Principles of Learning
A physical education program should be guided by the principles of learning. These are:
The AIM of physical education is to enable all students to enhance their quality of life through active living.
There is an increasing awareness of the importance of providing children and youth with meaningful and enjoyable movement experiences. Movement and play are focal points of children's lives, critical to all aspects of their growth and development. A physical education program provides opportunities for all students to be physically active regularly and to develop an appreciation for and enjoyment of movement in the following categories: alternative-environment activities, dance, games, gymnastics, and individual or dual activities. Outdoor activities in a natural setting are encouraged.
The unique learning opportunities in physical education allow all students from Kindergarten to Grade 12 to acquire the knowledge, skills, and attitudes that enable them to enhance their quality of life through active living--a way of life that values physical activity as an essential component. Active living is characterized by the integration of physical activity into daily routines and leisure pursuits.
Physical education is also an integral part of the total education process. Students who participate in regular physical education classes enjoy enhanced memory and learning, better concentration, and increased problem-solving abilities. They are willing to take appropriate risks, and have a more positive attitude toward self and others. Positive personal and social behaviours improve school climate, resulting in better attendance and reduced violence and vandalism.
The physically educated person has the knowledge, skills, and attitudes necessary to incorporate physical activity into regular routines, leisure pursuits, and career requirements throughout life. Striving for an active, healthy lifestyle fosters personal growth and the ability to meet the challenges of society.
Quality physical education programs are structured so that the duration, intensity, and frequency of activities motivate students and meet their individual needs. When appropriate, students participate in the selection of activities from all movement categories. All students are given equal opportunity to participate in a balanced physical education program. It is intended that a quality physical education program will:
The Development of Positive Attitudes
Students are exposed to experiences that encourage them to enjoy and value physical activity and its effect on lifelong health and well-being. They are encouraged to explore, take risks, exhibit curiosity, work with others co-operatively, and achieve a personal functional level of physical fitness. All movement experiences provide opportunities for the development of positive personal and social behaviours.
Active Participation
Learning experiences in physical education provide maximum activity and participation time for every student. During group work, every opportunity is made to ensure that each student has an active role in the learning activity.
Problem-Solving Skills
In order to develop decision-making and problem-solving skills, students are challenged to identify and investigate problems, find active ways to solve them, and represent solutions in a variety of ways.
Diverse Student Characteristics
Selection of learning activities, equipment, and materials reflect students' diverse characteristics. Cultural heritage, gender, special needs, and a variety of interests are examples of characteristics to be considered when planning learning opportunities.
Personal and Career-Planning Skills
Wherever possible, a physical education program should connect students to what is happening in the community and the workplace. Students should be provided with opportunities to explore careers related to physical activity and develop basic employability skills, including teamwork, problem solving, leadership, and effective communication.
The diagram outlines the framework used to develop the physical education curriculum.
Province of British Columbia
Ministry of Education
Curriculum Branch
© 1995 Copyright
Maintained by: Physical Education Coordinator
Revised: January 27, 1999
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