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EU423I: Health and Physical Education

Winter 2017
Instructor: Dr Julie Mueller
Office hours: By apppointment
Email: jmueller@wlu.ca
Credit weighting: 0.25
Begins: Thursday, January 5, 2017

Office: BA313D
Telephone: (519) 884-0710 ext: 2115
Time: 12:30 - 3:20 p.m.
Location: BA305/University Stadium Gym
Ends: Thursday, February 2, 2017

COURSE OVERVIEW
This course examines current theory related to health and physical education and explores a
range of strategies for effective planning, instruction and assessment. Student safety and the
development of associated classroom management techniques are highlighted.

COURSE OBJECTIVES
TECs will construct knowledge and understanding of the components of effective physical and
health education through collaborative inquiry
TECs will demonstrate effective and inclusive planning, instruction and assessment of health and
physical education curriculum from Kindergarten to Grade 6
TECs will observe and gather examples of effective physical and health education to create a
database of vetted resources and an online portfolio for teaching HPE
TECs will demonstrate understanding of how to differentiate instruction in health and physical
education to meet the needs of all children and develop active learners for life

ASSOCIATED PROGRAM GOALS

Design short and long term instructional plans that are developmentally appropriate and
relevant to diverse student experiences using appropriate technologies and resources.
Use their professional knowledge and understanding of students, Ontario curriculum, subject
knowledge, legislation, teaching practices, and classroom management strategies to promote
the learning achievement of their pupils.
Use effective classroom management strategies to develop positive relationships and create a
learning environment that supports the development of self-regulated, adaptive learners.
Implement a broad range of appropriate instructional strategies and technologies that promote
student learning, including collaborative, creative and critical thinking skills.

Julie Mueller, Faculty of Education, 2016-2017

LEARNING RESOURCES and SUPPORT REFERENCES

Ontario Ministry of Education
Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in
Ontario Schools, First Edition, Covering Grades 1 to 12.
Ontario Ministry of Education. (2011). Ontario Schools Kindergarten to Grade 12: Policy and Program
Requirements. http://www.edu.gov.on.ca/eng/document/policy/os/ONSchools.pdf
Ontario Ministry of Education (2016). The Ontario Curriculum Grades 1 8 and The Kindergarten
Program. Resource Guide. First Nations, Mtis, and Inuit Connections. Scope and Sequence of
Expectations. http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf
Ontario Ministry of Education. (2015). The Ontario Curriculum, Grades 1-8: Health and Physical
Education, 2015. (revised). ON: Queens Printer.
http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html
Ontario Ministry of Education.(2015). The Ontario Curriculum, Grades 9 to 12. Health and Physical
Education, (revised). ON: Queens Printer
http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf
Ontario Ministry of Education. (2005). The Ontario curriculum exemplars, health & physical education
grades 1, 3, 5 and 7. ON: Queens Printer.
http://www.edu.gov.on.ca/eng/curriculum/elementary/health1357ex/
Ontario Ministry of Education. (2005). The Ontario curriculum exemplars, health & physical education
grades 2,4,6,8. ON: Queens Printer.
http://www.edu.gov.on.ca/eng/curriculum/elementary/health2468ex/
Ontario Ministry of Education. (2005). Daily physical activity in schools grades 4-6. ON: Queens Printer.
http://www.edugov.on.cs/eng/teachers/dpa4-6.pdf
Ontario Ministry of Education. (2005). Daily physical activity in schools grades 7-8. ON: Queens Printer .
http://www.edu.gov.on.ca/eng/teachers/dpa7-8.pdf
Ontario Ministry of Education. (2013). Creating Pathways to Success: An Education and Career/Life
Planning Program for Ontario Schools, Policy and Program Requirements, Kindergarten to Grade 12.
http://www.edu.gov.on.ca/eng/document/policy/cps/CreatingPathwaysSuccess.pdf
Ontario Ministry of Education. Open Minds, Healthy Minds. Ontarios Comprehensive Mental Health and
Addictions Strategy.
http://www.health.gov.on.ca/en/common/ministry/publications/reports/mental_health2011/mentalhe
alth_rep2011.pdf

Physical and Health Education Canada. http://www.phecanada.ca/programs/physical-literacy

OPHEA Resources

Julie Mueller, Faculty of Education, 2016-2017

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H&PE Curriculum Resources: Grades 1-8
Over 1,000 ready-to-use lesson plans, teacher/student resources, assessment tools and student
templates have been refreshed to align with the H&PE curriculum.
Included in this resource are Human Development and Sexual Health lesson plans which help strengthen
the knowledge, understanding, and confidence of educators as they teach Human Development and
Sexual Health within the Healthy Living Strand of the curriculum. The resource is available through the
Laurier Library. http://teachingtools.ophea.net/lesson-plans/hpe
H&PE Curriculum Resources: Grades 9-12
Two new practical, engaging and ready-to-use educators guides; Approaches to Teaching Healthy
Living and Inquiry-based Learning are now available online. In January 2017, Ophea will launch planning,
implementation and assessment resources for secondary educators to support effective implementation
of Healthy Active Living Education (HALE), and focus courses. For the latest updates
checkophea.net/HPESupports.
Healthy Living and Inquiry-based Learning
Two new practical, engaging and ready-to-use educators guides; Approaches to Teaching Healthy
Living and Inquiry-based Learning are now available online. For the latest updates
checkophea.net/HPESupports.
Safety Guidelines
The Ontario Physical Education Safety Guidelines, managed by Ophea, represent the
minimumstandards for risk management practice for school boards. They focus the attention of
teachers, intramural supervisors and coaches on safe practices, in every activity, in order to minimize
the element of risk. http://safety.ophea.net/

Other Readings and Resources

Berg, K. (2010).Justifying physical education based on neuroscience evidence. JOPERD, 81(3), 24 29,46.
Block, M., Taliaferro, A., Harris, N., & Krause, J. (2010). Using self-efficacy theory to facilitate inclusion in
general physical education. JOPERD, 81(3), 43 47.
Chad, K. M., & Jackson, P. (1999). The effectiveness of the Canadian Quality Daily Physical Education
Program on school physical education. Research Quarterly for Exercise and Sport, 70(1), 4 14.
Dyson, B., Rhodes Linehan, N., & Hastie, P. (2010). The ecology of cooperative learning in elementary
physical education classes. Journal of Teaching Physical Education, 29(2), 113 130.
Halas, J., McRae, H., & Petherick, L. (2012). Advice for physical education teachers from Aboriginal
youth: Become an ally. Physical & Health Education Journal, 78, 6-8.
Hopper, T., Butler, J., & Storey, B. (Eds.). (2008). TGfUsimply good pedagogy: Understanding a
complex challenge. PHE Canada. SUPPORTING TEXT
Kelly, L. E., Wessel, J. A., Dummer, G. M., & Sampson, T. (2010). Everyone can! Skill development and
assessment in elementary physical education. Champaign, IL: Human Kinetics.

Julie Mueller, Faculty of Education, 2016-2017

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Mandigo, J., Francis, N., Lodewyk, & Lopez, R. (2009). Physical literacy for educators. Physical and Health
Education, Autumn, 27 30.

Robinson, D. B., & Randall, L. (2014). Teaching physical education today. Canadian
perspectives. Canada: Thompson Educational Publishing, Inc. SUPPORTING TEXT
Additional on-line resources are listed in MLS and will be developed through collaborative documents.

INTELLECTUAL PROPERTY
The educational materials developed for this course, including, but not limited to, lecture notes and
slides, handout materials, examinations and assignments, and any materials posted to
MyLearningSpace, are the intellectual property of the course instructor. These materials have been
developed for student use only and they are not intended for wider dissemination and/or
communication outside of a given course. Posting or providing unauthorized audio, video, or textual
material of lecture content to third-party websites violates an instructors intellectual property rights,
and the Canadian Copyright Act. Recording lectures in any way is prohibited in this course unless
specific permission has been granted by the instructor. Failure to follow these instructions may be in
contravention of the universitys Code of Student Conduct and/or Code of Academic Conduct, and will
result in appropriate penalties. Participation in this course constitutes an agreement by all parties to
abide by the relevant University Policies, and to respect the intellectual property of others during and
after their association with Wilfrid Laurier University.

ACKNOWLEDGMENT OF TERRITORY
We acknowledge that Waterloo campus is on the traditional territory of the Neutral, Anishnawbe and
Haudenosaunee peoples.

ABORIGINAL EDUCATION STATEMENT

Laurier's Bachelor of Education degree recognizes the importance of First Nations, Mtis, and Inuit
education. In this course First Nations, Mtis, and Inuit topics and worldviews will be addressed in the
following ways:
Reading article about aboriginal students seeing themselves in HPE class
Discussion and planning of physical movements from an aboriginal perspective
Recognition of roles and successes of Aboriginal people and leaders in physical activity

TECHNOLOGY STATEMENT
Appropriate and emerging technologies will be used as and for learning in both instruction and assessment. Digital
resources will be introduced and used for research and lesson planning (e.g., OPHEA safety guidelines and lesson
plans, YouTube videos, TGFU app for iPhone, etc.). Collaborative digital documents will be constructed (e.g.,
www.google.com , www.wordle.com, www.padlet.com, etc.) to collect, analyze and share evidence of effective
practice in HPE. Music, video capture (e.g., Flipcameras, Video cameras, cellphpones), and presentation software
will also be utilized in the gymnasium and the classroom. Digital artifacts will be created across the course and
utilized to create a multi-media e-portfolio as a summative assessment using www.weebly.com or a platform of
your choosing.

Julie Mueller, Faculty of Education, 2016-2017

COURSE SEQUENCE
WEEK and
LOCATION
1
In-class
BA305/306

BIG IDEAS, PREPARATION (before class), IN-CLASS ACTIVITIES (during class), AND REFLECTION
(after class)
What constitutes an effective health and physical education program?
Preparation: Think about your experiences with physical education as a learner, teacher, coach,
etc. Add your most positive experiences to our wall at
https://padlet.com/jmueller1/o9pu9s2apftp Click on the + or anywhere on the wall to add a one
word title and a brief explanation in a note. DO NOT ADD YOUR NAME.
In-Class:
Course review, organization of gym/class time, procedures and assessment
Examination of personal beliefs and conceptions;
Group examination of resources to identify components of effective health and physical
education program; creation of Google Spreadsheet to examine current practice
Physical Literacy, PHE Passport for Life
Examination of Ontario Health and Physical Education Curriculum, grades 4 8 and 9, 10
Daily Physical Education requirements and approaches

2
In-Class/Gym
BA305/University
Stadium Gym

Reflection: Read Mandigo et al (2009) and Berg (2010). Respond to the thesis Physical education
is equally or more important than literacy education. Post your thinking on MYLS under the
appropriate discussion for your group (Blue, Green, Orange, Purple, Red, Yellow).
How will you plan, instruct, and assess Health and Physical Education? Movement Skills,
Strategies and TGFU
Preparation: Observe or explore activities outside of formal physical education classes at your PDS,
for example, recess time, after school sports, coaching, intramurals, Daily Physical Activity (DPA),
etc. Add your observations by completing your row on the Google Spreadsheet we prepared in
Week One.
In-Class:
Movement strategies, TGfU, and active living
Reflection: Choose a movement skill and strategy to teach and assess. Identify an OPHEA Lesson
Plan for a junior or intermediate grade that addresses that skill. Post your choice to MYLS in the
appropriate discussion for your group (Blue, Green, Orange, Purple, Red, Yellow). Prepare to teach
a 5 minute skill instruction segment of the lesson and identify how you will assess the skill. Ensure
that any required equipment is available.
*HPE Teachable TECs: Choose a skill from the intermediate or Grade 9 or 10 curriculum. In addition,
these TECs will be asked to take a leadership role in organizing one section of the gym and leading
the groups in that section through the mini-lessons.

3
In-class/Gym
BA305/University
Stadium Gym

How will you plan, instruct, and assess Health and Physical Education? Class Management,
Safety and Instruction
Preparation: Read the Generic Section in the OPHEA Safety Guidelines. Successfully (100%)
complete the Safety Quiz in MYLS to gain access to Week 3 Content Modules.
In-Gym:
Cooperative and Active games
Class management, safety, and instructional strategies
Reflection: Reflect on the activities in the gym today and the HPE instruction you have

Julie Mueller, Faculty of Education, 2016-2017

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In-class/Gym
BA305/University
Stadium Gym

experienced, to create your own Top 10 Tips for Teaching HPE in Grade 4- 10 classrooms.
Submit your list to the appropriate discussion for your group (Blue, Green, Orange, Purple, Red,
Yellow).
How will you plan, instruct, and assess Health and Physical Education? Differentiation and
Inclusion
Preparation: Read Vickerman & Coates (2009) and Halas (2012) and consider how you will create
an inclusive environment in your HPE classes. Bring a question that arose for you as you are
reading to share in at the beginning of class.
In-Class:
Mini-lesson execution in groups with self and peer feedback
Examination of differentiating and meeting needs of all children in health and physical
education
Reflection: Conduct self-assessment of HPE instruction attempts.

5
Gym / In-Class
BA305/University
Stadium Gym

How will you plan, instruct, and assess Health and Physical Education? Healthy Living
Preparation: Familiarize yourself with the Health component of the curriculum by re-reading the
Grades 4 to 8 curriculum Healthy Living Strand and Living Skills sections in the front pages of the
curriculum and section C. Healthy Living and Living Skills for each grade level. Review the Grade9
and 10 HPE Curriculum paying particular attention to the health components.
In-Class:
Modified games and fitness
Planning Healthy Living Expectations and Living Skills
Identifying and evaluating health resources
Reflection: Post your health resource review to the Discussion for Health Resources. Title your
post with the name of the resource and appropriate grade level. Write a short, descriptive
annotation about what the resource is; how to access it; how it would be used; and, what it
provides, in a paragraph of 150 200 words.

Additional 3 hours
During Field Days

How is health and physical education currently implemented in Ontario schools?

Exploration and observation of physical activity, and health and physical education at PDS
site across course timeline with collaborative construction of overview across schools and
boards.
*HPE Teachable Students will examine the implementation and leadership of health and physical
education beyond the classroom to include additional responsibilities of specialists in the field of
Health and Physical Education.

Julie Mueller, Faculty of Education, 2016-2017

ASSESSMENT DESCRIPTION:
The brief time line and limited teaching opportunities in this course necessitate on-going formative
assessment with the final grade coming from a summative assessment at the end of the 5 week course.
In keeping with the technology intensive focus of the program and in an attempt to make the
assessment as practical as possible, a digital portfolio, related to the big ideas for each week, will be
created for the summative assessment. You will create a dynamic website using artifacts from your
activities and reflections across the course. The summative assessment will include a 500 to 1 000
word summary of your learning regarding the teaching of health and physical education from Grade 4
to 10. This should be submitted as a Word document containing the URL for your website. It may also
be included on your website as an introduction or summary. Assessment for learning through peer, self,
and instructor feedback will be provided in as timely a fashion as possible. This immediate and varied
feedback will be utilized to improve teaching as activities are completed in class and on-line to ensure
that you are actively learning and building a repertoire of knowledge and skills regarding Health and
Physical Education in the Grade 4 - 10 context.
The portfolio should include the answers to 5 Key Questions:
1. Why is health and physical education important in junior/intermediate education? (philosophy,
components of an effective program, research, etc.)
2. How will you plan for health and physical education? (components of a lesson, curriculum
activities, examples of lessons and contexts)
3. How will you instruct health and physical education? (variety of teaching strategies, examples,
resources)
4. How will you assess learners in health and physical education? (tools, types of assessment,
examples)
5. How will you ensure your health and physical education program is safe, inclusive, and
developmentally appropriate for all learners? (philosophy, strategies, examples, resources)
You may want to organize your site by creating a page for each question but it is not compulsory.
Artifacts will be created weekly with feedback from self, peers or instructor. They can be added to your
portfolio as you go or you may compose your website upon completion of all artifacts. Format options
and strategies for creating your site will be shared in class. Weebly websites are free and are
recommended www.weebly.com as a user-friendly option. However, you are welcome to use any other
platform as well (e.g., Google Sites, wix.com, etc.).
The following assessment rubric will be used to evaluate your portfolio.

Julie Mueller, Faculty of Education, 2016-2017

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Summative Assessment: E-Portfolio Answering 5 Key Questions and Summary Report
Criteria
Understanding

Level 1
Demonstrates
limited
understanding of
planning,
instruction and
assessment of
inclusive health and
physical education
in response to 5
key questions
Critical
Selection of eThinking
portfolio artifacts
and reflective
summary
demonstrate
limited critical
thinking and
creativity
Communication Format and
presentation of
components in eportfolio and
summary report
hinder
communication of
ideas
Application
Demonstrates
limited ability to
plan, implement,
and revise physical
education
instruction and
assessment

Level 2
Demonstrates
some
understanding of
planning,
instruction and
assessment of
inclusive health and
physical education
in response to 5
key questions
Selection of eportfolio artifacts
and reflective
summary
demonstrate some
critical thinking and
creativity

Level 3
Demonstrates
strong
understanding of
planning, instruction
and assessment of
inclusive health and
physical education
in response to 5 key
questions

Format and
presentation of
components in eportfolio and
summary report
add little to the
communication of
ideas
Demonstrates
some ability to
plan, implement,
and revise physical
education
instruction and
assessment

Format and
presentation of
components in eportfolio and
summary report
enhance
communication of
ideas
Demonstrates
strong ability to
plan, implement,
and revise physical
education
instruction and
assessment

Julie Mueller, Faculty of Education, 2016-2017

Selection of eportfolio artifacts

and reflective
summary
demonstrate critical
thinking and
creativity

Level 4
Demonstrates clear
and thorough
understanding of
planning,
instruction and
assessment of
inclusive health and
physical education
in response to 5 key
questions
Selection of eportfolio artifacts
and reflective
summary
demonstrate a
great deal of critical
thinking and
creativity
Format and
presentation of
components in eportfolio and
summary report
greatly enhance
communication of
ideas
Demonstrates
advanced ability to
plan, implement,
and revise physical
education
instruction and
assessment

COURSE AND UNIVERSITY POLICIESA

Note: Please refer to the Bachelor of Education Program Handbook for full explanation of program
policies and procedures.

EXPECTATIONS FOR PARTICIPATION

This course is only 5 weeks in duration and requires full and active participation of all learners. Some
portion of most classes will be spent in the gymnasium at University Stadium on Seagram Drive. The
procedure and timing of the gym visits will be explained during the first class. You will need to have
clean, non-marking, appropriate footwear (running shoes) and comfortable clothing in order to take
part in the activities in the gym. You will be asked to participate as both a learner and a teacher in minilessons and activities and it is expected that you will be prepared to do that each week. If you have any
special needs or concerns that will prevent you from participating in class, speak with your instructor so
that accommodations can be made. When you are teaching children in a physical capacity, modeling
active participation is key. You will not need to be an accomplished athlete by any means but you will
need to demonstrate an excitement and desire for physical activity to support your instructional
strategies
Laptops will not be necessary in the gymnasium but will be required for some in-class activities. We will
be using mobile technology for assessment and instruction in the gymnasium. If you have your own
iPad or Smartphone, you may want to bring it to the gym to record learning activities and to access
resources. Technology and personal items not needed in the gymnasium can be stored in our locked
classroom. We have some equipment available in the Faculty of Education to take to the gymnasium for
our use, e.g., balls, pylons, bean bags, hula hoops, etc.

Academic Integrity/Misconduct (cheating): Laurier is committed to a culture of integrity within and

beyond the classroom. This culture values trustworthiness (i.e., honesty, integrity, reliability), fairness,
caring, respect, responsibility and citizenship. Together, we have a shared responsibility to uphold this
culture in our academic and nonacademic behaviour. The University has a defined policy with respect to
academic misconduct. You are responsible for familiarizing yourself with this policy and the penalty
guidelines, and are cautioned that in addition to failure in a course, a student may be suspended or
expelled from the University for academic misconduct and the offence may appear on their transcript.
The relevant policy can be found at Laurier's academic integrity website
(www.wlu.ca/academicintegrity) along with resources to educate and support you in upholding a
culture of integrity. Ignorance of Lauriers academic misconduct policy is not a defense.

Attendance: The Primary/Junior and Junior/Intermediate teacher education programs are both fulltime, intensive professional programs leading to a Bachelor of Education degree. The coursework
completed during the program involves extensive experiential components including class discussion,
small group applied activities, simulations, demonstrations, student-led practice activities and
presentations, and so forth. Regular attendance and participation in these activities enables students to
develop the knowledge and skills required for excellence in the teaching profession.
Both in the academic coursework and field experiences in the professional development schools
students are required to demonstrate high levels of academic and professional integrity. One way of
demonstrating such integrity is through regular, punctual attendance and active participation in classes
and in field placements. Therefore, regular attendance and punctuality are mandatory in all classes and

Julie Mueller, Faculty of Education, 2016-2017

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at all school-based activities in the BEd program. Irregular attendance will be reported through the
Dispositions process and may result in the student being required to withdraw from a course or, in more
chronic or serious cases, to withdraw from the program.
Students are required to attend all scheduled seminars, PDS field days and days of their PDS practica to
qualify for graduation from the WLU Bachelor of Education Program. Any and all absences must be
reported to the Faculty of Education. An online Field Absence Report form has been designed for this
purpose and is available under the Student Section of our web pages. Failure to comply with reporting of
absences by completing and submitting the online Field Absence Report is a breach of integrity and may
result in being required to withdraw from the program.

Absences from Class

See Program Handbook for policies and procedures related to attendance. The participatory nature of
this course and the ongoing, immediate feedback makes it very difficult to catch up if you miss a class.
If you are unable to attend class due to illness, please notify me by email as soon as possible and we will
try to coordinate an opportunity to replay the experiences that you missed. Come to each class
prepared for some physical activity (i.e., with appropriate footwear and clothing). As an adult
participant, it is expected that you participate at your own level of fitness and make the instructor
aware of any physical barriers that may impede your participation, e.g., bad back, head cold, asthma,
etc.

Conversion of levels to grades: Final grade in this course is based on the summative eportfolio
and will be assessed according to letter grades, i.e., A+ to F.
Percentage Mark

Equivalent grade

Grade Points

90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
0-49

A+
A
AB+
B
BC+
C
CD+
D
DF

12
11
10
9
8
7
6
5
4
3
2
1
0

Electronic Device Policy: See Technology Statement above.

Language proficiency: All students must demonstrate the ability to write clearly and correctly.
Work which shows a lack of proficiency in the language of instruction is unacceptable for
academic credit, and will either be failed or, at the discretion of the instructor, returned to the
student for revision to a literate level.

Julie Mueller, Faculty of Education, 2016-2017

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Late penalties: Normally, the only acceptable reasons for late or missed assignments are illness
(supported by a doctors statement) or extreme compassionate circumstances. Late
assignments will be penalized at a rate of 5% per day, and will not be accepted more than 5
days after the due date unless prior arrangements have been made with the instructor.
Plagiarism: Wilfrid Laurier University uses software that can check for plagiarism. Students may
be asked to submit their written work in electronic form and have it checked for plagiarism.
Accessible Learning: Students with disabilities or special needs are advised to contact Lauriers
Accessible Learning Center: https://www.wlu.ca/accessible-learning/index.html for information
regarding all services available on campus.

Julie Mueller, Faculty of Education, 2016-2017