Author: aroberts12 (Page 1 of 2)

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!

Introduction to Seminar Topic

We’ve chosen to explore the impact of social media on youth mental health because it connects directly to broader themes of Active Health, particularly mental well-being and community health. Social media plays a significant role in young people’s lives, shaping how they communicate, express themselves, and perceive the world. It influences emotional health, often affecting self-worth, anxiety, and stress. Constant exposure to photoshopped & curated images can lead to unhealthy comparisons and unrealistic standards, impacting how teens view themselves. These struggles can create barriers to living a healthy life, as issues like low self-esteem or negative body image often prevent young people from engaging in physical activity. For example, a teen dealing with anxiety or depression might avoid exercise due to fear of judgment or feelings of unworthiness. Social media’s effects also extend to how young people interact with others, often contributing to feelings of isolation. Understanding these impacts is crucial for supporting both physical and emotional well-being. By exploring this topic, we aim to highlight how, as future educators, we can promote healthy social media habits and support youth mental health, ultimately encouraging a balanced relationship with social media that fosters both online support and meaningful real-world connections.

Seminar Structure

To ensure the seminar will be informative but also engaging we could draw upon the following strategies:

Interactive Discussions:

• Question: Begin by asking a question such as, “What is one word you would use to describe your relationship with social media” We could use the online tool we typically use and have participants anonymously share their responses.
• Personal Stories: We could encourage peers to share any personal experiences or observations they’ve had related to social media use in the classroom or in their lives.

Real-life Case Studies:

• Example: Present a case study where a teen’s social media use brings on feelings of anxiety and depression. For instance, a case where a student’s mental health declines after receiving negative comments on a TikTok video or becoming obsessed with comparing their body to influencers on Instagram. After presenting the case study, break into small groups to brainstorm solutions such as creating social media education programs in schools or offering coping mechanisms for students struggling with online negativity. Groups can share their ideas with everyone after the discussion.

Engagement with Digital Tools:

• Videos Resources: Show a short clip from the Netflix video like “The Social Dilemma” to highlight the psychological effects of social media. Click Here

Role-Playing:

• Scenario Example: Role-play a situation where a student feels pressure to look a certain way due to social media influencers. Peers can practice responding in a way that promotes mental well-being and healthy social media use perhaps focusing on body positivity and resources for support.

Group Brainstorming:

Ask groups to develop an action plan for one of these ideas, and then share it with the rest of the class.

1. Creating a classroom activity where students reflect on their social media use.
2. Designing a school-wide campaign that focuses on social media literacy and mental health.
3. Starting a “Social Media Detox” week to encourage offline activities and mindfulness.

These interactive elements, real-world applications, and practical takeaways will help make the seminar engaging and informative for our peers as they look forward to becoming educators.

Potential Resources for Our Seminar

One valuable resource that dives deep into the issue of social media and mental health is a video featuring Jennifer Nadeau, Senior VP for Child & Family Services and a licensed clinical social worker. In the video, Nadeau provides a thorough explanation of the mental health challenges associated with social media use among youth. She explores how constant exposure to curated online content, comparisons, and cyberbullying can contribute to anxiety, depression, and other mental health struggles. This video is a great resource for parents, educators, and anyone looking to better understand how social media affects young minds and will be great as we plan our seminar.

In addition, another great resource is the ‘PBS Toolkit for Educators’ which provides videos, discussion ideas, and insights from both professionals and students alike on the dangers of social media on youth mental health. There are great videos on supporting students in distress, creating strategies to share in the classroom, and tips for starting convserattons with your students which we could integrate into our seminar to enhance peer learning.

VISIT THE WEBSITE HERE: https://www.pbslearningmedia.org/collection/student-mental-health-matters/t/social-media/

We will also draw upon information from published papers which will provide us more academic guidance as we navigate this multifaceted topic.

One paper I looked at is “Social Media Use and Perceived Emotional Support Among U.S. Young Adults”, which examines how social media use affects young adults’ emotional support and mental health. The study found that increased social media use was associated with a lower perception of emotional support. It also highlighted that higher social media engagement was linked to feelings of isolation, which can negatively impact mental health. The findings suggest that excessive social media use may undermine real-life social connections, potentially leading to negative emotional outcomes for young adults.

Primack, B. A., Shensa, A., Sidani, J. E., et al. (2017). Social media use and perceived emotional support among U.S. young adults. Preventive Medicine, 95, 122-127. https://doi.org/10.1016/j.ypmed.2016.11.007

Another paper that will be a great support is ‘Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. Body Image.’ This study explores how social comparisons on Facebook affect young women’s body image concerns and mood. It found that frequent exposure to idealized images on social media is linked to body dissatisfaction and a negative mood. The researchers suggest that social comparisons on these platforms contribute to the development of unhealthy eating behaviours and body image concerns, particularly for young women which hinder participation in an active and healthy lifestyle.

Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2015). Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. Body Image, 13, 38-45. https://doi.org/10.1016/j.bodyim.2014.12.002

Ultimately, following under the goal of the health seminar, we hope to provide our peers with concrete tools and knowledge to foster a balanced approach to social media, supporting both the mental well-being of youth and their overall health. Through collaborative brainstorming and practical applications, we aim to inspire future educators to take meaningful steps toward building healthier, more supportive environments for young people both online and offline and truly embracing strategies for active health.

Health and physical education aren’t just about being active; they’re about ensuring everyone feels included and supported to engage healthily in physical activity for their entire lives. The frameworks we use in our educational facilities help shape how we plan our lessons and curriculums to ensure we are helping students of all abilities thrive. Understanding these principles will help us as future educators create more energized and productive classrooms. In this post, I will reflect on why and how two of these frameworks may be applied.

Framework #1: Universal Design for Learning (UDL)

The first framework I want to dive into is the Universal Design for Learning (UDL). However, before we start, I encourage you to watch this incredible short film by Dr. John Spencer, outlining the concept and exploring how it came to be.

Overall, the core idea of universal design is to create environments usable by everyone. This approach benefits everyone, as seen in the video with the invention of curb cuts being helpful for both people with limited mobility and caregivers with strollers.

Universal Design for Learning applies this concept to education. It is built around cognitive neuroscience and aims to remove barriers while keeping learning challenging for all students. This approach invites a shift in thinking and planning and asks teachers to consider more neurodiversity and offer a student-centered approach that provides students with more of a significant role in their learning. 

There are three main UDL principles. The graphic below does an excellent job of breaking these down!

Overall, UDL embraces the diversity of all learners to empower them as self-directed problem-solvers and lifelong learners.

So, how could the application of these concepts apply to a PHE class? Let’s break them down by applying them to a soccer unit.

1. Representation: The “What” of Learning

Ensure accessibility with:

• Visual Aids: Use diagrams, videos, and live demonstrations to show soccer formations, passing techniques, and shooting strategies. This could be in the form of task cards where students see the breakdown of the skill and then must use the visual cues to execute the skill. This worked particularly well when teaching at Rockheights Middle School, where I had a few ESL students. The use of visuals ensured they could understand the task at hand even when they were hesitant about the verbal instructions.
• Clear Verbal Cues: Provide multiple explanations to suit different learning styles. For example, describe dribbling as “keeping the ball on a string” to help students visualize close ball control or say “Hot potato feet” to encourage students to move quickly around the pitch. 
• Adaptive Equipment: Use different ball sizes for various skill levels, create smaller goals for shooting accuracy drills, and adjust field size to accommodate different fitness levels and mobility needs. For example, you would not use the same size pitch for grade 12 students as you would for grade 3 students just learning the basic foundations of the sport.

2. Engagement: The “Why” of Learning

Encourage motivation and autonomy by:

• Offering Choices: Let students choose different roles or activities within the class! For example, setting up stations where some students focus on dribbling drills and some engage in small-sided games.
• Promoting Self-Direction: Encourage students to set personal goals and create a skill journal or check-list to document progress in areas such as improving footwork or increasing passing accuracy. 
• Encouraging Collaboration: Assign students different roles during practice, such as defenders, midfielders, and strikers. Encourage peer coaching, where students provide feedback on positioning, technique, and teamwork based on given criteria.

3. Action & Expression: The “How” of Learning

Allow students to showcase learning in different ways:

• Flexible Assessments: Instead of traditional skill/fitness tests, assess students based on their ability to demonstrate teamwork, strategy application, or skill improvement through drills, peer feedback, or self-reflection. This shift in assessment encourages using CAPS (Cognitive/Affective/Psychomotor/Social), which is a key part of the BC Curriculum and the drive for Big Ideas in Education.
• Varied Practice: Allow students extra time to grasp the skills at their own pace and provide options for advancements to those who are at a higher level already. The student may choose to move on when they feel ready, but there is no external or peer pressure!
• Choice of Media: Let students express their learning creatively, such as recording and analyzing their gameplay or writing a short reflection on how they applied teamwork and strategy in a match. I personally love it when I have been given the option to present assignments in different modes! I fondly remember in one of my classes when we were given the choice to either write an essay, or create a video presentation sharing our insights. As a creative person, the video was much more engaging and I grasped the concepts far greater than any class where I merely wrote a paper.

However, UDL is not just beneficial in the classroom, but can be applied to the broader community to encourage more accessibility and inclusion for all to live healthy and active lifestyles. For example, in a recreational facility, we can create class options for ALL levels and abilities by ensuring multiple styles and genres of classing ranging from chair yoga to HITT. We can also ensure we have adaptive equipment and signage, such as wheelchair-friendly arm bikes, sign language supports, and visual aids instead of heavy text. Finally, we need to make sure our spaces are inclusive by offering accessible entrances to facilities, universal change rooms, and even quiet spaces where folks can go if they are feeling overstimulated.

Overall, Universal Design for Learning promotes inclusion in education, recreation, and daily life by designing classrooms and spaces that work for everyone. By applying UDL to our future classrooms, we can help students learn in ways that match their abilities and needs, creating a lifelong passion for health.

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Framework #2: The BC Curriculum and Health Education

The BC Health Curriculum focuses on physical activity, mental wellness, and emotional health, offering a far more comprehensive approach than when I was a student, where the emphasis was mainly on skill development and physical fitness rather than overall well-being.

Core Competencies

One area of the BC Curriculum I’d like to explore is the use of core competencies. These competencies, which include intellectual, personal, and social-emotional skills, are essential for lifelong learning. They are interconnected and applied across all subject areas.

These competencies include:

• Communication: Sharing and understanding ideas and emotions.
• Thinking: Critical thinking, problem-solving, and decision-making.
• Personal and Social Responsibility: Emotional intelligence, relationship-building, and social skills.

To learn more about these competencies, check out this short video!

So, how would this look in a PHE class? 

Communication
In PHE, students practice communication by working together in team activities or when playing sports. For example, in badminton, they need to collaborate on strategies, pass the birdie, and adjust their positions. By focusing on clear communication and active listening, students build important teamwork and relationship skills. Developing these skills early helps with mental and emotional health and leads to stronger communication in adulthood, making it easier to form positive relationships and handle conflicts effectively.

Thinking
Students use their thinking skills to make decisions, solve problems, and reflect on their abilities. For example, in tennis, they must assess their movements and use the skills they’ve learned to outsmart their opponent. These critical thinking skills not only improve gameplay, but also help students begin to develop a passion and confidence in physical activity. Ideally, this positive mentality helps them recognize the benefits of physical activity, which they can then carry with them throughout their lives.

Personal and Social Responsibility
PHE teaches personal and social responsibility by encouraging students to take charge of their health and contribute positively to their team. In a relay race, for example, they learn to support their teammates, follow the rules, and practice good sportsmanship. These experiences help students manage their emotions, make ethical decisions, and respect diversity, which are important parts of personal growth and building healthy communities.

By practicing these competencies in PHE, students develop skills that impact not just physical fitness but also their overall well-being, relationships, and decision-making as they grow.

Unit Planning in Action

To provide an example of how the implementation of the BC Curriculum and the Core Competencies may look in practice, I have included a Unit Breakdown from a Pickleball unit that myself, Delali, and our prior classmate Mackenzie taught last semester at Rockheights.

I have also included a link to a final extension project for the same course where we discuss how the use of Core Competencies may impact how teachers assess their students more diversely and inclusively and how it benefits our students’ learning and our understanding of their progress.

CLICK HERE: https://folioz.ca/user/alison-roberts/extension-project-v-2

In summary, the BC Health Curriculum has evolved from focusing solely on physical skills to a more inclusive approach that promotes lifelong well-being. Students develop skills that extend beyond sports into everyday life by integrating communication, thinking, and social responsibility. Ultimately, using these competencies can enhance teamwork, problem-solving, and self-awareness, helping students grow into well-rounded individuals ready for lifelong health and success.

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