BC Education - Physical Education 11 and 12

Additional Considerations for Instruction

When developing a physical education program for grades 11 and 12, consideration must be given to a variety of issues including health, safety, ability, special needs, culture, and gender.

Creating a Safe Learning Environment

When planning instructional activities to meet the prescribed learning outcomes and the needs of students, teachers should always select appropriate exercises, drills, and activities that reflect best and safe practices in physical education. It is essential that teachers establish guidelines and instruct students to follow rules and routines including:

wearing appropriate clothing and footwear for the activity
using and handling equipment appropriately
moving in the designated space with control and respect for others
recognizing hazards in the activity areas
respecting and supporting one another

When designing instruction, teachers should consider whether:

activities are appropriate to the age and ability level (e.g., addresses student interest, practical experience, and confidence level)
instruction is sequenced progressively to ensure safety
equipment and facilities are in good repair and suitably arranged
students are prepared for activities that may involve contact or collision
supervision is active

Sensitive Content

The body image components of the Physical Education 11 and 12 curriculum address issues and concerns that may be a source of sensitivity for some students and parents (e.g., self- image, body image, eating disorders). Concerns may arise about a student having an eating disorder, or a student may disclose this information directly. The following are some suggested guidelines for dealing with such issues:

obtain the support of the school administration before beginning instruction on any potentially sensitive issues
inform an administrator or counsellor when a concern arises (warning signals may include some or all the following: excessive perfectionism, compulsive exercising, depression, very low or high body weight, or avoidance of wearing standard gym attire)
be aware of provincial and district policy and legislation on disclosure related to child abuse and eating disorders or suicide
do not promise that information disclosed will be kept in confidence
obtain appropriate in- service training before beginning instruction in these sensitive areas

Adapting Instruction for All Students

Participation in physical education is important for all students. Some students with special needs may require program modification to facilitate their participation. When students with special needs are expected to achieve the learning outcomes, with or without adaptations, teachers should follow regular grading practices and reporting procedures. When students are not expected to achieve the learning outcomes because of special needs, teachers should make program modifications. In these cases, reports should be in the form of structured written comments rather than letter grades.

The following are examples of strategies that may help students, including those with special needs, succeed in Physical Education 11 and 12:

adapt the task by using props, simplifying the task, or substituting skills
adapt rules and scoring systems (e.g., allow kicking instead of throwing)
adapt or modify equipment (e.g., smaller, softer, or lighter equipment)
identify methods of providing assistance (e.g., peer or teacher assistants)
provide opportunities for extension and more practice
adapt success- measurement criteria to meet individual student needs
modify activities by providing parallel ones for students whose special needs preclude participation

Many resources offer ideas for integrating all students into physical education programs or for providing specialized activities for students with special needs (refer to Appendix B).

Gender Issues in Physical Education

Research indicates that, upon reaching the secondary level, girls' participation and interest in physical education decreases significantly. Most young women do not select optional physical education in grades 11 and 12 and may develop a lifelong distaste for physical activity. A decline in interest and lack of choice have been particularly evident in physical education programs that emphasize highly structured and competitive sports. However, research shows that young women tend to be more involved in physical education programs that provide a balance of co- operative and competitive activities and choices. Equitable physical education could be attained by using the following strategies:

Programming

give students the opportunity to choose activities, including opportunities for participation individually, with partners, and in small and large groups
offer a wide range of co- operative games and activities
encourage students to engage in non- traditional activities (e.g., girl's rugby)
increase the range of recreation- type activities
offer activities in which both boys and girls have little experience
include opportunities for co- ed and same- gender activities
introduce self- defense awareness and training

Communication

be willing to examine interaction patterns with both male and female students
use inclusive language; avoid phrases such as "throw like a girl" or "man- to- man" defense
encourage students who are having difficulty
promote assertive behaviour rather than passive or aggressive behaviour
emphasize health and lifestyle rather than weight and appearance

Planning

avoid special rules for girls' games or for girls in co- ed games
avoid using exercise as punishment
include structured peer- teaching activities
provide opportunities for specific feedback on skill development

Professional Development

team with colleagues to share instructional opportunities and resources that promote gender balance and involvement
develop teaching skills in activities not traditional for your gender

**Key Terms**
active living	A way of life valuing physical activity as an essential part of living; characterized by the integration of physical activity into daily routines and leisure pursuits.
activity- specific motor skills	Motor skills specific to a particular activity, such as square dance--do- si- do; soccer--heading; aquatics--front crawl; basketball--chest pass.
body mechanics	Methods in which an individual moves through various mediums, including buoyancy, motion, levers, force, and balance.
elements of movement	Includes the movement concepts (body awareness, space awareness, qualities, relationships), movement skills (locomotor skills, non- locomotor skills, motor abilities, manipulative skills), body mechanics, and activity- specific motor skills that enable the performance of any physical activity.
fitness components	Variables that indicate fitness levels of individuals, including flexibility, muscular strength, muscular endurance, anaerobic power, and aerobic capacity (cardiovascular endurance).
locomotor skill	An element of movement; movement from place to place, such as walking, running, hopping, jumping, leaping, skipping, climbing, galloping, rolling, and sliding.
motor skill	Any muscular activity, under voluntary control of the brain, that is directed toward a specific objective.
non- locomotor skill	An element of movement; movement that does not involve locomotion, such as bending, curling, holding, lifting, pulling, pushing, stretching, swinging, twisting, and turning.
performance modifiers	Variables affecting performance and level of participation in a physical activity.
personal functional level of physical fitness	Possessing fundamental motor skills that allow a learner to participate comfortably and confidently in a selected physical activity.
principles of training	In designing a training program, consideration should be given to the following: frequency, overload, duration, specificity, progressions, monitoring, adaptability, overtraining, reversibility, maintenance, and goal- setting.

Last Modified: January 27, 1999.

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