scholarly journals Multiliteracies and Multiple Literacies within Ontario (Canada) Health and Physical Education

2020 ◽  
Vol 6 (4) ◽  
pp. 568
Author(s):  
Thomas G. Ryan
Keyword(s):  
Physical Education ◽  
Research Question ◽  
Provincial Government ◽  
Elementary Level ◽  
Physical Educators ◽  
Multiple Literacies ◽  
Health And Physical Education ◽  
Critical Literacies ◽  
Healthy Growth ◽  
Latent Content

The primary research question asked: What is multiliteracy and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? The qualitative research uncovered an understanding of multiliteracies that was examined via summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The 320-page document prompted ancillary queries which asked: What are the multiple literacies and how should these be achieved in Health and Physical Education? What level of multiple literacy should Ontario Physical Educators and students reach for at the elementary level? What are the existing literacy guidelines and orientations impacting Ontario teachers? Multiple literacy is viewed as a priority and necessary for healthy growth and development of teachers, students and the wider community. The ideas, concepts and themes relating to literacy surface in the curriculum analysis, revealing a tacit and broad base of knowledge which constitutes the theoretical underpinning of required literacies. Several are expected and taught, including health, physical, media, financial, and critical literacies.

scholarly journals Deweyan Progressive Education within Ontario Elementary Health and Physical Education

2021 ◽  
Vol 7 (1) ◽  
pp. 20-38
Author(s):  
Prof. Dr. Thomas Ryan ◽  
Daniel T. Ryan
Keyword(s):  
Physical Education ◽  
Road Safety ◽  
Progressive Education ◽  
Bullying Prevention ◽  
Provincial Government ◽  
Health And Physical Education ◽  
Safe Environment ◽  
Constructive Feedback ◽  
Latent Content ◽  
Healthy Body

The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

scholarly journals Using Service-Learning As A Higher Education Teaching Strategy For Health And Physical Education As Well As The Athletic Setting A Step By Step Approach

2008 ◽  
Vol 4 (9) ◽  
pp. 5-10 ◽  
Author(s):  
Aaron A. Settle ◽  
Cindi J. Smith
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Traditional Classroom ◽  
Physical Educators ◽  
Education Standards ◽  
Educational Method ◽  
Health And Physical Education ◽  
Teaching Learning

In recent years, college health and physical educators have examined multiple teaching strategies that enhance students ability to learn state-required and nationally-required health and physical education standards and outcomes. Identifying such methods and implementing them into courses can be overwhelming and confusing to the college educator. Service learning is a teaching method that best fits into the experimental section of educational foundations. This is an educational method of teaching, learning, and reflection that easily merges traditional classroom curriculum with meaningful community service. This paper provides detailed discussion regarding the service-learning teaching strategy as well as step by step instructions for correct course implementation and optimal educational results.

scholarly journals Multiple Literacies Within Reformed First Nations, Métis, and Inuit Secondary Curriculum

2021 ◽  
pp. 105678792110159
Author(s):  
Thomas G. Ryan
Keyword(s):  
Content Analysis ◽  
First Nations ◽  
Critical Literacy ◽  
Literacy Development ◽  
Secondary Level ◽  
Multiple Literacies ◽  
Secondary Curriculum ◽  
Critical Literacies ◽  
English Literacy ◽  
Latent Content

This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical literacy development. The Ontario government uses the term literacy 84 times in the transformed curricula, prompting this study to ask: What are the literacies and how should these be attained in First Nations, Métis, and Inuit secondary level education? This study found required literacies expected in grades nine through 12, included English literacy and skills, media, financial, and critical literacies.

Health and Physical Education

2012 ◽  
Author(s):  
Debra Callcott ◽  
Judith Miller ◽  
Susan Wilson-Gahan
Keyword(s):  
Physical Education ◽  
Health And Physical Education

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

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