Instructor: Roger Bernardes

Office: H350L Office Hours: drop in or by appointment

Phone: (705) 474-3450 (ext. 4408)
E-mail: rogerb@nipissingu.ca
Web site: http://pjhpe.weebly.com

COURSE OUTLINE
EDUC 4737 Primary/Junior Health and Physical Education
Bachelor of Education (Consecutive) Fall 2016
Course Description:
EDUC 4737 Health and Physical Education for the Primary and Junior Divisions
Teacher candidates examine the health and physical education curriculum through class discussion,
skill development, and practical application and develop an awareness of, and sensitivity to students'
needs and abilities, embodied identities, cultural beliefs, and values. Using current research,
candidates justify the need for health and physical education (including dance and daily physical
activity) in contributing to a well-balanced education for students in the primary and junior divisions.
Course Learning Outcomes:
The standards of practice and the ethical standards for the teaching profession have been embedded in
the learning outcomes for this course. By the end of this course, teacher-candidates will:
Demonstrate a broad understanding of factors that influence learner development and learning
(e.g., culture, language, religion, socio-economic status, exceptionality)
Demonstrate understanding of diverse and inclusive learning environments
Develop interdisciplinary knowledge related to environmental awareness, social justice and equity.
Develop subject-specific knowledge and pedagogy relevant to instruction, assessment, and
evaluation
Develop awareness of various instructional resources that support learning
Demonstrate critical thinking and analytical skills with regard to educational theory, historical
context, research, policy, legislation, educational governance, assessment, and evaluation to
inform professional practice
Select appropriate teaching/assessment/learning methodologies to advance learner growth based
on a process of gathering, reviewing, interpreting, and evaluating
Develop awareness of how various technologies enhance learning
Acquire an understanding of subject-specific and general teaching methodologies, strategies, and
techniques
Select and justify the choice of subject-specific and general instructional methodologies,
strategies, and techniques
Respond to factors that influence learner development and learning (e.g., culture, language,
religion, socio-economic status, exceptionality) with adaptations to pedagogy where necessary
Actively engage in critical and analytical thinking through reflective practice before, during, and
after teaching/learning opportunities
Demonstrate personal, practical, and professional growth in response to feedback provided in
various settings
Demonstrate an ability to communicate accurately and reliably in various written and oral forms
(e.g., multimedia, interviews, reports)
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Demonstrate and models ethical, professional, and appropriate language conventions in all
communication
Interact ethically, professionally, and appropriately in a range of settings with diverse populations
(e.g., colleagues, instructors, university staff etc.)
Demonstrate an understanding of limits to their own knowledge and ability
Demonstrate an appreciation of the uncertainty, ambiguity, and limits to knowledge (e.g., self,
student, content, context) and how this might influence learning (e.g., environment, instructional
cycle)
Demonstrate an understanding of the limits of educational systems in various contexts
Demonstrate an awareness of the changing nature of educational research/theory and how this
impacts practice
Engage in ongoing reflective practice
Demonstrate an ability to manage their own learning in changing circumstances, both within and
outside the discipline
Practice in compliance with the Ethical Standards and Standards of Practice for the Teaching
Profession of the Ontario College of Teachers, and the Education Act
Embody a sound professional identity through an ongoing process of observing, discerning,
critiquing, assessing, and acting accordingly
Exhibit behaviour in multiple contexts consistent with academic integrity and social responsibility

Teacher-Candidate Outputs:
By the end of this course, teacher candidates will:
1. successfully present a Low Organization Game or Daily Physical Activity in
gymnasium/classroom setting
2. successfully complete an activity that integrates health education with another subject area
3. demonstrate competency in teaching a physical education class (in small group) to peers
Important Course Policies
1.
This course outline contains all pertinent information with regard to expectations for and
requirements of this course.
2.
Students are expected to arrive for class on time, be prepared (i.e., required readings completed
before class), and to conduct themselves professionally. This means that activities such as talking out
of turn, completing work for other courses, listening to iPods, checking cell phone messages, websurfing, and using computer applications such as email and Facebook are inappropriate in-class
activities and are a distraction to you, your classmates, and the instructor.
3.
Students must use their Nipissing e-mail address when emailing the course instructor. All email
communication should be professional in tone and content.
4.
If a student is absent for a scheduled test or in-class assignment, it is the students responsibility
to contact the instructor as soon as possible. The student must provide appropriate documentation for
the absence before a request to make up missed work will be considered.
5.
Students are responsible for keeping back-up copies of all written work and assignments for this
class.
6.
Assignments have identified due dates. Work must be submitted on time. Extensions must be
negotiated prior to the due date and will only be considered in cases of extenuating circumstance and
at the discretion of the professor. A late penalty of 5 percent per day will be assessed on all late
assignments.
7. University Policy Reminders:
Please review the policies that pertain directly to attendance and exams.
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The attendance policy is found at the following link:

http://www.nipissingu.ca/calendar/regulations/academic/Pages/Attendance.aspx
The exam policy is found at the following link:
http://academiccalendar.nipissingu.ca/Catalog/ViewCatalog.aspx?
pageid=viewcatalog&catalogid=3&chapterid=252&topicgroupid=1083&loaduseredits=False
The Nipissing University policy on academic dishonesty in the Course Calendar http://www.nipissingu.ca/calendar/regulations/academic/Pages/Student-Appeals-andPetitions.aspx#dishonesty
8. Student Accessibility Services (SAS)
Student Accessibility Services assists students with permanent and temporary disabilities. Disabilities
supported include, but are not limited to: Learning Disabilities, Mental Health, ADHD, Sensory
Disabilities, Medical Disabilities and Physical Disabilities
If you have or suspect you have a disability for which your require academic accommodation or
supports, please visit the SAS team in B210 or get more information on the Nipissing University SAS
webpage (www.nipissingu.ca/sas).
Course Content:
This course will help teacher candidates think about (new) ways to teach Health and Physical
Education, and contextualize the importance of Health and Physical Education within the framework
of the Ontario Curriculum. The course is designed around the concepts of teaching physical and
health literacy. It is based on the vision that the knowledge and skills acquired by primary/junior
learners (Grades 1-6) will benefit them throughout their lives and help them to thrive in an everchanging world. Physical literacy enables children and adolescents to move with competence in a
wide variety of physical activities that benefit the development of the whole person. Health literacy
helps develop the skills needed to access, understand and use information to make good decisions for
health. Learning experiences in this course are designed around developmentally appropriate
strategies that will help P/J learners develop i) an understanding of the importance of physical fitness,
health and well-being (comprehension), ii) a personal commitment to daily vigorous physical activity
and positive health behaviours (commitment) and iii) the skills and knowledge required to participate
in life-long physical activities (capacity).
Teacher candidates will have opportunities to create supportive networks, receive feedback from peers
and the instructor, and demonstrate competency in teaching health and physical education through
active participation in all course components and through reflective practice. The course design
employs teaching modeling practices and your full engagement is needed for the achievement of
learning expectations. Your commitment to developing positive attitudes toward physical activity is a
key component in the design of our learning experiences. This course is part of a connected and
integrated professional preparation program.
The Primary/Junior Health and Physical Education course supports the Ontario Ministry of Education
and Training documents:
The Ontario Curriculum, Grades 1-8, Health and Physical Education (revised 2010)
Evaluation Procedures:
In order to be successful in this course, teacher candidates must complete all assignments. The
penalty for late submission of an assignment is 5% per calendar day. Exceptions will be made for
special circumstances; however, teacher candidates must request an extension by contacting the
professor prior to the due date. Failure to complete or submit an assignment will result in an assigned
grade of 0 for the assignment. Punctual and regular attendance is essential for the successful
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completion of this course. In case of an absence, please contact the professor and the Faculty of
Education office. If a teacher candidate is absent for 20% of the total hours in connection with this
course, a meeting with the professor and/or the Division Chair, Dr. Jeff Scott (Primary/Junior Division
Chair) will be called, and the candidate will be in jeopardy of losing the course credit. Further
absences will be referred to the Associate Dean, Dr. Barb Olmsted.
Assignments and Due Dates:
(Note: Further details for the assignments will be presented in class)
ASSIGNMENT
DESCRIPTION
Prepare a learning activity which combines one
Integrated Health
(1) health expectation with one (1) expectation
Assignment (25%)
from another subject area.
In small groups, teacher candidates will take a
Leadership Activity
leadership role and prepare and present a
Presentation
physical education class appropriate for the P/J
(40%)
learner. Each group member will play a role in
leading the class. Include warm-up, activities,
skills, drills, accommodations, safety rules, and
regulations etc. (depending on the topic).
Prepare an electronic resource for your
colleagues and bring a hard copy of the lesson
for the instructor.
In small groups, lead the class in a LOG or DPA
Low-Organization Game
activity. Your group will be given 15 minutes to
(LOG) or Daily Physical
present, implement and briefly summarize your
Activity (DPA)
presentation. Each group member must play a
Presentation
role in leading the class. Prepare an electronic
(25%)
resource for your colleagues and bring a hard
copy for the instructor.
Regular attendance and full participation to the
Participation
best of your ability, in both gymnasium and
(5% Self, 5% Instructor)
classroom sessions. Contribute in both settings.

DUE DATE
Due Week of Nov 7, 2016
at start of class
Sign up for presentation
date

Sign up for presentation

date

Last week of classes

References:
Ministry of Education Documents (Required on-line resources):
The Ontario Curriculum Grades 1-8 Health & Physical Education (2015) Revised
http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html
The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 (revised)
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools
Developing Physical Literacy: A Guide For Parents Of Children Ages 0 to 12
(All curriculum documents available at www.edu.gov.on.ca)
Texts (Recommended):
Pangrazi, R.P. & Gibbons, S.L. (2009). Dynamic Physical Education for
Elementary School Children. (2nd Canadian Ed). Toronto: Pearson Education Canada. ISBN
0131363018 (available in Campus Book Store).

Websites:

http://www.edu.gov.on.ca/eng/document/curricul/curricul.html - Curriculum Documents and Exemplars.

Supporting Minds: An Educators Guide to Promoting Students Mental Health and Well-being, 2013
(www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf)
http://www.edu.gov.on.ca/eng/teachers/dpa.html -Ontario Ministry of Education Daily Physical Activity
http://education.alberta.ca/teachers/program/pe/resources/dpahandbook.aspx Alberta Ministry of Education
Handbook Grades 1-9
www.healthycanadians.ca - Healthy Canadians is a Web site developed to provide Canadians easy access to
Government of Canada health-related promotional campaigns. It will be updated regularly as new campaigns are
launched. This is a shared initiative led by Health Canada and the Public Health Agency of Canada.
www.ophea.net Ontario Physical and Health Education Association, providing many teaching resource,
workshops, newsletters, conferences, links. This site offers resources galore, especially the grade specific
Curriculum Support Document. Step by step lesson plans.
www.safehealthyschools.org - Safe & Healthy Schools website dedicated to providing information about
Comprehensive School Health a growing movement to integrate health into all aspects of school life. This
gateway website provides teachers with access to hundreds of lesson plan ideas as well as strategies to make
their schools health-promoting schools.
www.healthcanada.gc.ca/foodguide - Home of Canadas Food Guide. Great resource including PowerPoint
presentations for instructors. Students can create their own food guide based on their eating choices (lots of
ethnic food choices included). Can order free copies for all your students just tell them you are a teacher!
www.eatracker.ca Excellent nutrition website. Allows students to track their food consumption and provides a
complete nutritional analysis.
www.teachnutrition.org Curriculum based resources from the Dairy Farmers of Ontario. They provide free
workshops for teachers too!
http://www.camh.net/education/curriculum Centre for Addiction and Mental Health; Curriculum based lesson
plans and many other resources and links for drug education, personal and social skills.
www.sexualityandu.ca up to date explanations by Canadas leading experts; separate sites for teens, parents,
teachers, healthcare professionals, and adults. Lots of good lesson plan ideas for sexual health education!
www.databdirect.com Getting Assessment Right: Health and Physical Education Grades 1-8 this is a great
resource for assessment in PE. The participation rubric came from this document.
www.phecanada.ca PHE Canada website. Formerly Canadian Association for Health, Physical Education,
Recreation and Dance (CAPHERD). Excellent site with activity ideas, DPA, quality school health, research
articles, conferences, many more resources!
www.hc-sc.gc.ca/english/ - Health Canada website statistics, health advisories, background information,
diseases and conditions, healthy living guidelines.
www.pecentral.org US site dedicated to PE teachers; lesson ideas, sexual health education, assessment
strategies, resources, etc.
www.oct.ca/en/professionalaffairs/standards-practice_e.asp - Standards of Practice for the Teaching Profession
www.oct.ca/en/professionalaffairs/standards-practice_e.asp - Ethical Standards for the Teaching Profession
www.oct.ca/en/CollegePublications/publications-list_e.asp - Professional Advisory: Sexual Misconduct

COURSE SCHEDULE

EDUC 4737: Primary/Junior Health & Physical Education, Consecutive Ed., Fall 2016
Note: Schedule subject to modification as required. Course runs Wednesdays & Fridays from 9:0010:20am (PJ1 in H305 & Can gym) & 11:00-12:20 pm (PJ2 in H306 & Can gym).
DATE
(week
of)

ACTIVITIES
(classroom)

ACTIVITIES
(Canadore gym/outdoors)

Wk 1
Aug 29

WELCOME/ Introductions/ Course

Outline & Expectations/ Technology/
Student Info Sheet/ PE Experiences/
What is a HPE teacher

Icebreakers/ Introduction to Low

Organization Games (LOG)/ DPA

Wk2
Sept 5

Presentation Sign-Up
Explore Curriculum Document

Warm-up/ Movement, Manipulation,

Carrying and Stability skills

Wk3
Sept 12

HPE Curriculum/ The P/J Learner/

Health Room Policies/ The
Organization of Teaching in the
Gymnasium

Wk4
Sept 19

DPA presentations

Ultimate Frisbee: Teaching Games for

Understanding (TGfU) model

Wk 5
Sept 26

DPA presentations

LOG Presentations

Wk 6
Oct 3

DPA presentations

LOG Presentations

Wk 7
Oct 10

Personal Safety and Injury Prevention Leadership Activity Presentation:

Soccer

Wk 8
Oct 17

Substance Use and Abuse

Leadership Activity Presentation:

Basketball

Oct 24,
31

PRACTICE TEACHING

PRACTICE TEACHING

Wk 9
Nov 7

Nutrition

Leadership Activity Presentation:

Dance & Fitness
Due: Integrated Health Assignment

Wk 10
Nov 14

Leadership Activity Presentation:

Track and Field (gymnasium)

Leadership Activity Presentation:

Volleyball

Wk11
Nov 21

Leadership Activity Presentation:

Snowshoeing/ Hiking (outdoors)

Leadership Activity Presentation:

Floor Hockey

Wk 12
Nov 28

Growth & Development

Intramural Tournament; Course

Evaluation

Football: Teacher Centered PE model