Developing physical skills is a prerequisite
to being active for life and physical education class is where
Students need to develop basic physical skills
and a degree of competence which can lead to a desire to continually
participate in physical activity. Their perceptions about physical
activity, often formed in physical education, provide the key
to future motivation and participation. In order for students
to willingly participate in an activity, they need to feel successful
at that activity. Activities should be geared to the level of
the individual, and should be developmentally appropriate.
In schools we assist students in learning, developing
and combining the basic skills of movement so they can be applied
to a variety of activity situations in their lifetime. By combining
and applying basic skills in a variety of activity settings students
can learn and attain a degree of competence. This application
of the basic skills is accomplished through practice and participation.
The benefits of physical activity increase proportionally in relation
to the time and intensity provided. So maximizing the amount of
time available for practice and participation within the school
context should be considered. Students will be more inclined to
participate with enthusiasm and vigour if the classroom atmosphere
is one which focuses on creating a desire to increase student
participation. Development of skills will increase if students
have more opportunity to participate in quality learning experiences
which focus on motivating, fun, inclusive activities. They will
be more willing to be active for a lifetime.
General Outcomes in "A" - Activity
is the basis for physical education as this program is all about
General Outcome A (or GO"A")
Students will acquire skills through a variety of developmentally
appropriate movement activities; dance, games, types of gymnastics,
individual activities and activities in an alternative environment;
e.g., aquatics and outdoor pursuits.
General Outcome A looks at two areas which relate
to physical activity. These are listed under two curriculum organizers:
Basic Skills and Application of Basic Skills.
Basic skills: The basic skills of physical
education have been organized into three categories:
Locomotor skills:These are the skills students
develop while travelling. Examples of locomotor skills include;
e.g., walking, running, hopping, jumping, leaping, rolling,
skipping, galloping, climbing, sliding, propulsion through water.
These are the skills students develop while moving but remaining
in one spot. These may include; e.g., turning, twisting, swinging,
balancing, bending, landing, stretching, curling, hanging.
are the skills developed while using an implement. These may
include: receiving; e.g., catching, collecting: retaining; e.g.,
dribbling, carrying, bouncing, trapping: sending; e.g., throwing,
Application of Basic skills: The application
of the basic skills, as listed above, should be demonstrated through
all five dimensions. Dimensions are the categories of activities
through which students can achieve the outcomes and which teachers
use for planning.
Application of Basic Skills in an
Alternative Environment - Students participate in a variety
of land- or water-based activities. The selection of activities
will depend on the climate, resources and facilities available
in the school or community.
Application of Basic Skills in Dance -
Students participate in a wide variety of dance experiences
to enhance development of creative, expressive and rhythmical
movements. Students gain awareness of and respect for their
own and other cultures, enhance cooperation skills and develop
skills that are transferable to social situations in the community.
Application of Basic Skills in Games -
Students participate in a variety of games to develop individual
and manipulative skills, techniques, strategies and spatial
awareness. Inherent in playing all games are cooperation, respect
for others, fair play and etiquette.
Application of Basic Skills in Types of
Gymnastics - Students participate in movement challenges
that enable them to develop poise, grace, rhythm, coordination,
balance, strength, flexibility and effective body mechanics.
Application of Basic Skills in Individual
Activities - Students participate in running, jumping and
throwing activities; individual manipulatives; combative or
self-defense activities and target activities.
Outcome "A" is all about activity
and is the basis for planning for physical education. Outcomes
"B", "C", and "D" are intended to
be achieved through activity.
This site includes examples of physical activities
that address the outcomes for each of the curriculum organizers
in General Outcome "A".
These activity examples will be adapted to meet
your students needs and the school environment you are in.
Providing a context wherein students can achieve depends on many
- Activity that is
relevant, meaningful and enjoyable.
- Equity and diversity.
- Alignment of learning
outcomes, instructional and assessment practices.
- Practices that apply
the principles of learning.
- Experiences from
all movement dimensions.
- Opportunities to
practice and demonstrate growth and achievement.
- Elements of risk
and challenge provided in a safe environment.
- Consideration of,
and for, past related experiences.
- Time allocation.
- Teacher willingness
- Diversity of instructional
- Focus on outcomes
rather than dimensions.
- Facilities and equipment
- Use of community
- Use of technology.
- Assessment, evaluation
and communication strategies.
- Transference to lifelong
participation in physical activity.
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