Health and Physical Education Curriculum - Special Academic Support

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Health and Physical Education Curriculum

Learning Ambassadors in the sphere of health and professional education have enriched schools with their vast experience and contributed to the development of standardised physical education in a range of elementary schools. One of the examples became Sandusky city school in Ontario. The weakness of that was that it lacked a comprehensive program for physical activity. Teachers needed professional guidance on how to accurately devise and implement such a system in a way that boosts the students capacity to perform well in other classes and stay in good physical and mental health. It is obvious that youth needs to channel their energy, as it is plentiful in their age. This idea together with an introduction of a differentiated approach to teaching and learning that is mentioned in the curriculum has taken the physical education in this educational facility to a new level.

The central focus of the program was to work with teachers and advise them on managing the classes in order to provide the most effective support for students. This was achieved through organization of lectures and seminars devoted to a differential approach and other teaching and learning techniques. As a result, teachers became more aware of possibilities that the knowledge of each students strengths and weaknesses allows for planning and implementation of adequate PE teaching.

Student Mental Health and Wellbeing

In the sphere of mental health and wellbeing, Sandusky city school experienced a major shift from the typical school mindset towards a 21st century one. The program prioritized making students comfortable in their learning environment together with raising their awareness of the healthy behaviors that do not disturb the comfort of others because unpleasant school events could have a significant impact on the formation of mental issues. In addition, the children already having an issue were given special care in order to create an inclusive environment.

Similarly to other spheres of Ambassador activities, the major part was in enabling the staff to take proactive steps to alleviate the existing issues connected with mental health and wellbeing and prevent the onset of new ones. Assessment and evaluation of the measures taken in this sector of school activity on all levels was the problem that Ambassadors also helped tackle. Most key values in implementation and management of mental health and wellbeing among students were successfully passed onto the teachers body. These concepts were clearly not a revelation to them. However, they noted a certain degree of improvement in overall coordination connected to the systematical approach that was introduced to their traditional practice.

Long Term Athletic Development and Physical Literacy

Facilitating students to form the comprehensive knowledge of the goals and outcomes of their studying process was not a trivial task. Nonetheless, through close collaboration with teachers and active members of the student body, learning ambassadors have managed to communicate their view of long-term goals and key strategies for athletic development and physical literacy. Despite the fact that the commonsense understanding of these issues is often present it is rather unstructured which blurs the vision of the final destination. The increasing awareness of students of the meaning and effects of physical education that was observed across the school helped boost the productiveness of lessons and even stimulated teachers enthusiasm to learn and pass on the new knowledge in the theory and practice of athletic development.

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