Phys Ed courses

Physical Education 9 - compulsory
Pre-requisite: None
This course has an emphasis on differentiated learning.  The students are exposed to aspects of the general outcomes (Activity, Benefits Health, Cooperation and Do It Daily For Life), as well as the basic skills progress from “the selection” to “the refinement” of locomotor, non-locomotor and manipulative skills.  Continuing from the monitoring and the recognition of various methods to improve functional fitness, students will design and implement personal nutrition and fitness plans.  Also  students will participate in more in-depth discussions regarding effective communication, fair play, leadership and teamwork.  Finally, the “Do It Daily for Life” outcome shifts towards expecting more positive, independent behaviours as they relate to personal effort, safety issues, goal setting and active living beyond PE class.

Physical Education 10 (3 credits) - compulsory
Pre-requisite: None
This course is the last in the compulsory PE course sequence and puts an emphasis on differentiated learning.  The students are exposed to the general outcomes (Activity, Benefits Health, Cooperation and Do It Daily For Life).  This course exposes students to five major environments (alternative environment, dance, games, types of gymnastics and individual gymnastics).   The difference between PE 10 and PE 9 is the assumption that the student has had sufficient time to find his/her physical activity interest.  Therefore, the focus of the program is more student-centered where the student designs and implements his/her own personal wellness/fitness program.  The process of learning includes all general outcomes in the following six phases:

  1. Identify physical  activity interest.
  2. Set goals based upon interest.
  3. Design “in-class” training program with planned assessment methods.
  4. Experience common community physical activity programs (i.e. yoga, pilates, fitness classes, weight room activities, athletic training, etc.)
  5. Experience common resistance training methods in typical fitness centers.
  6. Experience a variety of athletic training methods.

These six phases will represent the hallmark of the student’s PE growth portfolio section.

Physical Education 20/30 (3 credits each) - complementary
Pre-requisite:  Physical Education 10
This course puts an emphasis on differentiated learning.  The students are exposed to aspects of the general outcomes (Activity, Benefits Health, Cooperation and Do It Daily For Life).  The course expands from the school environment to introduce students into various community programs.  Similar to the PE 10 program, the PE 20 program follows the student-centered wellness/fitness program design: identify physical activity interest, set goals based upon interest, design “in-class” training program with planned assessment methods, experience common community physical activity programs (i.e. yoga, pilates, fitness classes, weight room activities, athletic training, etc.), experience common resistance training methods in typical fitness centers, experience a variety of athletic training methods. Students will also participate in a variety of land or water based activities in alternative environments, such as scuba diving, aqua-aerobics, diving, snorkeling or aquatic games.  Students also participate in a wide  variety of dance experiences to enhance development of creative, expressive and rhythmical movements.  Games designed to develop individual and manipulative skills, techniques, strategies and spatial and teach cooperation, respect for others, fair play and etiquette are  taught.  Students participate in movement challenges that enable them to develop poise, grace, rhythm, coordination, balance, strength, flexibility and effective body mechanics.  Individual activities include running, jumping and throwing activities, individual manipulative, combative or self-defense activities and target activities. All of these phases will represent the hallmark of the student’s PE growth portfolio section.  The progression from PE 10 lies in the student’s ability to apply his/her PE 10 knowledge to improve the personal wellness/fitness plan and model positive physical activity behaviours in all environments.  One program component that will compliment the positive modeling process is the assistance with elementary students in a variety of physical activity pursuits.