Physical and Health Education in Canada

Joe Barrett, EdD, is an associate professor in the department of teacher education at Brock University in Ontario. His research and service duties revolve around school health policy and health and physical education pedagogy. At Brock University, Dr. Barrett teaches a number of elementary and secondary undergraduate courses that focus on physical and health education curriculum and instruction, as well as graduate courses focused on physical and health education policy and curricula using problem-based learning pedagogies. He has served as the Ontario representative on the Physical and Health Education (PHE) Canada Board of Directors (2013-2015) and as co-chair (2010-2012) and chair (2012-2013) of the PHE Canada Research Council. He served a two-year term as the co-chair (2017-2019) of the PHE Canada National Research Forum. Carol Scaini, MEd, is an instructor in the department of teacher education at Tyndale University College in Ontario and is an experienced health and physical education teacher with the Peel District School Board. At Tyndale University College, she teaches the physical and health education course for both primary/junior and junior/intermediate teacher candidates. She is well known in the field of health and physical education (HPE): She serves on a number of HPE committees, has taught HPE additional qualification courses at the Ontario Institute for Studies in Education at the University of Toronto, and has authored several health and physical education resources. She has earned numerous teaching awards, including the Prime Minister's Award for Teaching Excellence, the Ontario Teacher of the Year award, the Dr. Andy Anderson Young Professional Award from PHE Canada, the Ontario Association for the Support of Physical and Health Educators (OASPHE) Recognition Award and Advocacy Award, and an Award of Distinction from the Peel District School Board.

Part I. Preparing to Teach Physical and Health Education Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy Teresa Socha and Erin Cameron What Is Health Literacy? What Is Physical Literacy? Health in the Context of Physical Literacy Common Practices and Alternatives Infusing HPE Curriculum With a Sociocultural Perspective Summary Voices From the Field Chapter 2. Long-Range Planning Joe Barrett and Daniel B. Robinson Definitions and Meaning Long-Range Planning Backward Design model Step 1: Identifying Provincial or Territorial Learning Outcomes Step 2: Considering the Scope of the PE Program Step 3: Sequencing Potential Unit Topics Across the Calendar Step 4: Planning Unit Overviews Step 5: Considering the Culminating Unit Task Step 6: Selecting an Evaluation Tool Step 7: Determining Criteria for Success Step 8: Calculating Teaching Time Step 9: Reviewing the Unit and Incorporating Outcomes Step 10: Completing Daily Info Summary Voices From the Field Chapter 3. Promoting Safe Practices Greg Rickwood Space and Facilities Equipment Safety Rules Summary Voices From the Field Chapter 4. Including Everyone Carol Scaini and Jeannine Bush Instructional Supports Teaching Methods and Instructional Strategies Modifying the Environment and Equipment Building Partnerships Modifying Games and Sports Summary Voices From the Field Chapter 5. Addressing Diversity Erin Cameron Creating Sociocultural Connections Social Justice Education Addressing Diversity: Becoming Aware of the Water Race and Ethnicity Disability Gender Body Size Summary Voices From the Field Chapter 6. Infusing Indigenous Games and Perspectives Within HPE Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas Creating a New Narrative for Turtle Island Mino' Pimatisiwin: Living a Balanced Life Teaching Active Life and Learning Playing It Forward With Games and Activities: The Original Intent of Play The Circle We All Share as a Way of Being Affirming Indigenous Pathways to Health and Wellness Balancing the Four Directions: Mino' Pimatisiwin as Formative Assessment Summary Voices From the Field Part II. Teaching Health Education Chapter 7. Recommendations for Quality Health Education Teaching Joe Barrett, Chunlei Lu, and Jillian Janzen Why Do We Teach Health Education in Our Schools? Relationship Between Health Literacy and School Health Education Improving Health Literacy Recommendations to Support Quality Health Education Summary Voices From the Field Chapter 8. Promoting Positive Mental Health Susan Rodger Developing Mental Health Literacy Understanding Mental Health and Resilience Understanding Resilience Noticing Student Mental Health and Behaviour Helping Students Manage Stress Adverse Effects on Well-Being Normalizing Mental Health Discussion Summary Voices From the Field Chapter 9. Comprehensive School Health Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley What Is Comprehensive School Health? World Health Organization Joint Consortium for School Health Physical and Health Education Canada Whole School, Whole Community, Whole Child Becoming a Champion of CSH: Forming a Community of Practice Creating Partnerships Between Schools and Communities Becoming a Champion of CSH: A Mindfulness Example Creating Ongoing Opportunities to Promote CSH Concluding Exercise Summary Voices From the Field Part III. Teaching Physical Education Chapter 10. Teaching Team Building Activities Carol Scaini and Catherine Casey Organizing Teams Summary Voices From the Field Chapter 11. Teaching Movement Skills and Concepts Helena Baert and Matthew Madden Movement Education Motor Development and Learning Phases and Stages of Motor Development Movement Skill Posters Summary Voices From the Field Chapter 12. Teaching Games Using a TGfU Approach Nathan Hall and Brian Lewis Defining Games in Physical Education Strategies for Selecting and Designing Games in Physical Education Teaching Games for Understanding Summary Voices From the Field Chapter 13. Incorporating Activities for Functional Fitness Brian Justin Starting With Why Components of Physical Fitness Implementing Physical Fitness Activities Fitness Variables Focused Fitness Qualities by Age Guide to Using Activities Summary Voices From the Field Chapter 14. Designing Games Carol Scaini and Catherine Casey Designing Cooperative Games Designing Tag Games Designing Games Through TGfU Summary Voices From the Field Chapter 15. A Wellness Approach to Teaching Physical Education Michelle Kilborn and Kim Hertlein Rethinking Physical Education A Wellness Way of Being a Teacher Mindfulness Interconnectedness: Kindness and Compassion Balance Summary Voices From the Field Chapter 16. Education for Sustainability and Well-Being Thomas Falkenberg, Michael Link, and Catherine Casey Physical Well-Being in Complex Systems Appreciation for the Natural Environment Guide to Using Activities Summary Voices From the Field Chapter 17. Curricular Integration Carol Scaini and Carolyn Evans What Does It Mean to Integrate? Potential Benefits of Integration in Health and Physical Education Integrating Academic Subjects Into Physical Activities Integrating Physical Activity Into Academic Subjects Summary Voices From the Field Chapter 18. Taking Physical Education Outside Andrew Foran Three Teachers in the Outdoors Scope and Benefits of Outdoor Education Planning and Preparation Planning Phase Site Assessment Preparing Students At-a-Glance Checklist Student Medical Form Assessing and Managing Risk Equipment and Instructional Resource Checks Managing Groups Outside Locations Activities Summary Voices From the Field Chapter 19. Teaching Dance and Movement Education Michelle Hillier Why Teach Dance? Who Can Teach Dance? What Does Dance Look Like in HPE? 1. Move It 2. Learn It 3. Live It Summary Voices From the Field Chapter 20. Enhancing Teaching With Technology Camille Rutherford Tech-Enabled HPE Aligning HPE With 21st-Century Competencies Collaboration Creativity Communication Critical Thinking Citizenship Summary Voices From the Field