The PE program at ASL 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 aims to provide students with every opportunity to learn and explore the diverse aspects of movement in a non-traditional, fun and engaging environment, thereby creating a community of learners with a growth mindset.
The high school physical education program is designed to encourage maximum participation during class time, while developing transferable abilities, fine and gross motor skills, intra- and interpersonal skills, problem-solving and critical thinking.
Students are required to complete one semester of physical education in Grade 9 and one additional semester of a physical education or dance course in Grade 10 to fulfill their graduation requirements.
This semester course introduces Grade 9 students to physical education in high school and provides them with a range of 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, maintaining their personal fitness, working in teams to run a mini-season of volleyball, and acquiring 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.
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.
This course is designed for students with a genuine interest in learning how to develop and maintain a balanced, health-enhancing fitness regimen. 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, participants are encouraged to set meaningful personal fitness goals to work towards, maintain 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 is a semester-long course that shifts the focus from foundational play to athletic leadership and movement analysis. Students explore a variety of non-traditional modified sports and games, examining both their own biomechanical efficiency and how they interact with their peers in various dynamic movement settings. This curriculum emphasizes student agency, using data and theory to help students understand how they move, learn and lead.
The course is structured into four technical units:
Motor learning and the “minute to win it” challenge
Students analyze the science of skill acquisition by comparing gross motor skills (such as basketball shooting) with fine motor skills (such as cup speed stacking). These concepts are applied during a “minute to win it” style tournament, where students evaluate their coordination and precision under competitive pressure, gaining insight into how the brain and body process new movements.
The sport education model: floorball
Utilizing the sport education model, students take full ownership of a floorball season. Students are organized into “franchises” and are responsible for all components of the experience, including coaching, training organization and tournament logistics. This unit prioritizes team spirit, interpersonal skills and the social dynamics of high-functioning teams.
Peer coaching and instructional leadership
Students transition from learners to educators in this leadership-heavy unit. Working in small groups, students are responsible for the total delivery of a physical education lesson—from initial planning and equipment setup to active instruction and peer feedback. This develops confidence in public speaking and the ability to manage group dynamics effectively.
Data-driven fitness and personal programming
The final unit focuses on the health-related components of fitness. Using heart rate monitor technology, students engage in cardio-based circuits to analyze their physiological data. Students use these technical insights to design a personalized training program tailored to their specific fitness and wellness goals.
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 beyond the classroom. 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 six 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.
