BC Education - Physical Education 11 and 12

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the Physical Education 11 and 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Physical Education 11 and 12, including special features and requirements. It also provides a rationale for teaching Physical Education 11 and 12 in BC schools.

The Physical Education 11 and 12 Curriculum

The provincially prescribed curriculum for Physical Education 11 and 12 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer or suborganizer. These columns describe:

provincially prescribed learning outcome statements for each grade
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC teachers in collaboration with the Ministry of Education, Skills and Training according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer or suborganizer and grade.
Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.
Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and Curriculum Organizer

Physical Education 11: Active Living

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

design and implement plans for balanced, healthy living, including:
- nutrition
- exercise
- rest
- work
demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including:
- age
- gender
- time
- culture
- environment
describe strategies for stress management and relaxation
adapt physical activities to minimize environmental impact
design and implement coaching plans for exercise programs that apply the principles of training (progression, overload, specificity)
demonstrate an understanding of how the cardiovascular, muscular, and skeletal systems relate to human motor performance
select appropriate community-based recreational and alternative-environment opportunities to develop a personal functional level of physical fitness
evaluate the influence of consumerism and professional athletics on personal perception of body image

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

As they integrate physical activity into their daily routines and leisure pursuits, students adopt lifestyles that reflect concepts of healthy, active living. They gain an understanding and appreciation of factors that influence the health and welfare of themselves and others.

Have students create charts to record daily routines and habits (e.g., nutrition, sleep, exercise) for two weeks. Ask them to use their charts to discuss the relationship between energy levels and physical exercise and develop generalizations about how daily routines affect energy levels. Have students each develop a Best Practices chart showing an "ideal" routine.
Work with teams of students to design, perform, and evaluate fitness plans for themselves and others, incorporating:
- the principles of training (progression, overload, specificity)
- knowledge of cardiovascular, muscular, and skeletal systems
Provide students with various body-image messages presented in mass media (e.g., models, body builders). Ask students to critique and compare them with their own personal and preferred body images.
Encourage students to research how factors such as age, gender, culture, and environment may influence a person's activity choices. Have them design activity programs for different groups (e.g., senior citizens, young adults).
Ask students to investigate the physiological effects of stress, then identify relaxation techniques and stress-management strategies to alleviate these effects. Have students select techniques, demonstrate them to the class, get feedback, and then modify the techniques.
Have students organize class participation in an outdoor activity (e.g., hiking, sea kayaking). Prior to the activity, have them develop a plan to describe the steps they will take to demonstrate personal responsibility (e.g., suitable attire, behaviour) and minimize impact on the environment (e.g., not litter when hiking).

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

Students demonstrate the knowledge, skills, and attitudes associated with active living by developing, analysing, and monitoring plans for themselves and others.

records are complete
charts include summaries of current practices (e.g., in the form of proportions or percentages)
analyses of the relationship between energy level and physical exercise are logical and based on complete and accurate information
"ideal" charts are balanced and meet recommended guidelines for sleep and exercise

Have students create plans to change and monitor their routines and habits to comply with their "ideal" charts. Note the extent to which they:
- create realistic plans, based on current strengths and interests
- maintain their records to monitor changes
- modify their lifestyles to reflect their ideal charts
When students develop fitness plans and record their progress, note the extent to which they:
- include all components of fitness
- use the correct anatomical terms and show principles of training (progression, overload, specificity)
- keep complete and up-to-date records that include frequency, duration, and intensity of training
- show variety and alternative (or cross-training) strategies in their plans
- include summary statements describing feelings or ideas about their improvement in fitness performance
When students select stress-management or relaxation strategies or techniques, look for evidence that they are able to:
- provide clear and easy-to-follow demonstrations that involve the class and encourage relaxation
- identify strengths and weaknesses of various techniques