The Physical Education and Family Studies staff at Erindale strives to foster a learning environment that will allow students to develop confidence in their abilities and experience personal development and success in the subject area.
Healthy Active Living new curriculum (2015) now includes 3 Distinct Strands - Healthy Living, Active Living, and Movement Competence. An additional strand is interwoven in all three strands – Living Skills.
The living skills expectations identify learning that helps students develop a positive sense of self, develop and maintain healthy relationships, use critical and creative thinking processes as they set goals, make decisions, and solve problems.
Living skills are divided into three areas of learning:
Interpersonal Skills (IS) - Interpersonal skills include social skills, relationship skills, verbal and nonverbal communication skills necessary to interact positively with others.
Personal Skills (PS) - Personal skills include the concepts of self awareness and self monitoring skills. Adaptive, management and coping skills. Positive attitude and making connections between feelings and actions. Developing skills to respond to challenges. and changes.
Critical and Creative Thinking Skills (CT) - Critical and creative thinking skills include problem solving, resolving conflicts, making decisions and setting goals. A student will hopefully experience a sense of personal growth. Students will learn to reflect on and evaluate process of their own growth involving thinking about what went well, what could have been done differently, and what should be done next.
Strand 1 - Healthy Living:
The Healthy, Active Living strand helps students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and a respect for a student's own health in relation to others and the world around them. Students will develop heath literacy as they acquire the knowledge and skills they need to develop, maintain and enjoy healthy, active living as well as solve problems, make decisions, and set goals that are directly related to their personal well-being. Learning how to establish, monitor, and maintain healthy relationships is a key part of this strand.
The focus of learning in this strand is not merely on health knowledge but rather on higher-level thinking connected to the application of skills for healthy living.
The Healthy Living strand is divided into four topics:
This component of Healthy Living strand equips students with the knowledge and skills to make the healthiest eating choices they can. Students learn to examine their own food choices and eating patterns and then make decisions and set appropriate goals. Healthy Eating emphasizes the importance of student involvement in making food choices and preparing food and snacks. The objective is to encourage students to make connections between what they learn in the classroom and their own lives and to develop a personal sense of responsibility for taking care of themselves and making healthy food decisions.
Personal Safety and Injury Prevention:
Learning in this area is intended mot only to reduce adolescents' injuries but to equip them to recognize, assess, and manage potentially dangerous situations. Personal safety topics focus on developing skills to identify, prevent, and resolve issues in areas such as bullying, peer assault, harassment and violence in relationships. Students will become familiar with support available to them. Living skills such as self-advocacy, conflict resolution, anger management, and decision-making skills, as well as the ability to use assertiveness, resistance, and refusal techniques will help them respond safely and effectively to situations that threaten their personal safety.
Substance Use and Addictions, and Related Behaviours:
Education is one critical strategy that can help prevent substance abuse. Learning expectations focus on an understanding of the effects of drugs and their consequences. This strand also addresses addictions and related behaviours that can lead to compulsive behavior, such as on-line gambling or excessive screen time. It includes discussion of the relation between substance use and abuse and mental health disorders such as anxiety, depression, and eating disorders.
Human Development and Sexual Health:
Sexual health, understood in its broadest sense, can include a variety of topics from sexual development, reproductive health, choice an sexual readiness, consent, abstinence, protection, interpersonal relationships, sexual orientation, and gender identity. The expectations in this strand will be addressed with sensitivity and respect for individual differences.
Integration of Mental Health:
Students should have the knowledge and skills necessary to make sound decisions about matters affecting their health and well-being. Integration of mental health concepts are evident in all content areas of the Healthy Living Strand . The focus in this strand is on promoting and maintaining mental health, building an understanding of mental illness, and reducing stigma and stereotypes. Mental health and emotional well being involve the healthy balance in all aspects of life – physical, intellectual, emotional, social and spiritual. A person with good mental health is able to think, feel, act, and interact in a way that permits him or her to enjoy life while being able to cope challenges that arise.
Living Skills are tightly linked to this strand.
Strand 2 – Active Living:
The Active Living strand helps students develop the skills and knowledge to participate regularly and safely in physical activity, while enjoying being physically active and earning how to develop and enhance their own personal fitness. As they participate in a wide variety of activities, students also learn about the benefits of physical activity for mental health. Learning through physical activity helps enhance students' physical literacy.
Active Living is divided into three subgroups:
Participation in physical activity provides students with a variety of opportunities for increasing their self-esteem and self-confidence and developing positive interpersonal skills and attitudes, including concepts of fair play and respect for others. Students will learn what activities they will enjoy most and what factors contribute to their success in participating in Physical Activities. This understanding can help them develop and sustain a commitment to healthy, active living throughout their lives.
The learning in this subgroup emphasizes health – related fitness. The physiological and physical components of health that have a direct impact on health and well-being. Health related components of fitness include cardiorespiratory fitness, muscular strength, muscular endurance ,flexibility and body composition. Through experiential learning, students gain an understanding of the importance of regular physical activity and its relationship to developing and maintaining health-related fitness. Students learn not only what to do , but also why to do it and how to do it appropriately and effectively. Throughout this strand students will have the opportunity to develop their skill related fitness components that include speed, balance, coordination, agility, power and reaction time.
Students learn how to safely participate in activities. A safe environment includes physical and emotional safety. Students are encouraged to begin to take responsibility for their own safety. Following procedures, using equipment as instructed , wearing appropriate attire, and using thinking skills to assess risk and take appropriate precautions are some ways students can contribute to their own safety.
Strand 3 - Movement Competence: Skills, Concepts and Strategies.
The Movement Competence strand helps students develop the movement competence needed to participate in physical activities throughout the development of movement skills and the related application of movement concepts (Body awareness, spatial awareness, effort awareness, relationship of people and objects) and movement strategies (decision making, tactical awareness and application of skills).
The development of fundamental movement skills – (Stability skills – static and dynamic balance, Locomotor skills – running, hopping, and Manipulative skills – throwing, catching, kicking) in association with the application of Movement Principles – (Center of gravity), provides the foundation of physical literacy. Since the development of movement skills can also enhance students' interpersonal, cognitive, and emotional development, it is critical that the health and physical education program be inclusive, fully engaging all students irrespective of sex, gender identity, background or ability.
The focus of the learning in this strand is on transferable skills. The goal is to have students understand how skills, concepts, and strategies learned in one activity can be applied to other activities. For example the transferable skill of throwing an object overhand can be transferred to a tennis serve, volleyball serve or a badminton smash.
The ability to devise and apply strategies and tactics requires an understanding of how games and activities are structured and how they work. Games can be grouped into broad categories based on a basis of common features and similarities. By encouraging students to think strategically, to analyze game and activity structures, and to make connections between different games and game components (comparing strategy and tactics between volleyball, badminton and tennis) gives them an opportunity to exercise critical and creative thinking skills and build confidence, and increase their ability to participate successfully in a wide range of games and activities.
Healthy Active Living Education,
Grade 9, Open (PPL1O)
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They will investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs and will participate in activities designed to develop goal-setting, communication and social skills.
Healthy Active Living Education
Grade 10, Open (PPL2O)
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Student learning will include the application of movement principles to refine skills, participation in a variety of activities that enhance personal competence, fitness, and health, examination of issues related to healthy sexuality, healthy eating, substance use and abuse, and the use of informed decision-making, conflict resolution and social skills in making personal choices.
Healthy Active Living Education
Grade 11, Open (PPL3O)
This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students will be encouraged to develop personal competence in a variety of movement skills, and will be given opportunities to practice goal-setting, decision-making, coping, social and interpersonal skills. Students will also study the components of healthy relationships, reproductive health, mental health and personal safety.
Healthy Active Living, Grade 12, Open (PAL4OM)
This course focuses on the development of a personalized approach to healthy active living through participation in a variety of sports and recreational activities that have the potential to engage students’ interest throughout their lives. Students will develop and implement personal physical fitness plans. In addition, they will be given opportunities to refine their decision-making, conflict resolution and interpersonal skills, with a view to enhance their mental health and their relationships with others.
Exercise Science, Grade 12,
University Preparation (PSE4U)
This course focuses on the study of human movement and of systems, factors and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation and sports administration.
Prerequisite: Any Grade 11 University or University/College Preparation Course in Science or any Grade 11 or 12 Open Course in Health and Physical Education
Recreation and Fitness Leadership,
Grade 12, College Preparation (PLF4C)
This course focuses on the development of leadership and co-ordination skills related to recreational activities. Students will acquire the knowledge and skills required to plan, organize and implement recreational events. They will also learn how to promote the value of physical fitness, personal well-being and personal safety to others through mentoring. The course will prepare students for college programs in recreational, leisure and fitness leadership.
Prerequisite: Any Grade 11 or 12 Open Course in Health and Physical Education