Planning Safe Physical Education (PE) at Home (Indoor and Outdoor Activities) | Ophea Teaching Tools

    Planning Safe Physical Education (PE) at Home (Indoor and Outdoor Activities)

    Consider these three areas during the planning stage.

    Awareness

    Be aware of the requirements and resources available to guide the planning of safe PE at Home activities.

    • Check to see if your school board has policies and/or direction on teaching PE at Home.
      • Tip: If your school board does not provide direction, discuss with your school principal the expectations related to providing these lessons.
    • Access and review the relevant Safety Standards (e.g., OPASSE) that can support your planning.
      • Tip: OPASSE activity pages are an important point of reference when planning PE at Home.
    • Identify the approaches and resources available to support safe PE at Home.

    Communication

    Ongoing communication with parents/caregivers and students is an important part of maintaining a safe PE at Home learning environment.

    • Share the Resources to Support Parents and Caregivers with PE at Home.
    • Share the Student SAFE Check-In and Check-Out information and request parents/caregivers review and discuss with their child(ren).
    • Outline the process to communicate any changes in a student’s health (for example, medical conditions, physical ailments, concussions) or ability to participate as well as the procedures to follow if a student is not feeling well, hurt, or injured during an activity.
    • Suggest that parents/caregivers contact you if they have any questions or concerns.

    Lesson Design

    Designing lessons for PE at Home takes careful thought and planning. The questions below will guide you through the key areas to consider:

    • Is the lesson aligned with the learning expectations from the H&PE curriculum?
      • Tip: Provide students with authentic opportunities to support their development of the social-emotional learning skills as they work to achieve the curriculum expectations.
      • Tip: Are there opportunities to create lessons with expectations from other curriculum areas.
    • Is the lesson age appropriate and reflective of the students in the class?
      • Tip: Take into account the strengths, needs, medical conditions, backgrounds, and experiences of the students in the class, for example: previous training, fitness level and the length of time and intensity of the physical activity.
      • Tip: In cases where a student or groups of students may not be able to participate, discuss with the principal what supports are available to support all students in engaging in physical activity.
    • Is the lesson inclusive and accessible for all students?
      • Tip: Identify ways the equipment, area or activity can be accommodated to meet the individual needs of students.
      • Tip: When activities need to be modified to meet the needs of a student, check with the principal on appropriate strategies.
    • Does the lesson address/incorporate the appropriate safety standards on the OPASSE elementary activity page or OPASSE secondary activity page?
      • Tip: If you cannot find the activity page for the lesson you are doing refer to the safety standards of the activity it most resembles.
    • Is the lesson appropriate for the space and equipment students have available?
      • Tip: Choose activities, either indoors or outdoors, that can be done alone or in pairs (for example, with another member of the household) in limited spaces or on the spot.
      • Tip: Choose activities that require minimal or no equipment or, provide suggestions for alternative equipment (for example, different types of balls). Inform parents/caregivers of equipment needs and the importance of the equipment being appropriate for the size and/or strength of the child(ren).
    • Does the lesson include the key elements?
      • Tip: Check to make sure the lesson includes a proper warm-up and cool-down, as well as relevant and engaging learning opportunities.
    • Are there additional tips that can be provided to the student/parent/caregiver to address potential environmental conditions that may arise (for example, outdoor: heat, lightning and indoor: heat without air conditioning)?
      • Tip: For indoor activities, have the student/parent/caregiver check the environmental conditions are suitable for participation (e.g., indoor temperature is comfortable for activity; if no air conditioning open windows, safe placement of a fan).
      • Tip: For outdoor activities, check your school board’s protocols and procedures for participation outdoors (e.g., in shade if possible, the use of a hat, sunscreen and insect repellant) and when extreme weather conditions occur (for example lightning).