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Physical and Health Education in Canada With Web Resource

Integrated Approaches for Elementary Teachers

$71.00 USD

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Book with online resource
$71.00 USD

ISBN: 9781492520429

©2019

Page Count: 264


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 educaation 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.

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

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.

All ancillaries are free to adopting instructors and available online.

Web resource. 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.

Presentation package. 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.
Joe Barrett,Carol Scaini

Physical and Health Education in Canada With Web Resource

$71.00 USD

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 educaation 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.

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

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.

All ancillaries are free to adopting instructors and available online.

Web resource. 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.

Presentation package. 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.

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