Physical Education and LTAD

Transcription

1 Physical Education and LTAD Strengthening the link Glenn Young Surrey School District

2 Context Surrey School District, SD elementary schools, 19 secondary schools, 5 learning centers students, 8500 staff, 4300 teachers Operating budget $563 million

3 Your Intentions What are you hoping to walk away with today?

4 Today s Intentions Participants will recognize: School setting and challenges What should be taught in a Physical Education program (elem & sec) Common elements with PE and LTAD Working solutions Next Steps

5 Warm up In pairs, stand up, balance on one foot and then introduce yourself to the person beside you Describe a typical PE class Be ready to share your conversation Did you describe elementary or secondary? Was it experience or observation?

6 Public School Setting Diverse population (ESL, Special Needs =disabilities of an intellectual, physical, sensory, emotional, or behavioural nature) Cookie cutter facilities based on formulas PE is mandatory to Grade 10 Inadequate funding for PE and Athletics PE taught by non-specialists

7 Ongoing Challenges Lack of teacher & administrator priority Schools don t implement curriculum Significant portions of the curriculum omitted, eg. Gymnastics, Dance, Outdoor Ed Facilities & equipment provide implementation challenges Elementary generalist teacher expertise a barrier to implementation Minimal use of provincial measurement tool to measure student achievement Ministry of Education, PE Curriculum Review Report, November 2001

8 Challenges at Elementary Small window (30-45 min) to teach Equipment limited to mostly inflatables Equipment preparation set up time Athletic season influences curriculum Weather--don t want to go outside Open, dynamic environment compared to a contained classroom setting

9 Challenges at Elementary PE used as a reward for good classroom behaviour Viewed as a break from classroom No physical homework to reinforce learning Little to no opportunities for practice Kids don t change into proper clothing Often barefoot or socks if no runners Teachers don t feel comfortable in gym

10 Challenges at Secondary Lack of true understanding of PE Teachers don t/unable to empathize with students Teachers unable to provide adaptations Lack of alternate facilities False perception of success

11 Challenges at Secondary Sport based model No physical homework Focus on same activities annually, eg. Team games Students lack FMS so can t scaffold learning Poor assessment practices demotivate students

12 Challenges in Sport? Sport/Community requiring students to specialize too early Duplication of community sports Conflict with school schedules/seasons Expectations of the community athlete for playing time Community coaches not properly trained

13 Physical Education Defined A process of learning where students of all abilities engage in a sequence of developmentally appropriate instruction designed to build a foundation of knowledge, movement skill, positive attitudes and behaviors to lead a healthy lifestyle (Glenn s Definition)

14 Physical Education Program Well planned, developmentally appropriate activities High level of engagement by all students in each class Offering a wide range of activities All fitness components addressed FMS addressed Evaluation techniques enhance learning

15 Participation: DPA Active Living (Cognitive) PE Overview Games Rhythmic Movement Movement Skills (Psychomotor) Individual/Dual Safety, Fair Play, Leadership (Affective) Knowledge Alternate Environment Dance Games Gymnastics Individual/Dual

16 Brain Break--Gotcha Stand facing a partner

17 What s The Problem? (school perspective) Getting injured in class Saving energy for training Drive to win championships Not enrolled in SR PE Student-athlete burnout Overuse injuries in young athletes

18 What s the Solution? (school perspective) Ability grouping in PE blocks Teach appropriate goal setting Respecting commitments for each sector Flexibility in yearly programming, eg tryouts for following year, talent ID camps, practice schedules, training schedules Sharing assessment practices and tools

19 10k hrs + direct feedback New PE Paradigm Wks of Training For Immediate Skills Fitness Tactics Successful Games Play Old PE Paradigm

20 Teacher & (Coach?) Training ABCS of Movement workshops Paradigm shift in components of fitness Training the Secondary Characteristics of Fitness (Agility, Balance, Coordination, Speed, Reaction and Power) Developing Athleticism by training Movement skills Benefits to Primary Characteristics of Fitness (Endurance, Flexibility, Strength)

21 Train Like The Pros Designed to increase the number of minutes in the gym through doubling up of classes Created up to 20 stations on 3 badminton courts with 4 students per station Improve fitness levels Improve movement skills Increase physical activity levels

22 Train Like The Pros Partner with BC Lions Train Gr 6/7 leadership students to run each station along with a lead teacher at the school Year 4, 48 different schools

23 RBC Wicket Cricket Model 10 elementary schools per year 2 coaches, 2 schools per day 4 wks of instruction by coaches Teachers left with homework Culminate with a playday Students all receive a participatory medal Year 4, 40 different schools

24 Building on Success Specialized senior level courses eg. Dance, yoga, kinesiology, weight training, martial arts, leadership, Fit for Life, aerobics, etc. Continued increased awareness to PE, PA, Fitness and Sport issues Paradigm shift from sport-based model Recognizing the developmental progression for teaching games and skills Evaluating the curriculum, not just parts of it

25 What s the Solution? (sport perspective) Defining progress eg Champions, the new normal??

26 Common Goals for PE & LTAD Active for Life Develop physical literacy Develop FMS/FSS Develop athleticism Develop fitness (HR & SR)

27 Closing The Gap Develop common definition for physical literacy Develop common FMS Systematic approach to achieving these goals/outcomes

28 Closing The Gap Sport Council Model (Federal, Provincial, Regional, Local) Starting with a provincial working group Having representation from both sectors Open dialogue between sectors Model the behavior

29 Today s Intentions Participants will recognize: School setting and challenges What should be taught in a Physical Education program (elem & sec) Common elements with PE and LTAD Working solutions Next Steps

30 In Closing. When will what we know, change what we do? (Curiosity) Why doesn t what we know, change what we do? (Concern) When what we know changes what we do. (Commitment) Mike McKay, SD36 Superintendent of Schools