Feedback
Book
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.
Table of Contents
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
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
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.
