Developing physical skills is a prerequisite to being active for life and physical education class is where it happens!

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 moving!

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.

Nonlocomotor skills: 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.

Manipulative: These 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, kicking, striking.

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 factors. Consider:

• 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 and expertise.
  
• Diversity of instructional strategies.
  
• Focus on outcomes rather than dimensions.
  
• Facilities and equipment resources.
  
• Use of community resources.
  
• Use of technology.
  
• Assessment, evaluation and communication strategies.
  
• Transference to lifelong participation in physical activity.

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