PODCASTS

GET INVOLVED

There are lots of ways for staff to get involved in HPE beyond teaching a class or coaching a team. In this episode, I share simple ways colleagues can support Open Gym, Lunch Clinics, intramurals, and school sports teams—whether that means supervising, organizing, helping students practise, or assisting a coach. You don’t have to be a sports expert to make a difference. Sometimes, just showing up creates one more opportunity for a student to move, learn, and belong.

you can teach HPE

Check out the perspective that will help change your HPE class into one that is safe, inclusive, and engaged.

CLASSROOM MANAGEMENT

The Gym can be a loud, and intimidating room. Give me a few minutes to help you prepare for an awesome class.

Maximum particIpation

Give this one a listen if you want to find simple adjustments to have your students WANT to participate in HPE!

CURRICULUM

In this episode, we simplify what HPE is really about by breaking it into three key areas: Active Living, Movement Competence, and Healthy Living.

ATTITUDE OVER ABILITY

In this episode, we talk about what it really means to be successful in HPE. You don’t have to be the best athlete in the room, but you do need to show up with effort, a positive attitude, and respect for others.

GET PHYSICALLY ACTIVE

There are lots of ways to get involved in HPE beyond regular class time. In this episode, I break down opportunities like Open Gym, Lunch Clinics, intramurals, and school sports teams.

WHAT IS OPEN GYM

How do we create a culture of physical activity, and cultivate a strong OPEN GYM?

200+ LESSONS

OPHEA SAFETY FOR ACTIVITIES

EXPECTATIONS

TERM 1 EXPECTATIONS

Participate safely and consistently

Students are active, follow routines and boundaries, use equipment responsibly, and make safe choices.
Teacher focus: Are students participating safely and appropriately?

Develop and apply movement skills

Students practise and improve fundamental movement skills such as running, jumping, balancing, throwing, catching, kicking, striking, and changing direction.
Older students can also begin applying those skills in games and activities.
Teacher focus: Are students becoming more controlled, confident, and effective movers?

Work positively with others and make good decisions

Students cooperate, communicate, show fair play, solve movement problems, and make choices that help themselves and others participate successfully.
Teacher focus: Can students contribute positively and make appropriate decisions during activity?

TERM 2 EXPECTATIONS

Apply movement skills in different activities
- Students use the skills they developed in Term 1 in games, challenges, dance, gymnastics, fitness activities, or outdoor activities.
- They combine skills such as running and throwing, moving and catching, or balancing and transferring weight.
- Teacher focus: Can students use their skills effectively in different situations?
Use simple strategies and make decisions
- Students learn to find open space, defend space, support teammates, communicate, adjust their movement, and solve problems during activities.
- The complexity changes by grade, but the idea works from Primary through Intermediate.
- Teacher focus: Can students make good decisions while participating?
Understand how physical activity supports health and well-being
- Students recognize how activity affects their body, fitness, mood, energy, and overall health.
- They begin setting simple personal goals and identifying activities they enjoy and can participate in regularly.
- Teacher focus: Can students explain why being active matters and make choices that support their well-being?

Apply your skills. Make good decisions. Understand why movement matters.

These physical education lessons and activities are provided as general instructional ideas. Teachers should use professional judgment and adapt activities, equipment, rules, space, and level of difficulty to meet the age, ability, needs, and safety requirements of their students. Always inspect the activity area and equipment, provide appropriate supervision, teach safety expectations, and follow your school board’s policies and procedures.Davin Yu is not liable for any injury, loss, damage, or other consequence resulting from the use, modification, or implementation of these lessons and activities. Use of these resources is at the discretion and responsibility of the individual educator and/or organization.

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