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I am really hoping to be able to add Tennis BC to my P.E. program. I think it would be a great addition and would teach students many unique skills. Tennis is a fairly low impact sport but still requires flexibility, coordination, and balance. Skills can be taught in steps, which can further help teachers address each students' specific needs. In addition, tennis is fairly inexpensive and can be played almost anytime in Vancouver. I would love to try and create a school tennis team, because it could offer students a great alternative to football, basketball, etc.

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I think it would be great to bring in activities like rock climbing, hikes in the trails/mountains, canoeing, kayaking, etc. It would be amazing to have more opportunities for kids to be outside and in touch with nature - really interacting with the land. I think this would benefit children in many ways. These sorts of activities are just naturally fun and exciting, and would allow for kids to really appreciate the environment and what it has to offer. It would likely encourage them to take it upon themselves to explore the natural world around them, and get exercise while doing so.

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I really enjoyed the Tennis BC workshop. It was a great way to teach the students the fundamental movement skills involved in tennis before engaging in the actual game. The workshop allowed us to build up our confidence in our fundamental movement skills and then once each skill was mastered you could put the movements together. Tennis is a great sport for building hand-eye coordination in young individuals. We are lucky in Vancouver because there are tennis courts everywhere, which provides families with an inexpensive way to maintain a healthy lifestyle.

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As many others have discussed I think there are many different organizations out there that are great to incorporate in your classroom. I really enjoyed Tennis BC and I know there are many field trips run by numerous organizations that would be really beneficial to take your class to. The only problem with some of these is that they still require some funding.That is why I really liked action schools BC. The SEL group was very fortunate to have a workshop, where we learned lots of hands on ways to increase healthy lifestyle choices in the class. The activities were ones that the teacher could incorporate very easily and implement right from kindergarten onward. I definitely plan to include some of these activities in my class.

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I really like the idea of informal nature walks, that gets kids not only outside but into seemingly wild places. One of my favourite times in PE growing up was when local Aboriginal Volunteers would take us on nature walks; we would not only have a the chance of being immersed in greenery but learned about the practical, medicinal, and nutritional uses for different plants. While on these walks we would frequently stop just to observe the beauty that was around us and were encouraged to look at plants from different perspectives (angles, and super close up). My favourite part of these walks though is the legends that were shared with us, about the different animals we might see, the people that traditionally inhabited the area, or about the locale itself. A great avenue for practicing listening skills and building connections to your surroundings, and community members.

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I agree with others about the great benefits and opportunities of using your network to bring in guest instructors to provide physical education experiences. Here at UBC, for example, there is a Balinese gamelan group who play traditional Balinese music.  In an undergraduate class, our professor, Dr Tenzer, brought his friend in from Indonesia to teach us a traditional Balinese dance that went with the music we were learning about.  This class ("Musical Rhythm and the Human Experience") also provided us the opportunity to learn the rhythms and movements of some of the traditional dances of Ghana.  It was a very interesting challenge to learn how to move to rhythms that are dramatically different from the ones we grow up being accustomed to in our Western society.  There is such a rich variety of people and resources here at the university; if you have any ideas, there are likely connections that would love to work with you if you just take the time to investigate.

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I think it would be really cool to have a dance instructor come into the class to teach the students in PE class.  Especially if it is some form of cultural dance such as Latin dance, African dance, or Aboriginal dance.  This is also a great way to create cross curricular lessons.  You could study the culture of a country while exploring that countries' cultural dance form!  Fun and informative:)

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I agree with the others that having Tennis BC was very interesting and fun. Living in Vancouver there are manny tennis courts and usually are free or low cost to use. We also have so many wonderful community parks that are everywhere in BC, and specially in Metro Vancouver. I think creating walking or hiking clubs for students you can add physical activity while doing a biology field trip. If I can create an outdoor club and have short outings on a weekly basis to introduce students to learn, appreciate mother nature and it's wonders that would be so valuable in the long run.

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I agree with Emily about our recent workshop with TennisBC.  I appreciated how the workshop adopts a progressive approach to instruction.  In doing so, beginning tennis players are able to gain confidence with the sport while more experienced players can refine their skills.  Additionally, as Emily indicated, the affordability of the TennisBC workshop supports their mission to reach kids who don’t necessarily have access to extracurricular programs.  After being introduced to the sport of tennis, students can seek out alternative environments (i.e. local outdoor courts) to continue playing.

Regardless of the community partner, it is important that the teacher is involved in the activity.  This participation not only serves as a positive model for students but increases teacher confidence to continue the selected fitness activity beyond the single workshop.

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I really enjoyed the Tennis BC workshop we had last Friday. I found it to be super informative and would be awesome to see it in action with kids! The workshop is quite inexpensive and it introduces students to the core movements and that are involved in tennis. Another aspect of tennis which I love is that once you have a racket and a ball, you can simply walk to a court in your neighbourhood and play for free with a friend! Many sports don't have this kind of access so I think this provides a great opportunity for our students to take on a healthy activity that is cost-efficient for their families!

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A great place to take students on a field trip that would introduce them to the sport of beach volleyball (could possibly be done during a volleyball unit) is 6Pack Indoor Beach Volleyball Court! I have been to an organized event at this venue before and it is alot of fun! What better way to bring the beach to your class than in a controlled and safe environment!? 6Pack has a myriad of opportunities for teaching kids about beach volleyball, beach soccer, team building, etc. They also have lots of great kid-friendly weekend activities such as movie nights. Check it out:

http://6packbeach.com/kids/kids-school-community-and-daycare-field-trip

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http://www.ubcropescourse.ca/

UBC ropes course is one community partner that offers experiential hands on learning environment for students. Great to use as a teamwork and bonding activity. Allows students of all levels to challenge themselves, set goals, and participate in an activity that is unique, fun, rewarding, and a place where students can learn life lessons.

Other similar places/ organizations that accept schools and field trips

http://www.skytrekadventurepark.com/high-ropes-course

http://www.strathcona.bc.ca/youth-gone-wyld-wilderness-youth-leadership-development/schools-and-groups/

https://www.twu.ca/sites/omada-teambuilding/education/what-we-offer/ropes-course.html

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I already see that many people on this wall have discussed Action Schools BC. With the SEL cohort we had the opportunity to have a workshop done by Action Schools and this gave us many ideas about how to implement and improve the teaching of healthy, active lifestyles as well as positive body image. I have already begun to include the Action Schools program in the classroom with a Healthy Eating unit (Grade 6), and I can see many ways that this can be used cross-curricularly. The amazing thing about Action Schools is that once a year they will provide a TOC for you for a day while you can do planning or workshops for further learning. The TOC comes from Action Schools BC and works in your class with the Action Schools program in hopes to motivate your students further for healthy lifestyles.

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In terms of cross curricular, I could plan a lesson where I would have Tennis BC come in while integrating French. Based on the PLO's for grade 5 Core French, it states that, “Students may enjoy songs selected for their easy lyrics, catchy melodies, and appealing rhythms. When words are provided, students can sing along with the song or its chorus. Using rhythm instruments or movement makes this activity more fun and integrates music and physical education”. Hence, I could integrate French by including a catchy French song along with a poster of the lyrics on the wall as a visual cue. I would introduce parts of the body (for example, head, feet, hand, etc.) and at the same time, they would learn the proper method of holding a forehand grip in tennis using some French vocabulary.

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Developed by Anne Green Gilbert, the BrainDance is a series of exercises that we use in all CDC classes. It is comprised of eight developmental movement patterns that healthy human beings naturally move through in the first year of life. As babies, we did these movements on our tummies, sides, and back on the floor. However, cycling through these patterns at any age, daily or weekly while sitting or standing, has been found to be beneficial in reorganizing our central nervous system. Repeating these patterns over time may help us fill in any missing gaps in our neurological system due to birth trauma, illness, environment, head injury or not enough floor time as a baby.

The mind is like the wind and the body like the sand; if you want to know which way the wind is blowing, you can look at the sand.
~Bonnie Bainbridge Cohen

This "dance" is an excellent full body and brain warm-up for children and adults and can be done in any setting. The BrainDance may be used as a warm-up for any physical or cognitive activity; before tests, performances, and presentations; after sitting for long periods of time; as a break during computer work and TV watching; and to increase energy and reduce stress. It is a centering body/brain movement tool for brain reorganization, oxygenation, and recuperation. The BrainDance prepares us for learning and helps with appropriate behavior and social skills.

Benefits of the BrainDance

Reorganization of the neurological system: The developmental movement patterns wire the central nervous system laying the foundation for sensory-motor development and life long learning. When patterns are missed or disrupted there may be missing gaps in a person's neurological development. These gaps can cause neurological dysfunction that may later appear as learning disabilities, behavior disorders, memory problems, sleep disorders, speech, balance or filtering problems, and a host of other difficulties that may disrupt the flow of normal development. Cycling through the BrainDance patterns on a daily basis may correct flaws in a person's perceptual process and reorganize the central nervous system to better develop proprioception, balance, attention, memory, eye-tracking, behavior, sensory integration, and motor skills. Neurological repatterning coordinates all parts of the brain and body for emotional, social, and cognitive balance.

Increased blood and oxygen flow to the respiratory system and brain: Because oxygen and blood are food for the brain, deep breathing and aerobic exercise are essential for a fully functioning brain and body. Oxygenation reduces stress and brings flow and ease to all movement. Blood and oxygen in the brain improves ability to stay focused during class.

Enhanced core support, connectivity, and alignment: The BrainDance reviews for us the early baby patterns that lay down structure in the neuromuscular system, influence brain development, and help us cope with the world in an embodied way. These patterns, done in an orderly progression, help us remember the parts of our visceral and muscular system that support our body structure. Each pattern underlies and supports the next pattern. When done in succession, they bring a wholeness, aliveness, and connectivity to our use of the body, which reflects an integration of body and mind. By separating the eight patterns we become more aware of each pattern. This allows us to focus on a particular pattern to ease blocked body/mind areas. The developmental patterns are the foundation for all movement. Patterns establish internal and external gradated rotation in proximal joints, laying foundation for correct and clear alignment in the upper and lower body and correct use of scapula and arms and turn-out and rotation in the hip socket. Awareness of body mechanics and inner connectivity develops stronger technique, physical balance, and coordination needed for complex sequences of movements, choreography, etc.

Deeper understanding of the elements of dance technique: Focusing on BrainDance patterns at the beginning of class helps dancers become more articulate and expressive as the developmental movement patterns are an integral part of every dance style. The first four patterns of the BrainDance are fundamental to performing any form of dance. The last four patterns dancers practice daily: pliés and port de bras (Upper-Lower), tendus, battements, (Body Side), center work (Cross Lateral), turns and springs (Vestibular). Whether taking a Ballet, Modern, Jazz, African, or Creative Dance class, students who have warmed-up with the BrainDance are able to integrate and apply the patterns to their technical skill development. Movement intent becomes clearer as dancers embody the BrainDance patterns. Dancers gain a new vocabulary that allows them to be more articulate physically and verbally. The BrainDance patterns provide a new entry point for teaching mechanics of steps and movement (e.g. chainé turns use the Body Side pattern).

BrainDance Patterns

No one part of the central nervous system works alone. Messages must go back and forth from one part to another, so that touch can aid vision, vision can aid balance, balance can aid body awareness, body awareness can aid movement, movement can aid learning, and so forth.
~Carol Stock Kranowitz, M.A.

These patterns are explored in class integrating dance concepts and utilizing a variety of movements, dance styles, music, and props allowing for a balance of repetition and novelty.

How the Patterns Developed

The baby does his or her own BrainDance very naturally in the first twelve months of life if placed on the floor.

Baby's first breath starts the wires growing from the brain cells.

Tactile stimulation begins with the first touch of skin on skin and is essential for promoting appropriate behavior and emotional and social intelligence.

In the first two months of life the baby will reach into space in order to connect with her environment and curl back into the womb position, demonstrating the core-distal pattern.

At two months the baby has better head control and will lift and turn the head in both directions continuing the head-tail pattern begun at birth.

Discovering the upper and lower body halves comes next as the baby pushes with the arms and hands and then with feet and knees.

Between five and seven months, the baby reaches with one side of the body, moving the left half of the body as one unit and then the right half. As the baby crawls on her belly she will develop horizontal eye tracking.

Between seven and nine months, baby pushes herself up onto hands and knees and begins a cross lateral reach from the upper body. Vertical eye tracking is part of the growth triggered by creeping on hands and knees. The convergence of horizontal and vertical eye tracking is essential for reading. From one year onward cross lateral patterns appear in walking, running and eventually skipping.

The vestibular system begins developing in utero and continues to be very active through the first fifteen months as baby rolls, crawls, creeps, sits up, and walks. The vestibular system analyzes movements through the whole body, helps us know where we are in space and links up to all forms of sensory information. This very important system is used when we read, hear, speak, touch, balance, and move. Every movement stimulates the vestibular system which stimulates the brain.

If you are interested in learning more about the BrainDance, Anne Green Gilbert's BrainDance DVD and Eric Chappelle's BrainDance Music CD are available through our website in the Store. Get in-depth information and experience with the BrainDance through one of our Educator/Community Workshops offered throughout the year. The Summer Dance Institute for Teachers offers an immersion in BrainDance and Brain-Compatible teaching methods. Our Resources page has a wealth of information and links which will connect you to the fascinating world of somatics, child development, neuroplasticity, and more!

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Developed by Anne Green Gilbert, the BrainDance is a series of exercises that we use in all CDC classes. It is comprised of eight developmental movement patterns that healthy human beings naturally move through in the first year of life. As babies, we did these movements on our tummies, sides, and back on the floor.

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The Action Schools Program I plan to utilize in my kindergarten class because it has a variety of engaging music and dance games that build personal well being but also team building. They focus on health and physical strength in fun and engaging ways. Their free resource package they sent me has very useful resources and materials. One such aspect I plan to use is the scarves that were provided in this kit. I plan to use them in conjunction with "Brain Dance" which is a resource that Action Schools recommended. It is a program that: "bring(s) a wholeness, aliveness, and connectivity to our use of the body, which reflects an integration of body and mind...Awareness of body mechanics and inner connectivity develops stronger technique, physical balance, and coordination needed for complex sequences of movements, choreography, etc...Focusing on BrainDance patterns at the beginning of class helps dancers become more articulate and expressive as the developmental movement patterns are an integral part of every dance style". (http://creativedance.org/about/braindance).

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Actions Schools BC is a great partner to work with. Our cohort was lucky enough to have received a workshop by this organization. Their goal is to get kids moving and be motivated to live a healthy lifestyle. The resources available are not only for movement but also for promoting healthy eating and living. The games offered by this organization are culturally inclusive, including games from around the world. The DPA ideas offered can be modified to be suitable for K through 7. Action schools also uses a wide variety of resources; movies, scarves, skipping ropes, and bean bags are a few of the items used.

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Action Schools BC is a wonderful program that is designed to assist elementary and middle

schools in creating individualized action plans to promote healthy living while achieving academic

outcomes. We were given a workshop by them and I found it to be extremely engaging. This program

contributes to the health of children by integrating daily physical activity (DPA), physical education and healthy eating messages into the school community life. The number one goal of this program is to provide children with the foundation for life-long healthy living. It is an excellent program providing tons of resources and equipment to be used with your students.

http://www.actionschoolsbc.ca/

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I love the idea of having someone come into the classroom to teach dance.

I don't think it has to necessarily be someone who is a professional dance teacher,

but could even just be someone in the community who has a lot of experience. I

remember when I was a kid in school always really responding to the guest speakers

who would come in and talk about their expertise. I really enjoyed the Tennis BC guest

presentation we had last week and I think that would also be a great community

resource to use.

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I went to Cheakamus centre in Squamish with my cohort last November and

I was inspired by their outdoor program as well as their educational perspectives.

The outdoor centre offers students opportunities to be physically and emotionally

challenged by working on their cooperation skills in a constructive play area , walking on

trails, hiking and walking in the water to go up in the stream to see the salmon spawning

ground. The students will be aware of the ecological system in the nature which can be

cross-curricular with science and language arts. I would like the students to be excited and

to experience this alternative P.E. activity in an outdoor setting.

http://www.cheakamuscentre.ca/

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I have always been very into organized sports in my community and I think this played a huge part in my upbringing. This was key in my love of sports today and getting my heart rate up on a daily basis. There are so many amazing programs out there that promote physical education and spread an important message about health at the same time - the Terry Fox Foundation and the Rick Hansen Foundation, for example. I think getting students excited about organized sports is very important. Cheering for the Canucks, watching the Olympics, and making physical education fun is vital for students' love of being active. Many of these foundations offer school/educational programs specifically for educating students and they have a liaison to contact. These foundations often times will come to you.

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I remember in elementary and high school when Spinal Cord

Injury BC (formerly known as the BC Paraplegic Association)

came into our school. Both times it was the BC Wheelchair

Basketball Society and it was a blast! They talked a bit about

their program and they brought in wheelchairs for us to use

and we got to play basketball with them! It was a really cool

experience because that was something I had never been exposed

to before. That is definitely something I would love to organize

because doing so brings in a lot of awareness and takes steps

towards empathy and inclusion.

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One thing I would like to do with my class is a field trip at the beginning of a

year to a outdoor centre. Many outdoor centres offer educaitonal packages

that challenge students physically and emotionally allowing studetns to

practice their cooperation skills as well as support one another socially and

emotionally. I have found that the type of activities offered at outdoor centres faciliate

relationship building that can be continously improved on as the educational year unfolds.

http://www.strathcona.bc.ca/youth-gone-wyld-wilderness-youth-leadership-development/schools-and-groups/

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One amazing organization that comes to mind, in terms of creating opportunities outside p.e. class, is the Actions Schools! B.C. program. Beyond doing the standard DPA activity my partner school participates in, walking around the gravel field, every day, we might start to incorporate weekly ‘activities’ from the guide, perhaps as an accompaniment to the walking (maybe walking 3 days, doing other activities for 2 days). Each week we could work on different elements of health, like one week focusing on the Healthy Bones section, which includes hopping, skipping and jumping exercises. There is also the Healthy Heart Section (for cardiovascular health), Healthy Muscles (for strength and flexibility), and, for quick ‘brain breaks,’ a section called, Healthy Self (which could be incorporated throughout the day). Some activities would be better suited for indoors, if whether is a concern, while other activities would work better outside, or in a gymnasium. One of the main reasons I think this could be a great addition to the DPA, is that gym, which, for my school only happens twice a week, is not enough. It provides simple, easy to follow instructions that are fun, and most importantly,can improve physical health (and emotional, and intellectual…) in multiple ways.
www.actionschoolsbc.ca

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Resources:

- Paralympic Schools Week 2014: Get your classroom excited about the Paralympics in Sochi! Lots of interdisciplinary things you can do with this to keep physical education fresh and exciting.

http://www.paralympic.ca/paralympic-schools-week

- PhysEdSource: Resources for dance, gymnastics, individual activities, health/dpa, sports/games, and outdoors. Lots of ideas here!

http://www.physedsource.com/

There are lots of resources out there to help add variety to a physical education program. I think the key though is to see what students are interested in outside of school and take those opportunities to bring those activities into the school environment as well (if possible). Also, having an authentic audience or purpose for learning things could help add to the program.

Examples of activities: yoga, Pilates, aerobics, cycling, golf, juggling, skating, hiking, water sports, swimming