Category: Blog Posts

Something You Have Learned 

The concept of Physical Literacy stands out as a key framework. Physical literacy encompasses the motivation, confidence, physical competence, knowledge, and understanding required to value and take responsibility for engaging in physical activities for life. 

After taking this course, I’ve learned that several aspects of physical literacy make it particularly important: 

Competence and Confidence: Physical literacy focuses on building skills and fostering self-assurance in students. Confidence, including self-esteem, perceptions of competence, and self-efficacy, significantly impacts an individual’s motivation to engage in physical activity. 

Motivation: Physical literacy emphasizes the desire to participate in physical activities, driven by personal growth and enjoyment. Motivation includes both the direction of effort, which guides individuals to choose activities that interest them, and the intensity of effort, which encourages persistence and pushing limits. 

Quality Daily Physical Education (QDPE): QDPE is a framework for delivering daily, structured physical education that promotes physical literacy and overall health for students. Overcoming barriers to QDPE, such as limited resources or lack of perceived value, is essential for fostering physical literacy. The EDUCATION model (Enjoyment, Diverse, Understanding, Character, Ability, Totality, Imagination, Ongoing, Nurturing) provides strategies for implementing quality physical education and increasing the likelihood of developing physical literacy. 

In the future, the understanding of physical literacy and its components can be applied to promote active health by focusing on: 

•Creating enjoyable and engaging learning experiences to foster intrinsic motivation. 

•Offering a diverse range of activities to accommodate various abilities and interests. 

•Helping students develop skills and confidence to become physically competent. 

The concept of physical literacy hit home for me because I’ve struggled with my weight since the later years of high school. My confidence took a huge hit after my body changed, and my motivation to move my body tanked as a result. I want to be there as an example to students that even as their bodies undergo change, there are adaptations to use, and that exercise is still possible and can even be fun. I want to help with confidence, even if students aren’t seeing the results they want but are still trying to learn to find fulfillment in that. Something even I’m still working on! That’s where my primary motivation came from. 

Moving forward, I plan to apply my understanding of physical literacy by: 

• Creating enjoyable and engaging learning experiences that foster intrinsic motivation and help students associate physical activity with positive emotions. 

• Offering a diverse range of activities to accommodate various interests and abilities, ensuring that all students find something they enjoy. 

• Helping students develop the skills and confidence necessary to become physically competent and empowered to lead active lives. 

By integrating these principles into my teaching, I aim to cultivate a positive and inclusive environment where all students can develop physical literacy and embrace movement as a lifelong pursuit.  

Something That Has Caught Your Interest  

From the start of our learning in 246, the Children and Youth Report card PDF we examined from January 8 stood out. In this report, the following things were surprising to me: 

Overall Physical Activity: Only 39% of Canadian children and youth (ages five to 17) meet the recommended 60 minutes of moderate- to vigorous-intensity physical activity per day. The report card assigned a grade of D+. 

◦There are gender disparities, with only 31% of girls meeting the recommendation compared to 57% of boys. This disparity worsened for youth (12 to 17 years) during the pandemic, as only boys’ physical activity increased in 2021 while girls remained low. 

◦Newcomer girls are less likely to meet the physical activity recommendation compared to non-newcomer girls. 

◦Children from lower-income households are less likely to meet the physical activity recommendation compared to those from higher-income households. 

•Active Play: 22% of children and youth accumulate more than two hours per day of unstructured play. Interestingly, children from the lowest-income households are more likely to reach this benchmark than those from the highest-income households. The report card assigned a grade of D-. 

•Active Transportation: 43% of parents indicated that their children commute to or from school actively, either solely or in combination with non-active modes. Parents in larger municipalities are more likely to report active commuting than those in smaller communities. The report card assigned a grade of C-. 

•Organized Sport: 68% of children and youth participate in organized sport. Boys participate more than girls, and children from higher-income households participate more than those from lower-income households. The report card assigned a grade of B. 

•Physical Education: 53% of students meet physical education benchmarks. 35% of children in grades K to 8 receive at least 150 minutes of physical education per week, and 69% of high school students take physical education. The report card assigned a grade of C. 

•Sedentary Behaviors: Only 27% of children and youth meet the recommended recreational screen time limit of no more than two hours per day. Children from low-income households are less likely to meet the screen time benchmark. The report card assigned a grade of D. 

•Sleep: 65% of children and youth meet age-specific sleep duration recommendations. The report card assigned a grade of B-. 

•24-Hour Movement Behaviors: Only 4% of children and youth meet the combined 24-Hour Movement Guidelines, and adherence is lower among girls than boys. The report card assigned a grade of F. 

This changed my perspective because these findings underscore the importance of addressing inequalities and inequities in physical activity promotion efforts. They also highlight the need to consider the impact of climate change on children’s ability to be active and to promote indoor active play during extreme climate events. Coming into this course, I’d learned through recreation how much time kids stay indoors, but I didn’t realize the impacts that also had on the classroom and the actual amount of movement students were doing. Moving forward, these statistics are sticking with me. I’m a team leader for Oak Bay Recreation, and during orientation I’m planning on reviewing this report card with my staff team to share these statistics. It’s important to shed light on the grades kids had in this report and to encourage my staff to plan activities that really get the kids moving.  

Something You Would Like to Learn More About  

What I want to learn more about is mostly unrelated to the course but in terms of EPHE I want to learn more about biomechanics and the human body. Learning the fundamentals of movement will allow me to design activities that benefit children’s bodies to maximize their potential. I only have EPHE 201 left to take to complete my minor in EPHE, so over the summer I’m going to try and start developing more of a foundation regarding biomechanics. For EPHE 246, I feel like we covered a lot of topics already gone over from my other classes in this subject area. If I had to pick one topic to explore further, mostly out of interest, I’d choose to learn more about social and community health. I’ve heavily been considering working as a programmer in recreation with my degree, so learning more about community health would give me an edge moving into a more senior role at Oak Bay. I’m very interested in exploring how relationships impact mental and emotional wellbeing. In high school, going through a huge heartbreak made school challenging for a while. It consumed my thoughts, and I ran out of class once to cry on the field. Learning more about the psychology behind relationships and school would be very fascinating and useful, I think. Further learning about this would benefit me as a mother one day and a teacher. As a mother, knowing the reactions that can stem from relationships will impact the way I parent as well as provide guidelines to help my future kids navigate the world. As a teacher, knowing more of the science behind social and community health will allow for greater empathy and understanding for what students are going through. I already am a very empathetic person having been impacted by relationships in my own educational journey, so being able to sit back and study about the topic specifically in relation to children and youth will be new to me.  

Reflection on Your Personal Growth  

I truly feel that I’ve worked really hard in this class. I find the course concepts interesting, so that helped with my level of motivation in time spent studying the ideas presented. I am in my fourth year of my degree so I feel that I came in with quite a range of knowledge regarding the topics covered in 246, being that it’s more of an introductory course. My views on creating an inclusive, accessible, and engaging learning environment hasn’t changed due to the fact that I was already very open minded in creating a diverse class experience and have learned how to adapt gym classes previously. I found what was most helpful in this class was hearing Josh’s (our teachers) personal experiences when working in the class. Despite having a lot of courses from the school of exercise science, we hadn’t talked about the curriculum in depth before or what it’s really like in schools. I appreciate the fact that Josh is an active middle school teacher, and that he’s been so open with his stories. I have learned a lot from Josh regarding the amount of time schools in Victoria allot to gym. With the understanding that physical space is a limitation, as both a future gym and English teacher, hearing how limited gym time is, I feel more motivated than ever to help change that or take my academic classes outside to learn on walks instead of sitting at desks. Overall, I feel that I have put a lot of time in this class working on the course content. I finished all my assignments early because I enjoy talking about this topic and doing work like this. Reflect on my learning journey since starting university in 2021, I have grown so much as a student and an academic scholar. I’m really proud of how much I’ve retained and been able to share to peers outside of the education program.  

Thank you for reading this reflective essay and for a great course!!! <3 

Health Competency Seminar 

For the Health Competency Seminar, my group will be looking at the impact of social media on mental health. This topic is particularly important to me because I was cyberbullied starting at an early age. I grew up in the time when snapchat and Instagram were starting to catch fire and really blow up. Social media has a significant impact on mental well-being, and comes with addiction problems, altered images of self-worth, and more. The topic is relevant to our group because we all want to teach in the age group that is in the target age group for usage within these apps. As teachers, we must consider what anxiety can come from taking students phones away or restricting usage during class time. I had teachers who had “phone hotels” in high school where they would keep phones during class time. Personally, unless it is becoming a huge issue, I think you should make class interesting enough students do not want to be on their phones. I also am close in age to grade 12 students and am a part of the people who struggle with anxiety after not being online for a certain period. To provide an engaging learning experience, I will make sure my group does at least 50% presenting and speaking to an equal amount of the other 50% of the lesson being hands on. I did a similar assignment in Vivienne Temple’s class, and the most fun presentations were the ones more hand on. To allow for meaningful participation, we will have options to allow for students to “quietly” and privately participate if they are more comfortable with that (such as writing an answer down instead of saying it aloud). We will also have activities where roles can be assigned to group members, so peers can choose what they would like to take part in and oversee. This will allow for greater comfort within the class and increase motivation for participation. 

Self-Directed Learning Model (SSDL):  

The Self-Directed Learning Model (SSDL) provides a structured approach to fostering student independence, responsibility, and motivation in the learning process. As a teacher, integrating this model into my teaching philosophy means gradually shifting the ownership of learning to students while still providing the necessary support and resources. I would like to encourage you to watch the following TED Talk: The Future of Education is Self-Directed Learning | Dr. Timothy Stafford, Ph.D. | TEDxEustis 

In this video, Dr. Timothy Stafford talks about how students find it hard to self-determine what is important in learning. “Exploring the future of education, Dr. Timothy Stafford unveils heutagogy’s potential to transform learning into a self-driven journey, emphasizing autonomy, discovery, and personal resonance in acquiring knowledge and creating lifelong learners.” This video provides an auditory option for my peers to hear from a recognized expert in instructional design, educational technology, virtual instruction, virtual education, digital literacy, digital course design, and educational futuring. He has over 30 years of experience in educational leadership, instruction, and curriculum and course development in higher education, K–12, and multiple for-profit and not-for-profit industries. 

Encouraging Student Ownership and Responsibility 

One of the key benefits of the SSDL is that it places students at the center of their educational journey. By taking ownership of their learning, students develop essential life skills such as critical thinking, decision-making, and problem-solving. When students have the autonomy to explore topics that interest them within a given framework, they are more engaged and invested in their learning. To implement this, I can provide students with opportunities to set personal learning goals, choose project topics, and determine their preferred learning strategies. Regular self-assessment and reflection activities can also help students recognize their progress and areas for growth, reinforcing a sense of accountability. 

Fostering Independence and Self-Motivation 

The SSDL encourages learners to transition from being dependent on the teacher to becoming self-directed individuals. This is particularly valuable in a Grade 8 classroom, where students are developing a greater sense of agency and responsibility. By designing learning experiences that gradually increase student autonomy, I can help their journey toward independent learning. 

For instance, I can begin with structured guidance, such as direct instruction and step-by-step assignments, then gradually introduce more student-led activities like inquiry-based projects, collaborative discussions, and independent research. Providing choice in assignments, such as allowing students to present their understanding through written reports, videos, or artistic representations, helps them take ownership of their learning path. 

Structuring Learning Experiences for Self-Direction 

While self-directed learning emphasizes student autonomy, guidance and support remain essential. I can structure learning experiences using the following strategies: 

• Clear Expectations: Providing rubrics, success criteria, and exemplars helps students understand what is expected while allowing room for creativity and personalization. 

• Checkpoints and Feedback: Regular check-ins and constructive feedback help students stay on track while still having the freedom to explore their learning process. 

• Collaborative Learning: Encouraging peer support, group projects, and discussions allows students to learn from one another while developing communication and teamwork skills. 

By embedding the Self-Directed Learning Model into my teaching approach, I can prepare students for future academic challenges but also equips them with the skills needed for lifelong learning. 

Student-Centered Learning Approaches 

Incorporating student-centered learning approaches in health education can significantly enhance engagement, retention, and personal connection to the material. By shifting the focus from teacher-led instruction to student-driven exploration, educators can create a dynamic learning environment where students take ownership of their learning in meaningful ways. In order “to optimize students’ levels of skills, knowledge, and competence in higher education, teachers have been encouraged to work systematically to understand how their pedagogical approaches affect the students’ learning process and learning outcomes” (Sørensen 1). 

Strategies for Student-Centered Learning 

Inquiry-Based Learning – Encouraging students to ask questions and explore topics that interest them leads to curiosity and a deeper understanding. For instance, in a lesson on mental well-being, students can research different stress management techniques and present their findings to the class. 

Project-Based Learning – Providing students with real-world problems to solve can make learning more relevant. A project on building a personal mental wellness plan allows students to apply their knowledge and tailor strategies to their own needs. 

Collaborative Learning – Encouraging peer collaboration fosters communication skills and critical thinking. Activities like group discussions, peer teaching, and role-playing scenarios can help students learn from one another and develop a sense of community. 

Experiential Learning – Hands-on activities such as mindfulness exercises, guided nature walks, or creative arts integration (e.g., journaling, music, movement) help students connect with the material on a personal level, making learning more impactful. 

Flexible Assessments – Moving beyond traditional tests and quizzes by incorporating self-assessments, peer reviews, and portfolio-based evaluations can empower students to reflect on their growth and learning journey. 

Creating an Inclusive and Supportive Learning Environment 

To develop a student-centered classroom, it is crucial to: 

• Acknowledge Diverse Learning Styles – Use multimodal instruction, including visual, auditory, and kinesthetic activities, to accommodate different learners. 

• Encourage a Growth Mindset – Promote resilience by reinforcing the idea that skills and understanding develop through effort and persistence. 

• Provide a Safe and Respectful Space – Ensure that all students feel valued and heard by incorporating student feedback and promoting a culture of respect. 

• Utilize Technology – Interactive tools like digital discussions, self-paced learning platforms, and virtual simulations can personalize learning experiences. 

Promoting Active Participation and Critical Thinking 

Active participation is key to student-centered learning. I would like to encourage students to: 

• Engage in Self-Reflection – Journaling or discussion prompts can help students process their learning and make meaningful connections. 

• Take Leadership Roles – Assigning roles such as discussion facilitators or project leaders gives students a sense of responsibility. 

• Question and Debate – Encourage open-ended questions and debates helps students develop critical thinking skills and learn to articulate their viewpoints. 

By integrating student-centered learning approaches into health education, we can create a learning environment that values individuality, includes collaboration, and promotes lifelong skills. Shifting from teacher-led instruction to student-driven exploration empowers students to take an active role in their education, ensuring that learning is both meaningful and impactful. 

Citations:  

Sørensen, Arne, et al. “Student Teacher Experiences of Learning and Pedagogical Involvement Using a Student-Centered Learning Approach.” Education Sciences, vol. 13, no. 9, 2023, pp. 965-, https://doi.org/10.3390/educsci13090965. 

“The Future of Education is Self-Directed Learning.” YouTube, uploaded by TED x Talks,26 March 2024, Speechify | Stay Focused & Save 10 Hours a Week. 

Universal Design for Learning (UDL) in Physical Education

What is UDL?

UDL is meant to create educational experiences that accommodate diverse needs of learners. UDL emphasizes the use of flexible teaching methods and strategies to ensure that every student is given fair access to learning opportunities.

Applying UDL in Physical Education

Teaching gym, applying UDL is important for creating accessibility while providing tools for physical and mental well-being. In EPHE, I’ve learned how to adapt activities to make them more inclusive for both physical and mental differences in students.

Inclusive Strategies in PE

With UDL, changes can be suggested such as using larger or lighter balls, visual markers on courts, or sensory-friendly spaces. Like what we’ve explored in EPHE, UDL ensures that students with physical or cognitive disabilities can always fully participate. Consider this video, How Inclusive Physical Education in School Benefits All Students which reviews how physical education enhances well being and leads to a more positive self image for students. The video discusses how good nutrition and adequate physical education helps benefit in the classroom as well. Physical inactivity can lead to obesity in disabled children. We need to have before, during, and after school movement time. At a young age, what children learn will impact them later on. Regardless of ability, all children deserve to be interacted with. As educators, it’s out job to help foster an inclusive environment at all levels.

UDL and Health Promotion

UDL principles make communities healthier and more inclusive through health promotion. UDL principles can provide credible ideas that can go on brochures, social media accounts or websites that are accessible to people with differing needs. Using UDL in my lesson plans to cater to the needs of my students, I’ll be able to ensure that all people, especially those with barriers (visible or non-visible), can develop health literacy. Because I want to teach high school, I’ll be looking specifically at active living 11.

Core Competencies in Active Living 11

The BC Curriculum includes core competencies of communication, personal and social, and thinking. It promotes active living, health literacy, and lifelong skills to empower students to make informed decisions about their health. The curriculum is designed with flexibility to accommodate unique needs, leading to greater levels of inclusivity throughout high schools across the province. The curriculum integrates health and wellbeing, safety, and participation as its curricular competencies. These competencies support self-reflection, decision-making, and interpersonal skills.

Big Ideas in the Curriculum

The curriculum is organized around “Big Ideas” that emphasize overall well-being. These “Big Ideas” include physical activity as an important part of overall health and well-being, finding enjoyable recreational activities that can motivate people to participate more regularly in physical activity, and safety and injury prevention practices which allow lifelong participation in physical activities. These big ideas, combined with curricular competencies listed on the curriculum guide for active living 11, provide a strong outline for how I can improve the lives of my future students. I will keep these principles at the forefront of my mind when designing lesson plans and ensure that positive health behaviors are being modelled through my own actions as an individual. I strongly believe that as a high school teacher, I’ll be able to share my health struggles/journey with my students and be able to provide tools that helped me to hopefully help a future teenager get well too. 😊

The Comprehensive School Health (CSH) Model

The CSH model is a whole school approach that supports healthy school communities. It emphasizes collaboration among students, educators, families, and the broader community, recognizing that health and learning are deeply interwoven. The CSH model can be applied in various settings, especially in schools where there are anti-bullying initiatives and spaces for physical activity, such as playgrounds or gyms, that promote a sense of belonging. My elementary school had a “lonely bench,” where students who didn’t have a lot of friends could sit and then be approached by other students or staff to brighten their day. This contributed to my elementary school’s social environment, which is an important part of CSH. To incorporate a holistic framework into my teaching, with guidance from the curriculum competencies discussed above, I’ll strive to instruct students about physical activity, nutrition, mental health, and relationships in interactive lessons involving hands-on workshops or field trips where wellness can be explored and freely discussed. Additionally, using collaboration and leadership, as a teacher I’ll want to make sure policies are introduced that prioritize health, such as guidelines for healthy snacks, mental health days, or physical activity breaks. I believe teachers deserve mental health days as well and will fight for this. As someone with celiac disease, part of what I’ll propose to my school with the CSH model in mind will be to make sure snacks are inclusive of students with severe allergies. Making a lasting impact in schools is something I’m excited about when entering a district.

Quality Daily Physical Education (QDPE) and Inclusivity

QDPE supports lifelong engagement in physical activity and contributes to a healthy, active society. QDPE goes with this blog post’s theme of fostering inclusivity. There are many benefits in QDPE, for example, there’s enhanced skill development, increased motivation towards activity, positive long term health impacts and more. In the classroom, it contributes to a positive environment where there is encouragement towards teamwork and sportsmanship, building a sense of belonging. Outside of schools, in the community QDPE can offer accessible programs that teach fundamental movement skills. This is huge for children and youth in Victoria who may be limited by what their parents have taught them or even have financial barriers. These programs can help ensure that people, regardless of ability, age, or even situation can participate in sport.

Final Thoughts

Developing physical literacy and implementing QDPE are essential for sparking a desire for lifelong engagement in physical activity, which leads to improved health and wellness. By promoting skill development, confidence, and inclusivity, opportunities are created for students and community members to join, learn, be challenged, and move together through collective acceptance of the benefits of movement and wellness.  

Thank you for reading my second blog post! 

Citations:  

Benefits of QPE. (n.d.). PHE Canada. https://phecanada.ca/professional-learning/qdpe/benefits-qdpe 

Building Student Success – B.C. curriculum. (n.d.). https://curriculum.gov.bc.ca/curriculum/physical-health-education/11/active-living 

What is Comprehensive School Health? (n.d.). https://education.alberta.ca/comprehensive-school-health/what-is-comprehensive-school-health/