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Physical and Health Education in Canada With Web Resource

Physical and Health Education in Canada With Web Resource

Author:
$69.00 USD

Available As



    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 education 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

    Preface
    Acknowledgments
    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
    References
    Index
    About the Editors
    About the Contributors

    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.

    Ancillaries

    The web resource for 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.

    The presentation package for Physical and Health Education in Canada 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.

    All ancillary materials for this text are FREE to course adopters and available online at www.humankinetics.com/PhysicalAndHealthEducationInCanada.