1. Move Think Learn Physical & Health Education Canada October, 2015
Jacki Nylen
Before presentation begins:
-have all videos open
-any needed websites loaded
-copy of handouts and resources
Begin presentation by:
Introducing yourself – Name, Occupation, Experiences with presentation content
Introduce the Presentation – Here today representing PHE Canada and talking about Move Think Learn resources
Ask audience: Ask audience:
To get a bit of context about who is here today – who here is a teacher? Who is an administrator? Who is a coach?

2. Session Overview Physical Education Through a Sport Lens
Physical Literacy and Fundamental Movement Skills
Teaching Games for Understanding (TGfU)
Move Think Learn Resources Series
Let’s Move Think and Learn!
Soccer 4-6 and 7-9: Special Editions

3. Physical & Health Education Canada
PHE Canada is Canada’s premier professional organization for physical and health educators. A not-for-profit professional organization committed to providing the tools, resources, and voice so that children and youth can live active, healthy lives now and in the future.
PHE Canada’s Vision
“...All children and youth in Canada living healthy, physically active lives.”
Established in 1933, PHE Canada works closely with provincial/territorial physical and health education associations and partner organizations from coast-to-coast to deliver policy standards, resources, curriculum support tools and relevant information.
PHE Canada strives to achieve their vision by supporting schools in becoming “Health Promoting Schools”, that include the provision of Quality Daily Physical Education and Quality School Health. Physical and Health Education Canada advocates for and advances quality physical education and quality health education programs offered in Health Promoting Schools to enable students the opportunity to develop the knowledge, skills and attitudes needed to lead physically active and healthy lives, now and in their future. We support schools through a range of programs, resources and initiatives.
We are a national advocate for issues related to physical activity, physical education, health education that influence the healthy development of Canadian children and youth.
PHE Canada believes:
In the importance of leadership development for both students and professionals.
In the importance of demonstrating leadership and engaging in partnerships and collaborations.
In the principles of Canadian Sport for Life (Long-Term Athlete Development).
PHE Canada:
Is committed to setting quality standards for school-based physical and health education programs in Canada, and developing tools that support those standards.
Strives for ongoing collaboration between grassroots, provincial, national, and international stakeholders in the development and delivery of services and programs.
Provides meaningful professional development opportunities to staff and volunteers, and provides a network of communication and support for its members.
Members of PHE Canada are predominantly educators working in the school system, the administrators who support them and the university professors engaged in pre-service teacher training and in research in physical and health education.

4. Through Quality Physical Education
Schools can:
provide quality learning experiences that can help students grow as skillful movers
develop basic fundamental movement skills, tactics and strategies for games play
Increase student levels of confidence and competence to move for a lifetime.
“The Canadian school system and the physical education curriculum is the single most concentrated opportunity to introduce children of all ages and backgrounds to the sport.”
- Scott Simmons, CEO, Golf Canada
Schools provide an access point for students growth towards being physically literate
With 4,600 high schools and nearly 10,000 elementary schools across Canada, we have the opportunity to have a purposeful play impact of 4.5 million students.

5. What is Physical Literacy?
Physical and Health Education Canada defines physical literacy as: The ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person.
The main characteristics of physical literacy as outlined by PHE Canada are
Individual
based around the individual learner and their progression - meeting their needs and developing their skills at their own pace
Competence and confidence in a wide variety of physical activity
how they think and feel about physical activity will influence their participation levels
includes the ability to problem solve, use critical thinking, tactics, strategy, understanding rules
Wide variety
develop the basic skills that they can transfer to multiple physical activities and daily life
sports, fitness, martial arts, hiking, swimming , dance, gymnastics, skating, yoga, cycling, outdoor pursuits, group activities
Multiple environments
land, water, snow and ice and indoor/outdoor
It’s about the development of the ‘whole person’. This acknowledges the importance of cognitive, social and emotional development as well as physical development.

6. Physical Literacy is the Foundation
Participation in Physical Activity Confidence and Competence Develop Fundamental Movement Skills and Understandings
PHE Canada NSO/MSO resources are focused around the development of physical literacy and fundamental movement skills. 5

7. Teaching Games for Understanding
An instructional strategy for teaching physical education that:
Engages students through the cognitive, affective and psychomotor domains
Focuses on the game, with skill practice flowing out of the game
Engages players in tactical and strategical discussions
Supports students to take ownership of learning
Develops thinking through problem solving using purposeful movement.
Ask Participants
Q: Who has heard of TGfU?
If yes who has utilized TGfU within their lessons?
Q: What is TGfU?
The TGfU model offers an alternative approach to teaching physical education
It focuses on the development of tactical understanding (understanding what to do and why do it) before skill development (the how to do it)
Skill development and skill execution still play an important role in lessons, but only after the student recognizes and understands the need for the particular kind of skill
TGfU is a holistic pedagogical approach that places students in a game situation where the tactics, decision-making and problem solving are critical and allows them to take ownership of their own learning
These skills are then transferred into more specific sports and games
The basic concepts of this model are
Teaching games play through participation in small-sided games
Breaking games into simplest format and then add complexity
Every learner is important and involved (i.e. small-sided games)
Learners need to know the subject matter
Match skill to challenge (i.e. motivation)
Students are intelligent performers in games

12. Move Think Learn Resource Series
Physical literacy and Teaching Games for Understanding (modified version)
Active exploration, discovery and creativity in skill acquisition
Sport case studies provide context to learn transferrable skills, strategies and tactics
PHE Canada has developed teacher resources to support the development of physical literacy skills.
Move Think Learn
Includes tools to allow students to actively explore, discover and create their own knowledge and understanding through concept-based learning to implement physical literacy through the lens of a sport case study to learn strategies, skills and activities relevant to a specific games category (modified from the TGfU model).
Traditional TGfU categories include Territory Games, Net and Wall Games, Striking Games and Target Games.
PHE Canada modified the TGfU model and added the Racing Games category

16. What’s Inside? Part A: Introduction
Part B: Planning for Teaching and Learning
Part C: Setting the Context
Part D: Activities
Introduction
TGfU, physical literacy, LTAD
Planning for Teaching and Learning
Resource overview
Pedagogical considerations
Safety

22. Let’s Move… Think… Learn www.phecanada.ca/resources/move-think-learn
Activities – you choose! Depending on the space/time available. 13

23. TGFU

27. > Did you score more points when you hit the shuttle really hard or when you aimed for a spot on the opposite court?
> Where did you aim your attacks? What did you do to aim your attack?
> How did you position yourself in the court to score a point?

28. > Where did you place the ball to help you keep the most points?
> Which striking motion (i.e., over hand, under hand, open hand) was the most effective for scoring a point?
> What did you do to change where and how you sent the ball?
> If you were playing to score points, what strategies would you use?

29. FIFA Women’s World Cup Canada 2015TM Resource Supplement

30. FIFA Women’s World Cup Canada 2015TM Resource Supplement
Two Learning Experiences that include:
Essential (guiding) Question
Curriculum Connections
Setting the Context
Description (lesson plan)
Extended Learning Exploration
Appendix with a variety of tournament information, soccer websites and videos
Essential question (4-6): What can one country do to welcome the world to a sporting event? Who can play soccer?
Essential question (7-9): What id the impact of hosting the FIFA Women’s World Cup 2015? How can soccer be empowering for individuals and communities?

31. We acknowledge the [financial] support of the Government of Canada.
Thank You!
Questions?
We acknowledge the [financial] support of the Government of Canada.