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BC Curriculum

As we contemplate the integration of wearables into the K-12 curriculum, we noticed potential for alignment through all grade levels focusing on increasing motivation and personalizing Physical Health Education. However, we wanted to provide a more in-depth look at connections to the curriculum. To do this, we have focused on grade 8 with the idea to equip others to look critically at their own grade-level curriculum and make similar (or hopefully even new) connections. It should be clear that wearables support, motivate and help to personalize the PHE experience, but do not necessarily impact all aspects of the curriculum.

The BC Physical Health Education website for K-12 can be viewed here.

When we look at the Big Ideas, wearables fit in by encouraging daily participation, rather than sports-specific or generalized PHE. The ability for students to monitor their personal fitness can support them in lifelong participation in physical activities and improve their ability to understand their own bodies, rather than generalized fundamentals. This is done through data, understanding and goal setting.

Next, we would like to make connections to the four Curricular Competencies from the BC curriculum including Physical Literacy, Health and Active Living, Social and Community Health and Mental Well-Being. For each competency, we have provided examples of student active use cases. The examples are informal activities that would be accessible to teachers with no prior knowledge and a good starting point for introducing a class set of wearables to a PHE program.

Wearables Use case:

1)    Implement class fitness trackers (ideally school set then can be used for PHE)     

a.    Show students function and what can be measured

b.    Explain how they can monitor steps, heart rate, distance, sleep or time moving

2)    Create Personalized Fitness Plans

a.    Students can have the first week to use the device and collect data

b.    Based on the data, students can identify gaps in their lifestyles and gain an understanding of their personal needs

c.     Develop a plan with goals for specific movements concepts, and types of physical activity that will best suit needs

Wearables Use case:

1)    Health Journal

a.    Students will update their progress on movement goals

b.    Reflect on are positive and negative impacts on their progress toward a healthy lifestyle

c.     Assess current data and make adjustments

2)    Understand heart rate monitoring

a.    Understand the significance of heart rate and exertion levels

b.    Make healthier personalized decisions on individual heart rate metrics

Wearables Use case:

1)    Create class goals

a.    Create a class-level fitness goal to encourage the well-being of the community

b.    Update the goal as a group to work towards a distance total, step or movement time

2)    Body Image

a.    Discuss the importance of healthy body image and setting personalized goals based on health and personal well-being beyond body image types

b.    Discuss how metrics like heart rate will look different to different people

Wearables Use case:

1)    Sleep goals

a.    Discuss sleep metrics and strategies for improving sleep

b.    Discuss the impact of sleep on cognitive ability

2)    Fitness and Well-being

a.    Have students reflect on their level of fitness metrics compared to mental well-being at the time

b.    Discuss the benefits of exercise on mental health 

Incorporating wearables into the BC curriculum could empower students to better understand their own health, develop skills to measure health data, set personalized goals and increase motivation to reach their goals. Here we have provided examples of connections to the BC curriculum and see great opportunities for adopting a class set of wearables and how they could be implemented for a grade PHE.