
Physical and Health Education in Canada PDF With Web Resource
Author:
Ebook
Physical and Health Education in Canada: Integrated Approaches for Elementary Teachers is a comprehensive text for Canadian teacher candidates preparing for responsibilities associated with physical and health education teaching in the elementary grades (K through 8). The book also serves as a practical reference for in-service elementary teachers responsible for physical and health education.
Editors Joe Barrett and Carol Scaini called upon a distinguished group of physical and health education teacher educators, researchers, and field leaders from across Canada’s provinces and territories to provide expertise for this book. These contributors have synthesized the relevant research on physical and health education teaching, as well as strategies rooted in decades of practical experience, to provide valuable insights from a variety of perspectives.
Integrated and Evidence-Based Approach
Physical and Health Education in Canada offers a comprehensive collection of integrated approaches informed by evidence and designed to support emerging and established physical and health education pedagogies. It includes the following features:
• Learning outcomes at the beginning of each chapter to help readers focus on the primary concepts
• Discussion questions at the end of each chapter that help students reflect on and apply the content they have learned
• Voices From the Field sidebars that provide examples of activities and approaches that work for the teachers, describe why those approaches work, and connect theory to practice
Organization of the Text
Physical and Health Education in Canada is organized into three parts. Part I offers insights on health and physical literacy, long-range planning, promoting safe practices, and inclusion and diversity issues. Part II examines the keys to teaching health education, offering recommendations for health education teachers and outlining a comprehensive school health plan that incorporates contemporary topics such as mental health and wellness. Part III presents numerous strategies and considerations, including team building activities, movement skills and concepts, the Teaching Games for Understanding approach, game design, and curricular integration.
Useful Resources
The book comes with a presentation package available to course adopters that includes key concepts and illustrations from the book. It also offers a web resource with activities, examples, and templates that in-service teachers can use in their efforts to organize and deliver quality physical and health education experiences. The activities range in level from kindergarten through grade 8 and focus on a wide range of topics, including team building, functional fitness, and indigenous games. These web resource materials are laid out in easy-to-use templates that can be used as they are or customized to suit your situation.
Whether you are a new physical and health educator, a generalist teacher seeking proven practices, or a seasoned specialist pursuing variety in your approach to physical and health education programming, the materials in the text and the web resource will help you organize and deliver informed, evidence-based, and effective physical and health education teaching experiences for your students.
Audience
Textbook for undergraduate physical and health education teaching methods courses in K-8 generalist programs. Resource for in-service K-8 teachers and administrators responsible for physical and health education.
Table of Contents
PrefaceAcknowledgments
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Part I. Preparing to Teach Physical and Health Education
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Chapter 1. A Sociocultural Perspective on Teaching Health and Physical Literacy
- Teresa Socha and Erin Cameron
- 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
- What Is Physical Literacy?
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Chapter 2. Long-Range Planning
- Joe Barrett and Daniel B. Robinson
- 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
- Long-Range Planning
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Chapter 3. Promoting Safe Practices
- Greg Rickwood
- Greg Rickwood
- Space and Facilities
- Equipment
- Safety Rules
- Summary
- Voices From the Field
- Equipment
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Chapter 4. Including Everyone
- Carol Scaini and Jeannine Bush
- 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
- Teaching Methods and Instructional Strategies
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Chapter 5. Addressing Diversity
- Erin Cameron
- 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
- Social Justice Education
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Chapter 6. Infusing Indigenous Games and Perspectives Within HPE
- Mary Courchene, Blair Robillard, Amy Carpenter, and Joannie Halas
- 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
- Mino’ Pimatisiwin: Living a Balanced Life
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Part II. Teaching Health Education
- Chapter 7. Recommendations for Quality Health Education Teaching
- Joe Barrett, Chunlei Lu, and Jillian Janzen
- Chapter 7. Recommendations for Quality Health Education Teaching
- 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
- Relationship Between Health Literacy and School Health Education
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Chapter 8. Promoting Positive Mental Health
- Susan Rodger
- 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
- Understanding Mental Health and Resilience
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Chapter 9. Comprehensive School Health
- Rebecca Lloyd, Joanne G. de Montigny, and Jessica Whitley
- 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
- World Health Organization
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Part III. Teaching Physical Education
- Chapter 10. Teaching Team Building Activities
- Carol Scaini and Catherine Casey
- Chapter 10. Teaching Team Building Activities
- Organizing Teams
- Summary
- Voices From the Field
- Summary
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Chapter 11. Teaching Movement Skills and Concepts
- Helena Baert and Matthew Madden
- 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
- Motor Development and Learning
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Chapter 12. Teaching Games Using a TGfU Approach
- Nathan Hall and Brian Lewis
- 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
- Strategies for Selecting and Designing Games in Physical Education
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Chapter 13. Incorporating Activities for Functional Fitness
- Brian Justin
- 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
- Components of Physical Fitness
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Chapter 14. Designing Games
- Carol Scaini and Catherine Casey
- Carol Scaini and Catherine Casey
- Designing Cooperative Games
- Designing Tag Games
- Designing Games Through TGfU
- Summary
- Voices From the Field
- Designing Tag Games
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Chapter 15. A Wellness Approach to Teaching Physical Education
- Michelle Kilborn and Kim Hertlein
- 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
- A Wellness Way of Being a Teacher
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Chapter 16. Education for Sustainability and Well-Being
- Thomas Falkenberg, Michael Link, and Catherine Casey
- 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
- Appreciation for the Natural Environment
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Chapter 17. Curricular Integration
- Carol Scaini and Carolyn Evans
- 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
- Potential Benefits of Integration in Health and Physical Education
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Chapter 18. Taking Physical Education Outside
- Andrew Foran
- 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
- Scope and Benefits of Outdoor Education
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Chapter 19. Teaching Dance and Movement Education
- Michelle Hillier
- 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
- Who Can Teach Dance?
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Chapter 20. Enhancing Teaching With Technology
- Camille Rutherford
- Camille Rutherford
- Tech-Enabled HPE
- Aligning HPE With 21st-Century Competencies
- Collaboration
- Creativity
- Communication
- Critical Thinking
- Citizenship
- Summary
- Voices From the Field
- Aligning HPE With 21st-Century Competencies
Index
About the Editors
About the Contributors
About the Editor
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.
Excerpts
Helping Students Manage StressInfusing HPE With A Sociocultural Perspective
What Makes For A Successful Game?
Ancillaries
The web resource for includes activities, examples, and templates that in-service teachers can use in their efforts to organize and deliver quality physical and health education experiences. The activities range in level from kindergarten through grade 8 and focus on a wide range of topics, including team building, functional fitness, and indigenous games. These web resource materials are laid out in easy-to-use templates that can be used as they are or customized to suit your situation.The presentation package for Physical and Health Education in Canada includes over 250 slides of key concepts, figures, and tables from the textbook. These slides can be used directly in PowerPoint or printed to make transparencies or classroom handouts. Instructors can easily add, modify, and rearrange the order of slides.
All ancillary materials for this text are FREE to course adopters and available online at www.humankinetics.com/PhysicalAndHealthEducationInCanada.