Key Learning
One key concept from this course that I now understand more deeply is Universal Design for Learning (UDL). While I was already familiar with the concept of UDL, this course has given me a better grasp of how I can implement it in a way that truly supports all learners in PHE, providing a comprehensive framework that ensures every student can engage with, participate in, and express their learning in meaningful ways.
What really stood out to me is how UDL can be woven into every part of a PHE lesson. From how I teach different activities to how I assess student progress. The idea that all students have different learning styles, abilities, and interests makes it essential to create lessons that are flexible and accessible. I now understand how important it is to offer multiple means of engagement, representation, and expression, especially in PHE, where physical, cognitive, and emotional aspects of learning come into play.
For example, instead of teaching a typical soccer drill for all students, I could apply UDL by offering multiple ways to engage with the activity. Some students might prefer a traditional game of soccer, while others could benefit from smaller, less competitive activities that focus on skill-building, like passing drills or modified games that reduce the intensity. I could also provide visual cues (task cards) and instructions for students who struggle with verbal instructions or who are ESL, and for students who need extra support, I might use adaptive equipment (like bigger balls or lower nets) to make the activity more accessible.
Additionally, when it comes to assessment, UDL gives the flexibility to allow students to demonstrate their learning in various ways. For example, in an activity like a timed relay race, I might offer different levels of difficulty or allow students to choose an alternative way to demonstrate their progress that fits them better. This way, every student, regardless of their pre-existing physical ability, can participate fully and feel accomplished.
Ultimately, the deeper understanding I gained of UDL will allow me to design more effective, inclusive lessons that cater to every student’s unique needs and abilities, helping them not only succeed in physical health education but also fostering a love for lifelong fitness and well-being.
Area of Interest and Desire for Deeper Learning
One area that peaked my interest and I would also like to explore further is the revamped BC Education Physical and Health Education (PHE) curriculum.
Throughout the course I feel like I developed a much clearer understanding of how the shift in the new curriculum may transform lesson planning and teaching to actually set students up for success when they leave the classroom, not just while they are in it. However, this is also an area I want to explore further to really begin to understand the full benefits of this new way of teaching.
Something that stuck out for me was how the Big Ideas provide a broader framework for learning. For example, the idea that “Physical activity is an important part of a healthy lifestyle” pushes students to think beyond just learning skills or sports. It encourages them to connect physical activity with their overall health and well-being. This has made me realize that my lessons should focus not only on the “how” of physical activity but also on the “why,” helping students make meaningful connections to their lives.
What surprised me most about the new BC curriculum was the shift toward a more holistic approach. As someone who went through the old, sport-centric curriculum, where physical education was primarily focused on skills, fitness, and team sports, I found this change to be both refreshing and empowering. The emphasis on a more well-rounded approach to health encourages a deeper understanding of wellbeing that includes emotional, mental, and social well-being, areas that were often overlooked in the past. This holistic approach to PHE is one I am excited to learn more about as I begin the next stage of my education journey this Fall!
Moving forward I really aim to dive deeper into the new BC PHE curriculum and unravel how to apply it effectively in my teaching. I plan on reaching out to current educators in the PHE stream and seeing if I can pick their brain on how they are implementing the new curriculum and its competencies to better suit the students long-term development.
Personal Reflection
Reflecting on EPHE 246, I can see how much my understanding of physical and health education has grown. While I was aware that PHE had shifted to a more holistic approach prior to the course, I now feel I more fully understand that PHE is about developing the whole person.
The course also changed the way I think about creating inclusive and engaging learning environments. At first, I found that I was viewing inclusivity through the mindset that it was mainly about accommodating students with disabilities. However, I now feel that I better understand that inclusivity means making sure every student, no matter their ability or background, feels welcomed and engaged. Our overall goal should be to try and foster a positive, supportive atmosphere in PHE, moving away from a focus physical performance and instead seeing the value in creating a space where students feel safe to try new things, reflect on their progress, and support each other. Moving forward, I plan to use these insights to create lessons that are not only inclusive but also engaging, where students can grow both physically and emotionally.
This course has given me a much clearer idea of what it means to be an effective PHE teacher, and I feel better prepared to help students develop the skills and confidence they need to live healthy, balanced lives as I move into the PDP Program!