Learning Journal: Primary Health and Physical Education
Curricular Content
My experience with physical education led me to believe that the curriculum was designed around sport. I was amazed to learn the curriculum makes no mention of specific sport. This opens up new possibilities for how to cover expectations. There are cross curricular possibilities, although my experience with physical education was always segregated. Through infusing academic content with physical activity we integrate the kinesthetic learning experience, which some students will benefit from.
Mandated health education is important so all students have equal access to accurate information. I was under the impression that it would be uncomfortable to teach aspects of the health curriculum but realized it can be really interesting. The expectations are appropriate and with increased experience it will become easier to teach.
Strategies
Through continued experience teaching strategies will be refined. However, I hope to maintain the philosophy that learning occurs when students are enjoying themselves. Students will be engaged, attentive, and eager to participate. An assumption about physical education is that students love it. This is true for many but it is important to consider students who might not have extracurricular experiences or are less coordinated and as a result do not enjoy sport.
A student centred approach allows the teacher to be less of a coach and more of a facilitator, students are then able to regulate difficulty for themselves. Centres or group activities put less pressure on students to succeed while offering the challenge of groups to be tailored accordingly. ‘Teaching Games for Understanding’ provide choice and decision making for students while working on tactile awareness, application of skill, and performance through fun and challenging games. Incorporating excursions such as skating and DPA are great ways for students to be exposed to physical activity outside of the school.
Processes
My understanding of the process of physical education has been quite a rigid structure where students warm up, practice a skill, then apply the skill in a sport. However, I can see the benefit less structured, play based activities would have. Students need to learn how to self regulate and to learn enjoyment in physical activity if they are to be proponents of life long physical activity. Through a differentiated approach it would be beneficial to intersect structured activities in conjunction with play-based learning such as centres.
I recall worksheets, videos, and note taking in regards to my experience with health in primary school. The notion of inquiry and discovery based health and physical education resonates with me. It is also important to implement the growth mindset in health and physical education. Continued practice and participation will lead to improved performance physically and cognitively.
Planning
Planning for health and physical education is similar to planning for other disciplines. Implementing backwards design makes it easier to ensure expectations, assessment etc. are covered. Having access to the internet makes finding interesting and creative games much easier. This allows for flexibility in the planning process, however more materials and set up time might be required. Incorporating whole class, small group, and independent activities is beneficial. Through a creative approach to planning students will be exposed to a plethora of active activities such as yoga.
Delivery
My experience with physical education was that of a disciplinarian approach. Always teacher led but without teacher participation. Through a fun approach with variation in games/activities and teacher participation students will learn from a wholistic experience. Students will look to their teacher as a model of proper participation and motivation. I would like to incorporate inclusive activities such as those that do not require eye sight to help foster an understanding of disabilities. I will strive for a positive learning environment where students feel safe, valued, and included regardless of their ability.
Assessment and Evaluation
Creating and instructing lessons that are differentiated and largely experiential allows that all students can succeed. Physical education eliminates the need for language proficiency and allows students to move while taking a break from working the language centres of their brain. It was amazing to witness emerging confidence in English Language Learners during DPA/physical education activities this year.
I am still unsure about assessment for physical education. I am working to improve observation and anecdotal note taking and believe in the importance of conferencing to determine student mindset and attempts in health and physical education. I understand the ease with which checklists can be utilized but am unsure about report card writing when it comes to physical education. As a student, I was unaware of assessment and as such would like to clearly outline assessment criteria.
