there was anything I
could do to make his experience more
positive. His response was that he had
never taken a dance class and knew he
would hate it.
As the course progressed he continued to
stay in the back of the room; however his
movements began to change. He looked
more comfortable, certainly not at ease,
but I witnessed a few smiles throughout
the term. As a requirement, the students
were to compose a dance. They were to
select their own stimulus, choose and edit
their music, and choreograph the entire
piece. To make matters worse for this
student, the dances were to be performed
on stage with lighting and a live audience.
During
his
group’s
10-minute
performance, with blinding lights, and
over 300 audience members, he danced
beautifully. He leaped powerfully across
the stage and incorporated flowing
gestures with ease to communicate the
theme of Cancer to the audience.
After his performance he rushed to me
with open arms. He could not stop
smiling as he introduced me to his
parents. He explained that throughout his
education, this was the best experience he
had ever had. It was superior to any other
academic experience, to athletics, to social
The educational environment of
dance provides our students with
the opportunity to release their
inhibitions.
events – nothing could compare. This was
that same student who could barely lift his
limbs, dreading the class months earlier.
At times it is arduous to step
outside of one’s comfort zone
when alone; when in a large group
it may seem unbearable. The
educational environment of dance (where
we choose how we perform each
movement) provides our students with
the opportunity to release their
inhibitions. In a safe, nurturing space we
may be offering their only opportunity to
explore this expressive genre. Through
achieving a sense of empowerment
and personal growth, our students
will flourish. As educators we
too should not shy away from
a challenging educational
experience, but instead
expand our comfort zones; it truly
is rewarding. ■
FALL
•
AUTOMNE 2004 43
CUPR
R E S E A R C H PAG E
Readers are invited to submit research summaries related to physical education
and physical activity. Summaries must be no longer than 400 words, and should be
submitted electronically to: Ellen Singleton, School of Physical Education, University
of Western Ontario, e-mail: [email protected].
Physical Activity and the Common Cold in Uundergraduate University Students:
Implications for Health Professionals
Author(s): Vossen, D. P., McArel, H., Vossen, J. V., & Thompson, A. M.
Published in: Health Education Journal. Volume 63, Number 2,
June 2004, pp. 145-157.
Objective: The common cold, known as upper respiratory tract
infection (URTI), is the world’s most prevalent illness. The purpose of
this study was to determine if physical activity is linked to the incidence
and/or duration of the common cold.
Method: Undergraduate university students (n = 200) were asked to
complete two questionnaires. The Paffenbarger Physical Activity
Questionnaire (PPAQ) estimated physical activity levels of participants
in the previous year. The second questionnaire required participants to
record the number and length of URTIs experienced over the previous
year. Pearson product-moment correlation coefficients were used to
analyze the relationships between physical activity (kcal/week) and the
incidence and duration of URTIs.
Results: There was no relationship between the number of kilocalories
expended per week through physical activity and the incidence
(r = -0.042, p = 0.304) or duration (r = -0.014, p = 0.434) of URTIs.
Conclusion: In the specific population of undergraduate university
students, physical activity was not significantly related to the incidence
or duration of the common cold.
Key Words: Colds, Physical Activity, Duration, Incidence.
COIN DES CHERCHEURS DU
La rubrique de recherche du Conseil des professeurs et des chercheurs universitaires vous
présente divers projets de recherche sur l’éducation et l’activité physiques. Nous invitons les
lecteurs à soumettre une description de leurs travaux de recherche (300 mots ou moins)
à l’attention de Ellen Singleton, à l’adresse [email protected].
CPCU
L’éducation physique et le rhume chez les étudiants universitaires de premier cycle :
incidences au niveau des professionnels de la santé
Résumé
Objectif : Le rhume, qui constitue une infection des voies respiratoires
supérieures (IVRS), est la maladie la plus courante au monde. Cette
étude visait à établir l’existence de liens entre l’activité physique et
l’incidence et/ou la durée du rhume simple.
Méthode : On a demandé à des étudiants universitaires de premier cycle
(n = 200) de remplir deux questionnaires. Le questionnaire sur l’activité
physique Paffenbarger visait à évaluer le taux d’activité physique des
répondants lors de l’année précédente. Le second questionnaire
demandait aux répondants d’indiquer l’incidence et la durée des IVRS
subies l’année précédente. On a fait appel aux coefficients de corrélation
« produit-moment » de Pearson pour analyser les liens entre l’activité
physique (kcal/semaine) et l’incidence et la durée des IVRS.
Résultats : On n’a pas observé de liens entre le nombre de kilocalories
dépensées par semaine au niveau de l’activité physique et l’incidence
(r = -0.042, p = 0.304) ou la durée (r = -0.014, p = 0.434) des IVRS.
Conclusion: Il ne semble pas exister de lien signifiant entre le taux
d’activité physique et l’incidence ou la durée du rhume chez les
étudiants universitaires de premier cycle.
Mots clés : Rhume, Activité physique, Durée, Incidence.
Vossen, D. P., McArel, H., Vossen, J. V. et Thompson, A. M. « Physical
Activity and the Common Cold in Undergraduate University Students:
Implications for Health Professionals. » Health Education Journal,
volume 63, numéro 2, juin 2004, pp. 145-157.
Procter & Gamble
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physical education teacher of the year award

Transcription

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