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The

Clipboard
F O R P H Y S I C A L E D U C AT I O N
AND INTRAMURAL

Quality
Daily
Physical VOLUME 8, NUMBER 2
Education

D PA i n y o u r C l a s s
E DITORIAL
Q u i c k Fa c t s :
DAILY PHYSICAL ACTIVITY IN ONTARIO
The evidence is clear, Canadians are not nearly as active as they
have been in past generations and we now face an inactivity DPA must consist of at least 20 minutes of
epidemic with far reaching implications. Although some children are sustained moderate to vigorous
maintaining active lifestyles, many spend much of their time, driven physical activity daily.
to and from school or other activities, avoid playing outdoors due to DPA must be scheduled during
personal safety constraints, and spend a majority of their day
inactive and logging screen time in front of computers or televi-
instructional time (not during
sions. Combine this over emphasis on sedentary pursuits with diets lunch, recess, or breaks).
consisting of high calorie and low quality fast food and we have an DPA can occur in a variety
inactive generation facing obesity and other health concerns. of locations, including
Daily physical activity (DPA) has become the rally cry of many health classrooms, the outdoors,
promotion associations and governments looking to take action to the gymnasium and multi-
reverse current inactivity trends. Ontario, Quebec and Alberta have purpose rooms.
each mandated Daily Physical Activity (DPA) within their school
systems. All of these programs have similar goals; to enable all 20 minutes of Daily Physical
elementary students to improve or maintain their overall health and Activity is only one component of a quality health
wellness, and to enhance their learning opportunities. and physical education program and should not
The challenge is to deliver these physical activity programs to all replace existing physical education programs.
children in an effective way, with few Physical Education Specialists The 20 minutes is for Grades 1-8, however,
in the system. Some national and provincial organizations, in Kindergarten teachers are encouraged to imple-
addition to local school boards are rising to this challenge and ment this initiative as well.
producing programs and materials to assist the generalist teacher in
becoming more effective in delivering DPA programs to their All activities must be adapted, as appropriate, to
students. ensure that students with special needs can
In this issue of the CLIPBOARD, we are sharing some examples of participate. Such adaptations must be consistent
how different jurisdictions from across Canada are implementing with the accommodations and/or modifications
DPA programs in their regions, along with some terrific activity that are typically found in a students Individual
suggestions. Education Plan.
It is hoped that these suggestions will motivate teachers to enhance Since individual classes may be at different stages
their programs and encourage them to adapt and develop their of implementation, daily physical activity may
own unique approach to providing DPA programs for their students. initially occur in several short sessions (a
We all have the responsibility of creating and nurturing a learning minimum of ten minutes each) over the course of
environment for students that supports the development of the life-long the school day.
habit for daily physical activity for healthy lifestyles. (Shelley Barthel,
Schools Come Alive, Alberta) Elementary school principals should make their
best effort to ensure that students are receiving at
Lets give every child the opportunity to experience joyful and
beneficial daily vigorous physical activity. least twenty minutes of sustained moderate to
vigorous daily physical activity during instruction-
Harry and Herwig, h.sawchuk@sympatico.ca
al time.
D PA I N YO U R C L A S S

Page 1
D ail y P hy sic al A c tivit y :
an A lb er ta E xp er ienc e
There was a mix of excitement, anticipation, and uncertainty
as Alberta schools prepared to implement 30 minutes of daily
physical activity for all students in grades 1-9 in September
2005. Over a year, there are many success stories to share
www.kidnetic.com as schools and districts embraced the opportunity to create a
school environment supportive of healthy active lifestyles for
Kidnetic.com is a students and staff alike.
great movement A number of resources were offered to school jurisdictions to support
website with lots of the implementation of the Daily Physical Activity (DPA) Initiative. Most
importantly, Alberta Education created a DPA School Handbook. The Handbook
neat information contains a wide range of planning and activity ideas for teachers and administrators.
on exercise and The Alberta DPA Handbook as well as several other DPA resources can be found at
nutrition for kids www.education.gov.ab.ca/k_12/curriculum/bySubject/dpa.asp.
and parents. You Schools Come Alive, a project of the Health and Physical Education Council of the Alberta
can find fun activi- Teachers Association, worked in collaboration to offer professional development oppor-
tunities to further support the implementation of DPA. A number of workshops were
ties, including an created and offered to teachers and administrators throughout Alberta including at the
active fitness annual Alberta Health and Physical Education Council (HPEC) conference. A few consid-
challenge on this erations and activity ideas presented during these sessions for classroom teachers are
shared below. These activities are appropriate for use in a variety of different locations
website. The
including classrooms, gymnasiums, or outdoors.
section on move
Visit www.schoolscomealive.org to access additional ideas and resources.
mixer is handy as
you can move to
pre-set dances or C onsider ations
arrange them on When planning for daily physical activity, consider the following:
your own. Stick to Routines! Establish a signal for stopping and starting activities (e.g., a whistle,
John Byl, drum, hand clap) and practice using it! Consider using both an auditory and visual
byl@redeemer.ca signal and whenever possible, write directions/expectations on a chalk or whiteboard.
Safety First! When many students are moving in an activity space, it is important
they can identify safe areas to stop to tie shoelaces, stretch a muscle, catch their
breath, etc. Reinforce the importance of stopping on the side as opposed to in the
middle of the activity space. Be sure to identify boundaries and danger zones
Common where obstacles exist and encourage students to take care of each other and take
sense is responsibility for their actions, which in turn will create a safe activity environment.
Be Creative! There is always more than one way to lead an activity, which will foster
seeing things success, cooperation and fun, as well as challenge the abilities of all participants.
as they are Students have created some of the best activities, be sure to allow opportunity for
and doing their input and ideas!
Pack the Sneakers! Staff role modeling participation in physical activity is a powerful
things as they motivator for students. Be sure to participate on the perimeter of the activity space,
ought to be. which will allow you to see and supervise all students at all times.

- Harriet Have Fun! There are many benefits to participation in physical activity, some of
which are reduced stress and anxiety, increased energy levels and improved fitness.
Beecher Stowe The Public Health Agency of Canada recommends that adults accumulate 60 minutes
of physical activity everyday, so join in and get active!

D PA I N YO U R C L A S S

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A c tivit y Ideas
These activity ideas and others can be found in the Daily Physical Activity School
Handbook www.education.gov.ab.ca/k_12/curriculum/bySubject/dpa

Rhythm Challenge
Pairs of students sit on the floor one meter apart and facing each other. Place a bean bag or other small object between
each pair. Each student will move accordingly to the beat of the music, and try to grab the bean bag before their partner
when the music stops. Change partners after each challenge. Students might move to the beat of the music by tapping
their hands on their shoulders, knees or thighs, clapping their hands, or stomping their feet. Challenge students to create
a move with a partner and perform the move to the beat of the music. Continue by challenging pairs to add a second,
third and fourth move to the first, performing to the beat of the music. Complete the beat challenge by joining two pairs
together to make groups of 4 (or 6). Each group will teach the other their moves and complete the entire sequence to
the beat of the music.

Jolly Jumping
Elastic bands can be purchased from dollar stores and are great for Jolly Jumping. Tie the
ends of the elastic together to form one large loop. Two students stand 2-3 meters apart with No bird soars
the elastic band stretched around their ankles. First student creates a pattern and other too high if it
students try to repeat it. Try having three students each hold the band with one foot in the
shape of a triangle. Students are still challenged to create a jumping sequence and have
soars with its
other students repeat it. Always have students start with the elastic around their ankles, but own wings.
as they become more proficient, increase the challenge by raising the elastic to mid-calf and
around the knee. Challenge students to create a jumping course throughout the room by - William Blake
placing elastics around the legs of tables and desks at various heights. Jump through with
two feet together, on one foot, alternating feet, or jumping sideways!

Fu n k y Fu r n i t u r e
Divide students into groups of
6-8. A leader will choose a room
or space (e.g., kitchen, garage,
or bathroom). Students are
challenged to create a piece of furni-
ture that might appear in the room
chosen by the leader with their
bodies. Each creation must incorpo-
rate all group members, (e.g.
students might create a blender in
the kitchen, or a lawn mower in a
garage, a washing machine in the TABLE
basement, etc.).

Chris Good is a PE teacher and Vice-Principal of cole Oriole Park School in Red Deer.
cole Oriole Park is a K-5 dual track French Immersion and English School.
CHAIR Shelley Barthel is the Project Coordinator for Schools Come Alive (SCA), a project of the
Health and Physical Education Council of the Alberta Teachers Association. SCA provides
leadership through workshops, resource development and collaborative partnerships to
increase physical activity opportunities and promote healthy choices in Alberta school
communities.

D PA I N YO U R C L A S S

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W hat s on t o da y f or DPA?
Pass the Bass, Fit Mitts, Eddie the Razor and the Hampster Dance. Now that youve
got your students attention, its time to make everybody move! Getting all of your
students to be eager to participate in physical activity is not always easy. Think of yourself
as a sales representative who has to get the clients (your students) hooked on physical activity.
The more enthusiastic you are, and the more fun you make it, the more your students will buy into it.
Vince Lombardi once said, Winning isnt everything, its the only thing. All students can be winners when they
participate in physical activity. Let the students know that they will all be winners if, after the scheduled activity
time, they can hear their breathing, feel their heart beating faster and they are warm or even perspiring. If you join
in, you can also be a winner!

The key to a successful DPA program can be used as a warm-up activity, by your washing machine and stuff each
is to take an activity that youve read using large muscle groups, or a cool- one with a little strip of paper (like
about and modify it to meet the down activity by instructing the you would find in a fortune cookie)
needs of your students and space. students to lead the group in a with an exercise written on it. These
Everybody Move! Daily Vigorous stretch, when they catch the animal. exercises should be appropriate for
Physical Activity is a resource, DVD and Sure, you can use a beanbag or a ball, your venue. Place these Fit Mitts in a
CD in one package. This resource has but somehow, its just not as much basket in the centre of the room and
everything you need to get everybody fun as tossing and catching an have students move to music in
moving whether in a small confined animal. various ways around the area. On a
space or a large spacious gym. The If you are looking for egg-cellent, signal, or when the music stops,
CD supplies the music, the DVD egg-citing egg-tivities, you can get students get a mitt
provides the demonstrations, and the crackin with Easter eggs or Easter from the basket and
resource book puts everything togeth- balls (small plastic soccer, perform the exercise
acks
u mping j described within it.
er. Regardless of your expertise, this baseball and basket- j
5
entire turn-key resource is designed to balls). In Fortune Cookie Alternatively, the mitts
help you bring a program of daily Fitness, exercises are may also be placed on
physical activity breaks. written on strips of desks or around the
paper and placed in the activity space. On the
Pass the Bass is an activity from signal, all the students
Everybody Move! The group stands in eggs (or balls). Students can
toss the balls/eggs underhand to a closest to that mitt can
a circle and the leader tosses a rubber perform the activity together.
fish to someone across the circle. partner. After every successful catch,
That person then leads the group a backwards step or jump is taken. Dont forget that music is a great
in an activity on the spot and Eventually, the egg will drop, and motivator to move. Everybody Move!
everyone else follows until the usually crack open, and the two includes a CD of music, as well as a
leader calls out Pass the students must read and then DVD demonstrating ten routines to
bass! and the fish is complete the activity music. Students quickly learn these
thrown to a new together. For very routines by viewing the DVD. They
person, who initiates young students, a are all designed to be done in limited
another exercise. picture of an animal spaces, but can also be done en
However, this activity can be placed inside masse in the gym. Try using the
can be adapted in many the egg. When the catch is Movin through the Circuit songs.
ways. There is no need unsuccessful, the partners Each piece of music is 30 seconds
to stand in a circle. must move around the space long. Tell your primary students to
Participants can stand, or imitating the animal pictured. move around their classroom to the
even sit, behind their And how about Fit Mitts? music. With classrooms full of desks
desks. If a rubber fish is not Before you send all of your lost and other people, it is a great oppor-
available, use a bean bag and found clothing to the local tunity to explain the importance of
animal and play Toss the Tiger, Catch charity, collect all the single minding their personal space.
the Cow, or Pass the Pig. This activity gloves and mitts, run them through Speedy Mosquito is sure to be one of

D PA I N YO U R C L A S S

Page 4
their favourites! It will be a joy to the physical tasks in teams.
watch their happy facial expressions While an activity such as Dog House
as their arms and legs flail in an may seem most appropriate for a
attempt to move to this frantic music. younger crowd, experience has
They practically forget that they are shown that grade 8 students come
exercising! begging to participate. This activity game board. As they move up the
When your time is up, tell your can be done in a large space. board, the risk is always there that
students to give you thumbs up if Different coloured pylons (represent- they may land on a slide and they will
they are a winner. If anyone does not ing doghouses) are set up around the be forced to slide down the board. As
give thumbs up, you can encourage space and participants each have a an added incentive, allow the
them to participate more actively next Popsicle stick to match the colour of a students to use a pedometer to keep
time. pylon. The leader calls a colour to track of their steps. Challenge them
represent the dogcatchers and only to see how many more steps they
Although providing a quality daily
those players with the corresponding take than their partner!
fitness program to your younger
students seems natural, there may be colour of Popsicle stick are allowed to Finally, there is nothing like a large
times when the same program does tag the others. Once a dogcatcher group challenge such as a Great Big
not work for intermediate students. tags a dog, the dog must travel Massive Relay. This activity can be
One size does not fit all as they say! back to the doghouse and begin done in a gym facility or outdoors. It
It is important to remember that the jumping up and down, barking like a is a fun way to get the students
HOW is as important as the dog. As soon as all the dogs have moving by providing unique
WHAT you deliver to your students been sent to their doghouses, the challenges for them to complete (all
in terms of a DPA alternative. For leader calls all dogs to the centre to the while they must hold onto a rope
example, how you model your beliefs continue moving about until a and travel around as a group). This
surrounding healthy active lifestyles new colour (dogcatcher) is interactive DPA activity allows
will directly impact how your students called. There are many its students to work cooperatively,
buy in to the program. What you during the course of problem solve and demonstrate
deliver to them will only be as this game which sportsmanship and fair play, all
successful as you want to make it. adds to the in the process of increasing their
Show a positive attitude towards level of heart rates!
active living! Be enthusiastic! Have excitement.
As well, Everybody Move! was
fun! Come prepared to participate designed to provide teachers
with them and lead them through the gimmicks can
be used to with the flexibility to
activities. They need to see you adapt ideas to make
engaged with them. Allow your motivate
participants. them fit their class-
students to be involved in the room setting and the
successful implementation of the Try using a
stopwatch to abilities of all their
program and provide them with students. We are all
opportunities for leadership. After all, see how
quickly the its can tag all the here to help students
peer pressure in a positive setting can understand that they
create a win-win situation in any dogs, if participants are
naturally competitive. Or try calling are ultimately responsi-
intermediate classroom. Giving ble for their own health and well-
students the opportunity to have two coloured dogcatchers at one
time! being and that the habits that they
choices in their activities will only choose to develop now will either
increase the success of your DPA Another activity that engages inter- help them or deter them from
program. mediate students is Climbers and maintaining good health in the years
Intermediate students have a desire to Sliders. This twist on the Snakes and to come. In the case of physical
take lead roles when given the right Ladders game gives students the fitness, winning is the only thing.
opportunity and the correct frame- opportunity to move 100 spaces up a And everyone can win. Come on!
work for implementation. For game board in order to have the final Everybody Move!
example, after participating in a challenge of singing We Are the
Champions. One hundred different Mel Trojanovic, trojanovicm@hdsb.ca
Mission Possible activity, let them
create their own new challenges physical challenges are listed that Kirstin Schwass, Morton Way Public
where they may attempt to complete correspond with the numbers on the School, kirstin.schwass@peelsb.com

D PA I N YO U R C L A S S

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D ail y P hy sic al A c tivit y
in the D istr ic t Scho ol
B oar d of Niagar a (DSBN)
With the government requiring full implementation of the DPA initiative
by September 2006, the DSBN has been active in training all teachers
and administrators. In the fall, one to two teachers from each of the 97
elementary schools were trained and identified as key DPA teachers.
After the announcement by the government that all Ministry DPA money
had to be spent by March 31, 2007 the DSBN decided to second six teachers
to further DPA implementation and sustainability throughout the district.
From April until June, each school was visited three times by their regional representative. Initial meetings
involved the administrator and sometimes the key DPA teacher to discuss the current situation of the
school. The second meeting involved the entire staff and focused on the justification and reasons for the
initiative, examples of how to make DPA work and the presentation of resources (pedometer sets, fitness
charts, CIRA Ontario Everybody Moves). The final meeting involved key teachers, teachers from the
schools DPA committee and the administrator. The meeting focused on questions raised from the previ-
ous meeting, scheduling, locations, student ownership, parent support, and program sustainability.
There are plans to further this momentum into the future.
The students are an important piece in the sustainability of DPA. It is important to develop student leader-
ship and ensure that this program becomes their initiative. Students need to be involved in the DPA process
as they will be more motivated if they play an important role in the decision making process. Always have
students set goals, as this helps children check and monitor their own progress. Also, it is important to give
ongoing feedback and praise, encourage students to be leaders and recognize accomplishments and celebrate successes.
Finally, the most important aspect to maintain this initiative is through the support and approval of Senior Administration. In
the midst of so many other curriculum priorities, it is their leadership that has stood out within the DSBN.
Proper DPA includes a warm-up (2-3 minutes), moderate to vigorous activity (15-16 minutes), and a cool-down (2-3 minutes).
Below is a sample integrated warm-up and an original dance created by DPA Leader, Lisa Read.

High L o w - T he P r ic e is R ight ( M a t h a n d D PA )
The Game:
one volunteer will stand facing the class
teacher holds a target number above the volunteers head, so only the class can see it
volunteer calls out a number within the specified range
class responds with actions, if the target number is higher the students will jump lightly up, if the number is lower
the students will twist lower
the volunteer responds by making another guess at the target number, taking the clues from the actions of the class
continue until the volunteer guesses the target number
may repeat as many times as you wish with new volunteers

Primary: Junior: Intermediate:


* range 0 - 10 (gauge it to your own class) * range 1 - 50, 0 - 100 * range 0- 100, 0 - 500
* target numbers can be whole numbers, such as * similar to above, just adjust the * similar to junior, use
4, 6, 8, or can be equations with the target as math equation to reflect the questions to challenge -
the answer (some grade 2 and grade 3 may be math skills you wish to practice but keep in mind we want
able to handle this), (e.g. 3 + 1 = target # is 4) (e.g., 3 x 6 = 18, 45 9 =5) everyone to participate

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D anc e: Inspir ing
C r az y F r o g E mp o w er ing
S o n g : A xe l F D ail y P hy sic al A c tivit y
Time: 2:50
Good afternoon Treeline School and welcome back to our Wellness Break! Here
Section 1: 2x we go! These famous words are heard everyday at the start of our Wellness
* speed skating push to the right Break, a 20-minute period whereby students participate in daily physical activities.
(slow) Following our Balanced Day timetable, students attend three 100-minute instruc-
* speed skating push to the left (slow) tional periods, separated by two 45-minute nutrition breaks (lunch, outdoor activi-
*** repeat above 2x ty time). For the past two years, a Wellness Break of 20-minutes has been imple-
* right punch left punch mented between the middle two 45-minute periods.
To kick off our wellness break we connect our goal of improving activity levels with
Section 2: 2x our goal to raise money for the Terry Fox Foundation. Each student receives a
* seven upper cuts with sideways pedometer to track the number of steps they take during the Wellness Break, in
lunge order to track themselves with the number of kilometers Terry Fox ran every day,
* right punch left punch during his Marathon of Hope. With an array of music from the 50s, 60s, 70s, 80s
and 90s playing in the background, students walk around the halls of our school.
Section 3: 4x
* big/wide sideways dip to the right Our kick-off was a huge success! As a result, we continued to implement a number
* double shoulder shrug with two of alternatives to improve our students activity levels. Our first addition was a
marching steps simple one empowering our classes to extend their activities outside; whether it is
* big/wide sideways dip to the left doing a physical activity or simply walking around the community park path. In
* triple shoulder shrug addition, a number of equipment bags have been created to support an array of
already produced resources including: Wintergreen Phys Ed: Connecting Language
Section 4: 1x and Mathematics to Physical Education and CIRA Ontario resources. Each DPA bag
* walk down the stairs sixteen counts, contains the necessary equipment required for the resource, to make it easy for
with right punch and left punch on teachers to grab it and be active. Our Peel District School Board recently released a
the last two counts new resource, Hooked on DPA a clip that hooks to your pant belt which highlights
* walk up the stairs sixteen counts, both small space and large space activities. This clip enables both students and
with right punch and left punch on teachers to learn new activities inside and outside the classroom.
the last two counts Inspiring and empowering our students to become leaders is a
definite must for improving students activity levels and self-
Section 5: 4x esteem. Last June, a number of our grade six students were
* grapevine to the right four counts, presented with an opportunity to paint our playground using
on fourth count pull down on chin game templates and their own game ideas. From four-square,
up bar to hopscotch, to a checker/chess board, to a half-court where
* grapevine to the left four counts, on students can play a variety of sports such as hockey, volley-
fourth count pull down on chin up ball and badminton, this leadership opportunity emerged as
bar a wonderful way for students to be active members in the
implementation of our DPA program. This year, our grade
Section 6: 1x six students will be learning a number of physical activities
* jump on surf board, touch the front from our school resources. Once experts, they will become buddies to our primary
of board and junior classes and introduce these new activities to them.
* touch the back of board
* touch the front middle of board Our wellness break has become an important part of our school culture. Our staff
* touch the back middle of board and students look forward to this time each day as a time to be active, strengthen
* rise slowly and ride the wave social interactions, listen to an array of music, empower students to become
leaders, improve our health and have fun.
R E P E AT S e c t i o n 1 - 5 RESOURCES:
End: 1x CIRA Ontario: Promoting Fun Active Participation for All www.ciraontario.com
* 360 degree sprinkler Fast Line Striping Systems Limited: Game Templates www.fastline.net
* untwist quickly in the opposite Wintergreen PhysEd: Connecting Language and Mathematics to Physical Education
direction www.wintergreen.ca
Peel District School Board: Hooked on DPA
Troy Parkhouse, that80sman@hotmail.com Carol Scaini is a teacher at Treeline Public School in Brampton - Peel District School Board.
carol.scaini@peelsb.com

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M ake I t Work f or Your Scho ol
P a r t I : G r e a t i d e a s t o m a ke
D PA a s u c c e s s
Determine who will be the DPA leader for each division for K to
DID YOU KNOW? Grade 3, Grade 4 to 6 and Grade 7 8. As a team, decide how
DPA should be delivered. Maximize the use of space at your
Schools with high percentages school. Take inventory of space available at your school for physi-
of students who did not cal activity and plan activities around the space. Be creative and
routinely engage in physical find ways to encourage students to be active outside too.
activity or eat well had smaller Have a back-up plan for days when there is inclement weather.
Indoor facilities like the gym can be used for dancing and aerobic
gains in test scores than
activities, while DPA exercise challenge cards can be posted in the
did other schools. (Action for hallways and the library.
Healthy Kids press release, 2004)
- Two Breaks a Day for DPA, (Fit To Learn, Fall 2006)

Ideas for Scheduling


D a i l y P h y s i ca l Ac t i v i t y ( D PA )
1. There are various approaches for organizing and executing DPA within a school or class.

SCHOOL-WIDE DPA
The whole school participates in the same activity at same time, often in ten minute time
blocks.
students remain in individual classrooms (e.g., participate in one routine over the P.A.)
or
all students gather in one area (e.g., use teacher/student leaders in a large auditorium
or gymnasium or outside participating in a school walk)
The whole school participates at same time but the activity varies by classroom and is
organized by each individual teacher.
if schools choose to organize school-wide DPA sessions, students will receive more than 20
minutes of physical activity on the days they have Physical Education class

INDIVIDUAL CLASSROOM DPA


take 2-3 minutes from each subject area and create a 20-minute DPA block.
The block can be positioned at one consistent time in the school day (e.g., at the
beginning of the day, or before or after lunch).
The homeroom teacher delivers the DPA sessions
Each classroom teacher allocates the DPA block during her/his scheduled homeroom time.
Rotate the DPA block through the different homeroom subject areas (e.g., Monday
history/social studies, Tuesday language) to ensure that time is equally distributed between
all subjects.
The classroom teacher established strong cross curricular links between Daily Physical Activity and other subjects so
that DPA can be appropriately scheduled within another subjects allocated time period (e.g., plan a walk across
Canada, or teach a folk dance in social studies, or incorporate an action-spelling activity during language block).

COMBINATION OF SCHOOL-WIDE AND INDIVIDUAL CLASSROOM DPA


The whole school participates in DPA during a ten-minute block (e.g., in the morning), then an individual class-
room teacher allocates an additional ten-minute block of DPA during homeroom time.

D PA I N YO U R C L A S S

Page 8
2. Other Timetabling Suggestions
An option is to offer two 10-minute Daily Physical Activity sessions instead of
one 20-minute session.
Delegate the responsibility for organizing and leading the schools DPA sessions
to divisions or grades for a short time period e.g., for 2 cycles (10 days).
Timetable DPA into different facilities e.g., a specific hallway where classes can DID YOU
participate in a fitness circuit. KNOW?
Partner or group classes to share physical activity facilities appropriate for larger Participation in
numbers of students, rather than trying to find individual facilities for each class. regular Physical
Once a week, designate a time during the school day for a whole-school, or Activity improves
multi-grade activity, for example a fitness walk/jog around school yard, folk health. It strength-
dance, square dance, line dance, fitness circuits.
ens cardiovascular
Schedule a DPA session immediately prior to a break in the day (e.g., recess, function; reduces
lunch so students can use the break time to freshen up, change, hydrate and
re-fuel).
the risk of develop-
ing type 2 diabetes;
Organize Fitness Buddies for DPA; two classes team up one older class and
one younger class (e.g., a grade 8 and a grade 1 class). hypertension and
The senior students learn DPA activities in Physical Education class and are hyperlipidemia;
trained as DPA leaders. These leaders support the primary class by going into and positively influ-
their room and assisting in the running of DPA, ences choices
The two classes pair up for DPA (one older student with one younger) and
pertaining to nutri-
the students participate in the activities as partners, or
The younger class joins the older class for the warm-up portion of a Physical
tion and the
Education class and then returns to their classroom while the older students decision not to
continue with Physical Education. smoke.
(Tremblay, Inman
Nancy Schad, nancy@ophea.org
Richard Ward, richard@ophea.org and Wells, 2000)

M ake I t Work f or Your Scho ol


P a r t I I : G r e a t i d e a s t o m a ke D PA a s u c c e s s
Begin by introducing Happy Exercises to one teach the routine, or hold a workshop for each of the
class in the school, preferably a senior class. As a classes and have all students teach the routine.
class, decide which song to use for this That routine then becomes the Happy Exercises
routine. Songs such as Respect by Aretha every day for one month.
Franklin are hits with the kids, and can
be used to complement character Every morning, at the start of announcements, the
education themes for the month. Ask same song is played throughout the school.
the students to create a routine to music, Students move into the hallway to do the Happy
using simple moves like jumping jacks, Exercises routine. Student leaders can lead the
marching on the spot, or easy dance steps. routine with each of the individual classes.
It doesnt have to be a dance or anything The next month, a different class will put together a
fancy; students can simply put exercises to routine and teach it to others in the school.
music. Using the students ideas, create a short
Developing a Happy Exercise club is also another way of
routine. Practice the routine. Once the
recruiting leaders. Club members then can lead all other
students know it well, either have volunteer
classes through the exercises.
leaders visit each classroom in the school to

Two Breaks a Day for DPA, (Fit To Learn, Fall 2006)

D PA I N YO U R C L A S S

Page 9
Differentiating Between
M o d e ra t e a n d V i g o r o u s Ac t i v i t y
Moderate Activity Vigorous Activity
Some increase in breathing and/or heart rate Aerobic activity
Individual can carry on a conversation comfortably Increase in breathing and heart rate
Examples: brisk walking and recreational dancing May cause puffing
They spent Talking is possible, carrying a
their health to conversation is limited
gain their Time is de-pendent on age and
stage of development
wealth and then
Example: jogging and aerobic
with might and dancing
main, they
turned about Safety
and spent their Teachers must be aware that there are inherent risks when children participate in any type
wealth to get of physical activity. Teachers must strive to minimize the risk. If the activity is utilizing class-
rooms, hallways, stairways and outdoor areas, use your best judgment to determine
their health whether the activity, or location is suitable.
again. Warm-up and cool-downs are important components of daily vigorous activities. Warm-up
- Anonymous activities should gradually increase the students heart rate and cool-downs should involve
stretching and long slow deep breathing.

Including Children with Disabilities


A quick, easy reference for adapting playground, low-organizational and
sports activities for children with physical and mental disabilities.

Some General Guidelines:


1. Consult directly with person/participant with the disability. They know best about their
disability and what strategies can be developed to make them feel comfortable. Ask lots of
questions and make sure the participant is involved in every step of the inclusion process.
2. Make adjustments to the activity only when necessary. Many people with disabilities
require few or only minor adjustments to participate fully in activities. Adaptations should
aim to increase the persons participation, success and enjoyment. Allow the participant to
inform you of what he/she needs.
3. Approach inclusion on an individual basis. People with specific disabilities require specific adaptations to be made.
Do not approach adaptations using general strategies this can lead to making unsuitable or redundant adjustments.
4. Reduce new skills down to their smallest components. This allows the participant to master each new skill compo-
nent individually and build their skill set in a progressive fashion.
5. Approach adaptations as temporary. Consider adjustments made to the activity as a springboard for developing
new skills that allow the person to participate more fully and without relying on the adaptation in the future. This
prevents the participant from becoming reliant on adaptations when they are actually able to participate without
them.
6. Be fair. Any modifications to the activity should be fair to all participants involved, regardless of ability. Modifications
which single out those with disabilities only contribute to isolation and reinforce stereotypes.
7. Make sure equipment is available. If adaptations are based on specific equipment, and that equipment is not avail-
able, this may limit the participants opportunities to get involved.

CIRA - Ontario, www.ciraontario.com

D PA I N YO U R C L A S S

Page 10
M ake I t Work f or Your Scho ol
P a r t I I I : G r e a t i d e a s t o m a ke
D PA a s u c c e s s
Getting Student Buy-In
Like any other subject teachers may teach, they have to sell DPA to the students. Getting students excited
about DPA all starts with the teachers.
When we do our school DPA, students see all teachers participating; this is not just a mandate for
students; teachers are involved also.
Another way to get maximum participation is to run activities that students will enjoy. Find out what the
students in different divisions enjoy. At Highgate School in Markham Ontario, most primary students love
to dance, so dance can be made into a DPA activity. Juniors love to compete with each other, so you can
use the track and field program for DPA. Intermediate students are given a chance to become DPA fitness
ambassadors, so they immediately buy into the activity.

-Two Breaks a Day for DPA, (Fit To Learn, Fall 2006)

DPA RESOURCES & ACTIVITIES ON THE INTERNET

Ontario Ministry of Education Daily Physical Activity for Elementary Students


http://www.edu.gov.on.ca/eng/teachers/dpa.html
Alberta Government Daily Physical Activity Initiative
http://www.education.gov.ab.ca/ipr/DailyPhysAct.asp
Norfolk County Council Daily Physical Activity
http://www.norfolkesinet.org.uk/pages/viewpage.asp?uniqid=3600
Alberta Education Physical Education On-line
http://www.education.gov.ab.ca/physicaleducationonline/teacherresources/
Canadian Association for Health, Physical Education, Recreation & Dance - Resources
http://www.cahperd.ca/eng/physicaleducation/qdpe_resources.cfm
Canadian Association for Health, Physical Education, Recreation & Dance Healthy Kidsz C.D.
http://www.cahperd.ca/eng/storydetail.cfm?id=83
Ever Active School Forever Healthy
http://www.everactive.org/?p=resources
Public Health Agency of Canada
http://www.phac-aspc.gc.cc/pau-ucp/paguide./
Heart & Stroke Foundation
http://ww2.heartandstroke.ca/Page.asp?PaeID=24
Handbook for Canadas Physical Activity Guide for Healthy Active Living
Health Canada & Canadian Society for Exercise Physiology
http://www.phac-aspc.gc.ca/pau-uap/fitness/pdf/handbookeng.pdf
Energizers and Classroom-Based Physical Activities Grades 3 5
http://www.ncpe4me.com/energizers.html

D PA I N YO U R C L A S S

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