Considerations for Instruction in Physical Education

When selecting learning activities, consideration must be given to health and safety, special needs, gender, and cultural issues.

Creating a Safe Learning Environment

It is essential that teachers address the following questions prior to, during, and after an activity has taken place:

• Is the activity suitable to the student's physical age, and mental and physical condition?
  
• Has the instruction been sequenced progressively to ensure safety?
  
• Have students been given specific instruction about how to use and handle the equipment appropriately?
  
• Is the equipment in good repair, and has it been suitably arranged?
  
• Are the students being properly supervised?
  
• Are the facilities in good repair?

Teachers should ensure that the following safety practices are implemented. This is not an all-inclusive list but a guide to help teachers establish a safe learning environment in physical education classes.

Students should:

• wear clothing and footwear appropriate for the activity
  
• follow established rules and routines
  
• respond appropriately to control signals
  
• select tasks that are within their ability and comfort zone
  
• move in the designed space with control and respect for others
  
• recognize hazards in the play areas

When planning instructional activities to meet the learning outcomes and needs of the students, teachers should always select appropriate exercises, drills, and activities that reflect safe practices in physical education.

When teaching activities in which contact or collisions occur (e.g., basketball, wrestling, football, rugby, hockey, soccer) or that require spotting (e.g., weight lifting and gymnastics), teachers should keep in mind the following:

• Appropriate teaching progressions and drills must be used to develop the skills required to participate in the activity safely.
  
• The height, weight, and age of students should be considered when planning specific drills and other activities.
  
• Student interest and confidence level should be considered before encouraging student participation.

Sensitive Content

The body image components of the physical education curriculum address issues and concerns that may be a source of sensitivity for some students and their parents, such as self-image, body image, eating difficulties, and eating disorders. Concerns may arise about a student having an eating disorder, or a student may disclose this information directly. Eating disorders are a serious medical concern. The following are some suggested guidelines for dealing with such sensitive 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 of 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 inservice training before beginning instruction in these sensitive areas.

Adapting Instruction for Students with Special Needs

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. Reports should be in the form of structured written comments rather than letter grades.

The following are examples of strategies that may help students with special needs succeed in physical education:

• Adapt the task by using props, simplifying the task, or substituting skills.
  
• Adapt the task by decreasing the
  
• complexity.
  
• 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., peers or teacher assistants).
  
• Provide opportunities for extension and more practice.
  
• Adapt success-measurement criteria to meet individual students' 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 some students with special needs (see Appendix B).

Gender Issues in Physical Education

Research indicates that upon reaching 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 has been particularly evident in physical education programs that emphasize highly structured and competitive sports. However, the research shows that young women tend to be more involved in physical education programs that provide a balance of co-operative, competitive activities from all movement categories.

Equitable physical education could be attained by using the following strategies:

• Communication Strategies
  
  • Be willing to examine interaction patterns with both male and female students.
    
  • Use inclusive language (i.e., avoid phrases such as "throw like a girl" or "man to man defence").
    
  • Use incidents of students making derogatory remarks as teaching opportunities about gender expectations.
    
  • Encourage students having difficulty.
    
  • Promote assertive behaviour rather than passive or aggressive behaviour.
    
  • Emphasize health and lifestyle rather than weight and appearance.

• Planning Strategies
  
  • 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 Strategies
  
  • Team with colleagues for peer coaching opportunities.
    
  • Develop teaching skills in an activity that is not traditional for your gender.

• Programming Strategies
  
  • Give students the opportunity to choose activities.
    
  • Choose a wide range of non-violent activities that emphasize co-operation.
    
  • Encourage students to engage in non-traditional activities.
    
  • Increase the range of recreation-type activities.
    
  • Choose activities in which both boys and girls have little experience.
    
  • Include opportunities for co-ed and single-sex team and partner work.
    
  • Introduce self-defence awareness and training.

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch

© 1996 Copyright

Maintained by: Physical Education Coordinator

Revised: August 19, 1996

Ministry of Education Home Page