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PE and LTAD 2 Glenn Young1

The document discusses strengthening the link between physical education (PE) and long-term athlete development (LTAD) in schools. It outlines challenges faced in delivering PE programs at elementary and secondary levels, including lack of priority, facilities/equipment issues, and untrained teachers. The definition of a quality PE program is provided. Common goals between PE and LTAD are identified as developing physical literacy, fundamental movement skills, fitness, and athleticism. Working solutions implemented in some schools are highlighted. The document concludes by emphasizing the need to develop common definitions and approaches between the sectors to better align PE with LTAD goals.

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Hari Setiawan
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172 views30 pages

PE and LTAD 2 Glenn Young1

The document discusses strengthening the link between physical education (PE) and long-term athlete development (LTAD) in schools. It outlines challenges faced in delivering PE programs at elementary and secondary levels, including lack of priority, facilities/equipment issues, and untrained teachers. The definition of a quality PE program is provided. Common goals between PE and LTAD are identified as developing physical literacy, fundamental movement skills, fitness, and athleticism. Working solutions implemented in some schools are highlighted. The document concludes by emphasizing the need to develop common definitions and approaches between the sectors to better align PE with LTAD goals.

Uploaded by

Hari Setiawan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Physical Education and LTAD

Strengthening the link

Glenn Young
Surrey School District
Context
Surrey School District, SD36
100 elementary schools, 19 secondary
schools, 5 learning centers
69145 students, 8500 staff, 4300
teachers
Operating budget $563 million
Your Intentions
What are you hoping to walk away
with today?
Today’s Intentions
Participants will recognize:
School setting and challenges
What should be taught in a Physical
Education program (elem & sec)
Common elements with PE and LTAD
Working solutions
Next Steps
Warm up
In pairs, stand up, balance on one foot and
then introduce yourself to the person
beside you
Describe a typical PE class

Be ready to share your conversation

Did you describe elementary or secondary?


Was it experience or observation?
Public School Setting
Diverse population (ESL, Special Needs
=disabilities of an intellectual, physical,
sensory, emotional, or behavioural nature)
“Cookie cutter” facilities based on
formulas
PE is mandatory to Grade 10
Inadequate funding for PE and Athletics
PE taught by non-specialists
Ongoing Challenges
Lack of teacher & administrator priority
Schools don’t implement curriculum
Significant portions of the curriculum omitted, eg.
Gymnastics, Dance, Outdoor Ed
Facilities & equipment provide implementation
challenges
Elementary generalist teacher expertise a barrier
to implementation
Minimal use of provincial measurement tool to
measure student achievement Ministry of Education, PE Curriculum
Review Report, November 2001
Challenges at Elementary
Small window (30-45 min) to teach
Equipment limited to mostly “inflatables”
Equipment preparation set up time
Athletic season influences curriculum
Weather--don’t want to go outside
Open, dynamic environment compared to a
contained classroom setting
Challenges at Elementary
PE used as a reward for good classroom
behaviour
Viewed as a “break” from classroom
No physical homework to reinforce learning
Little to no opportunities for practice
Kids don’t change into proper clothing
Often barefoot or socks if no runners
Teachers don’t feel “comfortable” in gym
Challenges at Secondary
Lack of true understanding of PE
Teachers don’t/unable to empathize
with students
Teachers unable to provide
adaptations
Lack of alternate facilities
False perception of success
Challenges at Secondary
Sport based model
No physical homework
Focus on same activities annually, eg. Team
games
Students lack FMS so can’t scaffold
learning
Poor assessment practices demotivate
students
Challenges in Sport?
Sport/Community requiring students to
specialize too early
Duplication of community sports
Conflict with school schedules/seasons
Expectations of the community athlete for
playing time
Community coaches not properly trained
Physical Education Defined
A process of learning where students of all
abilities engage in a sequence of
developmentally appropriate instruction
designed to build a foundation of
knowledge, movement skill, positive
attitudes and behaviors to lead a healthy
lifestyle (Glenn’s Definition)
Physical Education Program
Well planned, developmentally appropriate
activities
High level of engagement by all students in
each class
Offering a wide range of activities
All fitness components addressed
FMS addressed
Evaluation techniques enhance learning
PE Overview
Rhythmic Individual/Dual
Games Movement
Participation:
DPA
Active Movement Safety, Fair Play,
Living Skills Leadership
(Cognitive) (Psychomotor) (Affective)

Knowledge Alternate
Dance Games
Environment

Gymnastics Individual/Dual
Brain Break--Gotcha
Stand facing a partner
What’s The Problem?
(school perspective)
Getting injured in class
Saving energy for training
Drive to win championships
Not enrolled in SR PE
Student-athlete burnout
Overuse injuries in young athletes
What’s the Solution?
(school perspective)
Ability grouping in PE blocks
Teach appropriate goal setting
Respecting commitments for each sector
Flexibility in yearly programming, eg
tryouts for following year, talent ID
camps, practice schedules, training
schedules
Sharing assessment practices and tools
New PE Paradigm
10k hrs Wks of
+ direct Training Immediate
feedback For 

Skills  Fitness  Successful


Tactics  Games Play

Old PE
Paradigm
Teacher & (Coach?) Training
ABCS of Movement workshops
Paradigm shift in components of fitness
Training the Secondary Characteristics of
Fitness (Agility, Balance, Coordination, Speed,
Reaction and Power)
Developing Athleticism by training Movement
skills
Benefits to Primary Characteristics of Fitness
(Endurance, Flexibility, Strength)
Train Like
The Pros
Designed to increase the
number of minutes in the gym
through doubling up of classes
Created up to 20 stations on 3
badminton courts with 4
students per station
Improve fitness levels
Improve movement skills
Increase physical activity
levels
Train Like The Pros
Partner with BC Lions
Train Gr 6/7
leadership students to
run each station along
with a lead teacher at
the school
Year 4, 48 different
schools
RBC Wicket Cricket Model
10 elementary schools per year
2 coaches, 2 schools per day
4 wks of instruction by coaches
Teachers left with ‘homework’
Culminate with a playday
Students all receive a participatory medal
Year 4, 40 different schools
Building on Success
Specialized senior level courses eg. Dance, yoga,
kinesiology, weight training, martial arts,
leadership, Fit for Life, aerobics, etc.
Continued increased awareness to PE, PA, Fitness
and Sport issues
Paradigm shift from sport-based model
Recognizing the developmental progression for
teaching games and skills
Evaluating the curriculum, not just parts of it
What’s the Solution?
(sport perspective)

Defining progress eg. 100000


Champions, the new normal
??
Common Goals for PE & LTAD
Active for Life
Develop physical literacy
Develop FMS/FSS
Develop athleticism
Develop fitness (HR & SR)
Closing The Gap
Develop common definition for
physical literacy
Develop common FMS
Systematic approach to achieving
these goals/outcomes
Closing The Gap
Sport Council Model (Federal,
Provincial, Regional, Local)
Starting with a provincial working group
Having representation from both sectors
Open dialogue between sectors
Model the behavior
Today’s Intentions
Participants will recognize:
School setting and challenges
What should be taught in a Physical
Education program (elem & sec)
Common elements with PE and LTAD
Working solutions
Next Steps
In Closing….
When will what we know, change what we
do? (Curiosity)

Why doesn’t what we know, change what


we do? (Concern)

When what we know changes what we do.


(Commitment)
Mike McKay, SD36 Superintendent of Schools

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