type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

The Case for Physical and Health Education Specialists

January 20, 2016
a physical education teacher leading a warm up - the students are jogging on the spot outside

Previously published in volume 81, Issue 3

Like most teachers, I lose sleep at night worrying about how I can better serve my students. However, I’m not worried about teaching some elaborate mathematical concept or some crucial skills that will help them decode and understand a piece of text.

I am a physical education teacher; the skills I teach might not get a child into a prestigious university program, but they will help him or her develop into a healthy, active adult. What I teach every day is as essential as reading, writing and mathematical problem solving.

Canadian children at risk
Government of Canada statistics show that obesity rates among Canadian children and youth have nearly tripled in the last three decades. The most recent ParticipACTION Report Card on Physical Activity for Children and Youth indicated that an abysmal 14% of five to 11 year olds meet the daily recommended minimum of 60 minutes of moderate to vigorous physical activity (MVPA). The percentage is worse for children 12 to 17 years olds; an astonishingly low 5%.

Imagine if only 14% of Canadian children were reading at grade level? Parents would probably demand a complete overhaul of the education system. Yet, parents are not picketing their Ministry of Education, demanding better fitness results.

Homeroom teachers: competing priorities
The reality in much of Ontario (and the rest of Canada) is that physical education in elementary schools routinely falls into the lap of the homeroom teacher. You know, the same teacher who loses sleep because Johnny is struggling to comprehend a written passage or because Marie-France is having issues with long division. These teachers have enough to worry about, don’t they? Most of them lack the time, energy and background knowledge to delve deeply into the physical education curriculum, but it is essential stuff.

Why a specialist?
I can dig deep into the meat and potatoes of the PE curriculum because I am part of a rare breed. I am an elementary school physical educator. In 2003, only 39% of Canadian schools reported having specialists in charge of teaching physical education (Cameron, Craig, Coles & Cragg, 2003). Why is that a concern? You wouldn’t want a biology teacher teaching your children the basics of reading, would you? You would want someone passionate about reading.

In other subjects that would be unacceptable. If a math teacher did not create learning experiences that helped students be successful, principals and parents would take issue with it. There would be meetings with colleagues, administrators, parents and specialists. There would be several attempts to find a solution. A plan would be put in place. Parents would expect that. Most would demand it.

Yet, we have untrained teachers trying to teach children to master the basics of movement. These teachers are well meaning, but most of them don’t even know there are fundamental movements to master. They lack the knowledge needed to provide children with a quality learning experience.

What’s at stake
By not effectively teaching children the fundamental movement skills in early elementary school, we are consistently missing a chance to set children up for future success.

Physical education specialists during critical developmental years at the elementary level are vital for developing the skills, knowledge, attitude and health benefits for an active, healthy lifestyle (Mandigo et al, 2003). That’s why, when I see a child who can’t run properly, I go into teacher mode. I conference with the child. I try to model the skill properly. I give the child plenty of chances to practice the skill properly through a variety of fun, active games. That’s what all good teachers do.

That child who struggles to run properly is what keeps me and other physical educators up at night. Helping that child master proper running technique is essential. It’s not something that should slip through the cracks. One recent study shows that children who have good motor skills when they are 6 years old are more active at age 26 than those with poor skills (Lloyd, Saunders, Bremer & Tremblay, 2014). Early intervention and instruction by qualified individuals is the most likely way to help that child develop the skills and confidence to run, as well as the motivation to try and to learn.

All children deserve this. They deserve to be taught and guided by a physical education specialist who knows what to look for and what to do to help better the odds of success in the gym and on the field.

Recent Posts

kids using vr
Incorporating Technology into Physical Education: Enhancing Engagement and Learning
[ Feature Article ] In today’s digital world, especially among teens, technology is everywhere. Dismissing it in Physical Education can hinder innovation and disconnect us from students’ needs (Martin & Hultman, 2022). Digital tools like gamified apps can boost motivation and engagement. Rather than resist its growth, we should embrace technology to enrich teaching and enhance student learning (Yau et al., 2022).
Authored by: Dyson MacLeod
person facing away from the camera holding a progressive pride flag
What Educators Need to Know About Alberta’s Gender Policy Legislation
[ Feature Article ] In light of Alberta’s new gender policy legislation, educators are navigating complex intersections between student well-being, parental rights and professional responsibilities. This article overviews Bill 27 highlighting what has changed, what remains, and what educators need to know to support their students with confidence and care. Rooted in learnings from the Ever Active Schools Alberta School Board Policy Clinic, it emphasizes practical strategies to mitigate harm, uphold human rights and foster inclusive learning environments.
Authored by: Kai Williamson
a group of youth smiling with a pride flag
The Well-Being Gap - Highlighting challenges and supports for gender-diverse youth health in BC
[ Feature Article ] In response to the surge in anti-transgender policies across the border and within our own Canadian classrooms, PHE Canada is focusing attention on current developments within our own communities, aiming to champion the rights of gender-diverse youth and areas for attention. The Well-Being Gap: Highlighting challenges and supports for gender-diverse youth health in BC, 2018-2023 provides an in depth look into the health of nearly 500 transgender and over 1000 nonbinary and questioning youth in British Columbia (BC).
Authored by: Martha Gumprich
benchmarks advertisement
Raising the Standard: Why Comprehensive Sexual Health Education Matters in Canada.
[ Feature Article ] Comprehensive sexual health education provides students with the information and skills needed to enhance their sexual health and well-being throughout their lifespan. Sexual health education is essential in school settings. This blogpost highlights how Canadian classrooms have the potential to be an accessible and equitable environment to deliver accurate and inclusive sexual health education. As well, this is a call to action for physical health educators to advocate for and implement sexual health education in their classrooms.
Authored by: Arlette Ibrahim
HRY Logo
Youth as Changemakers: Redefining Violence Prevention
[ Feature Article ] Healthy Relationships for Youth (HRY) is an evidence-based violence prevention program that empowers students through peer facilitation. Developed by the Antigonish Women's Resource Centre and Sexual Assault Services Association (AWRCSASA), HRY engages youth in vital conversations about healthy relationships. Grade 11 and 12 students receive youth-facilitator training for leading a series of twelve engaging, one-hour sessions for Grade 9 students in collaboration with their Healthy Living (Health Education) educator. The program's core mission is to reduce youth violence by instilling vital skills (e.g., communication, boundary setting, etc.) and understanding (e.g., consent, gender norms, social media, diversity and privilege, etc.) for fostering healthy relationships.
Authored by: Dr. Sarah Thomas, Taeya Jones
kids running in a gym
Moving Away From the Beep Test in Physical Education
[ Research ] This article delves into an argument for removing a mandatory Beep Test (i.e., 20 Minute Shuttle Run Test or PACER) in physical education programming. The aim and purpose of education and of various curricula across Canada, as well as the wholistic concepts of health and physical literacy are all discussed. A student-centered, Meaningful Physical Education approach is suggested as a way forward. Solutions to addressing specific barriers to removing the Beep Test from physical education programming are offered using a Meaningful Physical Education framing.
Authored by: Dr. Lisa M. Taylor