Framework Overview

K-12 PE 1981 Develop physical well being Develop desired movement patterns through the neuromuscular system Express ideas, thoughts, and feelings with confidence through physical activity Develop an independence in pursuing physical activity throughout life Develop safety and survival practices Develop positive social interactions through a variety of physical activities

K-9 HE 1988 Physical Well being Social-emotional Well being Nutrition Dental Health Safety Community Health Optional Units –Drug Education –Family Life

The Framework 2000 Framework Excerpts (back of K-4 Implementation document, just before the bibliography)

Five Major Health Issues for Children and Youth (Framework Excerpts-5) inadequate physical activity unhealthy dietary behaviours drug use, including alcohol and tobacco sexual behaviours that result in sexually transmitted diseases/infections and unintended pregnancies behaviours that result in intentional and unintentional injury

K-4 PE/HE Implementation Document gov.mb.ca/metks 4/curricul/k- s4curr/physhlth

A Guide to Reading the Outcomes (p.19)

Combined Approach PEPE/HEHE

Integrated Approach Health components are integrated in other subject areas (See Curricular Connections Chart last page of Framework excerpts) Research supports using a comprehensive school health approach PE/HE MALA SC SS

Recommended Minimum Time Allotments (p.8) Grades K-6:11% of the instructional time –11% x 300 min/day x 6 day/cycle=198 min. –75% PE = 150 min/6 day cycle –25% HE= 48 min/6 day cycle Additional health time through integration in various subject areas

Potentially Sensitive Content Personal Safety (GLO 3: Safety-Strand B, Safety of Self and Others) Substance Use and Abuse Prevention (GLO 5: Healthy Lifestyle Practices) Human Sexuality (GLO 5: Healthy Lifestyle Practices)

Expectations Moved from optional status to compulsory with the following conditions –use a planning process to determine local policy –seek parental involvement –provide a parental option prior to implementation

Potential Decision Areas For School/ Division/District Planning

Delivery Models All Physical Education specialist taught PE taught by PE specialist, HE taught by classroom teacher All classroom teacher taught Continuous Block Involve parents, families, communities

Students with Special Needs (chart p. 14) Modifications Adaptations Accommodations (new policy related to adjustment of physical skill-based outcomes)

Accommodation Example S.1.3.A.1. Demonstrate proficiency in basic transport skills (i.e., running, hopping, galloping, jumping, skipping) Demonstrate proficiency in basic transport skills when using a wheelchair (i.e., wheeling techniques, travelling in a straight line, travelling without bumping)

Safety and Liability Teachers are expected to provide “professional” standard of care rather than “the careful and prudent parent” standard of care especially in high risk type of activities.

Safety and Liability Criteria (p.15) The Supreme Court of Canada has established four criteria to determine the necessary and appropriate standard of care within the context of physical education: –Is the activity suitable to the age, mental, and physical condition of participating students? –Have the students been progressively taught and coached to perform the activity(ies) properly and to avoid the dangers inherent in the activity(ies)? –Is the equipment adequate and suitably arranged? –Is the activity being supervised properly in light of the inherent danger involved?

Current Implementation Plan

Physically Active and Healthy Lifestyles for All Students