Reflection Entries
My Physical Literacy Journey | 01
My physical literacy journey began right after I was able to walk. I started learning how to ride a tricycle at age two and from then on I was always engaged with physical activity and being outside. I decided to choose these images to represent my physical literacy because I have consistently been an active individual. I was never afraid to try new challenges even if I failed at times. My motivation had come from the environment around me. As a child I am lucky enough that my parents had exposed me to the outdoors, created different challenges or barriers that I had to overcome and supported me throughout. I have a passion for the outdoors and the many different experiences that nature provides us. When I was five years old I moved with my family into my current house, which to my advantage has a forest in the subdivision. I am constantly going for walks or jogging through the forest on the paths provided. There is something about being outside and getting that ‘high’ from the outdoors that I love. As I expand my understanding and knowledge in regards to teaching health and physical education, I need to ensure that, as a teacher, I will support the promotion of well-being that all students will develop mental and physical health and the skills to make positive changes. According to the article by Temertzoglou “a healthy school environment will support the promotion of well-being that all students will develop a mental and physical health along with a positive sense of self and belonging and the skills to make positive choices” (2016). This quote should be always looked back upon because of how significantly important the meaning behind it is. As I reflect on my experience from when I was a student on physical education, I remember counting down the minutes until class started because my experience with physical activity was always positive. However, after the first class of Health and Physical Education at OISE I realized that not everyone shared the similar passion or love towards physical education. Peers in the class had commented on why their experiences were so negative and how that has carried onto their attitudes towards any physical activity today.
With the release of the new curriculum, implementation of the expectations will “benefit students throughout their lives and help them to thrive in an ever-changing world” (Ontario Ministry of Education). The vision and goals of the new curriculum provides teachers with a better understanding of equity and fair play, respect for diversity, sensitivity and respect for individual requirements. I believe that this is extremely important for teachers in a current society where technology of cell phones, tablets and video games have taken over children’s physical movements. Physical education is important to start developing at a young age because these are the prime years in which children will carry on their positive experiences into adulthood. As a teacher candidate I will strive to ensure that students understand the purpose of movements during activities along with all the health benefits of associated to physical education.
Ontario Ministry of Education (re-issued 2018). Grades 1-8: Health and Physical Education Interim Edition pg.3
Temertzoglou, C. (2016) Fundamental Principles for High Quality Health & Physical Education Programs.
May 14 2019
Gamifying Fitness| 02
During the second session of Health and Physical Education at OISE, I reflected on the importance of physical literacy and gamifying learning for students. The gym was set up with a number of activity cards presenting numerous visuals, descriptions and movement actions. I thought to myself that these would be an excellent way to introduce certain movements and to create fun circuits for the entire class. As we debriefed each activity card we were also instructed to determine what we would do to order to modify the action to create different levels of difficulties. It was amazing to see the number of ways we can teach our students to learn a specific movement with different variations. I believe within physical education, the only aspect that matters would be the fact that the children are able to feel confident with their own ability to complete an activity and are eager to try new challenges.
Within the article written by Corlett and Mandigo, physical literacy is more than the ability to read or write it is the idea that literacy has become part of athlete development. A quote I really found interesting within their article stated that “literacy in the physical sense is more than knowing basic movement skills; it is more about the ability to ‘do movements’ and know ‘what to do’ in diverse context of challenge,” (2012). This is reflected throughout the class discussions within the gymnasium as we need to instruct our students and go beyond explanation of the movements we teach. For example, if a child is able to throw they will also be able to part take in baseball, bowling, football or rugby. It is important that the students understand what to do and how to apply the movements they know within a contexts of activities. Although it is important to teach movement as it decreases stress and increases self-esteem, according to the ParticipACTION Report Card of 2018, “Canadians aren’t active enough.” I did not find this surprising at all because children are not experiencing the outdoors that same way I did when I was growing up, but I did not expect Canada to receive a grade of D+. Young people need the encouragement to step outside and put down the technology down! In the article written by Fletcher and Temertzoglou “the health of young people depend on physical education teachers making a difference," because as educators we need to emphasize the role physical literacy can play in shaping the visions of our future generations. When we gamify activities and create lessons that encourage children to step out of their comfort zone in an environment that is positive, we will be able to create a setting of student enjoyment in physical education.
Corlett, J. & Mandigo, J. (2013). A day in the life: Teaching physical literacy. Physical and Health Education Journal, 78(4), 18-24
Fletcher, T. & Temertzoglou, C. (2010). Looking forward, looking back: Shaping professional visions of HPE through critical reflection. Physical and Health Education Journal, 76(1), 20 -24
ParticipACTION. (2018). Canadian kids need to move more to boost their brain health: The ParticipACTION Report Card on Physical Activity For Children and Youth - PMI Activity
May 16 2019
Forward then backwards ... ?
| 03
SEXUAL HEALTH. What do I think of when I see these two words? Well I can definitely say I think of the sexuality of an individual along with uncomfortable conversations with students. However, after the fourth session at OISE in Health and Physical Education I understand it has a much broader meaning such as “choice and sexual readiness, consent, abstinence, sexual orientation, gender identify and expression or body image” (Ontario Ministry of Education, 2015). From the time I was in elementary school learning about human development and sexual health, I remember the few classes I had on the importance of consent and saying ‘no’. I do not remember any specific details because my teachers did not focus on the topic the way education does now. In high school where sexuality became more of an important topic, my health class consisted of a majority of females having discussions about our reproductive systems and a through demonstration of how to use condoms. During class discussion at OISE, I was shocked when unpacking the new curriculum because already in Grade One, students are learning about identifying body parts, including genitalia, using correct terminology. When comparing the Health Curriculum to the 1998 document where students were only taught major parts of the body, now students are able to effectively communicate parts of their bodies with respect and learn how to take care of the only body they live with.
In relation to teaching Human Development and Sexual Health, becoming confident in conversing with students about overall health and well-being will help them achieve positive outcomes, “including experience fulfilling personal relationships and positive body image” (OPHEA, 2017). As information is taught sooner these students have better understanding of the body they are in and appropriate actions they should take in order to stay healthy. If students do not learn about healthy living and mental well-being, they either do not learn them at all or learn it through unreliable sources through peers or the internet, which is not always accurate. While educators need to create an environment for positive learning we also need to focus on creating an emotionally safe environment to support the well-being of the students. In class at OISE, I participated in a stressor activity that taught me life is never a straight line as there will be hills and valleys I need to overcome. When teaching students, especially in Health and Physical Education I want to use the ‘Feed All Four Action Plan’ to the students in order to ensure they take care of their body, mind, emotions and spirit. In the vision for Physical Education, well-being “has been placed as one of the four core goals to ensure students learn and thrive now and in the future” (Temertzoglou, 2016). It is important that students realize they are not alone and can hopefully rely on educators for support because I would want my students to feel confident and comfortable within my own classroom.
Ontario Ministry of Education. (2015). Health and Physical Education Grades 1 to 8.
OPHEA (2017). Teaching human development and Sexual Health with Confidence.
Temertzoglou C. (2016) Promoting Physical Activity and Well-Being.
May 23, 2019
Transform for the better
| 04
As the final class approaches for Health and Physical Education, I am able to take away information that is extremely helpful for my own teaching. A significant moment that stood out to me in this session was the ‘game creation’ activity. This was a great opportunity for the children to learn about cooperative play because as a teacher candidate, I felt this way myself. It allowed me to have a part in the game creation as well as rely on other group members to deliver the same content, provide face-to-face interactions and an opportunity to reflect. There were five elements that were reflected throughout the activity such as individual accountability, positive interdependence, and shared group goal, face-to-face and group processes. Each element was a development of interpersonal skills and I thought to myself while completing this activity that I could definitely use this during the after-school program I work with! The activity also related to the article that discusses the importance of inclusions within physical education. The direct quote I thought was truly meaningful was “inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone” (OPHEA, 2014). It is important that as I become an educator I must ensure that students achieve these expectations but help them to achieve them in the ways that work best for them. In relation to the game creation, this activity included everyone in the classroom which will allow all the students to part-take in the development of a new game. There may be modifications to the final implementations of the game however, each student will demonstrate cooperation with their peers and work together as a team while creating a positive and fun environment.
Throughout my entire life, my physical literacy journey has allowed me to engage in activities that exercise my brain. The video by Dr. John Ratey discusses the issues with children and the fact that “students are not physical anymore”. He has done multiple studies and written books about how physical exercise turns our brains on and is a self-medicated way to take care of the only body we live with. I found it truly inspiring that he had changed the percentage of suspensions and absences in an Ontario classroom with 25 ‘bad boys’ who were constantly getting into trouble. As an educator I believe in the power of physical activity because through personal experience when I feel frustrated or have a lot on my mind, I am able to clear my head by going to the gym or jogging around my neighborhood. We need to reinvigorate physical activity into our students’ lives because every child needs to experience childhood. They need to feel that rush and participate in daily physical activity as much of the students are not even getting 5 days a week of physical education. Schools and administrations need to take this issue more seriously and incorporate DPA regularly throughout the year.
OPHEA. (2014). Everyone in the game.
Run, Jump, Learn! How Exercise Can Transform Our Schools (Dr John Ratey, TED Talk)
May 28, 2019