Category: Peer Responses

Sierra, you make an excellent case for the importance of the Self-Directed Learning Model (SSDL) in fostering student independence and confidence. Your discussion of how confidence connects to physical literacy is particularly compelling—just as students build confidence in their physical abilities through practice and encouragement, they also need structured support to grow into independent learners. I have been considering the role of reflection in self-directed learning. As students’ progress through the SSDL stages, having opportunities to reflect on their learning—whether through journals, peer discussions, or self-assessments—can help them recognize their growth and build confidence in their abilities. This reflection process reinforces motivation and encourages students to take ownership of their learning, much like how athletes analyze their performance to improve their skills. 

Your example of teaching a class on a topic of personal passion is a fantastic way to apply self-directed learning in a meaningful way. Expanding on this, incorporating student-led conferences—where students present their progress and learning goals to teachers and parents—could further enhance their sense of ownership and accountability. 

By emphasizing confidence, reflection, and student-led initiatives, we can ensure that the shift to self-directed learning is both empowering and effective. Thanks for your blog post #3, Sierra.  

Sadeem, you raise a crucial point about the deep connection between food security and student success. The impact of hunger on students’ ability to learn, focus, and engage in school is undeniable, making initiatives like the Breakfast Club of Canada essential. While government-funded programs are an important step in addressing food insecurity, I believe schools and communities must also play an active role in ensuring every child has access to nutritious meals. 

Beyond providing meals, schools can incorporate food literacy into their curriculum, teaching students about nutrition, meal preparation, and budgeting for healthy food. Programs like school gardens and cooking workshops not only help students develop life skills but also foster a sense of responsibility and connection to their food. These initiatives align with the Comprehensive School Health Model that you discussed, reinforcing the idea that food security is about more than just nutrition—it’s about building stronger, healthier communities. I do think schools have a responsibility to support food security, but it should be a collaborative effort between educators, governments, and local organizations to create sustainable, long-term solutions. As teachers, I think we need to model healthy eating habits and show enthusiasm for it. One of my favourite classes in high school was cooking class, in which a lot of skills I still apply to my cooking today. I would love to teach cooking classes one day, especially because I have celiac disease and have had to do a lot of experimenting in the kitchen!! I’d love to help create a safe environment for students with allergies or eating disorders (something else I struggled with). Thanks for sharing this post.  

Sierra, your reflection on the BC Curriculum’s approach to health and physical education highlights its depth and impact on lifelong well-being. The emphasis on holistic health—physical, mental, emotional, and social—ensures students develop more than just physical literacy. Your discussion of inquiry-based learning stood out because it moves away from passive instruction and instead encourages students to engage with health and wellness in a meaningful way. 

I also appreciate your point about inclusivity and individualized learning. The BC Curriculum’s approach allows students to explore activities they genuinely enjoy, which is key to fostering lifelong physical activity. When students have the freedom to choose movement-based activities that resonate with them, they are more likely to see exercise as a fulfilling habit rather than an obligation. 

Your mention of Indigenous perspectives on wellness is another crucial aspect. Recognizing health as a community-based practice rather than just an individual responsibility shifts the way students understand well-being. This aligns well with your future goal of coaching, where fostering teamwork and shared accountability can reinforce positive health behaviors. 

Your insights show how adaptable the BC Curriculum is, and I have no doubt you’ll create an inclusive, engaging learning environment as both a teacher and a coach! 

Response to blog post 2 – Callum – February 4^th: 

Callum, I really appreciate your take on physical literacy and its impact on overall well-being. You highlight a key idea: physical literacy isn’t just about being active; it’s about the confidence, security, and joy that movement brings to our lives. Your personal examples, like the comfort you feel from soccer and the lifelong friendships you’ve built, show how deeply physical activity shapes our experiences. One point I’d add is how physical literacy extends beyond sports and structured training. Activities like hiking, dancing, or even daily stretching contribute to confidence in movement and long-term health. Not everyone needs to be an elite athlete to experience the benefits you describe. The key is consistency and enjoyment—finding something active that resonates with you, as you mentioned with lifelong engagement. I also liked your mention of mental well-being. Studies have shown that regular physical activity reduces anxiety and depression, something we don’t always prioritize in discussions around fitness. If schools and communities focused more on creating a space to love movement rather than just competition, more people might carry these habits into adulthood. Great post! Your passion for physical literacy is clear, and it’s an important conversation to keep going. 

Response for Sadeem’s second blog post – February 9th:

Sadeem, I really appreciate your thoughtful breakdown of Universal Design for Learning (UDL) and its impact on education, especially in Physical and Health Education (PHE). Your discussion on multiple means of engagement stood out to me because it highlights the importance of student choice in helping with motivation in the classroom. The idea that interest-based learning enhances engagement makes perfect sense—when students see relevance in what they’re learning, they are more likely to invest effort and retain information. 

Building on your points, I think UDL also plays a crucial role in fostering inclusivity beyond learning preferences. For instance, in PHE, students have varying levels of physical ability, and traditional models often disadvantage those who struggle with certain activities. By incorporating multiple means of action/expression, educators can ensure all students find a way to succeed—whether that means demonstrating a skill in an alternative way or modifying activities to suit different needs. 

I also love your connection to social media and how multiple means of representation make information more accessible. This reminds me of how sports coaching has evolved, with visual demonstrations, slow-motion analysis, and even AI-driven feedback helping athletes improve. Your insights reinforce how adaptable teaching should be in any subject! Thanks for the great discussion post. 

Callum, I really appreciated how you shared your personal experience with early specialization and how it shaped your perspective on physical activity. Your story highlights the importance of exploring different sports and activities, which seems to have had a profound impact on both your physical and mental well-being. I especially resonate with your realization that playing multiple sports helped you avoid burnout and reach new heights in soccer. This is a great example of why a diverse range of activities should be encouraged for young athletes. Your reflection on the overemphasis of physical activity in youth sports is also important. I agree that when parents force a singular focus on one sport, it can take away the joy and passion children might find in trying new things. Finding a balance between encouraging activity and allowing children to explore different interests seems like a crucial piece in fostering a lifelong love of movement. Nile Wilson’s TED Talk was an interesting watch and a valuable resource to include in your post. The pressure of elite athletics and the mental health challenges that come with it are often overlooked, and I think it’s great that you’re raising awareness about it. By focusing on healthy, enjoyable, and varied physical activity, we can help prevent burnout and create more sustainable paths for young people to stay active. 

Delali, I really appreciated your thoughtful analysis of the barriers to increasing physical activity among youth. I agree with you that early specialization and a sport-centric approach can limit children’s exposure to a variety of physical activities, ultimately restricting their ability to develop a well-rounded set of movement skills. As you mentioned, children who focus on one sport too early may miss out on important fundamental skills like throwing, catching, or dribbling, which can affect their confidence and willingness to engage in other activities later in life. I also liked your suggestion of introducing a variety of recreational activities to make physical education more inclusive. By offering activities like jump rope or badminton, students who might not be interested in competitive sports could still engage in fun and active experiences. This aligns with the idea of fostering intrinsic motivation rather than focusing solely on competition. Your point about the lack of leadership support is valid. It’s frustrating when schools prioritize academics over physical education, as this limits opportunities for students to build healthy habits. If more school leaders recognized the importance of physical activity for students’ overall well-being, we could create environments that support both mental and physical health more effectively. Overall, I think your blog emphasizes a much-needed shift toward a better way of doing physical health education that benefits all students. 

Response #1 to Alison Robert’s Blog Post #1 – January 27th:

Thank you, Alison, for your thoughtful and insightful post about the importance of active health education and the role of physical literacy in shaping lifelong habits. I agree with your emphasis on structured Physical and Health Education (PHE) programs and addressing the gaps that leave many students behind. I appreciate your point about PE often favoring students with prior exposure to sports and physical literacy. To make PHE more inclusive, educators could integrate activities that focus on skill-building at all levels—such as introducing cooperative games, yoga, or dance—where participation and personal growth take precedence over performance. This approach could build confidence and encourage students who feel disconnected from traditional sports to find joy in movement. Your discussion of sedentary behavior also resonated with me, particularly the link between screen time and its impact on mental health and focus. I agree that this increase in sedentary behavior during children’s home lives is closely tied to the growing obsession with social media, streaming services, and video games. As teachers we could try to do activities like scavenger hunts in science or role-playing historical events in social studies so that it’s not only engaging but also addresses the critical need for movement during the school day. Overall, your post highlights how an inclusive approach to PHE can foster healthier, more active community that positively shape students’ futures.