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Physical and Health Education in Canada With Web Resource

Physical and Health Education in Canada With Web Resource

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£51.99

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    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 educaation 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

    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

    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.