tag:blogger.com,1999:blog-66616092281052985112024-03-13T06:09:07.643-07:00David Benay, EAO, PTS, PAPADavid Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.comBlogger41125tag:blogger.com,1999:blog-6661609228105298511.post-53534197957102540842022-01-26T15:52:00.001-08:002022-01-26T15:52:27.012-08:00Bell Let's Talk Day 2022<p> <span style="background-color: white; color: #050505; font-family: inherit; font-size: 15px; white-space: pre-wrap;"><a class="oajrlxb2 g5ia77u1 qu0x051f esr5mh6w e9989ue4 r7d6kgcz rq0escxv nhd2j8a9 nc684nl6 p7hjln8o kvgmc6g5 cxmmr5t8 oygrvhab hcukyx3x jb3vyjys rz4wbd8a qt6c0cv9 a8nywdso i1ao9s8h esuyzwwr f1sip0of lzcic4wl gpro0wi8 q66pz984 b1v8xokw" href="https://www.facebook.com/hashtag/bellletstalkday?__eep__=6&__cft__[0]=AZX_8gy3c5hJVTbzceqldaluVrrMZsQs5DL45NaSmOquD5MVZ8uKLPVc6AeqSi0o1iILrmEEiLwfWQeb6qkhRDH75DTHVQ7X8bgcjsx4WLRe4Q&__tn__=*NK-R" role="link" style="-webkit-tap-highlight-color: transparent; background-color: transparent; border-color: initial; border-style: initial; border-width: 0px; box-sizing: border-box; cursor: pointer; display: inline; font-family: inherit; list-style: none; margin: 0px; outline: none; padding: 0px; text-align: inherit; text-decoration-line: none; touch-action: manipulation;" tabindex="0">#BellLetsTalkDay</a></span><span style="background-color: white; color: #050505; font-family: inherit; font-size: 15px; white-space: pre-wrap;"> annual post:</span></p><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">I am so happy that more and more people are openly talking about their mental health journey. The more we talk about it, the less stigma there will be. </div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">This year, I wanted to share what I've learned since opening up about my mental health successes and struggles.</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">1) Anxiety doesn't go away. You learn how to live with it. Your learn about your triggers. You learn how to avoid them or confront them. </div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">2) Seeking help is not a sign of weakness. To the contrary, it takes strength and courage at first to admit that you need help...but honestly, once that first step is taken, talking to someone about your strengths, your weaknesses, your fears, your emotions becomes normal. Speaking to a professional allows you to learn more about yourself.</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">3) After my first panic attack, so many people opened up to me. They told me their stories. We are forever bonded. To be honest, no one really understands it unless they go through it themselves. Trust me when I say, you are not alone.</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">4) Taking care of your physical health helps but it might not be enough. Walk in the forest, read a book, meditate, practice mindfulness. Your brain/mental health need training as well (not just your biceps and legs).</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">5) Unfortunately, some people might not understand what you are going through but that's okay. From my experience, opening up about it has helped so much more than it has hindered.</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">6) Bell Let's Talk Day is great at getting the conversation started and funding much needed programs. However, we need to keep this conversation going daily. We need to show empathy to those with mental illnesses or those who are struggling temporarily with their mental health.</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;">7) You are not defined by your emotions. You are allowed to have emotions. Toxic positivity is real (and is not sustainable).</div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto" style="font-family: inherit;"><br /></div></div><div class="cxmmr5t8 oygrvhab hcukyx3x c1et5uql o9v6fnle ii04i59q" style="background-color: white; color: #050505; font-family: "Segoe UI Historic", "Segoe UI", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"></div>David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-2698802216754546472021-01-27T17:51:00.007-08:002022-01-25T13:59:38.438-08:00My Annual #BellLetsTalkDay Facebook post<span style="font-size: medium;">Tomorrow is <a href="https://www.facebook.com/hashtag/bellletstalkday?__eep__=6&__cft__[0]=AZWK1-En0YEuID6ichXB7aMVxvKwg-e4U4c22Rgr4Iwxku36eCReZ1KECXLc1vwTvmILwPDTba2lPPBLsHBexTecfMwIS4alNX_GDrH3aiWKuw&__tn__=*NK-R">#BellLetsTalkDay</a> and I've decided to share my story in three parts. Part 1 will be today. Part 2 will be released tomorrow, during the official Bell Let's Talk Day. Part 3 will be the day after. I've decided to do it this way because talking about our mental health successes and struggles shouldn't only be done once a year. It should be done more often to truly end the stigma.</span><div><span style="font-size: medium;"><br /><u><b>Part 1: Pre-anxiety attack no 2</b></u><br />In late 2019, I started feeling a shift in my energy level. Both Mél and Élo were extremely sick (to the point that we skipped Christmas). Laurence was just about 4 months old. Prior to the holidays, we had just finished writing a proposal that could have brought 600 000$ to my school board. We weren't chosen. I won't lie, it stung and it hurt my ego. I had also just finished my forest school practitioner course. Needless to say, I was definitely physically and mentally tired. I didn't get much of a chance to recharge during the holidays. </span></div><div><span style="font-size: medium;"><br />After a few weeks back at work, we went on strike (for the first time in my career and hopefully my last). My work routine was out the window. We could no longer work before or after school. Everything had to be done at home. I had gotten use to leaving my work at work after my first panic attack that sent me to the hospital. I work extremely hard during the day so that I can spend time with my girls after work. I couldn't do that anymore. That lasted for a few months until the pandemic hit. Luckily, the pandemic wasn't really hard for us at first. As an introvert, having time to myself recharges me.</span></div><div><span style="font-size: medium;"><br />Unfortunately, we didn't have much luck a few weeks after. Our basement flooded. Workers started working on the basement. They stripped the carpet and part of the wall. Workers were then forced to stop working. So we are in a pandemic, couldn't go anywhere with two kids and we had just lost our basement which is essentially the girls' play area. My stress level was getting more and more serious. Oh yes, our fridge also broke down and lost our food (twice!).</span></div><div><span style="font-size: medium;"><br />The remainder of the school year was also very stressful. We never knew if we were going back to work...the final decision kept getting prolonged (those of you with children probably remember those months). During summertime, we had no idea what September was going to look like. I'm a planner. I like to have an idea of what's going to happen in the future (more on that tomorrow).</span></div><div><span style="font-size: medium;"><br />When school finally started again, I was extremely stressed because of everything that previously happened on top of feeling anxious because of Covid-19. A few days in, I had my second panic attack at work. It was time to get help again.</span></div><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><u><b>Part 2: Seeking help</b></u></span></div><span style="font-size: medium;">Last summer, I decided to seek help. I am getting a bit better at reading the signs for when I feel stressed and anxious. I reached out to my union's therapy program. It wasn't really what I was looking for. It can for sure help other people but it wasn't for me. The therapist was trying to change my thought patterns and kept asking what specifically was triggering my stress and anxiety. I just wasn't able to pin point what it was. The thing is, I knew what stressed me but she wanted me to verbalize a specific sentence that I say in my head. If I would of been able to do that, we would of then worked on that sentence and transform it into a positive. This type of approach didn't work very well for me because I internalize everything. This brain of mine is overloaded with information and to be able to focus on one thing feels like an impossible task. After three sessions I chose not to keep working with this therapist. Work was starting soon so I didn't have much time anyways.<br /><br />Like I said in part 1 of my post, I had my 2nd panic attack in late August. I decided to listen to my family doctor this time and take some time off. He suggested I find a psychotherapist to talk to. I found a wonderful therapist that used a mindfulness approach. We developed a great rapport. She helped me learn a lot about myself. After I explained my first panic attack and everything that has happened since then with work and life she said that I made her think of a ''guerrier épuisé''. She helped me realize that it's ok to feel what I am feeling. We don't always have to feel happiness and be peppy. What's important is to be able to observe our feelings in an objective way and then try to release that feeling...to not let it take complete control of your thoughts.<br /><br />I felt good after my 6 weeks. I returned to work and then...</span><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><b><u>Part 3: My daughter's diagnosis</u></b></span></div><div><span style="font-size: medium;"><b><u><br /></u></b></span></div><div><span style="font-size: medium;">Laurence stopped progressing. I would like to say that it was around the 12 or 13 months mark. Everything I wrote in part 1 and part 2 now seem so pale in comparison. Not knowing how she will develop is definitely the hardest part and is causing me a great deal of anxiety. We ultimately had to find private services because it is taking too long through the public health system. We try to remain optimistic because there are so many success stories and both my wife and I have taught wonderful children who are on the spectrum that it gives us hope. It gives us hope that Laurence will also find her passion, make friends, and live a beautiful life.<br /></span><div><span style="font-size: medium;"><br /></span></div><div><span style="font-size: medium;">Past posts:<br /><a href="https://davidbenay.blogspot.com/2020/01/relearning-to-say-yes.html">Relearning To Say Yes</a></span></div><div><a href="https://davidbenay.blogspot.com/2019/01/my-anxiety-made-me-stronger.html">My Anxiety Made Me Stronger</a></div></div>David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-30380474445885713942020-07-23T12:34:00.001-07:002020-07-26T05:04:06.789-07:00Les apprentissages essentiels du mouvement humain en éducation physique<div style="text-align: center;">
<b><span style="font-size: large;">Les apprentissages essentiels du mouvement humain en éducation physique</span></b></div>
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L'année scolaire prochaine sera certainement très différente pour les enseignants d'éducation physique. J'ai décidé de créer cette liste d'apprentissages essentiels du mouvement humain en éducation physique qui respectera certainement les recommandations de distanciation physique qui seront en vigueur.</div>
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<b><u>Les mouvements naturels</u></b></div>
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<ul>
<li>Marcher, jogger et courir </li>
<li>Sauter et atterrir en sécurité</li>
<li>Tomber en sécurité</li>
<li>La quadrupédie</li>
<li>Grimper</li>
<li>Rouler</li>
<li>Garder l'équilibre</li>
</ul>
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<b><u>Les ABCs du mouvement</u></b></div>
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<ul>
<li>Agilité</li>
<li>Équilibre (balance)</li>
<li>Coordination</li>
<li>Vitesse (speed)</li>
</ul>
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<b><u>Les mouvements pour la musculation</u></b></div>
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<ul>
<li>Squats</li>
<li>Fentes</li>
<li>Pousser</li>
<li>Tirer</li>
<li>Extension</li>
<li>Flexion</li>
<li>Rotation</li>
</ul>
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<b><u>Habiletés sportives*</u></b></div>
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<ul>
<li><span style="font-family: inherit;">La position athlétique: <a href="https://youtu.be/twRCiRP6AgM">https://youtu.be/twRCiRP6AgM</a></span></li>
<li>Lancer: <a href="https://youtu.be/ZIvlW1QbQ-U">https://youtu.be/ZIvlW1QbQ-U</a></li>
<li>Attraper: <a href="https://youtu.be/8-_h3sJmKKE">https://youtu.be/8-_h3sJmKKE</a></li>
<li>Botter</li>
<li>Dribbler</li>
<li>Patiner: <a href="https://youtu.be/_MwBPKSQWxQ">https://youtu.be/_MwBPKSQWxQ</a></li>
<li>Transport actif: <a href="https://youtu.be/n_SXHCaOBTA">https://youtu.be/n_SXHCaOBTA</a></li>
</ul>
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*Certaines de ces activités devront être modifiées afin de respecter les normes établies par votre bureau de santé local (p.ex., utiliser un mur pour lancer une balle de façon individuelle).</div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-25425336241049607552020-03-28T11:30:00.001-07:002020-03-28T19:06:49.923-07:00Health & Physical Education Can No Longer Be Ignored<span style="font-family: inherit;">Ascend the throne HPE! You can no longer be ignored. There isn't a curriculum that is more important right now. Of course, all subjects are important, but in the present moment, HPE is on top.</span><br />
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<span style="font-family: inherit;">Let's break down the overall and the specific expectations of the <a href="http://www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical-education-grades-1to8.pdf">HPE Ontario Curriculum</a>.</span></div>
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<b><u><span style="font-family: inherit; font-size: large;">Strand A: Social-emotional learning skills:</span></u></b></div>
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<i><span style="font-family: inherit; font-size: x-small;">'' This strand focuses on the development of students’ social-emotional learning skills to foster their overall health </span></i></div>
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<span style="font-family: inherit;"><i><span style="font-size: x-small;">and </span></i><i><span style="font-size: x-small;">well-being, positive mental health, and ability to learn, build resilience, and thrive.'' (p. 184)</span></i></span></div>
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<span style="font-family: inherit;">This is the obvious one. Without a doubt, families are thinking of their overall health & well-being, positive mental health, and ability to learn*, build resilience, and thrive.</span></div>
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<span style="font-family: inherit;">*Some families have started this process and others haven't. Parents know what's best for their children. This can be a very traumatic experience for families and homeschooling might not be the #1 priority.*</span></div>
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<span style="font-family: inherit;">Here are the SEL skills:</span></div>
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<span style="font-family: inherit;"><b>Identification and management of emotions</b> - PE teachers have been teaching students how to understand & express their feelings and also respond to the feelings of others. I think it's fair to say that we will experience a variety of emotions and it's very important to accept and manage these.</span></div>
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<span style="font-family: inherit;"><b>Stress management and coping </b>- This one is so important right now. This skill is all about recognizing the sources of stress and coping with the challenges.</span></div>
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<span style="font-family: inherit;"><b>Positive motivation and perseverance</b> - Right now, developing a positive habit of mind is crucial to promote a sense of hope.</span></div>
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<span style="font-family: inherit;"><b>Healthy relationships</b> - This skill allows students to build relationships, develop empathy, and communicate effectively. We've been told to practice social-distancing. This skill will be extremely important for families because they will be spending lots of time together.</span></div>
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<span style="font-family: inherit;"><b>Self-awareness and sense of identity</b> - When developing self-awareness and self-confidence you'll be in a better position to set boundaries and limits. This is extremely important right now while some of us are self-isolating and all of us are practicing social-distancing.</span></div>
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<span style="font-family: inherit;"><b>Critical and creative thinking </b>- From what I've seen on Facebook and Twitter, parents are very creative right now in keeping their children busy and happy. 👍👌😎✌Next time you see one of these posts, notice what the children are doing; it's all about physical education or arts!</span><br />
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<span style="font-family: inherit; font-size: large;"><b><u>Strand B: Active Living</u></b></span><br />
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On my daily walks (always keeping my distance), I've noticed many families are participating actively in a wide variety of physical activities such as walking, jogging, rollerblading, playing catch, and etc. They are definitely incorporating physical activity into their daily lives. Most of them are also demonstrating responsibility for their own safety and the safety of others by practicing social distancing (keeping themselves 2-m apart).</span><br />
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<span style="font-family: inherit;"><i>Active participation</i>, <i>physical fitness</i>, and <i>safety</i> are the specific expectations of this strand. As a society, we can't ignore these right now. Most families are thinking of ways to keep their kids active and safe. If we did our jobs, the children should be able to also make suggestions for activities they can do.</span><br />
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<span style="font-family: inherit; font-size: large;"><b><u>Strand C: Movement Competence</u></b></span><br />
<span style="font-family: inherit;"><span style="font-size: large;"><b><u><br /></u></b></span>
<span style="font-size: small;">Movement competency is important for the following reasons:</span></span><br />
<span style="font-family: inherit; font-size: small;">- A competent mover will most likely have fewer injuries. Families want to avoid going to the hospital right now.</span><br />
<span style="font-family: inherit; font-size: small;">- A competent mover will try as many activities as possible. That will free up some time for the parents! Parents have a lot on their plates right now (keeping kids busy, working from home, and etc.).</span><br />
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<span style="font-size: large;"><b><u>Strand D: Healthy Living</u></b></span></span><br />
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<span style="font-family: inherit; font-size: small;">In my opinion, this is the most important of the strands. I will break this one down per topic/grade. I will make links with the healthy living skills required to navigate these unprecedented times.</span><br />
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<span style="font-family: inherit; font-size: small;"><b>Healthy eating:</b></span><br />
<span style="font-family: inherit; font-size: small;">Grade 1: <i>Food for healthy bodies and minds</i>, <i>Canada's Food Guide</i>, and <i>Hunger and thirst cues</i></span><br />
<span style="font-family: inherit; font-size: small;">--> If your children are like mine, they are definitely making eating a lot more than usual (or maybe mine are just in a growth spurt).</span><br />
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<span style="font-family: inherit; font-size: small;">Grade 2: <i>Healthy eating patterns</i> and <i>food choices</i></span><br />
<span style="font-family: inherit; font-size: small;"><i><br /></i></span>
<span style="font-family: inherit; font-size: small;">Grade 4: <i>Personal eating habits</i></span><br />
<span style="font-family: inherit; font-size: small;"><i><br /></i></span>
<span style="font-family: inherit; font-size: small;">Grade 6: <i>Benefits of healthy eating / active living</i></span><br />
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<span style="font-family: inherit; font-size: small;"><b>Personal safety and injury prevention:</b></span><br />
<span style="font-family: inherit; font-size: small;">Grade 1: <i>Safe practices</i>, <i>caring and exploitative behaviours and feelings</i>, and <i>potential risks at home, in the community, outdoors</i> (<i>Hello!</i>)</span><br />
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<span style="font-family: inherit; font-size: small;">Grade 2: <i>Personal safety - home, online, and outdoors</i></span><br />
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<span style="font-family: inherit; font-size: small;">Grade 4: <i>Safe use of technology</i> (so important right now!)</span><br />
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<span style="font-family: inherit; font-size: small;">Grade 5: <i>Strategies - threats to personal safety</i></span><br />
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Grade 6: <i>Responsibilities, risks - care for self and others, safety practices</i><br />
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<span style="font-family: inherit; font-size: small;"><b>Substance use, addictions, and related behaviours:</b></span><br />
<span style="font-family: inherit; font-size: small;">Grade 1: <i>Unhealthy habits, healthy alternatives</i></span><br />
<span style="font-family: inherit; font-size: small;">--> Excessive screentime might be on the rise.</span><br />
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Grade 2: <i>Prescription and non-prescription medicines, </i>and <i>medication/healthy alternatives</i><br />
--> Getting more sleep to help get rid of a cold and plenty of other examples are given to students.<br />
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<span style="font-family: inherit; font-size: small;"><b>Human development and sexual health:</b></span><br />
Grade 1: <i>Hygienic procedures</i><br />
--> Children learn how to properly wash their hands in grade 1. What is the #1 health recommendation right now? Exactly!<br />
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Grade 3: <i>Healthy relationships, bullying, and consent</i><br />
--> Unfortunately, screen time will go up and that means there might be more cases of cyberbullying. In grade 3, students learn how to deal with bullying.<br />
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<span style="font-family: inherit; font-size: small;"><b>Mental health literacy:</b></span><br />
Grade 1: <i>Mental health and overall health</i> and <i>thoughts, emotions, and actions</i><br />
<i>--> </i>Students learn how to take care of their body AND mind.<br />
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Grade 2: <i>Body and brain - responses and feelings </i>and knowing when to seek help<br />
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Grade 3: <i>Brain stress response system </i>and <i>external factors that contribute to stressful feelings</i><br />
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Grade 4: <i>Healthy choices to support mental health </i>and <i>stress management (cognitive and behavioural)</i><br />
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Grade 5:<i> How to help others, when to seek help</i><br />
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Grade 6: <i>Seeking help - professional helpers </i>and <i>connecting thoughts, emotions and actions</i></div>
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If you've made it this far: THANK YOU FOR READING!</div>
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com2tag:blogger.com,1999:blog-6661609228105298511.post-52871780475148903712020-01-27T18:35:00.000-08:002020-01-27T18:35:06.332-08:00Relearning to Say Yes!<div style="text-align: center;">
<b>Relearning to Say Yes!</b></div>
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Every year for <a href="https://letstalk.bell.ca/en/">Bell Let's Talk Day</a>, I write a post about mental health. Last year I wrote about how <a href="https://davidbenay.blogspot.com/2019/01/my-anxiety-made-me-stronger.html">my anxiety actually made me stronger</a>. This year, I want to write about relearning to say yes.<br />
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After my anxiety attack, I found myself saying no to almost everything. It was my defense mechanism. I would say no. Then I would think about it. Everything was easier for me this way. It gave me time to think. I hated saying yes to everything and then regretting it. It's easier to turn back on a no then it is to turn back on a yes.<br />
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As empowering as it is to learn how to say no, we also need to relearn how to say yes. Saying no is an important step to self-care. However, overusing the power of ''no'' will eventually lead to social and professional exclusion.<br />
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We all know that anxiety and depression are on the rise. What's ironic is that self-care books and programs are also on the rise. Please take a moment to read Frank Forencich's explanation. To me that makes a lot of sense. Like previously mentioned, if we say no and we only focus on the self, we lose touch of our ''tribe''. And like F.F. wrote: ''More awareness on the self means less contact with the whole and in turn, more anxiety, stress, and eventually, depression.''<br />
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It feels like we are on a pendulum swing. The older generations took care of their children to the detriment of their own health. Now we are being told that the ''self'' should be at the forefront of most of our decisions. We need to find a balance; we need to take care of our tribe and ourselves.<br />
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<a href="about:invalid#zClosurez" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><br />
This year, I've really been trying to say <u style="font-weight: bold;">yes</u> more often that I'm used to in the past couple of years. It's been tough for a few reasons. First off, I did not want to make the same mistake, yet again, of overwhelming myself with a million projects (I think it came close in November). Luckily, I have a good support system and my wife really helps me see clearly when I do take on too much. Also, I still need to remember that saying yes to everything is part (emphasis on part) of the reason I got into this mess in the first place.<br />
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<a href="about:invalid#zClosurez" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://1.bp.blogspot.com/-myOpvbUEKG0/Xi-cUs0C9hI/AAAAAAAAKCQ/Z1tSNFTdBnQEJeSdaZrM8-z8ixbuVmiRwCNcBGAsYHQ/s1600/9125510233_a3d94e1d9e_b.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="576" data-original-width="1024" height="180" src="https://1.bp.blogspot.com/-myOpvbUEKG0/Xi-cUs0C9hI/AAAAAAAAKCQ/Z1tSNFTdBnQEJeSdaZrM8-z8ixbuVmiRwCNcBGAsYHQ/s320/9125510233_a3d94e1d9e_b.jpg" width="320" /></a><br />
So that's how I feel right now. I'm currently walking a tightrope trying to navigate this newish reality of mine. On one side of the tightrope is the overwhelming-yes and on the other side is the hindering-no. Walking the tightrope has been challenging at times but by no means has it been impossible.<br />
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Relearning to say yes has brought on many interesting and worthwhile opportunities. For example, I'm currently spearheading a group that wants to turn Orléans in a physical literacy community. If we succeed, we will bring in 200 000$ for the next 3 years (600 000$ total). Also, I'm taking my Forest and Nature School practitioner certification and I helped co-organize professional development to other physical education teachers.<br />
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Relearning to say yes has given me many professional opportunities. Right now, I am going on a social media break until the month of March. I will however still be available if ever anyone needs help or simply needs to talk.</div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-64850116003241655642019-05-19T09:53:00.003-07:002019-05-19T12:57:22.341-07:00List of Famous IntrovertsA few years ago, I made a <a href="http://davidbenay.blogspot.com/2015/08/list-of-multisport-athletes.html">list of multisport athletes</a>. Now, I want to create a new list. It's a list of famous introverts.<br />
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<span style="font-family: inherit;">Abraham Lincoln, </span><a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Al Gore, </span><a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Albert Einstein, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Barack Obama, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Bill Gates, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Charles Darwin, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
Derrick Rose, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
Dr. Seuss, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Eleanor Roosevelt, <a href="https://bit.ly/2VzS09U">https://bit.ly/2VzS09U</a></span><br />
<span style="font-family: inherit;">Elon Musk, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Frederic Chopin, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
Jerry West, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
<span style="font-family: inherit;">JK Rowling, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Hillary Clinton, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
Kobe Bryant, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
Larry Bird, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
Larry Page, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Mahatma Gandhi, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Marissa Mayer, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
Mark Zuckerberg, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Meryl Streep, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
<span style="font-family: inherit;">Michael Jordan, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Pete Maravich, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
Reggie Miller, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
<span style="font-family: inherit;">Rosa Parks, <a href="https://www.goalcast.com/2018/04/12/most-successful-introverts/">https://bit.ly/2VzS09U</a></span><br />
Steve Wozniak, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a><br />
<span style="font-family: inherit;">Steven Spielberg, <a href="https://bit.ly/2BoKyX7">https://bit.ly/2BoKyX7</a></span><br />
Tiger Woods, <a href="https://www.ranker.com/list/athletes-who-are-introverts/people-in-sports">https://bit.ly/2VzS09U</a><br />
<span style="font-family: inherit;">Warren Buffett, </span><a href="https://bit.ly/2VzS09U">https://bit.ly/2VzS09U</a><br />
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<br />David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-34897964638263024062019-01-30T03:37:00.002-08:002019-01-30T03:37:31.112-08:00My Anxiety Made Me Stronger<div style="text-align: center;">
<b><u><span style="font-size: large;">My Anxiety Made Me Stronger</span></u></b></div>
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(My annual #BellLetsTalk Facebook Post)</div>
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<b>I.</b>This will be my last Facebook message for a little while. I've decided that the best way to improve my health is to subtract and not add. I am very happy in life and I don't need to add more to it. I've already eliminated my Instagram account and both of my Facebook pages (Ottawa Gym Critic & Bien-être urbain). I could of just quietly stopped using FB but I've decided to share my story before my FB break/perhaps departure. I've noticed that every time I share my story, it usually inspires someone to get help or to open up about their situation.The more we talk about mental health the more it'll become ''normal'' to seek professional help. If you're still with me, thank you!</div>
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<b>II.</b>This is the story of how my anxiety actually made me stronger.</div>
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<b>III. </b>September 2014: My first official anxiety attack<br />It was debilitating. It happened during parent/teacher night. I had done presentations like this for 10 years now. I was embarrassed. Why did it have to happen in front of all the parents? Why is this happening to me? I'm in good health. I ran 21 kms in 97 minutes. I can bench press and squat 225 lbs. I play hockey and soccer. Anxiety doesn't discriminate. I was physically healthy. I didn't have enough tools in my toolbox to take care of my mental health. I couldn't breathe or speak. I excused myself and made my way to another room trying to catch my breath. A colleague of mine tried to help. I told her I was O.K. I wasn't. I was hoping that I could go back in my classroom and finish the presentation. I only had about 20 minutes left to go. I couldn't. At first, I thought I was having a heart attack. The ambulance was called. Many of my colleagues were worried. I am forever grateful for having them as my colleagues. The custodian at my school calls my wife. Thank you! I got on the ambulance. They did a bunch of tests. They determined it wasn't my heart and that I was having an anxiety attack. A colleague of mine was there with me. I vaguely remember him trying to reassure me but I don't remember. I just remember being happy that someone came with me. I wasn't alone. You never are. He stayed at the hospital until my wife showed up. I miss him (he's retired...congratulations). My wife and I wait for hours and hours. At the time, this was the most scared I've ever been in my life. I just want to go home. My wife insists we stay but I'm too stubborn to listen. We leave. In retrospect, that was a mistake. I learn many years after that they could have given me medication to help with anxiety had I stayed.</div>
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<b>IV. </b>The following days, weeks and months...<br />It once took me 6 hours to get a cast on my broken finger/badly bruised hand but it took me 6 months to get help for my anxiety. Not because I didn't want it. I kept asking for it. In the meanwhile, my doctor gave me medication in case I have another anxiety attack. That wasn't helpful for the day to day reality of dealing with anxiety but it felt good to know that I could take it if necessary. I needed to see a psychiatrist in order to receive my current medication (that I've been taking ever since). 6 months later, I meet my psychiatrist. He enumerated many reasons why I have anxiety:<br />- I ignored many warnings.<br />- I drink too much coffee.<br />- I ran way too much to a point that wasn't healthy anymore (half-marathons and full marathons). It became my job. I had lost my passion.<br />- I had too much on the go and I want to control everything.<br />I left extremely happy knowing the reason why this was happening to me. He also offered me good advice. 1) You can't control the rain. 2) 80% is good enough.</div>
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<b>V. </b>Medication and help<br />Never be ashamed of medication. It helps me with my daily tasks. I can probably stop taking it. I don't know. But why mess with a good thing. I'm happy. After meeting my psychiatrist, I met with a psychotherapist until my meds would actually help. It took a few weeks for my meds to work. That's how long I saw my psychotherapists. I felt good. Finally!</div>
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<b>VI. </b>My anxiety made me stronger<br />It took an anxiety attack to change. I no longer run more than 20 minutes at a time. I meditate. I garden. I try as many different training styles as possible. I go outside and play with my daughter. I'm more assertive. I learned to say no. I speak my mind more often (life's too short). I continuously try to learn more about myself. I know that I'm most happy when I'm in my Fortress of solitude (Superman reference). My family makes me happy. I feel a lot healthier. I am stronger (mentally).</div>
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<b>VII. </b>What's next?<br />Being mindful. Train the brain. Enjoying the small things. Keep learning about my self. Improving. Staying healthy. Less tech. More nature. Being the best father, husband, son, brother and friend possible.</div>
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<b>VIII.</b> If anybody wants to talk, I'll be there for you.</div>
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com1tag:blogger.com,1999:blog-6661609228105298511.post-61426702561639258082018-10-28T11:30:00.000-07:002018-10-28T11:30:01.849-07:00PHYSICAL LITERACY : Childhood Nostalgia<div style="text-align: center;">
*This post was originally written for <a href="https://www.humantwopointzero.com/">Human 2.0</a> the day after Halloween*</div>
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Last night, as I was sitting down
in my <a href="http://disneyjuniorchannel.ca/shows/doc-mcstuffins">Lambie</a>
costume handing out sugarless treats to children and playing the Star Wars
theme song to every Jedi I saw, I couldn’t help but feel nostalgic about my
childhood. I started thinking about all of the activities we now take for
granted that helped develop our physical literacy. </div>
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I was lucky enough to grow up on
a military base called Borden. Borden had everything a child needed to kill
time from sunup to sundown. Borden is really the place that I developed most of
my physical literacy. It had 1000’s of climbable trees. I developed my body
strength by climbing those trees, inventing obstacle courses and jumping off
them to learn naturally how to absorb shock. Our skin became rugged because of
the tree bark. It didn’t matter, we had <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="color: red;">fun</span></u></i></b>.
It only really hurt when we showered afterwards.</div>
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My leg strength definitely came
from all the biking I did. My friends and I had a biking gang and would ride
all over the base. We’d go into the woods and mountain bike. There was a huge
hill in the forest that we all had a hard time climbing but once we got it, we
felt very accomplished and confident. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="color: red;">Feeling confident
plays a critical role in developing your physical literacy. </span></u></i></b>We’d
bike to our school’s playground and use the monkey bars, play Sandman, try to
climb the soccer posts.</div>
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We kept developing our leg
strength and our cardiovascular system during winter. We’d grab our GT Snow
Racer, the one with Brett Hull on the box, walk to the forest, find a hill,
slide down and walk back up. We would slide down for hours which meant we
walked up for hours. Once we got bored, we’d slide back down and try to bump
each other off our GT’s. We’d walk back up and repeat. Our legs felt sore
afterwards. We all went home to eat lunch and promised to meet up immediately
after to play street hockey. We would play street hockey until it was time to
eat.</div>
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I could go on and on about all of
the activities I use to do that helped my physical literacy. I hope you’re
reading this article and that you’re nodding your head in agreement because you
had a similar type of childhood. If so, <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="color: red;">let’s bring back
free play</span></u></i></b>. Free play is the best way to develop our
children’s physical literacy. The more they play, the more confident they will
become. The more confident they will become, the more open they will become to
try new activities. If your child doesn’t like to play because he prefers his
iPad, the solution to that problem is simple; you must become his role model.
Chances are that if your child sees you playing outside, they will to.
Eventually, they won’t need you anymore and they will go out and play by
themselves or with their friends.</div>
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Remember to have fun:</div>
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<!--[if !supportLists]--><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Climb those monkey bars</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Buy yourself a skateboard and enjoy the road</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Play street hockey</div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Organize a pickup soccer game</div>
<div class="MsoListParagraphCxSpLast" style="text-align: left; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Keep your balance on the sidewalk curb</div>
<br />David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-40335033625205840062018-08-21T05:11:00.000-07:002018-08-21T05:23:17.132-07:00Do you give homework Twitter pollThis was my most successful poll yet. Over 200 people participated. Thank you! Participants had three choices this time.<br />
<br />
1) Yes I give homework (daily or weekly).<br />
2) Yes, but... (for those that only assign reading, incomplete class work and etc)<br />
3) No! #ditchhw<br />
<br />
I voted option #2. I usually give homework when there's incomplete class work. I give enough time to my students to complete the work. They have enough time to come see me and ask questions. On top of that, I e-mail the questions and answers to parents so that they feel more comfortable helping out.<br />
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Another type of homework that is assigned in my class is studying for a test. Students will know of an evaluation one week in advance. How much they study is up to them and their parents. I'll also give time in the classroom to study as well.<br />
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The last type of homework ''given'' are projects. I like to give different types of projects during the school year. I give enough time to complete the projects in the classroom (weeks, months, whatever is necessary to create something worthwhile). However, sometimes students like to work on the projects at home. This happens quite often because I think the projects are fun and interesting.<br />
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Now, here are the results of the Twitter poll:<br />
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Participants had interesting things to say:<br />
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I don't think there's a right or wrong way to do things. There are so many ways to teach. As long as you are true to your values and your schools' values and as long as you have your students' well-being at heart, you can't go wrong. Of course, that is just my opinion.David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-64372064423930397592018-08-14T11:56:00.001-07:002019-05-31T03:41:11.983-07:00Would you rather...specialists and generalists in #physedI recently Tweeted a poll (that I unfortunately deleted by mistake). I asked the following question:<br />
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Would you rather your students have physical education 2-3 times a week with a specialist or 4-5 times a week with a generalist?<br />
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<b><u>Stats</u></b>:<br />
135 participants voted<br />
80% voted for the first option (2-3 times a week with a specialist)<br />
20% voted for the second option (4-5 times a week with a generalist)<br />
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<b style="text-decoration-line: underline;">Interesting conversations ensued</b>:<br />
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<b>Full disclosure, I voted for generalists 4-5 times a week.</b> The vote is based on my personal experience of having taught as a ''generalist''. I taught my grade 5 students the following subjects: French, mathematics, social studies, sciences, arts and physical education (4 times a week). My 1st specialist taught a combined class of physical education and health. My second specialist taught one class of music and my third specialist taught English twice a week. As a generalist, I was able to find holes in the gymnasium schedule and pencil in my classroom. This allowed me to get them in the gymnasium 4-5 times a week. When we didn't have access to the gymnasium we would have our physical education class outside. I also didn't like them to move for 60 minutes and then sit for the rest of the day. I added lots of movement opportunities in the classroom. We have to be careful to not create a generation of actively sedentary students.<br />
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The reality is that we need our students to have physical education and movement opportunities every day and that won't happen with physed specialists only. Both the physical education and generalist teacher need to combine forces in order to make sure our students move enough throughout the day.<br />
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Learn to move.</div>
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Move to learn.</div>
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<br />David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-35310640968564737542018-03-30T10:19:00.000-07:002018-08-13T03:30:23.630-07:00Multi-Sport Approach<a href="https://1.bp.blogspot.com/-WE1-ssybwqM/W3FbOj7yjXI/AAAAAAAAGYY/gdlBMep-EzYwES545hmnfV3yjWiqe3IQACLcBGAs/s1600/128425.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="630" data-original-width="840" height="239" src="https://1.bp.blogspot.com/-WE1-ssybwqM/W3FbOj7yjXI/AAAAAAAAGYY/gdlBMep-EzYwES545hmnfV3yjWiqe3IQACLcBGAs/s320/128425.jpg" width="320" /></a>I really enjoyed reading an <a href="http://ottawacitizen.com/news/local-news/scanlan-expert-lauds-the-value-of-movement-we-have-to-get-people-to-understand-activity-is-a-way-of-life">article from the Ottawa Citizen</a> last week featuring Dr. Chris Raynor about the importance of movement. As a physical education teacher, I see it all the time. I get to teach good soccer players or good hockey players but unfortunately, not always great movers. Some students are great with their feet or others are great on the ice but they have a hard time playing other sports or lack the core muscles to push and pull objects. In the last few years, the effect of early sport specialization has become more and more apparent in our young athletes.<br />
<br />
<br />
A few years ago, I read a really <a href="http://activeforlife.com/jordan-spieth-vs-tiger-woods/">great article</a> about Jordan Spieth, a multi-sport athlete, and Tiger Woods, a prime example of an early sport specialization athlete. After reading this article, I decided to make a <a href="http://davidbenay.blogspot.ca/2015/08/list-of-multisport-athletes.html">list of famous multi-sport athletes</a>. The list includes historical sporting figures such as Wayne Gretzky, Michael Jordan and others. Even <a href="https://www.theglobeandmail.com/sports/hockey/the-great-ones-message-to-parents-let-your-kids-have-fun/article17971897/">The Great One</a>, thinks ’’it's really important for kids to play other sports - whether it's indoor lacrosse or soccer or baseball. I think what that does is two things. One, each sport helps the other sport. And then I think taking time off in the off-season (...) really rejuvenates kids ’’. If It’s good enough for Wayne Gretzky, why can’t it be enough proof that the multi-sport approach works? Well, there are many answers to that question. However, the one reason that I’ve heard the most is that parents in Ottawa get told that their child won’t make the top team if they don’t participate in the winter soccer program or the summer hockey season. Of course parents aren’t made out of money so they might not have the means to sign up for a second sport.<br />
<br />
<br />
The problem when we have athletes specializing in one sport for 10-12 months a year is that they won’t be developing their <a href="http://physicalliteracy.ca/physical-literacy/consensus-statement/">physical literacy</a> to their fullest potential. Take a look at the diagram below. I’m not sure there’s a single sport that currently exists that will help develop the ABCs of movement, the fundamental movement skills AND the basic human movements. That’s why athletes need to play multiple sports. Also, as I’ve previously stated in <a href="http://www.humantwopointzero.com/physical-literacy-childhood-nostalgia/">another blog post</a> on <a href="http://humantwopointzero.com/">Human 2.0</a>’s website, children also need free time to explore and play in order to develop their physical literacy.<br />
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<a href="https://lh4.googleusercontent.com/XFB5Hy-7aGIPZtJUF1VOwK0fzv8Ylfp99W4y46cm4zIShPn34ON3797nLq1syIDr4m1Z__q0mANzVu0nwyZtL2tFmnHzdsoPqCX5WHTJv7jiJ43EigaY4A20s6gceZKmaw" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://lh4.googleusercontent.com/XFB5Hy-7aGIPZtJUF1VOwK0fzv8Ylfp99W4y46cm4zIShPn34ON3797nLq1syIDr4m1Z__q0mANzVu0nwyZtL2tFmnHzdsoPqCX5WHTJv7jiJ43EigaY4A20s6gceZKmaw" width="400" /></a></div>
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All of that being said, there are some great things being done in the community. For example, in <a href="http://www.sport4lifecochrane.com/MultisportProgram">Cochrane</a>, children can now sign up for a multi-sport league. Children get to experience 10 different sports in 10 months. If you’re interested, this <a href="https://www.youtube.com/watch?v=7UBkXVXE8Rs">video</a> explains further. Also, I’ve recently participated in a round table discussion with <a href="http://truesportpur.ca/">True Sport</a>. They are planning on creating a similar multi-sport league in Ottawa for young children. These children will be 6 and 7 years old. The different sports will be taught by community coaches and instructors. Once they’ve tried a dozen sports through the True Sport Multi-Sport Program, they can then choose 2-3 of them that they really enjoyed. If children play multiple sports, participate in a wide variety of physical activities during P.E. and play freely outside they will become great movers and subsequently, healthier. In the end, having healthy children is what all parents, teachers, coaches and trainers want.<br />
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<br />
Other Resources:<br />
<br />
<br />
Active for Life - The Multi-Sport Advantage<br />
<a href="http://activeforlife.com/multisportadvantage/">http://activeforlife.com/multisportadvantage/</a><br />
<br />
<br />
Changing the Game Project - Is it Wise to Specialize? <a href="http://changingthegameproject.com/is-it-wise-to-specialize/">http://changingthegameproject.com/is-it-wise-to-specialize/</a><br />
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<br />
Sport for Life - Long-Term Athlete Development Stages<br />
<a href="http://sportforlife.ca/qualitysport/stages/">http://sportforlife.ca/qualitysport/stages/</a><br />
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-37624998474711382572017-11-25T12:11:00.000-08:002017-11-25T12:11:12.745-08:00L’activité physique dans nos écoles élémentaires et comment les spécialistes communautaires de l'activité physique peuvent nous aiderAvez-vous déjà pensé d’offrir vos expertises en activité physique dans les écoles élémentaires?<br />
C’est certain que les spécialistes en entraînement personnel (SEP) et les instructeurs spécialistes<br />
de cours d’exercice en groupe (FIS) peuvent aider les écoles. Le Bulletin 2016 de Participaction<br />
a attribué une note de B pour les écoles parce que les trois quarts des écoles ont un spécialiste en<br />
éducation physique et ont plusieurs installations permettant aux élèves de participer à une variété<br />
d’activités physiques. Toutefois, le bulletin a attribué une note de D+ pour la littératie physique<br />
de nos enfants.<br />
<br />
Voici 5 façons dont vous pouvez aider les enfants de votre communauté et les écoles<br />
élémentaires:<br />
<b><br /></b>
<b>1. Contactez les écoles élémentaires dans votre communauté :</b><br />
Les écoles veulent toujours tisser des liens avec la communauté. Si vous avez des passions et des<br />
expertises, n’hésitez pas de contacter la direction des écoles de votre communauté et de leur<br />
offrir des cours de littératie physique, de danse, de yoga, de Zumba et etc. Si vous voulez offrir<br />
ce genre de cours, je vous suggère fortement de vous perfectionner en vous enregistrant au cours<br />
de <i>Children's Fitness Coach</i> offert par Canfitpro. Vous pouvez apprendre énormément au<br />
sujet de l’activité physique et du développement des enfants.<br />
<br />
<b>2. Offrez votre aide aux enseignants d’éducation physique :</b><br />
Vous pouvez aussi faire du bénévolat dans les cours d’éducation physique. De plus, vous pouvez<br />
apprendre d’un enseignant d’éducation physique parce qu’ils sont aussi des professionnels de<br />
l’activité physique. Vous allez avoir d’excellents échanges professionnels. Si vous voulez faire<br />
du bénévolat et offrir vos expertises, informez-vous aussi auprès des documents publiés par<br />
Ophea et l’OASPHE, les deux associations provinciales en Ontario promouvant l’éducation<br />
physique. Travaillez avec les éducateurs est une formule gagnante pour nos enfants.<br />
<b><br /></b>
<b>3. Organisez un programme d’intra-muros :</b><br />
La meilleure façon de développer la littératie physique et le plaisir de bouger dans une école est<br />
d’organiser un programme d’intra-muros. Depuis que j’ai organisé un programme d’intra-muros<br />
à mon école, les élèves ne cessent de parler du plaisir qu’ils ont lorsqu’ils participent aux<br />
différents sports proposés. Les élèves peuvent développer leur savoir-faire physique dans un<br />
environnement plaisant et positif. Si les élèves s’amusent, ils voudront participer.<br />
Subséquemment, en participant, ils feront davantage d’activité physique.<br />
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<b>4. Offrez des cours après les heures de l’école :</b><br />
Vous pouvez offrir des cours selon vos expertises aux enfants, aux parents ou même les deux en<br />
même temps pendant les heures du dîner ou après l’école. C’est très valorisant de pouvoir aider<br />
la communauté scolaire et d’inculquer des saines habitudes de vie chez les membres de celle-ci.<br />
Développer la littératie physique chez nos enfants est tellement important parce que nous<br />
voulons qu’ils soient confiants dans leurs habiletés motrices.<br />
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<b>5. Aidez pendant les activités scolaires :</b><br />
Il y a plusieurs activités physiques organisées par les écoles durant l’année scolaire. Vous pouvez<br />
offrir des conseils de jogging avant la course Terry-Fox. Vous pouvez aidez les élèves pendant<br />
les Olympiades à l’école en vous occupant d’une station. Il y a plusieurs façons de vous intégrer<br />
dans une école et de créer des liens avec votre communauté scolaire.<br />
<br />
En travaillant avec les écoles, les SEP et les FIS peuvent devenir un membre primordial au<br />
développement de la littératie physique des enfants. Ensemble, nous pouvons améliorer la note<br />
de D+ attribuée par Partcipaction à la littératie physique de nos enfants canadiens.David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-21121821372433767522017-10-27T03:57:00.002-07:002018-08-05T08:22:49.216-07:00Student well-beingAre our students graduating school healthier than how they entered? Those of us working in schools have about 14 years to improve their health, yet obesity and mental health issues have gone up.<br />
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Of course, it is not the sole responsibility of the school system; parents and communities also play a vital role in improving our citizens’ health. With that in mind, schools do need to change and adapt to today’s world. Schools need to cater to the current needs of the community. We need to become <a href="https://activeforlife.com/what-would-it-look-like-if-schools-were-health-hubs/">health hubs</a>.<br />
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Children need to satisfy their immediate needs in order to learn. I strongly believe daily physical activity, healthy learning objectives, developing self-regulation techniques and a strong community can help our students' well-being.<br />
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The <a href="http://www.edu.gov.on.ca/eng/about/WBDiscussionDocument.pdf">whole child approach </a>is becoming more and more popular in schools. To teach the whole child means to respect the four domains of well-being in the school environment. The four domains are: cognitive, emotional, social and physical. They are interconnected. That’s a great thing because it means every teacher is now just as responsible as the physical education teacher for improving the students’ health and wellness. (<a href="https://activeforlife.com/5-pillars-of-developing-physical-literacy-at-school/">ActiveforLife.ca)</a><br />
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edu.gov.on.ca</div>
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<span style="background-color: white; font-family: "verdana" , "helvetica" , "arial" , sans-serif; font-size: 12px;"><a href="http://www.edu.gov.on.ca/eng/about/wellbeing2.html">Children and students who have strong relationships and a positive sense of self are in a better position to reach their full potential</a>. If any of the 4 domains are faltering it'll become harder for the student to take ownership of their learning.</span></div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com1tag:blogger.com,1999:blog-6661609228105298511.post-91629615139718324262017-08-18T10:48:00.000-07:002017-11-26T05:13:20.702-08:00Developing the Complete Athlete<div class="separator" style="clear: both; text-align: left;">
I am writing down all of my ideas and research information on this blog post. </div>
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The theme is: developing the complete athlete</div>
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<b><u>A) Physical Literacy</u></b></div>
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We can no longer discuss developing athletes without mentioning the words <a href="http://physicalliteracy.ca/physical-literacy/consensus-statement/">physical literacy</a>. </div>
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Definition:</div>
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Physical literacy is the<a href="http://www.humantwopointzero.com/motivation-confidence-key-components-physical-literacy/"> motivation, confidence</a>, physical
competence, knowledge and understanding to value and
take responsibility for engagement in physical activities for life.</div>
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<span style="font-size: xx-small;">International Physical Literacy Association, May, 2014</span></div>
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<a href="https://4.bp.blogspot.com/-92ij8piUSWI/WZojfhmOBfI/AAAAAAAABS4/YV3zQMFIaPgESPISb0dst9M-dbezQifUwCEwYBhgL/s1600/Ability-Confidence-Desire-April-2016-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="432" data-original-width="432" height="400" src="https://4.bp.blogspot.com/-92ij8piUSWI/WZojfhmOBfI/AAAAAAAABS4/YV3zQMFIaPgESPISb0dst9M-dbezQifUwCEwYBhgL/s400/Ability-Confidence-Desire-April-2016-1.jpg" width="400" /></a></div>
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I created this diagram below with general information found on the Internet and the numerous workshops I've attended.</div>
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<a href="https://3.bp.blogspot.com/-WEFvsDrb9K4/WZc1JKQjCII/AAAAAAAABSc/vAisCcOdlj4OPAzhSfo1WqijlxCaZ5XYgCLcBGAs/s1600/19478024_1614432838607733_636684053_n.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://3.bp.blogspot.com/-WEFvsDrb9K4/WZc1JKQjCII/AAAAAAAABSc/vAisCcOdlj4OPAzhSfo1WqijlxCaZ5XYgCLcBGAs/s400/19478024_1614432838607733_636684053_n.png" width="400" /></a></div>
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In the fitness world, most trainers often focus on the Basic Human Movements. In the coaching and the physical education world, most coaches and teachers focus on the fundamental movement skills and fundamental sports skills (although some often think that the FSS are part of the FMS, I think we should separate the two).<br />
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I also think the fitness world can focus more on the FMS and the FSS and that coaches and teachers could focus more on the BHM.<br />
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All of that being said, I think most of these can be achieved naturally and inexpensively if we encourage our youngest citizens to play outside and <a href="http://www.humantwopointzero.com/raising-brave-girl/">live adventures</a>.<br />
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We also can't forget the other elements of physical literacy: the affective element (motivation and confidence), the cognitive element (knowledge and understanding) and the behavioural element (engagement in physical activities for life).<br />
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Here's a blot post I wrote for Human 2.0: <a href="http://www.humantwopointzero.com/motivation-confidence-key-components-physical-literacy/">http://www.humantwopointzero.com/motivation-confidence-key-components-physical-literacy</a><br />
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<b><u>B) Long Term Athlete Development</u></b><br />
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The <a href="http://sportforlife.ca/qualitysport/stages/">LTAD Framework</a> is my go-to when it comes to planning age appropriate coaching, training and teaching (PE).<br />
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''Children, youth and adults need to do the right things at the right time to develop in their sport or activity – whether they want to be hockey players, dancers, figure skaters or gymnasts. Long-Term Athlete Development (LTAD) describes the things athletes need to be doing at specific ages and stages.''<br />
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<b><u>C) Multisport athlete</u></b></div>
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<a href="http://davidbenay.blogspot.ca/2015/08/list-of-multisport-athletes.html?m=1">http://davidbenay.blogspot.ca/2015/08/list-of-multisport-athletes.html?m=1</a></div>
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<a href="http://activeforlife.com/multisportadvantage/">http://activeforlife.com/multisportadvantage/</a><br />
<span style="color: #5a5b5d; font-family: "lato";"><span style="font-size: 14px;"><br /></span></span><b><u>D) Components of Fitness</u></b><br />
<b><u><br /></u></b>
<b>Primary Components of Fitness<a href="file:///C:/Users/David%20Benay/Desktop/Dave/Personal%20Training/Developing%20the%20Complete%20Athlete.doc#_ftn1">[1]</a></b><br />
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1. Cardiovascular ability/capacity<br />
<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(The body’s ability to take
in oxygen and use it to create energy)</span></i><br />
<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><br /></span></i>
2. Muscular ability/capacity<br />
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto;">
<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Muscular endurance </span></i><i><span style="font-family: "wingdings"; font-size: 12.0pt;">à</span></i><i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> apply force over a long
period of time)<o:p></o:p></span></i></div>
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Muscular strength </span></i><i><span style="font-family: "wingdings"; font-size: 12.0pt;">à</span></i><i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> maximum amount of force)<o:p></o:p></span></i></div>
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Muscular Power </span></i><i><span style="font-family: "wingdings"; font-size: 12.0pt;">à</span></i><i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"> generate strength in an
explosive way)<o:p></o:p></span></i></div>
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3. Flexibility<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Range of movement that a joint is capable of performing)<o:p></o:p></span></i></div>
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4. Body Composition<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(The proportion of fat-free mass to fat mass)<o:p></o:p></span></i></div>
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<b>Secondary Components of Fitness<a href="file:///C:/Users/David%20Benay/Desktop/Dave/Personal%20Training/Developing%20the%20Complete%20Athlete.doc#_ftn2">[2]</a></b><br />
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1. Balance<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Maintain a specific stationary or dynamic body position)<o:p></o:p></span></i><br />
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2. Coordination<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(The ability to use all body parts together to move fluidly)<o:p></o:p></span></i><br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Here I am improving my coordination. I strongly believe that martial arts is needed to be a complete athlete.</span></i></div>
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3. Agility<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(The ability to change directions quickly)<o:p></o:p></span></i></div>
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4. Reaction Time<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Time required to respond to a specific stimulus)<o:p></o:p></span></i><br />
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5. Speed<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Move rapidly)<o:p></o:p></span></i></div>
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><br /></span></i></div>
6. Power<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Product of strength and power)<o:p></o:p></span></i><br />
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7. Mental Capability<br />
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<i><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">(Ability to concentrate during exercise to improve training effects)<o:p></o:p></span></i></div>
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To be continued...<br />
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<a href="file:///C:/Users/David%20Benay/Desktop/Dave/Personal%20Training/Developing%20the%20Complete%20Athlete.doc#_ftnref1">[1]</a> CAN-FIT-PRO, Personal Trainer Specialist, 2006, p. 49 <br />
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<a href="file:///C:/Users/David%20Benay/Desktop/Dave/Personal%20Training/Developing%20the%20Complete%20Athlete.doc#_ftnref2">[2]</a> CAN-FIT-PRO, Personal Trainer Specialist, 2006, p. 50<br />
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-7719184140124239862017-02-04T11:23:00.002-08:002019-08-05T17:20:11.671-07:00Big pieces of an even bigger puzzle: #TRUEPlay, Changing the Game Project and Sport for Life's National SummitIn the last couple of weeks I've been lucky enough to take part in many initiatives that should change the landscape of how sports and physical activity is done for our children. I've already written about <a href="http://davidbenay.blogspot.com/2016/09/this-is-what-physical-education-and.html">The current state of sports and physed in Ottawa</a>. These last few weeks participating in <a href="http://truesportpur.ca/">True Sport</a>'s TRUEPlay pilot project, John O'Sullivan's <a href="http://changingthegameproject.com/">Changing the Game Project</a> and <a href="http://canadiansportforlife.ca/events/canadiansummit">Sport for Life's National Summit</a> have only cemented what I already think about sports and physed in 2017.<br />
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I'll present my thoughts and experiences in chronological order.<br />
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A few weeks ago, I was invited by True Sport at a round table discussion about their <a href="http://truesportpur.ca/trueplay-multisport">TRUEPlay Multisport initiative</a>. The TRUEPLay Multisport pilot project <span style="color: red;"><i>''</i></span><span style="color: red;">is a nine-month pilot project targeting children in Grades 1 and 2. The children will participate in a variety of sports learning new skills while developing their physical and ethical literacy skills.</span><span style="color: red;"><i><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;">''</span></i></span><br />
<span style="color: red;"><i><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;"><br /></span></i></span>
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<span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;">Personally, I think something like this was missing in Ottawa. It already exists in Cochrane. I talked to <a href="http://gracedafoe.ca/who-is-grace">Grace Dafoe</a> via Twitter who is the </span>Multisport Program Coordinator of the <a href="http://www.sport4lifecochrane.com/MultisportProgram" style="font-family: "open sans", sans-serif; font-size: 15px;">Cochrane Multisport project</a><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;">. I hope such projects stay forever. My daughter, when she's old enough, will for sure be participating in such a project. I don't believe in early specialization. I even wrote a blog post with </span><a href="http://davidbenay.blogspot.ca/2015/08/list-of-multisport-athletes.html" style="font-family: "open sans", sans-serif; font-size: 15px;">a list of multisport athletes</a><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;">. As a society, we should be giving as many opportunities as possible for our children to try a variety of structured and unstructured activities.</span><br />
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<span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 15px;">Being invited to the True Sport round table meant that I was also invited to hear John O'Sullivan speak about his Changing the Game Project. If you don't know who he is, check him out by watching this video:</span><br />
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<a href="https://4.bp.blogspot.com/-i5tINuIBHHU/WJYyoE605rI/AAAAAAAABGQ/3sZ_V6Ct8FMQCKqVDIuhJwDYmV0id-OGQCLcB/s1600/16558820_1453189238065428_868226512_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://4.bp.blogspot.com/-i5tINuIBHHU/WJYyoE605rI/AAAAAAAABGQ/3sZ_V6Ct8FMQCKqVDIuhJwDYmV0id-OGQCLcB/s1600/16558820_1453189238065428_868226512_n.jpg" /></a>I absolutely agreed with everything he said. That doesn't happen often because I have strong opinions about developing young athletes and children. ''The mission of the Changing the Game Project is to ensure that we return youth sports to our children''. I find that there are many adults who interfere too much. Just ask your children what they did during recess. They'll say that we <b style="background-color: white;"><span style="color: blue;">played</span></b> soccer or we <span style="color: blue;"><b>played</b></span> tag. <span style="color: blue;"><b>Playing</b></span> is a big piece of the development puzzle. As adults, let's get out of the way of children playing sports. Of course we need adults but let's never forget that the game is about children having fun. </div>
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<a href="https://4.bp.blogspot.com/-IlkC2AGi1eM/WJYuhe_kEoI/AAAAAAAABF8/0khPAVpK0SYzI7fzYER_sAUqYg-ysYXmgCLcB/s1600/IMG_0586.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: right;"><img border="0" height="240" src="https://4.bp.blogspot.com/-IlkC2AGi1eM/WJYuhe_kEoI/AAAAAAAABF8/0khPAVpK0SYzI7fzYER_sAUqYg-ysYXmgCLcB/s320/IMG_0586.JPG" width="320" /></a>Next up in my personal and professional development month: Sport for Life's National Summit. I presented my school's sport and physical activity program. I'm really proud of what we do at my school. We do so many things to develop young and healthy children such as our <a href="http://www.orleansstar.ca/News/Local/2016-06-29/article-4574378/Jeanne-Sauve-bike-in-classroom-project-a-success/1">Bike Across Canada Program</a>, <a href="http://truesportpur.ca/voices/elementary-public-school-jeanne-sauve-and-their-intramural-sport-program">True Sport Intramurals</a>, Yoga in the hallway, outdoor classroom, ski club, and sports teams. My school believes in helping our students lead healthy and active lives.</div>
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During the summit, I also got to meet <a href="https://twitter.com/KimStPierre33">Kim St-Pierre</a> and she talked to me about <a href="https://twitter.com/boks_canada">Boks Canada</a>. ''BOKS is a FREE program aimed to enhance academic performance and the overall health of kids through physical activity.'' I can't wait to start using this program to promote physical activity in my school.<br />
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The last initiative that I took part in was a Healthy School Advisory during the summit. <a href="https://twitter.com/vharber">Vicki Harber</a> from <a href="https://twitter.com/S4L_SPV">S4L</a> got a bunch of leaders talking which is great. We don't get a chance to talk with other leaders from other schools and organizations.<br />
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Through these initiatives, I was able to meet many leaders who share the same vision as I do. A vision where we let children play the games and sports they love for the right reasons. Sports and physical activity for children have to be more than winning, losing, trophies and banners. Children understand that and once all adults do, our society will be healthier.David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-12298360708449714092017-01-29T10:20:00.001-08:002017-01-29T10:23:56.878-08:00L'Art du déplacement en éducation physique et mon appréciation du livre écrit par Vincent ThibaultL'<a href="http://www.addquebec.ca/">art du déplacement</a> (parkour) devrait être enseigné en éducation physique. Les enseignants de l'éducation physique devraient recevoir le développement professionnel nécessaire afin d'être capable d'enseigner l'art du déplacement. Si nous voulons vraiment développer les <a href="http://canadiansportforlife.ca/fr/fundamental-skills/les-abc-du-mouvement">ABCs du mouvement</a>, nous devons enseigner l'art du déplacement, la gymnastique et les arts martiaux à nos élèves. Si nous enseignons seulement des sports, nous manquons une très bonne occasion de développer la littératie physique de nos élèves.<br />
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Je m'intéresse beaucoup à l'art du déplacement dernièrement. C'est pour ça que j'ai acheté le livre <<L'Art du déplacement: Force, dignité, partage>> écrit par <a href="http://www.vincentthibault.com/">Vincent Thibault</a>. Vincent est un écrivain et cofondateur et directeur de l'Académie québécoise d'art du déplacement.</div>
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Voici quelques citations du livre que j'apprécie beaucoup:</div>
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<<le conditionnement du <i>parkour</i> adopte une vision globale du corps humain.>> (p.27)</div>
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<<l'art du déplacement crée un pont entre la liberté intérieure et la liberté extérieure.>> (p.39)</div>
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<<on parle assez peu de joie (...) on oublie de s'amuser.>> (p. 103)</div>
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Il y a une nouvelle tendance dans l'activité physique ces derniers temps. Les concepts du bien-être et de <a href="http://www.litteratiephysique.ca/news/d%C3%A9claration-de-consensus-canadien-sur-la-litt%C3%A9ratie-physique">la littératie physique</a> sont très présents en 2017. Je trouve que c'est une bonne chose. La tête et le corps doivent bien fonctionner ensemble pour être en santé. Pour moi, l'art du déplacement entraîne mon corps mais permet à mon esprit d'explorer le monde urbain et naturel d'une nouvelle façon. Je me sens presque zen lorsque je participe à ce genre d'entraînement. Il ne faut jamais oublier de s'amuser même si nous sommes très occupés.</div>
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Et...une dernière citation:</div>
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<<Les enfants ont une envie naturelle de bouger qu'il ne faut pas trop étouffer.>> (p. 73)</div>
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Nos enfants doivent bouger. Tout ce qui empêche nos enfants de bouger est un obstacle à leur bonheur et à leur développement. L'art du déplacement permet aux enfants de bouger, d'explorer et de créer. Comme mentionné ci-haut, j'aimerais voir le <i>parkour</i> de plus en plus dans les cours d'éducation physique. Nos habiletés à s'autorégulation et de contrôler son corps sont améliorés lorsque nous pratiquons l'art du déplacement.</div>
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Merci!</div>
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Mon prochain livre est: <a href="http://www.savorthebook.com/">http://www.savorthebook.com/</a> Je pense que ce livre et celui de L'Art du déplacement ont des thèmes similaires. Vivons le moment présent!</div>
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-60236167146190658162016-12-23T10:16:00.001-08:002017-01-29T10:30:31.643-08:00Participation de l'école, des parents ou tuteurs et de la collectivité (Travail universitaire)<br />
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Il y a plusieurs avantages d’une collaboration avec les parents, les membres de la communauté, les élèves et le personnel pour appuyer une approche globale dans le domaine de l’éducation physique et de la santé. Selon le <a href="http://www.edu.gov.on.ca/fre/curriculum/elementary/santecurr18.pdf">programme-cadre d’éducation physique et santé</a>, si nous travaillons ensemble, nous pouvons devenir d’excellents partenaires afin de motiver les élèves à atteindre leur plein potentiel et à adopter un mode de vie actif et sain (p.11). Si l’élève adopte un mode de vie actif et sain tout au long de sa vie, nous avons accompli notre objectif.<br />
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Avoir des élèves actifs et en santé est le premier avantage d’une collaboration. L’enseignant doit communiquer ses attentes avec les élèves et les parents afin de démontrer qu’il est une personne ressource et un modèle pour les élèves. Nous devons éduquer les parents qu’ils ont un très grand rôle à jouer dans la promotion des bienfaits d’avoir un mode de vie actif et sain. Nous pouvons les aider en leur suggérant différentes ressources (p.ex., le <a href="http://www.pace-canada.org/products/pdfs/fr/guide_y-fr.pdf">Guide d’activité physique canadien pour les jeunes</a>, le site web <a href="http://activeforlife.com/fr/">Actif pour la vie</a> et etc.). Selon le programme-cadre d’éducation physique et santé, les parents doivent faire du foyer un endroit où l’occasion de vivre une vie active et saine dans toutes les sphères de la vie d’un enfant est possible (p. 12). Il est donc très important de faire participer les parents et les tuteurs à l’apprentissage des élèves si nous voulons que l’enfant s’épanouisse. Cet objectif est atteignable si nous avons une bonne communication avec eux et que nous leur donnons les informations les plus récentes.<br />
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Lorsque nous créons un réseau de professionnels voulant contribuer au domaine de l’éducation physique et santé, nous démontrons à la population que nous prenons vraiment la santé des enfants à cœur. La communication avec la collectivité et la communauté nous permet d’avoir un tel réseau. En communiquant avec d’autres professionnels, nous pouvons avoir de l’appui dans nos programmes d’éducation physique et santé (p.ex., les infirmières de la ville d’Ottawa peuvent nous aider avec plusieurs ressources et leçons). Cet appui enrichit la vie étudiante dans nos écoles. Ce genre de réseautage est très important dans notre domaine. Par exemple, à l’école élémentaire publique Jeanne-Sauvé, nous invitons des parents à faire différents ateliers avec les élèves (p.ex., la danse, le karaté et etc.). Le tout est très amusant pour les élèves. Ce genre d’activités est seulement possible si nous communiquons avec nos parents et la communauté.<br />
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Dernièrement, une bonne communication peut créer d’excellents partenariats. Par exemple, le CEPEO a créé un partenariat avec la Commission de la capitale nationale. Les élèves, les parents et les enseignants peuvent travailler en tant que bénévoles à l’événement communautaire <<Les vélos-dimanches Altacel-Lucent>>. Ils peuvent aussi marcher, courir et faire du vélo en sécurité tous les dimanches pendant les vacances d’été. En communiquant avec la collectivité, les écoles peuvent créer d’autres genres de partenariats (p.ex., demander à des étudiants universitaires à faire des activités physiques avec des élèves).<br />
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Il y a plusieurs avantages d’une collaboration afin de promouvoir l’activité physique. Les enseignants, la direction, les parents, la communauté et la collectivité peuvent faire une très grande différence dans la vie des enfants. Même les enfants ont un très grand rôle à jouer. Toutefois, c’est à nous de leur expliquer leur rôle. En collaborant, je crois que nous pouvons faire une grande différence dans la société!<br />
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<br />David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-22153358388204394232016-12-23T10:11:00.000-08:002017-01-29T10:30:46.792-08:00Évaluation et enseignement en éducation physique (Travail universitaire)<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , serif; font-size: 12pt;">Après avoir consulté les documents
ministériels, les politiques des conseils scolaires, voici des méthodes
d’évaluation adaptées à un milieu d’activité physique au cycle primaire.</span></div>
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</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">1.
<a href="http://www.edu.gov.on.ca/fre/policyfunding/growSuccessfr.pdf">Faire
croître le succès </a> et le <a href="http://www2.cforp.ca/">CFORP</a>:</span><br />
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<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><a href="https://1.bp.blogspot.com/-Iz2I2QVONQU/WF1o0oVORNI/AAAAAAAABDc/dgCEayaDLgIZ0nYjyXQGWLljf8c4aC0NwCLcB/s1600/inukshuk2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-Iz2I2QVONQU/WF1o0oVORNI/AAAAAAAABDc/dgCEayaDLgIZ0nYjyXQGWLljf8c4aC0NwCLcB/s320/inukshuk2.png" width="247" /></a></span></div>
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Afin
que l’élève devienne responsable de son apprentissage, le CFORP a créé cet inukshuk
en utilisant la nouvelle politique d’évaluation du <a href="http://www.edu.gov.on.ca/fre">MÉO</a>. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Voici
une <a href="http://webemissions.cforp.on.ca/evaluation/video1.htm">vidéo</a>
discutant de la politique d’évaluation du MÉO : <a href="http://webemissions.cforp.on.ca/evaluation/video1.htm">http://webemissions.cforp.on.ca/evaluation/video1.htm</a><o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><<L’inukshuk
présente visuellement la synthèse du chapitre cinq de Faire croître le
succès, qui s’appuie sur la recherche de Black et Wiliam.>> </span><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 8.0pt; line-height: 115%;">(<a href="http://bourmu.wordpress.com/2012/10/23/linukshuk-pour-mettre-leleve-au-centre-de-son-apprentissage">http://bourmu.wordpress.com/2012/10/23/linukshuk-pour-mettre-leleve-au-centre-de-son-apprentissage</a>)</span><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’inukshuk
présente 7 pratiques pédagogiques de l’évaluation au service de l’apprentissage
et de l’évaluation en tant qu’apprentissage.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Résultats
d’apprentissages<o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Critères
d’évaluation<o:p></o:p></span></div>
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<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Susciter
des preuves d’apprentissage<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Rétroaction<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Évaluation
par les pairs<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Autoévaluation<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l3 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Objectifs
d’apprentissage personnels<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l3 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"> En établissant des résultats d’apprentissages
avec nos élèves. Nous nous assurons que nos élèves apprendront davantage.
Ensuite, nous devons donner nos critères d’évaluation afin qu’ils puissent
réussir. Après avoir suscité des preuves d’apprentissage (évaluation formative et sommative), nous pouvons donner
de la rétroaction et faire une évaluation par les pairs. De plus, les élèves
devront s’auto évaluer et se donner des objectifs d’apprentissage personnels.
Ces sept pratiques d’évaluations sont importantes pour que l’élève devienne de
plus en plus autonome face à son apprentissage.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">2. <a href="http://www.ophea.net/">OPHEA</a><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Selon
OPHEA et le MÉO, l’évaluation doit être <a href="http://hpe.ophea.net/fr/renseignements-additionnels/%C3%A9valuation-du-rendement-de-l%C3%A9l%C3%A8ve/l%E2%80%99%C3%A9valuation-ax%C3%A9e-sur-l%E2%80%99apprentissage">axée
sur l’apprentissage.</a> L’évaluation est <a href="http://hpe.ophea.net/fr/renseignements-additionnels/%C3%A9valuation-du-rendement-de-l%C3%A9l%C3%A8ve/l%E2%80%99%C3%A9valuation-en-tant-qu%E2%80%99apprentissage">utilisée
en tant qu’apprentissage</a>.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Afin
d’évaluation les attentes du programme-cadre d’éducation physique et santé,
OPHEA offre les <a href="http://hpe.ophea.net/fr/renseignements-additionnels/%C3%A9valuation-du-rendement-de-l%C3%A9l%C3%A8ve/outils-d%E2%80%99%C3%A9valuation">outils
d’évaluation</a> suivants :<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l0 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Grille
d’évaluation<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 108.0pt; mso-list: l0 level3 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">§<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Les
grilles d’évaluation adaptées se retrouvent sur le site web d’OPHEA. À la fin
de chaque unité, tu peux consulter les grilles d’évaluation adaptées.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l0 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Liste
de contrôle à choix multiples<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 108.0pt; mso-list: l0 level3 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">§<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">La
liste de contrôle te permet d’identifier les critères de réussite qui doivent
être mesurées avec des descripteurs.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l0 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Fiche
anecdotique<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 108.0pt; mso-list: l0 level3 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">§<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Suite
à plusieurs observations, l’enseignant utilise un système de crochets afin de
déterminer si l’élève a acquis une habileté ou s’il est en acquisition.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">3. Grilles adaptées – CEPEO<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Le
CEPEO ont un <a href="http://grilles.cepeo.on.ca/">site web</a> aidant les
enseignants à créer des grilles d’évaluation adaptée (<a href="http://grilles.cepeo.on.ca/">http://grilles.cepeo.on.ca</a>).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l2 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant
peut tout modifier à l’intérieur de la grille.</span><span lang="FR-CA"> </span><!--[if gte vml 1]><v:shape
id="_x0000_s1027" type="#_x0000_t75" alt="" style='position:absolute;left:0;
text-align:left;margin-left:290.75pt;margin-top:15.9pt;width:330.75pt;
height:135pt;z-index:251658240;mso-position-horizontal:right;
mso-position-horizontal-relative:text;mso-position-vertical-relative:text'>
<v:imagedata src="file:///C:\Users\DAVIDB~1\AppData\Local\Temp\msohtmlclip1\01\clip_image003.jpg"
o:href="http://projetkaryne.exofire.net/Images/logos/logoCepeo.jpg"/>
<w:wrap type="square"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<br /></div>
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<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">4. Le curriculum de l’Ontario de la 1<sup>re</sup>
à la 8<sup>e</sup> année – Éducation physique et santé<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Ce
programme-cadre offre plusieurs suggestions de méthodes d’évaluation
adaptées :<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Démonstrations<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Prestations<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Projets<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Activités
<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Tests<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Selon
le curriculum de l’Ontario, l’objectif de l’évaluation est d’améliorer
l’apprentissage des élèves.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">À
la page 37 du programme cadre d’éducation physique, on peut retrouver une liste
de stratégies d’évaluation qui assurent la validité et la fiabilité de
l’évaluation.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"> Les évaluations portent sur la
matière enseignée…<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Les
évaluations sont fondées sur la grille d’évaluation du rendement…<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Tiennent
compte des besoins de l’élève en difficulté…<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 72.0pt; mso-list: l1 level2 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "courier new"; font-size: 12.0pt; line-height: 115%;">o<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Et
etc…<o:p></o:p></span></div>
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<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;"><br />
Les documents ministériels et les politiques des conseils scolaires conseillent
les enseignants d’utiliser des évaluations adaptées qui motivent les élèves et
qui sont pertinentes et authentiques à un milieu d’activité physique.<o:p></o:p></span></div>
<br />
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<br /></div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-18467635100530380532016-12-23T10:06:00.002-08:002017-01-29T10:30:57.830-08:00Les principes de sécurité dans la gestion de classe (Travail universitaire)<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , serif; font-size: 12pt;">Si nous maîtrisons les principes de
sécurité dans notre gestion de classe, nos élèves pourront s’épanouir dans un
milieu d’apprentissage sécuritaire.</span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "times new roman" , serif; font-size: 12pt;"><br /></span></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Voici plusieurs principes de sécurité
selon <a href="http://www.edu.gov.on.ca/fre/curriculum/elementary/santecurr18.pdf">Le
curriculum de l’Ontario de la 1<sup>re</sup> à la 8<sup>e</sup> année –
Éducation physique et santé</a> :<o:p></o:p></span></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Les
principes de sécurité dans <span style="color: red;">la gestion de classe</span><o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Mes
opinions<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit comprendre et respecter
les règles établies pour les activités physiques (p.ex., les consignes liées
à l’entrée et à la sortie du gymnase, l’obligation de se changer ou de
participer à des exercices d’échauffement et de retour au calme).<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Les premiers cours d’éducation
physique servent à établir une excellente routine. Les attentes de
l’enseignant doivent être enseignées. On ne peut pas seulement dire aux
élèves quoi faire, on doit l’enseigner.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit adopter une tenue
vestimentaire, chaussures comprises, adaptée aux activités (p.ex., enlever
ses bijoux, lacer soigneusement ses chaussures, porter des lunettes ou un
casque protecteur en fonction de l’activité).<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Encore une fois, cette attente doit
être enseignée. L’enseignant peut prévenir plusieurs blessures inutiles.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit suivre les instructions
spécifiques à une activité particulière (p.ex., quand commencer et quand
s’arrêter).<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant peut utiliser plusieurs
trucs pour s’assurer que les élèves écoutent bien pendant un jeu (p.ex., dire
<<genoux à terre>>, siffler deux fois). Un enseignant ayant une
bonne gestion de classe aura l’attention des élèves lorsqu’il le souhaite.
Ceci évitera des blessures et les élèves se sentiront en sécurité.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit assumer en fonction de
son âge certaines responsabilités (p.ex., utiliser l’équipement de façon
sécuritaire, demeurer sur le sentier pédestre) et observer certaines
précautions (p.ex., utiliser un tapis de sécurité, apporter de l’eau lors
d’une sortie de plein air).<o:p></o:p></span></div>
</td>
<td rowspan="2" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit avoir expliqué aux
élèves de façon simple ce qu’ils font et pourquoi ils le font.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit se conformer aux règles
et aux attentes relatives au déroulement des activités (p.ex., ne pas skier
hors piste, ne pas plonger dans la partie peu profonde, ne pas bousculer un
autre joueur).<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit reconnaître et signaler
les situations non sécuritaires.<o:p></o:p></span></div>
</td>
<td rowspan="2" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Un enseignant ayant une bonne gestion
de classe a enseigné à ses élèves de prévenir des situations non sécuritaires
(p.ex., ne pas pousser un élève pour gagner à tout prix).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’élève doit éviter de prendre des
risques inutiles en jouant.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 475.0pt;" valign="top" width="633"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">De plus, …<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit posséder les
connaissances nécessaires pour utiliser l’équipement et mettre en pratique
les méthodes appropriées dans le domaine de l’éducation physique et santé.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Si les élèves voient que l’enseignant
est capable d’utiliser l’équipement je crois que sa gestion de classe sera
plus efficace puisque les élèves l’écouteront davantage. De plus, si
l’enseignant est capable d’utiliser l’équipement, il peut ensuite enseigner
aux élèves comment bien utiliser celui-ci.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit posséder des
connaissances en ce qui concerne les premiers soins – techniques de premiers
soins et de réanimation cardiorespiratoire.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Les élèves développent beaucoup de
confiance lorsqu’ils savent que leur enseignant possède des connaissances en
ce qui concerne les premiers soins.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit être à jour au
niveau des nouvelles pratiques et procédures sécuritaires.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Un enseignant qui connaît les nouvelles
pratiques est beaucoup plus crédible.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit planifier les
activités en considérant la sécurité en premier lieu (p.ex., progression
logique et selon l’âge pour les habiletés et activités).<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Une bonne planification contribue à
une meilleure gestion de classe. Lorsque l’enseignant a une bonne gestion de
classe, il peut donner un cours sécuritaire. Les élèves le savent lorsqu’un
enseignant est préparé ou non.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit s’assurer
constamment que les pratiques et procédures sécuritaires sont adoptées par
tous les élèves.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Tous les élèves doivent suivre les
mêmes règlements sinon l’environnement deviendra chaotique.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">L’enseignant doit anticiper les
problèmes possibles et agir rapidement en cas d’infraction aux pratiques et
aux procédures sécuritaires et lors d’accidents.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 237.5pt;" valign="top" width="317"><div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Une bonne gestion de classe peut
prévenir beaucoup d’accidents. <o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Pour obtenir une ambiance favorable à
l’apprentissage, l’enseignant doit avoir une bonne gestion de classe et les
élèves doivent se sentir en sécurité. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Ophea a aussi développé des <a href="http://www.ophea.net/fr/ressources/ressources/lignes-directrices-sur-la-s%C3%A9curit%C3%A9-en-%C3%A9ducation-physique">lignes
directrices sur la sécurité en éducation physique et santé</a>.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Ophea suggère les mesures de sécurité de
base suivantes qui permettront à l’enseignant d’avoir une bonne gestion de
classe :<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Avoir
une surveillance appropriée.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Communiquer
les attentes en matière de sécurité aux enfants.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Accéder
aux lignes directrices sur la sécurité en éducation physique de l’Ontario.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Connaître
les antécédents médicaux et les limitations physiques des enfants de leur
classe.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="FR-CA" style="font-family: "wingdings"; font-size: 12.0pt; line-height: 115%;">ü<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span lang="FR-CA" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Etc. <o:p></o:p></span></div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-84895981992562136442016-11-12T03:55:00.000-08:002016-11-12T03:55:43.360-08:00Projet de vélo à l’é.é.p. Jeanne-Sauvé<div class="MsoNormal" style="text-align: left;">
<span lang="FR-CA" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> Depuis
le 5 novembre 2012, les élèves de l’école élémentaire publique </span><span lang="FR-CA"><a href="http://jeanne-sauve.cepeo.on.ca/"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Jeanne-Sauvé</span></a></span><span lang="FR-CA" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">
parcourent le Canada en vélo. Ce programme de vélo est très populaire et a même
été récompensé <span style="background: white; color: #231f20;">cette année par le <a href="http://www.cea-ace.ca/fr/awards/spencer-award">prix Ken Spencer</a> pour
l’innovation en enseignement et en apprentissage. </span>L’école a acheté
plusieurs vélos stationnaires pour donner un outil aux élèves afin qu’ils puissent
s’autoréguler. Chaque classe a 2-3 vélos stationnaires. Les élèves commencent à
St. John’s, Terre-Neuve et terminent leur trajet à Victoria,
Colombie-Britannique. Ceci représente une distance de 8316 km. Jusqu’à présent,
les élèves ont parcouru plus de 30 000 km. Ils ont traversé le Canada 4 fois.</span></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="FR-CA" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="background: white; line-height: 13.85pt; text-align: left; text-indent: 36pt;">
<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">Les élèves utilisent </span><span lang="FR-CA"><a href="https://www.youtube.com/watch?v=7-kbnLd-oxQ"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">les vélos en classe</span></a></span><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"> lorsqu’ils ont
besoin de bouger et ne veulent pas déranger leurs amis. Les élèves adorent
faire du vélo; </span><span lang="FR-CA"><a href="http://ici.radio-canada.ca/regions/ottawa/2015/02/12/010-velos-stationnaires-classes-ecole-jeanne-sauve-ottawa.shtml"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">pédaler en classe permet aux élèves à mieux se concentrer</span></a></span><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">. Ce projet permet à valoriser l’activité physique
quotidienne chez les élèves. De plus, les vélos aident les enseignants avec la
gestion de classe. Dernièrement et malheureusement, bouger en classe de nos
jours est perçu comme quelque chose que nous devons éliminer. Plusieurs de nos
enseignants utilisent le mouvement comme stratégie pédagogique gagnante pour
enseigner à leurs élèves. <o:p></o:p></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"><br /></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">Nous avons vraiment un environnement propice à
l’apprentissage à notre école. Les élèves qui ne participaient pas en classe
auparavant sont maintenant des participants actifs parce qu’ils utilisent les
vélos. Ils posent beaucoup plus de questions et sont très intéressés par la
matière. Cette pratique pédagogique est très efficace parce qu’elle permet aux
élèves de bouger sans déranger la classe. Les êtres humains apprennent en
bougeant. Après avoir pédalé,<span class="apple-converted-space"> </span></span><span lang="FR-CA" style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">les
élèves, de façon autonome, font leurs travaux afin d’atteindre leurs<span class="apple-converted-space"> </span>objectifs.<o:p></o:p></span></div>
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<span lang="FR-CA" style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><br /></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">De plus,<a href="https://www.blogger.com/null" name="_GoBack"></a> lorsque nous
<<visitons>> les grandes villes canadiennes, les élèves sont
responsables de créer une présentation<span class="apple-converted-space"> </span><i>PowerPoint</i><span class="apple-converted-space"> </span>pour celles-ci. Le programme de vélo
tient compte de la voix étudiante. En créant ces<span class="apple-converted-space"> </span><i>PowerPoint</i><span class="apple-converted-space"> </span>informatifs, ils se sentent valorisés.
Les élèves sont motivés et engagés par ce projet.</span><span lang="FR-CA" style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"><br /></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">Après deux ans de succès, plusieurs écoles de mon conseil
ont adoré l’idée de bouger en classe et elles ont eux-mêmes acheté des vélos.
Les écoles élémentaires du </span><span lang="FR-CA"><a href="http://www.cepeo.on.ca/"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">CEPEO</span></a></span><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"> ont plus de 80 vélos stationnaires. Les enseignants et
les directions réalisent à quel point le projet de vélo est valorisant pour la
concentration et l’apprentissage des élèves. Les élèves découvrent une
passion pour le vélo. Le vélo est une activité qu’ils pourront poursuivre tout
au long de leur vie afin de rester actif. </span><span lang="FR-CA" style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
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<span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">Nous avons aussi d'autres projets sportifs tels que les </span><span lang="FR-CA"><a href="http://truesportpur.ca/fr/voices/ecole-elementaire-publique-jeanne-sauve-programme-dintra-muros"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">intra-muros</span></a></span><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"> pendant l'heure du dîner et des </span><span lang="FR-CA"><a href="https://www.youtube.com/watch?v=TtUN9oJl31A"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">vidéos d'activité physique quotidienne</span></a></span><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;"> menées par notre mascotte, Moustachat. À Jeanne-Sauvé nous croyons
énormément que nos élèves apprennent en bougeant. Pour plus d'informations sur
nos initiatives sportives et actives, visitez le lien suivant: </span><span lang="FR-CA"><a href="https://sites.google.com/a/cepeo.on.ca/apq/"><span lang="FR" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-ansi-language: FR;">https://sites.google.com/a/cepeo.on.ca/apq/</span></a></span><span lang="FR-CA" style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0tag:blogger.com,1999:blog-6661609228105298511.post-69682191527187029822016-09-17T09:10:00.000-07:002016-09-17T09:18:21.800-07:00CrossFit in SchoolsMy colleague, <a href="https://twitter.com/Pierre_Tranche">Pierre Tranchemontagne</a>, Tweeted me a video about CrossFit in high schools. He asked me if it was a possibility for a #physed course. The short answer is yes because everything is possible.<br />
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I'm no CrossFit expert but I am a personal trainer specialist and a physical education specialist. Here are my two cents about this often controversial topic after viewing the video above.</div>
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<b>Pros:</b></div>
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1) When kids move & learn in a safe environment, it's always a win. Not all students enjoy the traditional physical education dominated by team sports.</div>
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2) I really do think extra education helps physical education teachers. If a teacher wants to get extra certifications go for it. We must try to stay within our scope of abilities.</div>
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3) With good periodization such a class could help students find a positive outlet during high school.</div>
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<b>Cons:</b></div>
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1) Can our current teacher : student ratio allow the students to learn proper lifting mechanics and techniques without hurting their long term health? </div>
<br />
2) I wouldn't change the entire physical education program around CrossFit. I strongly believe in variety of physical activities to reach as many students as possible. However, if having a CrossFit or personal fitness class as an option means more students get to move in high school, then by all means, go for it.<br />
<br />
3) At the elementary level, I would rather see proficient movers instead of lifters. I think it's more important that teachers learn how to move efficiently and use their bodies properly so that they can then teach their young students to do the same.David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com2tag:blogger.com,1999:blog-6661609228105298511.post-795542316431544522016-09-04T16:19:00.002-07:002016-12-10T15:48:35.670-08:00The current state of sports and physed in Ottawa<div style="text-align: center;">
<u>The current state of sports and physed in Ottawa</u><br />
<br /></div>
I am wearing many hats as I write this blog post. In no particular order here they are: teacher, community soccer and hockey coach, father of a very young girl, ex marathoner, ex competitive hockey and soccer player, personal trainer, children's fitness coach and citizen. These many different hats allow me to have a more objective point of view about the current health situation in schools.<br />
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I think for the most part schools are doing a good job at getting our students active. However, there a few things that need to be fixed (this isn't a rant; I'll be offering solutions as well).<br />
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<u><b><span style="color: red;">The Ottawa sporting world is a </span><span style="color: red;">bit upside down</span>...</b></u><br />
Our community sports and school sports need to learn from one another because right now we have school sports that exclude the majority of students and we have community sports that have multi-tiered levels (ie. AA, A, Rep and House League A, B and C). At the elementary level, school teams are trying to win the school board banner where as some community sports have taken away the winning or losing situation.<br />
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<b><span style="color: blue;">Schools should focus on ALL students.</span></b> Here's a <a href="http://activeforlife.com/high-schools-new-sports-model/">great example</a> from a colleague of mine. <a href="https://twitter.com/GuzzaZubyck">Gordon</a> from Russell High School believes that all of his students deserves a chance to be part of a team. He makes room for all who decide to tryout.<br />
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At the elementary level, <span style="color: blue;"><b>more emphasis needs to be put in intra-murals or festivals</b></span> as oppose to sports teams. I created the intra-murals program at my school so that all students get a chance to play sports. Our first year, we had over 100+ students who wanted to play volley-ball. You can read more about our intra-murals program <a href="http://truesportpur.ca/voices/elementary-public-school-jeanne-sauve-and-their-intramural-sport-program">here</a>. Last year, I took it even further to include all students. When our athletics team participated in the track and field competition, my class organized a track and field competition for all of the other students. JK & K ran 100 m. Grades 1 & 2 ran 200 m. Grades 3 & 4 ran 400 m. Grades 5 & 6 ran 800 m. All of the children received a <a href="http://truesportpur.ca/">True Sport</a> ribbon. The following day, I overheard a child talk about his ribbon that he won. He was beyond happy.<br />
<br />
I like the community sport approach where they make room for all children who wish to play (div. 1, div 2, house league). <span style="color: blue; font-weight: bold;">Schools should adopt such a system. </span><span style="color: blue;">However, I am not sold on the idea that soccer leagues have taken away standings. I do applaud them for taking away promotions and relegations. That was such a silly concept and adults strategized in the making of teams to win promotion and to avoid being relegated.</span><br />
<b><u><span style="color: blue;"><br /></span>
<span style="color: red;">Developing physically literate children...</span></u></b><br />
I participated in a Twitter chat not too long ago and teachers were commenting on what they thought the definition was. There wasn't a whole lot of agreeing going on. Well, there's no debating because a consensus exists since June 2015.<br />
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<i><a href="http://canadiansportforlife.ca/sites/default/files/Consensus-Handout-EN-WEB.pdf"><br /></a></i></div>
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<i><a href="http://canadiansportforlife.ca/sites/default/files/Consensus-Handout-EN-WEB.pdf">Physical literacy is the motivation, confidence, physicalcompetence, knowledge and understanding to value andtake responsibility for engagement in physical activities for life.</a></i></div>
<br />
<span style="color: blue;">A few months ago, I wrote a <a href="http://www.humantwopointzero.com/physical-literacy-takes-village/">post</a> for Human 2.0 on how it takes a community to develop physical literate citizens. It's time that the sporting community and teachers get together to talk and swap best practices. I've been on both sides and each side thinks it's more important than the other. We'll need to collaborate to improve the health of our children.</span><br />
<span style="color: blue;"><br /></span>
<span style="color: blue;">It's also time that coaches and teachers embark on their physical literacy journey. When I coached at the highest level possible of my age category, I was trained. We had lectures and we practiced. That was amazing because we learned so much more by doing. Unfortunately, teacher training is often based on evaluating physical literacy as oppose to improving your physical literacy. On a side note, you can check out my physical literacy journey by clicking <a href="https://twitter.com/OttawaGymCritic">here</a>. Imagine if coaches and physed teachers got together, learned together and planned together. Our children would benefit from this.</span><br />
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That's it for now, I'll be writing down more of my thoughts later...( the importance of <a href="http://www.humantwopointzero.com/physical-literacy-childhood-nostalgia/">free play</a>, are specialists really specialists, long term planning, when in doubt refer out and etc).David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com4tag:blogger.com,1999:blog-6661609228105298511.post-53060336162871327312016-07-13T08:06:00.001-07:002016-08-12T18:49:17.631-07:00The beginning of my personal trainer journey<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">It
was in 2005 that I decided to become a personal trainer. I was a university
student studying criminology at the University of Ottawa. Back then, I had two
things on my mind: playing soccer at the highest level possible and becoming an
RCMP officer or teacher.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">I
decided to go the Orléans Recreation Complex after supper in order to get a
quick workout before heading downtown with my friends. Halfway through my workout, I saw a local personal trainer
teaching a few of his clients how to do deadlifts. I approached him and asked
him if he could help me train so that I could make the top soccer team in the
region. At that point in time in my soccer ‘career’ one of the top team was the
Gloucester Hornets Men’s premier team. The trainer told me that for 500$ a
month, he would train me a minimum of three times a week. I remember thinking
to myself that for 500$ a month, I can become a certified personal trainer through
Can Fit Pro, so why would I want to pay another trainer that type of
money? <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">The
following week, I went to my weekly coaching clinic with the Gloucester Hornets
and I met a man there. This man was a local community soccer coach but he was also
a PRO Trainer with Can Fit Pro. What a coincidence, just the other day I was
thinking of taking my personal trainer specialist course and here I have in
front of me the same man who teaches that class. Needless to say, I signed up
for the next PTS<a href="file:///C:/Users/Mel/Desktop/Dave/Book/Regular%20Joe%20Lifestyle.doc#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[1]</span></span><!--[endif]--></span></a>
course with Can Fit Pro. I received the manual a couple of months prior to my
first PTS class. I read the book in its entirety a couple of times before the
course even started. I had never read the same book twice and here I am reading
over and over again the PTS manual. I went to every class with enthusiasm (<i>this rarely happened in my five years of
studying at OttawaU</i>). Afterwards, I passed the written and the practical
test. I had found my first passion – personal training.<o:p></o:p></span></div>
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Personal Trainer Specialist</div>
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David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com1tag:blogger.com,1999:blog-6661609228105298511.post-90276297438572364152016-07-05T07:07:00.000-07:002018-08-03T04:26:07.180-07:00Jeanne-Sauvé Elementary School's Physical Education ProgramI've been working at <a href="http://jeanne-sauve.cepeo.on.ca/">Jeanne-Sauvé</a> for four years now and I don't see myself going anywhere else. I want to share with you our physical education program because I do think we have one of the better programs in Ontario.<br />
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<a href="https://3.bp.blogspot.com/-1aq_fd1iZ1E/V3q1TgCGlvI/AAAAAAAAAxg/bj7nke37Yn8ZJRZ94Mwfr_vDS5By6bJLgCLcB/s1600/Logo%2BJS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-1aq_fd1iZ1E/V3q1TgCGlvI/AAAAAAAAAxg/bj7nke37Yn8ZJRZ94Mwfr_vDS5By6bJLgCLcB/s200/Logo%2BJS.jpg" width="200" /></a>We have over 20 teachers and 400 students. Of those 20 teachers, 7 are physical education specialists. Of those 7 specialists, one is a Crossfit Kids and gymnastics coach, one is a competitive volley-ball coach and one is a personal trainer via CanFitPro and Twist Conditioning, a children's fitness coach and a pre-b soccer coach. We also have a <a href="http://www.pointstreaksites.com/view/ottawajuniorsenators/team-news-76/news_288837">teacher </a>who is owner, head coach and general manager of the Ottawa Jr. Senators. On top of that, our great principal used to be a physical education specialist.<br />
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<br />
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<b>Our physical education program:</b><br />
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My grade 5's this year had access to the gymnasium 5 times a week. They had it 4 times a week with me and worked on their <a href="http://www.physicalliteracy.ca/">physical litteracy</a> (which I'm really comfortable with as a personal trainer with 10 years of experience) as it was integrated into <a href="http://www.ophea.net/">Ophea</a>'s well-balanced quality physical education program. They also had it with another specialist and she really worked on their gymnastics skills (she's a gymnastic and Crossfit coach).<br />
<br />
As any good group of leaders we also referred out to get <a href="https://twitter.com/pierre_guenard?lang=en">Pierre Guénard</a>'s input. Pierre represents <a href="http://canadiansportforlife.ca/">Sport for Life Society</a>. He made our already good program into an excellent program as he advised us to further integrate the <a href="http://canadiansportforlife.ca/learn-about-canadian-sport-life/ltad-stages">LTAD</a> and physical literacy in our programming. This happened because our principal allowed us to meet with Pierre for the day as we improved our annual plan.<br />
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<b>Our intramurals program:</b><br />
<b><br /></b>
Jeanne-Sauvé’s <a href="http://truesportpur.ca/voices/elementary-public-school-jeanne-sauve-and-their-intramural-sport-program">intramural </a>program started during the 2013-14 school year. It allows Grade 4, 5 and 6 students to participate in sports regardless of skill level. Before the intramural program, it was usually the best students who made the school’s competitive teams and they got to compete against other schools in our school board tournaments. That meant that only a handful of students got to play sports outside of physical education classes. Now, everybody gets a chance to play in a friendly and positive environment because Jeanne-Sauvé committed themselves to the <a href="http://truesportpur.ca/en/principles">True Sport Principles</a>. Jeanne-Sauvé’s students get to play a variety of sports such as volleyball, skating, hockey and basketball. Our most popular sport was volleyball – over 100 students joined that program this year.<br />
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<b>Our sports and physical activity culture*:</b><br />
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We also have many other yearly activities that promote a healthy lifestyle:<br />
- Ski program<br />
- Jump Rope For Heart<br />
- Terry Fox Run<br />
- Jungle Gym<br />
- Water games<br />
- <a href="https://www.youtube.com/watch?v=4yOOAEjy2zw">Race across the hallway</a><br />
- Tubing<br />
- and many other activities<br />
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*These are all organized by teachers or admin that want to promote a healthy lifestyle.<br />
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<a href="https://3.bp.blogspot.com/-twaJBd4Q-pE/V3r9270GSJI/AAAAAAAAAyA/K4Vw_Pm-bVktN1KP7m5vS9lBH2DNOCMzgCLcB/s1600/mms_20160609_164520.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-twaJBd4Q-pE/V3r9270GSJI/AAAAAAAAAyA/K4Vw_Pm-bVktN1KP7m5vS9lBH2DNOCMzgCLcB/s200/mms_20160609_164520.jpg" width="150" /></a></div>
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<b>Our Bike Across Canada program:</b><br />
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<a href="https://4.bp.blogspot.com/-9laTPPpx6Ns/V3r7aTquDqI/AAAAAAAAAxw/tb7eX9TdBa0rLhFAsNuRtZ3BwuMFaIQSQCLcB/s1600/ZlWmnbMx.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://4.bp.blogspot.com/-9laTPPpx6Ns/V3r7aTquDqI/AAAAAAAAAxw/tb7eX9TdBa0rLhFAsNuRtZ3BwuMFaIQSQCLcB/s200/ZlWmnbMx.jpg" width="200" /></a></div>
The Bike Across Canada program has been very successful. In fact, it won the <a href="http://cea-ace.s3.amazonaws.com/media/CEA_2016KSAwards_Booklet.pdf">2016 Ken Spencer Award</a> for Innovation in Teaching and Learning. Since November 2012, the students from l’école élémentaire publique Jeanne-Sauvé have biked across Canada. The school bought 2 to 3 stationary bikes for each class. The students begin in St. John’s, Newfoundland and Labrador and end their trip in Victoria, B.C. This represents a distance of 8,316 km. If you click <a href="https://sites.google.com/a/cepeo.on.ca/apq/projet-de-velo-jeanne-sauve">here</a>, you will find all of my work and appearances in the media.<br />
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<b>Other daily physical activity ideas:</b></div>
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For the students that don't want to use the bikes, they have the option to go to the yoga corner in order to self-regulate when they need to move. You can view a <a href="https://www.youtube.com/watch?v=2CXi6iG6Xsk">video</a> on how the yoga corner is being used to help students control their emotions, thoughts and actions.</div>
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We've also created our own <a href="https://www.youtube.com/watch?v=twRCiRP6AgM">physical literacy</a> and <a href="https://www.youtube.com/watch?v=TtUN9oJl31A">DPA videos</a> using our mascott to get the students moving.</div>
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<b>Our outdoor classroom:</b></div>
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At Jeanne-Sauvé School, we believe that students can learn outside. This outdoor classroom is also used to improve students' physical literacy (ABC of movements). We even have a teacher that teaches outdoor physical education (during winter as well!).</div>
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<a href="https://4.bp.blogspot.com/-woW0U5SToXE/V3r9aH2Z92I/AAAAAAAAAx8/qoJ7ZRs1MNcy8oeNuAl_l_24AAykeTM6wCLcB/s1600/IMG_20150924_140452.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://4.bp.blogspot.com/-woW0U5SToXE/V3r9aH2Z92I/AAAAAAAAAx8/qoJ7ZRs1MNcy8oeNuAl_l_24AAykeTM6wCLcB/s200/IMG_20150924_140452.jpg" width="200" /></a></div>
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<b>Our recesses:</b></div>
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Following last year's <a href="https://www.participaction.com/sites/default/files/downloads/Participaction-2015ReportCard-FullReport_4.pdf">Participaction Report Card</a> recommendations about risky play, we've had multiple meetings about letting our students play and limiting rules outside. I've noticed that my students were more focused in the classroom when allowed some freedom to play freely outside. If you want to create a positive outdoor environment for FREE, allow your students the freedom to play freely during recess.</div>
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<b><br /></b>David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com4tag:blogger.com,1999:blog-6661609228105298511.post-71949964083547526822016-03-27T17:12:00.002-07:002016-03-27T19:33:13.488-07:00Some of my Thoughts on Physical LiteracyI was fortunate enough to be chosen by my school board to attend RBC's Learn to Play Knowledge Exchange Event that was held Wednesday March 23, 2016. I was even more fortunate to be part of a pannel of experts where I was able to promote my <a href="http://ici.radio-canada.ca/regions/ottawa/2015/02/12/010-velos-stationnaires-classes-ecole-jeanne-sauve-ottawa.shtml">Bike Across Canada Program in Schools</a>!<br />
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I drank the <a href="http://www.physicalliteracy.ca/">physical literacy</a> and the <a href="http://canadiansportforlife.ca/coaches/ltad-stages">long term athlete development</a> cool-aid many years ago.<br />
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<span style="color: blue;"><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 16.5984px; font-weight: bold; line-height: 24.8976px;">"Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life."</span></span><br />
<span style="color: blue;"><br style="background-color: white; font-family: 'Open Sans', sans-serif; font-size: 16.5984px; font-weight: bold; line-height: 24.8976px; margin: 0px; outline: none; padding: 0px;" /><span style="background-color: white; font-family: "open sans" , sans-serif; font-size: 16.5984px; font-weight: bold; line-height: 24.8976px;"><i>The International Physical Literacy Association, May 2014</i></span></span><br />
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After listening and exchanging ideas at RBC's Learn to Play Knowledge Exchange Event, I am happy to say that we are headed in the right direction. Many educators, city employees and government employees were there and shared the same vision. We were all eager to share and learn. This is what happens when you put like minded people in the same room. I went back home excited to go to work the next day. Usually, I'd go back to school full of enthusiasm and would be brought back down to reality (not everybody is as excited about physical literacy as I am). However, I'm happy to be working in a school where many of my colleagues also believe in developing our students' physical literacy.<br />
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At this point in my career, after having worked with children for the last 17 years as a referee, a coach, a teacher, a personal trainer, a sports conditioning coach and a movement coach I am pretty confident in my knowledge.<br />
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However, and this is the reason I am writing this post because I want your feedback, can teachers with our crazy teacher : student ratio, truly improve our students' PL? Are our students truly getting the feedback they deserve when there are 25 other students wanting that same feedback? When our students are developing their PL and are repeating some movement patterns, are they repeating bad movement sequences? I often see on Twitter pictures of students and their techniques are awful. However, these pictures often have many likes, shares and retweets. Does that mean all these people didn't notice the bad form?<br />
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What do you think?<br />
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Are physical education teachers truly capable of developing every students' PL with our current T:S ratio?<br />
What are your thoughts on physical education teachers having a scope of ability? (I think it's ok to admit that we don't know everything and that we should refer out when in doubt)<br />
<br />David Benay, EAO, PTS, PAPAhttp://www.blogger.com/profile/16747144845502382263noreply@blogger.com0