Module 8: Physical Activity and Schools Notes
Note: All content is intended for students registered in KIN 232, Winter Term, 2025 and may only be shared among these students.
Module 8: Physical Activity and Schools
Part 1 Objectives
Understand the role of schools as a social institution for promoting physical activity (PA).
Explain physical activity and sports participation among children and youth.
Recognize quality daily physical education (PE) and physical literacy.
Understand the value of PE specialists.
Grasp the principles of the competitive school environment.
Discuss the concept of a re-imagined school sport model.
What are Social Institutions?
Definition: Formal and informal social structures that fulfill a common purpose (e.g., family, schools).
Functions: Provide structure and teach social norms, influencing behavior and values.
Formal institutions: Work to govern human behavior (e.g., education system).
Informal institutions: Shape behavior through social norms without formal regulation (e.g., family).
Importance of Schools as Social Institutions
Schools engage nearly all Canadian children (over 99%), making them ideal for PA promotion.
Norms surrounding physical activity can be developed in this environment.
Physical Activity/Sport Participation (Children and Youth)
Overall PA Grade: D
39% of children aged 5-17 meet the recommendation of at least 60 minutes of moderate to vigorous physical activity (MVPA) daily.
Gender differences in participation: 31% of girls, 57% of boys.
Low awareness of PA guidelines among parents and adults.
Organized Sport Grade: B
68% of children and youth participate in organized sports.
Participation drops with age; parental involvement and income levels significantly affect engagement.
Quality Daily Physical Education (QDPE)
Definition of QDPE: Compulsory PE from K-12 for at least 30 minutes a day.
**Features of QDPE:
Well-planned, enjoyable lessons incorporating diverse activities.
High participation rates emphasizing fair play and personal health.
Activities tailored to age and skill level.
Taught by qualified professionals using holistic assessment strategies.
Purpose: Develop skills and knowledge to encourage lifelong physical activity.
Physical Literacy: Involves motivation, confidence, physical competence, and knowledge regarding the value of physical activity.
Key Outcomes of QDPE
Enhanced skill development, better academic performance, increased leisure-time activity, and long-term health benefits.
Physical Literacy Outcome: Incomplete; emphasizes the need for comprehensive data.
Part 2 Objectives
Reaffirm understanding of schools as influential in PA promotion, sports participation, a re-imagined sports model, and the role of PE specialists.
Value of PE Specialists
Study: SPARK (Sports, Play, and Active Recreation for Kids)
Findings:
Increased class time and improved quality of PE with trained specialists.
Enhanced physical activity levels in class and teaching methods.
Institutionalization of PE programs.
Generalist Teachers' Challenges: May lack skills to provide engaging PE experiences leading to negative attitudes towards physical activity.
Competitive School Environment
Organized interscholastic sports programs enhance self-esteem and coping skills but have significant participation issues:
75% of students do not participate; competition often discourages those with lower skills.
Barriers to participation include:
“Winning first” mentality, budget cuts, and limited opportunities for students with disabilities.
Need for a Re-imagined School Sport Setting
Strategies for Improvement:
Increase teacher-coach roles, emphasize personal growth, adapt team selection practices, and support inclusive sports environments.
Encourage intramural programs and alternative sport participation times to accommodate diverse student needs.
Key Tips for Enhancing School Sports
Offer Multiple Teams: Each with a dedicated coach to support skill development.
Address the Needs of Elite Athletes: Ensure opportunities are available for all skill levels.
Contextualized Planning: Tailor sports models to fit the unique context of each school/community.
Support Newcomers: Include efforts to engage families of new Canadian students and address cultural sensitivities.
Transparent Team Selection: Provide feedback to students on selection decisions, fostering a supportive environment for future participation.
PollEv Questions for Review
The Saskatchewan government mandates quality daily PE in high schools is an example of which intervention stream? Answer: Upstream.
Which of the following is not a characteristic of QDPE? Answer: Must be optional in grade 11 and 12.
Note: This document serves as a comprehensive guide to the objectives, key concepts, and strategies surrounding physical activity and education within school systems, helping to prepare for related examinations.
In the module on Physical Activity and Schools, students are expected to understand the role of schools as social institutions that promote physical activity (PA) and explain the importance of physical activity and sports participation among children and youth. A key aspect is recognizing what constitutes quality daily physical education (QDPE), which includes a structured approach to teaching PE that leads to physical literacy. The value of PE specialists is emphasized, along with principles that define the competitive school environment and the need for a re-imagined school sport model that accommodates diverse student needs. Schools, as social institutions, engage nearly all Canadian children, making them ideal for promoting PA and developing norms surrounding physical activity.
When examining physical activity and sports participation among children and youth, research shows concerning trends, with a grade of D overall for physical activity. Currently, 39% of children aged 5-17 meet the recommended levels of at least 60 minutes of moderate to vigorous physical activity (MVPA) daily, revealing significant gender disparities as 31% of girls and 57% of boys are active at these levels. Furthermore, there is a notable lack of awareness about PA guidelines among parents. Organized sports participation rates are more promising with a grade of B, as 68% of children and youth are involved; however, participation declines with age and is heavily influenced by parental involvement and socioeconomic factors.
Quality Daily Physical Education (QDPE) is defined as compulsory physical education from K-12 that provides at least 30 minutes of daily activity. Key features of QDPE include well-planned, enjoyable lessons tailored to various age and skill levels, high participation rates that emphasize fair play, and instruction by qualified professionals. The outcomes of QDPE are significant, including enhanced skill development, improved academic performance, and the promotion of lifelong physical activity, alongside a critical need for improved data on physical literacy outcomes.
The module also highlights the importance of PE specialists, whose training can lead to increased class time and improved quality in PE, thereby enhancing students' physical activity levels. The findings from the SPARK study emphasize the difference made by trained PE specialists as opposed to generalist teachers, who may face challenges in delivering engaging PE experiences. Lastly, while competitive school environments can benefit students through organized interscholastic sports programs, barriers such as a “winning first” mentality and limited opportunities for students with disabilities often inhibit full participation. A reimagining of school sports is needed to include inclusive practices and support personal growth in all students, also offering multiple teams and coaching tailored to the unique contexts of individual schools, fostering a supportive and transparent environment for student participation and success.