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!
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.
Creating a classroom activity where students reflect on their social media use.
Designing a school-wide campaign that focuses on social media literacy and mental health.
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.
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.
Spencer, John. When You Design for Everyone, EVERYONE Benefits from the Design, 24 Aug. 2021, www.youtube.com/watch?v=NL2xPwDrGqQ&t=102s. Accessed 04 Feb. 2025.
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!
Original creator: Mohamed Kharbach
Overall, UDL embraces the diversity of all learners to empower them as self-directed problem-solvers and lifelong learners.
Photo from https://www.istockphoto.com/photos/physical-education-lesson-plans
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.
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.
Photo taken by Dr. Hopper when teaching at Rockheights last semester.
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.
Hello! My name is Alison Roberts. I graduated from the Canadian College of Performing Arts and the University of Victoria, where I received a BFA in Theatre and a minor in Business. I have returned to the university as a 5th year student to complete prerequisites for my second teachable subject (EPHE) for the PDP Program to become a secondary school teacher focusing on dance, theatre, and physical education.
I grew up on Vancouver Island, dancing competitively and performing throughout high school. From a young age, I decided I wanted be a professional performer, leading me to pursue post-secondary education in dance and theatre. After graduation, I began working across Canada as a professional dancer and musical theatre performer for just under a decade.
One summer, when I was home in Victoria between contracts, I worked at Oak Bay Recreation, instructing theatre and dance summer camps for youth. I had never considered the idea of teaching as a career path until this moment. The immense gratification I received from working with the campers, teaching them different skills, and seeing them grow and improve each week was something I had never felt when performing. My initial experience that summer changed my life and led to 7 more years of working at Oak Bay in more than dance but also leading out-of-school programs and full-day outdoor camps, instructing nature preschool, and working as a one-on-one support worker and inclusion instructor. It also jumpstarted my eight-year career as a part-time dance and theatre teacher in public schools and dance studios and choreographing in professional and community arts organizations.
Even though I adored teaching and working with young people, I had never imagined it would ever be more than a part-time job. However, I soon began to realize that perhaps part-time wasn’t enough. It was clear that I was truly happiest when leading a class or seeing the growth in one of my students, a stark contrast to how I felt doing any other job. So, why not do it every day? And so, with support and guidance from some amazing mentors, I realized I could make teaching my full-time career by becoming a secondary school teacher.
While my main goal is to teach drama and dance full time, I have chosen EPHE as my second teachable, as, mixed with my extensive background in dance and youth recreation, I am extremely passionate about living an active lifestyle. Although I primarily grew up dancing, in my adult life, I have taken up soccer, softball, yoga, hiking, backpacking, rock climbing, paddle boarding, and kayaking, and I have become an avid runner, most recently completing my second half-marathon, currently training for my first marathon, and volunteering as a run group leader for the RunSport organization.
For fun, here is a video that was recently shared by the Runsport organization about my journey with running!
1) Understanding Active Health Education
When considering Physical and Health Education for students, I firmly believe that learning to live an active lifestyle is essential for young people’s well-being and mental health. It empowers them to thrive, not just survive. Physical education is not solely about being active or excelling as an athlete. It also provides students with opportunities to work collaboratively, overcome challenges, improve their mental state, reduce stress, and develop a deeper appreciation for their bodies. Equipping young people with these life skills and experiences is crucial, and I strongly believe that a comprehensive and structured PHE program can set them up for lifelong success.
When I was younger, PE often catered to students who were privileged to have training outside the classroom and a solid foundation in physical literacy. These students were praised, received higher grades, and benefited from a curriculum designed to enhance their pre-existing skills rather than introduce new ones. Meanwhile, students who weren’t natural athletes or lacked outside exposure to sports were frequently overlooked. They didn’t receive the same opportunities to improve, which often led to low self-esteem, poor physical development, and difficulty connecting with their peers. These challenges extended beyond the classroom, as these students often avoided active free play during recess. Many of the games relied on skills learned in PE or required a baseline fitness level they had not developed.
As adults, I’ve noticed that many of these same individuals who I grew up with now face long-term health issues or struggle to embrace regular physical activity. Many have an increase in unhealthy body fat and struggle with their emotional well-being. Without developing a positive attitude toward movement, they missed out on understanding the benefits of an active lifestyle. Additionally, they never acquired the skills needed to participate in certain sports, limiting their ability to engage in social activities, such as recreational intramural teams, that revolve around physical activity.
This is why it is vital for educators to understand and implement key concepts, such as the 24-hour movement guidelines, to ensure students receive adequate daily moderate to vigorous physical activity through both free play and structured PE. By focusing on building the foundations of physical literacy and promoting enjoyable physical activity as part of daily life, educators can help foster a passion for health and movement. Early intervention not only develops long-term healthy habits but also supports improved physical, mental, and emotional well-being, and an increase in self-esteem setting students up for a healthier and more fulfilling future.
2) The Role of Sedentary Behaviour in Youth Health
One of the biggest issues youth face today is the significant rise in sedentary behaviours. According to the ParticipACTION Report Card, only 4% of children and youth meet the combined 24-Hour Movement Guidelines, earning them a failing grade of F—which is unacceptable (https://www.participaction.com).
Prolonged sedentary behaviour not only harms children’s physical and mental health but can also lead to an increase in behavioural challenges, as they lack an outlet for their pent-up energy. In my experience, the most challenging days with the children I work with are often those when they miss outdoor recess due to rain or don’t have a physical education class. These missed opportunities for movement make it harder for them to focus, regulate emotions, and engage positively with their peers
I firmly believe that this increase in sedentary behavior during children’s home lives is closely tied to the growing obsession with social media, streaming services, and video games. However, in schools, I feel this rise in sedentary behaviour is partly due to a lack of effort and creative planning from educators. After several challenging years, our society is burnt out, and educators have dealt with the brunt of it, from adapting to remote learning to dealing with shrinking budgets. While it may be easier and more cost-effective to play a movie or assign tablet-based research for a lesson, this reliance on screens in school is contributing to the decline in physical activity among students.
While structured and comprehensive physical education classes are critical for ensuring students engage in moderate to vigorous physical activity, I believe educators can also promote light physical activity throughout other subjects to combat the rise in sedentary behaviour.
For example:
Science: Teachers could take students on nature walks and have them do scavenger hunts to explore the world and learn about environmental sciences.
Math: Teachers could set up a soccer field and have students kick a ball multiple times. They could then measure the distances and calculate the averages.
Social Studies: Teachers could get students to create “living museums” where they role-play historical figures and act out key events on their feet.
Overall, while improving PHE classes through detailed lesson planning and proper execution is essential, educators can also help reduce sedentary behaviours by incorporating creative and engaging teaching methods into other subjects. By doing so, teachers can inspire students to stay active and develop healthier habits both inside and outside the gym/classroom.
3) The Five-Step Model for Active Health
So, how else can we make changes in our schools and communities to increase students’ overall well-being and physical activity levels?
One way is to utilize the five-step model for active health, which provides a structured framework to begin promoting sustainable physical activity and well-being among youth. While it is great to say, “Kids need to be more active,” there are so many crucial steps to ensure that the program developed makes a significant enough impact to create long-term changes that youth can take into their adult lives and into the community.
Agree
The first step in the process is to assess current engagement and reflect on the state of health initiatives within the school. This is a critical component because it helps identify gaps in existing programs and determine how to address them.
For example, as someone aiming to work in dance education, I’ve noticed that many middle schools don’t have comprehensive dance programs. This lack of a program can limit students’ physical fitness, creativity, social skills, and emotional well-being.
Therefore, during my initial assessment of a school, I would look at the current programs—or determine if one is missing entirely. I would talk with staff and administration to get their thoughts on adding a dance program and how it might fit into the existing curriculum and offerings.
And, while I’m confident in my ability to design and implement a program like this, the key would be working with the rest of the team to understand how they see a dance program complementing other health initiatives already in place.
Build
The next step is to lay the groundwork for sustainable health initiatives by identifying key contributors.
When working with the school, I’d need to figure out who the main players are. Is there anyone I can team up with to share the workload or bounce ideas off of? Are there other dance teachers or enthusiasts who could help push the program forward? Do I have a good relationship with the principal so I’d feel confident pitching new ideas or suggesting a new program?
Ultimately, making lasting change takes teamwork. Having a strong support system is crucial for the program’s long-term success.
CLARIFY
Next, it’s important to focus on engaging with others and creating a clear, concise proposal to generate interest and support for the program. Building this buy-in will be essential.
For example, I would use both formal interviews and informal conversations to gather input from students, parents, and teachers about implementing or enhancing a dance program. These discussions would help me understand their perspectives, address concerns, and build excitement. To counter any pushback, I’d be ready to present concrete evidence showing how dance improves physical activity, creativity, and mental well-being.
I would also craft and share a vision statement to highlight the value of dance in promoting Active Living and Active Health. For example:
“We aim to create a vibrant, inclusive school community where dance fosters physical activity, creativity, self-expression, and lifelong well-being.”
Overall, being well-prepared, informed, and ready to answer questions with research-backed evidence would be critical to ensuring the program gets off the ground.
DEFINE
Next, it’s important to establish clear objectives and put a solid plan in place.
I would start by identifying the main goals for a dance program. Overall, I’d aim to increase students’ physical activity levels, create a safe space for them to explore artistic expression through movement, and develop a program that encourages teamwork and collaboration to achieve shared goals.
I would then outline how the program would be structured to align with curriculum competencies and present a plan to stakeholders that highlights how a program like this could improve the overall health and well-being of the school community.
To move forward, I’d work with the school to identify available time slots, such as blocks or periods that could become dance classes, or lunch hours that could host a dance club. I’d also finalize which staff members would be willing to support and help implement the program.
Finally, I’d form a committee, assign tasks, and create a timeline detailing what must be done and when to launch the program successfully.
EVALUATE
If all goes well, I would successfully implement a dance program into the school. But the work doesn’t stop there! The final step is to evaluate the program to see if it met our goals and identify areas for improvement.
So, how would we evaluate? One approach would be to conduct surveys for stakeholders—parents, teachers, and students—to gather feedback on what’s working and what needs adjustment. Another would be to look at participation numbers. For example, if we started with a lunchtime program, would we have enough student interest to consider creating a formal class?
I would also hold formal meetings to reflect on lessons learned during the initial implementation. Did the schedule work? If there was a performance, did the students seem enthusiastic about it? Have we noticed any positive changes in student behavior or increased engagement since the program started? By asking these questions and reflecting on the answers, we can ensure the program continues to improve and grow stronger.
Finally, we’d need to discuss the program’s next steps. If the lunchtime club was successful, it might be time to expand—whether by creating a formal class, adding more sessions, or introducing additional opportunities to engage students in this valuable physical activity, such as student choreography sessions, performance groups, or improv sessions.
Ultimately, following the five-step model outlined above will help me, as a future educator, ensure the successful implementation of a comprehensive active health program, enhancing students’ well-being, promoting their enjoyment of physical activity, reducing sedentary time, and offering families cost-effective opportunities for their children to uncover a passion for diverse styles of movement that they can take with them throughout their lives and into their communities.
