Physical Education

The PE program emphasizes the holistic well-being of every student. We strive to create a safe and inclusive environment for all, enabling children to develop healthy relationships, take ownership of their learning experience and reflect on their actions. The program promotes growth by allowing students every opportunity to learn and explore the diverse aspects of movement in a non-traditional, fun and engaging environment, creating a community of learners with a growth mindset.

The high school physical education program is designed to provide access to all students and encourage maximum participation during class time, as well as the means to improve a student's learning in various (transferable) areas, such as with the development of various movements, social and (inter)personal skills, problem-solving and critical-thinking skills.

Students are required to complete one semester of physical education in Grade 9 and, throughout the rest of their high school career, one other semester course in physical education or dance to fulfill their graduation requirements.

Physical Education 9

Grades 9; ½ credit; semester I or II

This semester course introduces Grade 9 students to physical education in high school and provides them with a range topics that includes team and individual physical activities. Students learn about approaching personal challenges and safe practices in martial arts, creating inclusive environments in team sports, how to look after their personal fitness, working in teams to run a mini-season of volleyball, and first aid knowledge and skills. The key objective throughout the semester is to help students develop the skills, knowledge and dispositions that support and promote holistic well-being. The program focuses on developing three key areas: movement, knowledge and understanding, and personal and social skills

Dance

½ performing arts credit or ½ physical education; semester I or II

The study of dance addresses the use of the human body and physical movement as an expressive art form, and as a skill-based discipline. Students explore the art of dance through observation, technique and choreography. An emphasis is placed on reflection and critical thinking, as well as skill development. Through the study of dance, students learn to analyze, synthesize and integrate both theoretical and applied knowledge into their creation of movement. The dance program emphasizes risk taking, and developing the combination of the physical and the artistic. This course is designed for disciplined and passionate students who want to explore the language of movement as an expressive and creative art form. Through physical activities, technical exercises, improvisation and choreography, students develop their understanding of the elements of dance, including body, effort, shape and space. Well-being is an important component, with students developing plans for healthful practices, including nutrition and injury prevention. Classwork directs students toward advanced practice and creative understanding of dance as a performing art form. Class requirements include: engagement with technical exercises; development of interpretative skills; leadership and collaboration; discussion and analysis of professional work; creation of performance material; and rehearsal for a public performance. The course requires attendance at two professional dance events in London. The course can be taken more than once.

Lifetime Fitness

Grades 10-12; ½ credit; semester I or II

This course is aimed at students with a genuine interest in learning how to develop and maintain a balanced health-enhancing fitness regime. The key focus areas include:

developing a range of skills and fitness through lifetime fitness activities/sports
developing the key knowledge and skills to create and safely implement a personal exercise program
developing habits to help lead a healthy active lifestyle and improve fitness goals for general well-being
critically analyzing their approaches to training, programs and reflecting on the process

Students apply their culminating theoretical fitness knowledge rooted in fitness components, principles of training and basic physiology and anatomy through developing a personal exercise program. Within the program, they are encouraged to identify meaningful personal fitness goals to work towards, keep a training log, and evaluate the process and effectiveness of their programs upon completion. This process empowers students to develop realistic and relevant habits to contribute to a healthy active lifestyle in the future. Assessments are based on the three areas covered by the ASL Physical Education Standards: movement, knowledge and understanding, and personal and social skills.

Physical Education 10

Grades 10-12; ½ credit; semester I or II

This semester course provides students with a diverse range of team-based and individual physical activities, which complement and build on those experienced in Grade 9 PE. Students continue to develop their collaborative skills, learn about motor learning theory of skill development, explore and teach non-traditional sports, discover how we can use technology to help monitor and develop health-related fitness and have the opportunity to challenge themselves by taking on peer leadership roles. Students are assisted to further develop their motor skills and general fitness. Assessment is based on the three areas covered by the ASL Physical Education Standards: movement, knowledge and understanding, and personal and social skills. All sections of Physical Education 10 have common units of work and learning outcomes; however, students are able to choose whether they prefer to focus on one of two sets of physical activities during class. In semester I, invasion/team games are offered, while semester II offers net/racket sports.

Sports Leadership

Grades 10-12; ½ credit; semester II

Sports Leadership provides the starting point for students interested in developing their leadership skills in order to take on a role as a coach or peer leader. Skills developed during the semester can also be applied to life in general. During the semester, students have the opportunity to:

develop and use a variety of teamwork skills by participating in cooperative games and activities.
gain an understanding of the concepts and principles of leadership skills (communication, motivation, organization, safety, confidence and knowledge) and the 6 Cs of teamwork (commitment, communication, contribution, compromise, cooperation and celebration).
design and implement health-related fitness activities to promote physically active lifestyles
collaborate with peers to design, develop and plan activities, which they go on to teach.

Sports Leadership has set learning outcomes and assessments based on the ASL Physical Education standards: movement, knowledge and understanding, and personal and social skills. The students' final project is designing and developing sessions in collaboration with peers to lead and coach middle school PE students.