Category: EPHE 246 Blog Posts

Reflecting on My Growth in Physical and Health Education

Looking back on my physical and health education journey, I can see significant growth in my understanding of what it truly means to create an inclusive, accessible, and engaging learning environment. Initially, I viewed physical education primarily as promoting fitness and health. Still, I have since come to appreciate its deeper purpose, which is fostering physical literacy, confidence, and motivation in all students, regardless of skill level or background.

One key concept that has reshaped my perspective is physical literacy, which includes physical competence, confidence, and motivation. Before, I mostly associated physical literacy with skill development, but I now understand that confidence and motivation are just as essential. For instance, if students are highly motivated to improve in a sport, their effort and persistence will be more significant. Similarly, self-esteem, perceptions of competence, and self-efficacy all play crucial roles in a student’s ability to engage in physical activity confidently.

Below I have an image from the slideshow that we looked at in class explaining what physical literacy is.

Additionally, I have gained a deeper appreciation for the variety of movement skills students need to develop. Locomotor skills, such as running, jumping, and hopping, are essential for movement, while non-locomotor skills, like bending and twisting, help with flexibility and body control. Object control skills, including throwing, kicking, and catching, are equally crucial for sports and general physical activity. Understanding these distinctions has made me more mindful of designing well-rounded lessons addressing these areas.

Here is a picture from the slideshow we looked at in class that explains the Fundamental Motor Skills.

My approach to motivation has also evolved. I now recognize the importance of both direction and intensity. Encouraging students to choose activities they enjoy (direction) while also challenging them to push their limits (intensity) creates a balance that fosters lifelong engagement in physical activity. I can better support their individual journeys by incorporating goal-setting and providing opportunities for students to explore different activities.

Quality Daily Physical Education (QDPE) has further reinforced my belief in the need for structured, inclusive, high-quality physical education programs. The four components of QDPE—daily instruction for all students, well-planned lessons, high participation, and age-appropriate activities, are essential guidelines for creating effective programs. However, I have also come to understand the challenges and barriers to implementing QDPE, such as limited gym space, lack of trained teachers, budget constraints, and time limitations in school schedules. Recognizing these obstacles has made me more aware of the advocacy needed to ensure all students have access to meaningful physical education.

Finally, the crisis surrounding QDPE, including rising obesity rates and inadequate provincial guidelines, has deepened my commitment to promoting physical education. A call for change is necessary, and as a future educator, I am responsible for contributing to solutions that make physical education more inclusive and impactful.

The things I have learned in this class have transformed my perspective on physical and health education. I now see it as more than just fitness.  It fosters lifelong skills, confidence, and a love for movement in all students. By creating engaging, inclusive, and accessible learning environments, I can help shape a future where every student feels empowered to participate in physical activity.

References

https://uvicactivehealth.ca/monday-february-23rd/

Self-Directed Learning Model

In education, it is crucial to focus on independence and self-motivation in students as they are essential for long-term success. One way to achieve this is through the Self-Directed Learning Model (SSDL), which helps students gradually take control of their learning. Although we have not covered this model in class, its principles align with student-centred learning approaches. By incorporating SSDL into my teaching ideas, I can create an environment that promotes freedom while offering the necessary support.

The Self-Directed Learning Model, developed by Gerald Grow (1991), outlines four stages of learner independence. The first stage includes dependent learners requiring direct instruction and structured guidance. The second stage consists of interested learners who are motivated but still need external support. The third stage introduces involved learners, who take responsibility for their education and benefit from a teacher acting as a facilitator. Finally, self-directed learners can set goals, find resources, and evaluate their progress with minimal guidance. Understanding these stages allows teachers to adjust their teaching methods to help students gain independence over time.

Encouraging students to take ownership of their learning has several key benefits. One significant advantage is increased engagement, as students become more invested when they have control over aspects of their education. Self-directed learning also encourages critical thinking and problem-solving skills, helping students analyze information and make informed decisions. Another significant benefit is the development of lifelong learning skills, preparing students for higher education, careers, and personal growth. Additionally, students who take responsibility for their learning build self-confidence, making them more likely to embrace challenges.  

 The previous paragraph about self-confidence made me think about the three sections of physical literacy that we reviewed in class this week: physical competency, confidence, and motivation.  The confidence aspect is very important to the self-directed learning model because it is all about feeling confident and worthy, and that is very important with the self-directed learning model because it allows you to think critically and use your best problem-solving skills. 

Below I have some images that go along with Physical Literacy that we talked about in class.

(Images from the slideshow in class)

To apply SSDL in my future teaching, I would gradually shift students toward greater independence. I would provide structured lessons, clear expectations, and guided instruction for those in the dependent stage. As students gain confidence, I introduce different techniques, reducing direct instruction and encouraging exploration. Inquiry-based learning would allow students to engage in research, projects, and discussions that promote curiosity and motivation. Another strategy is allowing students to teach the class a topic they are passionate about and getting the class to do an activity that aligns with their passion.  I did this in high school, and I loved acting like a teacher for a class.  It allowed me to show other students what I was passionate about and gain more confidence in my independent learning abilities. 

By integrating the Self-Directed Learning Model into my teaching, I can help students develop the motivation, confidence, and skills necessary for lifelong learning. While structured guidance is essential, gradually shifting responsibility to students empowers them to take an active role in their education.

References

https://medium.com/@Monica_jenner66/what-is-self-directed-learning-5bc394b65a3e

The BC Curriculum and Health Education

This week in class, we focused a lot on the bc curriculum and how important it is to discuss how it supports the development of health and physical education. We also considered how this curriculum structure aligns with promoting overall well-being and active living. Below, I will reflect on how I can use the BC curriculum’s approach to health and physical education in my future career or community involvement to encourage positive health behaviours.   

Health and physical education play an essential part in developing long-term good health. The British Columbia (BC) Curriculum offers an organizing framework for the whole person, including holistic health, physical activity, and mental health. Before I become a high school teacher, applying and understanding how these principles can be beneficial to achieve positive health behaviour in education and community settings is very important to me.  

The British Columbia Curriculum and Its Sponsorship of Health and Physical Education(BCL)

The BC Curriculum is integrative and student-based, focusing on physical, emotional and social health. The Physical and Health Education (PHE) curriculum includes Core competencies, including communication, thinking and personal and social responsibility, to equip students to manage health-related challenges.

One of the main strengths of the BC Curriculum is its inquiry-based learning framework, which guides students to learn about health and physical education through reflection and interaction. Rather than only being concerned with the physical aspect of health, the course is also concerned with the mental makeup, identity and relationships, allowing a broader picture of health.

The curriculum is based on Big Ideas, which focuses on physical literacy, the relationship between physical and mental health, and the social and cultural impact on health. This broad approach helps students develop lifelong health and active living skills and knowledge.  Having a healthy relationship with staying active starting from a young age is very important in ensuring those active habits continue as you age.

This is a picture that came up in the slideshow this week in class as well as on the BC government website talking about the curriculum.  It discusses the Core Competencies for Physical and Health Education for grade 8’s. Here is the link to read more about it: 

https://curriculum.gov.bc.ca/curriculum/physical-health-education/8/core

Aligning Curriculum Structure with Well-Being and Active Living

The BC Curriculum advocates for well-being and active living by including fundamental health concepts within a modular structure. Its focus is on inclusivity, which means that students from all walks of life and with all needs can participate meaningfully in health and physical education. The individualized approach to learning enables students to select activities they enjoy, thus increasing the likelihood of embarking on lifelong physical activity.

Furthermore, the curriculum is filled with Indigenous understandings of health and healthiness, reinforcing the holistic view of an individual’s physical, mental, emotional, and spiritual wellness. This approach moves health from the individual’s responsibility towards a community-based, collective practice.  I have also heard from teachers and students at my old high school that they have added an indigenous-focused class as a graduation requirement for students.  

Applying the BC Curriculum Beyond the Classroom

Once I become a secondary school teacher, I will adapt these principles to my English and Physical Health Education teaching. Developing a learning environment in which students are motivated to value well-being, resilience, and active living will be an essential policy.

In addition to teaching, this model has applications in coaching, wellness programs, and health promotion. The curriculum’s focus on lifelong health skills ensures individuals maintain positive health behaviours beyond school, benefiting families and communities. I hope to be a coach while also being a teacher.  Having a large sports background in various sports, I feel that I will be exceptionally equipped to teach kids how to live a healthy life, enjoy being active, and make it something they look forward to doing rather than a chore. 

Conclusion

In conclusion, BC’s health and physical education curriculum supports lifelong health, well-being, and physical activity. Combining its key goals into teaching and community outreach is very important.  One thing I took away from this week and looking further into BC’s curriculum is that I realized how I can help promote healthy behaviours, social inclusion, and resilience once I am a high school teacher. I can also implement the BC Curriculum to contribute to holistic development and positive health actions in different contexts.

I look forward to designing my teaching model with all the core competencies included once I am a teacher.  

References

British Columbia Ministry of Education. (2019). Physical and Health Education Curriculum. Retrieved from //curriculum.gov.bc.ca/curriculum/physical-health-education

Whitehead, M. (2010). Physical Literacy: Throughout the Lifecourse. Routledge.

A Global Perspective. Retrieved from https://www.who.int/health-topics/health-promotion#tab=tab_1

Hi, my name is Sierra Lise, and I am in my second year!  I am majoring in English and minoring in physical health education.  I wish to become a secondary school teacher.  I have known that I wanted to be a teacher since a young age.  I have always loved the idea of being able to inspire and guide the younger generation during such a crucial stage in their personal and academic development.  I grew up being the eldest daughter and granddaughter on both sides of my family, and I had many younger neighbours.  This gave me the experience of showing others how to navigate challenges, learn new skills, and grow confidently, which sparked my passion for teaching and mentoring.

This week in class, we have talked about the following topics: Understanding Active Health Education, Key Issues in Youth Physical activity, The role of Sedentary behaviour in youth health, The five-step model for active health, and Developing health competencies in students.  

Active Health Education

First, I will talk about understanding active health education.  Active health education empowers young people to develop positive attitudes toward health by fostering understanding and engagement.  For instance, teaching students about the 24-hour movement behaviours, including the importance of “sweat” (moderate to vigorous physical activity), “step” (light physical activity), “sleep” (9-11 hours for youth), and reducing sedentary behaviours (“sit”)-helps them recognize the value of balancing activity with rest for overall well-being.

We talked about this in the slide show in class: https://uvicactivehealth.ca/wp-content/uploads/2024/12/24hmovementguidelines-adults-18-64-eng.pdf

Key Issues in Youth Physical Health

A lack of awareness is one of the most significant barriers to increasing physical activity among youth. Many young people and their families do not fully understand health guidelines or their long-term benefits. For example, many are unaware of the 60-minute MVPA guideline for youth or the importance of reducing sedentary behaviour. As future leaders in health education, we can address this by improving health literacy, such as incorporating health-focused lessons into school curricula and modelling active lifestyles. Additionally, emphasizing the connection between physical activity and mental well-being can make these guidelines more relatable and impactful.

The Role of Sedentary Behaviour in Youth Health

Sedentary behaviour is another primary concern, negatively impacting physical health and overall well-being. Prolonged sitting and excessive screen time increase the risks of obesity, cardiovascular issues, and mental health challenges like anxiety. Educators can fight this by integrating active breaks, standing lessons, and outdoor activities into the school day. Policies like daily physical activity (DPA) requirements also ensure structured opportunities for movement.

• Please have a look at this Ted Talk “Why Sitting Is Bad For You” By Murat Dalkilinç https://www.ted.com/talks/murat_dalkilinc_why_sitting_is_bad_for_you

The five-Step Model for Active Health

The five-step model for active health promotes sustainable physical activity. This involves assessing current activity levels, planning interventions, implementing strategies, monitoring progress, and evaluating outcomes. As a future educator, I can use this model to create inclusive health programs that meet all the different needs of students while fostering long-term habits of physical activity.

Developing Health Competencies in Students

Finally, developing health competencies in students is critical for their physical, emotional, and social development. Health literacy equips students with the skills to make informed choices about their well-being. As a teacher, I aim to inspire students to value their health and build strong foundations for a balanced, active lifestyle.

Understanding these topics makes me confident I can guide young people toward healthier futures. This knowledge will be crucial to becoming a secondary school teacher.