S.A.F.E. Check-In and Check-Out Activity | Ophea Teaching Tools

    S.A.F.E. Check-In and Check-Out Activity

    Download Safe Check-In Activity Sheet

    Sample S.A.F.E. Student Check-In

    Ask students to check-in on thee four S.A.F.E. (Self/Area/Feelings/Equipment) areas prior to each activity:

    Self

    I am ready to participate, I am wearing appropriate clothing and footwear for the activity, I have access to water to hydrate and any necessary medication.

    Examples of prompts for teachers:

    • For clothing: check that your clothing allows for full movement (for example, shorts, sweatpants, t-shirt, sweatshirt).
    • For footwear: check to make sure your footwear is designed for physical activity and that your footwear is tied with laces or fastened with Velcro.
    • For jewellery: check that you have removed jewellery that may inhibit movement or cause self injury. Where jewellery can not be removed, secure it with an appropriate covering (for additional information about jewellery, consult General Safety Standards for Clothing, Footwear and Jewellery within the Ontario Physical Activity Safety Standards in Education).
    • For medication: check that you have the necessary medication for safe participation (for example, asthma inhaler, epi-pen, test-kit and fast-acting sugar).

    Area

    My activity area is in a safe location, I have enough room to move, I have removed obstacles and hazards from my area.

    Examples of prompts for teachers:

    • For outdoor areas: check for and remove potential obstacles (for example, lawn furniture, debris), avoid areas that may not be safe to move (for example, holes, hills, close to traffic), and make sure the area has safe footing (for example, not slippery, uneven terrain).
    • For indoor areas: check for and move potential obstacles (for example, tables, chairs), avoid areas that may not be safe (for example, close to doorways/stairs) and make sure the area has safe footing (for example, without small area rugs).
    • For supervision: check that your parent/guardian or an adult approved by your parent/guardian will provide the required supervision for my physical education remote class.

    Feelings

    I am feeling well, I am not hurt, I am not injured, I know what to do if I get hurt or injured.

    Examples of prompts for teachers:

    • For feeling well: check to make sure you are feeling physically healthy and emotionally comfortable and confident to fully participate in the physical activity; ask questions and communicate your concerns.
    • For feeling hurt or injured: Check if you are hurt or injured in any way that would prevent you from fully participating, if so, inform your teacher and parent/guardian, if they are not already aware.

    Equipment

    I/my parent/guardian has checked my equipment and it works properly and is appropriate for my size and ability/strength as described by my teacher.

    Examples of prompts for teachers:

    • For working properly: Check to make sure the equipment is not broken or cracked.
    • For appropriate size: Check to make sure the equipment is the right size for you and that you can lift, control and use the equipment properly.

    Download Safe Check-Out Activity Sheet

    Sample S.A.F.E. Student Check-Out

    Ask students to reflect on each of these four areas after each activity:

    Self

    How was my level of participation? Was my choice of clothing and footwear appropriate for the activity? Do I need to make any changes for next time?

    Area

    Were there any concerns with the area I used? Do I need to make any changes to my area next time?

    Feelings

    How do I feel after participating in the activity? Do I feel hurt or injured? Do I need to communicate how I am feeling to a parent/guardian (for example, did I hit my head)? Do I need to make any changes for next time?

    Equipment

    How did my equipment work? Do I need to use different equipment next time? Do I need to communicate information about my equipment to my parent/guardian?