Framework Overview

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Framework Overview
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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

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K-9 HE 1988

• Physical Well being
• Social-emotional Well being
• Nutrition
• Dental Health
• Safety
• Community Health
• Optional Units
• Drug Education
• Family Life

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The Framework 2000

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

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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

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K-4 PE/HE Implementation Document

• Http//www.edu.gov.mb.ca/metks4/curricul/k-s4curr/
  physhlth

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A Guide to Reading the Outcomes (p.19)
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Combined Approach
PE
PE/HE
HE
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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

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Recommended Minimum Time Allotments (p.8)

• Grades K-6 11 of the instructional time
• 11 x 300 min/day x 6 day/cycle198 min.
• 75 PE 150 min/6 day cycle
• 25 HE 48 min/6 day cycle
• Additional health time through integration in
  various subject areas

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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)

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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

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Potential Decision Areas For School/
Division/District Planning
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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

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Students with Special Needs (chart p. 14)

• Modifications
• Adaptations
• Accommodations (new policy related to adjustment
  of physical skill-based outcomes)

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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)

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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.

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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?

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Current Implementation Plan
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Physically Active and Healthy Lifestyles for All
Students