Recommendations for Teaching Physical and Health Education During the COVID-19 Pandemic

This is an evolving document that will reflect changes made to health policy recommendations as the situation evolves. The following guidelines reflect the current situation, last updated: Dec 1, 2020

Adapted with permission from Csc Providence School Board

Foreword

This document aims to support safe and effective physical and basic health education. “The intention of these guidelines is to assist with decision making and to strengthen the capacity of every school’s ability to provide meaningful, safe, engaging, quality PHE and health promoting opportunities during class time and physical activity before, throughout, and after the school day” (Physical Health Education (PHE), Canada).

These recommendations are subject to change as directed by Grey Bruce’s Medical Officer of Health and may evolve as new information becomes available. They are based on current best practices in physical health education, COVID-19 health and safety requirements, and Ontario’s Ministry of Education (EDU) Guidance to Reopening Schools.

The benefits of participating in physical activity education must be well-balanced with the risk of transmission of COVID-19. It is essential to plan activities well, so that physical, social, and emotional benefits can be maximized.

Creating a Safe and Welcoming Environment:

It is essential that physical health education is delivered in a welcoming and safe environment, regardless of the situation and context of teaching. Students and staff members should feel safe and comfortable. Safety measures and strict cleaning protocols must be put in place to minimize the risk of transmission of COVID-19 and to ensure the health and well-being of all.

Below are strategies to create a safe environment during physical activity at school and at home:

 Ensure a reasonable amount of space is maintained between students and staff during moderate-to-vigorous intensity activities. Maintain a physical distance of at least 2metres between students; 3 metres is better.  Respect cohort restrictions to ensure they are not mixing  Prioritize teaching phys-ed classes outdoors  Identify play zones using duct tape on the floor (inside), or paint and cones (outside)  Respect directions of travel in hallways (lines and directional arrows on the ground)  Wash your hands before and after physical education class  Prioritize activities that do not require any equipment  Minimize the amount of equipment used by a group

 No equipment sharing (eg, each student should have their own ball)  Disinfect equipment after each use  Ensure board-approved cleaning and disinfection product is available for equipment disinfection  If change rooms are used, physical distancing, PPE and enhanced cleaning protocols must be employed. Change rooms can be a high risk environment and Public Health discourages the use of change rooms.  Staff and students are wearing face coverings throughout physical education activities  Staff are required to wear PPE at all times according to their school board protocol

Ensure Equity, Inclusion, and Accessibility:

The closure of schools and the distance learning that took place during the beginning of the COVID-19 pandemic has had an impact on students. Some students have had difficulty adapting to virtual learning, the lack of structured schedules and less direct support from support staff. It is essential to provide every child with what they need in order to fully participate in physical health education, learn, and succeed according to their ability and potential.

Here are ways to ensure equity, inclusion, and accessibility in physical health education:

 Promote and develop autonomy, the choice to challenge, decision-making and problem-solving capacities;  Invite students to take on an active role in the decision-making process (eg, provide them with the option to choose materials found at home);  Find ways to build emotional bonds and strengthen skills such as communication, cooperation, teamwork, and responsibility;  Promote non-traditional or modified activities that emphasize skills rather than the sport itself  Differentiate activities based on students’ abilities;  Promote activities that use little equipment, or use objects commonly found at home for online learning (eg, cups, towels, boxes…);  Permit students to use technological applications to communicate their ideas or learning;  Establish weekly virtual meetings with flexible schedules to ensure students are able to meet teachers, teachers’ coworkers, and their classmates;  Prepare virtual lessons using applications such as Screencastify and share them in Google Classroom so that students can view lessons during their own time

For more strategies, please review Holland Bloorview Kids Rehab Hospital’s Return to School Recommendations for Children with Special Needs.

Ensuring Physical and Mental Health:

For many people, the pandemic has caused major disruptions to their daily lives and children feel these changes deeply. Returning to school will not only be welcome, but also exciting for many students. Others may feel anxious or frightened. This can have an impact on learning and behaviour, as well as one’s social connection to school. Students will not be ready to learn if they do not feel physically and

emotionally secure. Teachers have an important role when it comes to making young people feel comfortable, by having open conversations about their concerns and by ensuring them that it is natural to feel anxious. When planning for the return-to-school, it will be important to create a learning environment that promotes positive mental, regardless of whether teaching will follow a conventional, adapted, or online model.

Here are a few ways to assist you:

 With your students, discuss the changes they can expect at school, such as having to wear personal protective equipment (eg, masks), and explain the use of face shields among some staff members;  Explain to students that it is normal to find being away from their friends and teachers at school difficult; encourage them to think about ways to connect and stay connected while being physically apart;  Reassure students about the safety measures put in place to keep students and teachers healthy;  Remind students they can also help prevent the spread of germs that can make us sick by washing their hands with soap and water for 15-20 seconds, and coughing and sneezing into their elbows;  Place emphasis on the positive aspects of returning to school (students can finally see their friends and teachers and continue to learn new things);  Cultivate safety and trust by creating a welcoming environment: o Take the time to learn about students’ extracurricular interests o Greet students by their name  Focus on opportunities for choice, collaboration, and connection (with the teacher and other students): o Engage students in choosing activities, materials, construction of criteria, etc. o Take into consideration student feedback when planning and evaluating  Favour pedagogical approaches that focus on strengths and strengthening capabilities: o Focus on each student’s talents and strong points o Provide positive feedback to all students in an equitable manner  Plan and maintain a routine to create a sense of normalcy  Cultivate a sense of responsibility by assigning leadership roles to students o Encourage students to take charge of their own learning about their staying healthy and safe o Offer students the opportunity to share what they’ve learned o Challenge them to teach other students something they learned or are really good at  Respond to students’ emotional needs through gestures or words, by listening, your presence, humour, etc.  Use these easy-to-implement, evidence-informed mental health practices in your classroom! The Everyday Mental Health Classroom Resource offers a collection of high-quality, everyday mental health practices to enhance the social-emotional learning skills and well-being of students. These practices align with Ontario’s Health and Physical Education Curriculum and are easily incorporated into classroom routines.

School Mental Health Ontario is a provincial support team working in partnership with the Ministry of Education, school boards and education and health organizations to develop a comprehensive approach to school mental health across the province. School Mental Health Ontario provides leadership and guidance about best practices in school mental health, tailored, co-created resources, mental health literacy for educators and school/system leaders, training for school mental health professionals, mental health awareness for parents/families, and a platform for student voice and leadership in school mental health. Visit the website for evidence-based information and resources relevant to your role and how you can support mental health for all!

Here are some additional examples to assist in your planning:

 Promote active living (health and physical education courses)  Teach students about healthy eating  Offer healthy food options  Teach the importance of sleep on quality of life, and on many aspects of health, such as maintaining good morale  Teach coping mechanisms, such as self-awareness and stress-management  Promote positive self-esteem  Look at material relevant to students and their families  Create safe play environments for students and monitor them  Deepen outdoor learning opportunities to increase movement  Create a “healthy school” by setting up a “Healthy Schools Action team” to assess school needs and run health promotion programs throughout the school- contact your School Public Health Nurse to get you started!  Incorporate a wellness approach into lesson and activity planning to cultivate a sense of physical and emotional security  Take the time to support social and emotional learning through games and activities

Health and Safety Measure: Hand hygiene

Hand washing and cleaning and disinfection are important safety measures to reduce transmission of COVID-19. Soap and water or Alcohol-based hand rub (ABHR) are both effective.

How to wash your hands with soap and water:

1. Wet your hands with lukewarm water 2. Rub your hands with soap for 15 to 20 seconds a. The top of the hands b. The palms of your hands c. Between the fingers d. Under the nails 3. Rinse hands with lukewarm water 4. Dry hands

Here is an example of a poster and Video

How to clean your hands with alcohol-based hand rub (ABHR):

1. Apply ABHR to your hands 2. Rub hands with ABHR for 15 to 20 seconds a. The top of the hands b. The palms of your hands c. Between the fingers d. Under the nails

Here is an example of a poster and Video

When to perform hand hygiene:

 At the beginning of the period  At the end of the period  When entering the premises  After going to the washroom  Before and after eating  Every time a student touches equipment that is not dedicated to them  If the student coughs or sneezes in their hands  After blowing your nose

Health and Safety Measure: Masks/face coverings

Who should wear face coverings/masks?

 All staff, and students in grades 4 to 12: o Will be required to wear a mask or face covering in enclosed spaces in the school o Students can wear their own non-medical masks or face coverings o Non-medical masks or face coverings will also be made available o Reasonable exceptions to wearing a mask or face covering will be applied o Staff members are required to wear PPE at all times according to school board protocol  Students from kindergarten to grade 3: o Wearing a mask or face covering in enclosed spaces will be encouraged, but is not mandatory

How to use a face covering properly:

 When wearing a face covering, you must: o Wash your hands immediately before putting it on and immediately after removing it (observe good hand hygiene while wearing the face covering) o Make sure the face covering fits the contour of your nose and mouth o Avoid moving the mask or adjusting it frequently o Avoid touching the face covering while using it o Avoid sharing the face covering with others  Change your face covering when it becomes damp or dirty  Poster for face coverings.

Health and Safety Measure: Physical distancing

Physical distancing consists of taking measures to limit the number of people that staff and students are in close contact with and maintaining a distance of 2 metres (6 feet) from each other. The goal of physical distancing is to reduce the opportunity for COVID-19 to spread from person to person.

In order to ensure physical distance, it is recommended that educators choose activities and sports that avoid direct or close contact with each other. It is also recognized that transmission of the virus is reduced in outdoor environments. Educators should prioritize outdoor learning activities as much as possible.

How to maintain physical distance:

 DO maintain a 2 metre distance between students and staff  DO create individual spaces for each student (for example, place hoops on the floor or outline spaces with cones or ribbons)  DO have different stations  DO limit non-essential travel  No hugs, hold hands or give high-fives  Change room capacities should be limited unless they are able to comply with physical distance regulations- ensure capacity limits is posted and visible.

Pedagogical Practices:

Consider flipped learning:

In flipped learning the teacher gives students special tasks such as videos, audio recordings, worksheets, learning activities and/or readings. Students complete the tasks or homework at home and arrive at school better prepared and motivated to put the knowledge gained into practice.

In this model, direct instruction passes from a group environment to an individual learning space, resulting in the group environment being transformed into a dynamic and interactive learning space where educators guide students to apply concepts and engage with the information learned in a creative manner.

The idea of flipped learning is that students receive theoretical lessons with examples, in their homes, where they can be repeated as many times as necessary since lessons are filmed and given to students in the form of video, recordings, or readings. In class, there is now more time for student-centered learning activities where the teacher acts as a facilitator, unlike in traditional teaching, which is teacher- centered.

Why put flipped learning into practice in physical health education?

 It is not enough to have students engaging in physical activity. They must also acquire knowledge of physical education and health, both practically and theoretically.  Students will increase their knowledge and skills of key concepts in physical health education maximizes time during phys-ed classes.  If students learn and prepare before phys-ed class, teachers will have a more homogenous group when it comes to understanding the content and learning objectives of the course, and can immediately start with practical activities as there will be little or no need to explain things to students.  Students have the opportunity to build new knowledge at school, in addition to the knowledge learned at home – establishing these links is very effective in the learning process.  The use of flipped learning allows teachers to get to know their students better because they will spend more time interacting with them, rather than teaching them in the traditional way (a stronger relationship between teacher and student is good, and results in better learning).  This approach facilitates greater engagement between students and maximizes the time allocated to cooperative activities.  When parents have the opportunity to review homework with their children they not only get an overview of the course’s teaching and content, but also the opportunity to participate in their children’s learning. They learn themselves. When parents share the school’s expectations and are involved in their children’s homework, it has a positive effect on learning.

For more information on flipped learning: COVID-19 Pandemic: Return to School Canadian Physical and Health Education Guidelines and “Flipped Learning in Physical Education: How and Why?”

Learning Models:

As schools prepare for the coming school year they can utilize different learning models based on their geographical location, the level of COVID-19 in their community, family and school-community feedback, and provincial or local regulations. This document includes strategies for schools to consider and integrate for the different learning models listed below.

Whichever model is chosen, educators need to be prepared to make the transition from one model to another based on the local epidemiology of COVID-19. For example, switching to modified or full-time distance education may be necessary if a large-scale outbreak were to occur in a school.

Conventional Model

Safety Guidelines: COVID-19 and physical health education

 The opportunity for transmission of COVID-19 increases when individuals are brought together  The likelihood of transmission increases when an individual participates in physical activities, sports and recreational activities, especially when indoors  Choose safer, outdoor spaces that reduce the risk of transmission following the directives of health units

 Encourage students to come to school in clothes that are suitable for the weather and for physical activity, in order to eliminate the need to change their clothes in the locker room

Physical Distance:

 Maintaining physical distance (2m) is a public health measure that is useful in helping to prevent the spread of disease  Increasing the space between people reduces the risk of transmission  Where it is not possible to keep students 2m away from one another, the greatest distance possible is recommended

Hand Cleaning/Personal Hygiene:

 Follow the recommendations of the health unit for hand washing (soap and water or disinfectant)  Plan and allow for time within the lesson to establish and follow appropriate hand washing and personal hygiene routines  These routines should take place before and after physical education classes

Travelling Indoors and Outdoors:

 Inside: o Follow routes established in the school to enter and exit the building . Consider entry and exit points . Classes travel according to established schedules  Outside: o Follow the guidelines for physical spaces at each teaching site so as not to mix cohorts o Consider safe places to leave water bottles, and places to clean and store equipment so as not to promote large gatherings of students

Equipment and Material:

 Try to plan for activities that do not require equipment o If equipment is necessary: . Engage in activities that do not require touching equipment with hands (eg, soccer without goal keepers). . Do not share equipment  Assign equipment to students (everybody has their own ball and cannot touch another person’s ball)  Number equipment (everybody has their own number)  Each student can have their own equipment kit . Limit the amount of equipment used . Use equipment that is easy to clean and disinfectant . Clean and disinfectant equipment between each use . Have extra equipment in case any hygiene issues arise  Water fountains should be avoided, unless they are automated o Ask students to bring a water bottle with their name on it

 Follow Ministry of Education guidelines for wearing a face covering  Attempt to whistle by hand rather than using a regular whistle when possible

The Physical Environment:

 Where can phys-ed be taught? o A safe teaching space ensures proper ventilation and the possibility to maintain physical distance between students in a cohort during activities o It is important to consider safe spaces inside and outside, identify places of instruction for physical education, but also for teaching primary classes and for recess o It is recommended that a schedule is created to avoid cohorts crossing one another when entering and leaving spaces, as well as the school  Indoor spaces to consider include: o The gymnasium o Fitness rooms o A multi-purpose room o A library o A cafeteria o The school foyer o An undesignated classroom o Communal hallways  Outdoor spaces to consider include: o Paved surfaces of the schoolyard . These surfaces could be divided into areas to maximize use and safety o Sports fields (eg, soccer field) . Fields could be numbered to maximize use and safety o Natural classrooms (formations of rocks or logs) o Walking trails . It is important to identify foot traffic direction in order to maximize safety o Green spaces around the schoolyard o Green spaces in front of the school  Outlining spaces: o It is recommended to create a map identifying safe teaching spaces that staff can reserve with the aid of a schedule o Modify the layout as needed, providing physical and visual cues  Identifying safe spaces: o It is best to create individual zones of about 2m by 2m o It is also necessary to consider 2m passages between individual areas o If possible, create individual areas using cones, ribbons, or different coloured lines to make spaces easier to identify o individual areas (indoors and outdoors) o Indoor spaces could be identified using: . Various cones, rubber buttons, rubber shapes, jumping ropes laid on the ground, badminton birdies

o Outdoor spaces could be identified using: . Cones outlining spaces and corridors . Painted lines on the ground or chalk lines on asphalt . An adhesive tape on walls . Signs on walls and poles  Change/locker rooms: o If possible, it is best not to use changing rooms o When changing rooms need to be used, clear limits should be set regarding the number of students in the rooms at the same time o Physical distancing rules must be respected o Only one class (student cohort) must be in the change/locker room at a time o This may require staggering, it may be necessary to provide a longer break or transition time between classes o In the locker room, consider adding lines of duct tape or posters on the benches or ground to ensure that the 2m distance between students is upheld o The number of personal belongings brought into the locker room should be minimized o Each student must bring the necessary clothing, shoes, and a water bottle o Neither students nor teachers should use the showers o Post signs indicating maximum capacity limits on the doors to the locker rooms and ensure that these limits are upheld

Maintain Cleaning Standards for Equipment and Spaces:

It is very important that the equipment and spaces used during activities are cleaned and disinfected effectively and regularly.

 Disinfect or wash shared equipment with approved cleaning products regularly, and after every use. Follow instructions for use carefully as different products have different indications for use.  Disinfect the space used (benches, floors, walls) regularly  Encourage students to practice proper hand hygiene before and after physical activity and equipment use  Discard towels and gloves after each use

Consider Planning and Programming:

The evolving situation with the pandemic has created a new learning environment for students and staff. It is therefore essential to think carefully about the new factors that affect the planning and quality of phys-ed programming. Please consider the following pedagogical strategies:

 Consider planning individual activities instead of team or partner-based ones  Plan to deliver lessons on healthy living when teaching must happen outside of the school or when the gymnasium is not safe for use o For example, during inclement weather days or if the pandemic evolves and a hybrid model must be adapted  Consider various teaching strategies to reach different learning styles. See the following sections from the introduction

o Flipped learning o Trauma-informed pedagogical approaches o Providing students with a variety of opportunities and activities to allow them the chance to demonstrate their ability to succeed  Plan activities that develop socio-emotional skills o By offering activities that develop socio-emotional skills, students forge their resilience, learn to make safe choices and progress towards self-sufficiency . For example, situations, group discussions, partner work, think-talk-share, personal reflections or maps following a lesson, cooperative activities, etc.

Good Practices for Activities:

 Maintain at least 2 metres distance between players; 3 metres is better  Do not share equipment that was touched by hand  Clean and disinfect equipment between use  Implement a cleaning log to demonstrate when and by whom the cleaning and disinfection of equipment and spaces used in phys-ed was completed.  Ensure staff understand who is assigned to the cleaning and disinfection of equipment and spaces used for phys-ed.

See Appendix A for cleaning log templates.

Territory Games:

 Use feet or a stick, no student should touch the object with their hands  Areas on the playing field should be outlined using tape or cones, each student must stay within their own zone  Eliminate goalkeepers  Students may be in possession of the object for up to 3-5 seconds  Add more than one object per game to maximize touches  Play several games with smaller groups instead of one game with a large group (eg, 3 vs 3, 4 vs 4)

Examples of Territory Games:

1. Soccer 2. Lacrosse or other similar games 3. Hockey 4. Broomball

Tapping Games:

 Use feet or sticks to send and receive a ball

Examples of Tapping Games:

1. Modified games that fall in line with tapping game rules 2. Soccer baseball 3. Cricket using feet or bat

Net Games:

 Use 2 different coloured objects. Player A touches one object with their hands while player B touches the other object with their hands

Examples of Net Games:

1. Modified games that fall in line with net game rules (over a line or bench, etc.) 2. Pickle ball 3. Badminton (don’t forget glasses) 4. Tennis 5. Ping Pong

Target Games:

 Students use their own objects to hit a target, no sharing with a teammate or opponent

Examples of Target Games:

1. Bocce 2. Croquet 3. Golf 4. Frisbee golf 5. Soccer golf 6. Horseshoe or a similar game 7. Curling (modified version for the gym or outside)

See Appendix B for additional resources for safer physical activities ideas.

Encourage Intramural and/or Extracurricular Activities (depending on approval):

(In order to reduce contact between students from different cohorts, intramural sports and clubs are not allowed at this time).

If intramural and extracurricular activities become a possibility, the same precautions and regulations as in physical education classes, should be respected.

 Focus on outdoor sports/activities  Try to plan activities that do not require equipment  Plan strategies that limit close contact between players  Disinfect shared material regularly and after each use  Encourage students to practice proper hand hygiene before and after they participate in physical activity and use equipment  Get rid of towels/gloves, etc.  Don’t use lockers rooms or stagger the use of the locker rooms  Reduce the number of complete games or competitions and focus on practicing other elements of skill development  Limit the number of competitions in a season or organize competitions within a team or school  Consider ways to reduce the amount of time spent indoors for a practice or competition  Avoid team caucuses, joining hands, or giving high-fives  Eliminate or limit the number of participants and other non-essential staff at sporting events  Coaches and referees can wear masks at any time. Athletes may wear masks on the sidelines, in locker rooms, and/or during matches depending on the sport (athletes should not wear masks during periods of extreme hear or if they suffer from asthma or other respiratory problems)

Bringing Recess to Life:

 Provide one to two recesses for all students every day  Keep recess outdoors as much as possible  Wash hands before and after recess  Recess time, as well as entering and exiting the building, can be staggered to avoid mixing of cohorts  Invite students to actively participate in planning and organizing the recess period, for example: o Activities that respect cohorts and physical distancing o Consider inclusion and the social aspects of the cohort o Management and fair play rules o Equipment cleaning and good hygiene practices when leaving for and coming back after recess  Provide a variety of outdoor spaces where students have their free choice of activities o For example, rotate the areas of the schoolyard  Differentiate areas to limit the number of students in contact with equipment  Share a list of games that encourage everyone to participate – a leadership possibility for older students  Structured or sedentary activities (eg, movies or videos) should not replace recreation

Adapted Model

In a hybrid learning model, students attend school in-person, on a staggered schedule. When they are not attending school in person, they participate in distance education.

In developing learning units, assessments, and activities, teachers following the adapted model should use learning strategies, advice, and examples of activities listed for teaching (in schools with physical distancing) and online education, depending on the circumstances.

Moreover, here are additional considerations that are specific to the Adapted Learning Model:

 Re-think traditional models of delivery to include flexible, student-centered, alternative options, combining virtual and face-to-face elements  Plan to assign tasks to be performed at home and then ask students to apply the knowledge acquired in school (eg, practice a skill at home and then apply it during a class activity)  At school, engage students in physical activities that respect physical distancing and require little or no equipment o When students are at home, offer one-on-one activities (eg, dance and yoga) o Motor development (eg, throwing from below, throwing and catching with a parent or sibling, or with yourself) o Activities in alternative environments o Reflective activities or activities related to healthy living  Focus on flipped learning where students first learn a subject at home in preparation of practicing it in the classroom (eg, students watch a video about the triple jump at home and then at school the teacher responds to questions and furthers the education)  Consider moving from direct education to student-led instruction (eg, inquiry-based learning, project-based learning, or flipped learning)  Provide synchronous learning opportunities (scheduled distance learning) as much as possible, but record lessons so that students can also access them on their own time  Include students’ voices, ideas, and perspectives in lesson planning and activities

Distanced Model

Distance learning is a form of virtual education where the teacher offers lessons and classroom activities using technological tools and a variety of applications. This type of education can facilitate access to a multitude of resources and services through the Internet, and encourages dialogue and collaboration. In most cases, it is possible to plan activities and discussions so that students can carry out the physical activities, and then present evidence and reflections on what they have accomplished.

Despite the fact that this method of teaching has several advantages, it is not without its challenges. Learners must, above all, have access to technological tools and a network stable IT. Students are called upon to practice a range of skills and develop work habits that are required for this type of learning. Children who are not able to demonstrate these qualities may find it difficult to take online courses and meet the demands and challenges they present. Online learning is particularly difficult for children in kindergarten and the primary grades. Younger children simply not able to learn independently in virtual

education. Parents must therefore provide ongoing support to their children if this teaching model is used.

In order to monitor students’ progress and provide ongoing support, it is essential to schedule regular virtual meetings where learners can communicate their learning and ask questions. This integral part of virtual education encourages oral communication and allows teachers to verify understanding and ensure quality education is being delivered.

Physical education lessons that are offered online during the COVID-19 pandemic must consider several elements in order to effectively convey expectations and program content while ensuring the physical and mental health of the student. With this teaching model, it is important to prioritize expectations and content that focus on a learning environment that promotes well-being and positive mental health.

General Considerations

Safety Guidelines:

In the distance learning model, students are not physically in school, they are at home. Since each home environment is unique with its own limitations and challenges, these suggestions for safety are generalized. You can also check the Ontario Safety Standards for Physical Activity in Education, which gives you the guidelines online for free, so that you choose activities for the distance learning model that focus on safe practices at home or outdoors.

Indoors:

 Ensure there is enough space for physical activities  Remove any obstacles that could pose a danger  Ensure that equipment can be used safely  Ensure non-slip surfaces  Adapt or modify activities depending on the space available  Take regular breaks and limit screen time  Wear clothing suitable for physical activity

Outdoors:

 Ensure there is enough space for physical activities  Remove any obstacles in the playing field that could pose a danger  Ensure non-slip surfaces  Wear appropriate sports shoes and clothing  Recommend that students inspect all equipment used at home

Equipment and Materials:

When planning games or activities at home the learning materials accessible to students can be varied and even limited. It is therefore essential to take into account common objects found at home in order to allow each student to participate fully in the proposed activities. Creativity and innovation in equipment can make an activity rewarding and accessible to all. It is also important to provide students with choices for appropriate equipment.

Here are some suggestions for equipment and materials:

 Empty cans (as a target)  Plastic cups or glasses  Towels  Cardboard boxes  Aluminum foil (in small balls)  Masking tape (to draw lines on the floor)  Rolled stockings (to replace sand pockets)  String to simulate a net  Clothespins  Plastic bottles (for bowling)

The Physical Environment:

In distance learning, proposed pedagogical activities can be in two locations: indoors or outdoors. Physical space at home can vary and can pose significant challenges. Students who live in an urban environment may have limited access to places where they are able to partake in physical activity. The PEH teacher must take these limitations into account and ensure that the proposed activities are inclusive and accessible to all. Here are some strategies and tips on how much space is needed for physical education and health classes:

 Offer students a choice (indoors vs outdoors)  Promote activities or games that take up little space inside  Encourage students to go outside for physical activities and games  Choose rooms in the house that offer the most space and the least danger (eg, living room)  Provide safety instructions to students regarding the space used  Share the Ontario Safety Standards for Physical Activity in Education for the proposed activity

References

Holland- Bloorview Rehabilitation Hospital Return to School Recommendations for Children with Special Needs

OPHEA- COVID-19 Considerations for Physical Education

PHE Canada- COVID-19 Pandemic: Return to School Canadian Physical and Health Education (PHE) Guidelines.

PHE Canada- Tips for Teaching PHE in Fall 2020 PHE Canada- New Health Protocols in PHE Ideas for Management

Windsor Essex County Health Unit- Indoor Physical Education Recommendations and Resources

Toronto Sick Kids- Updated COVID-19: Guidance for School Reopening. July 29, 2020.

Appendix

Appendix A: Gymnasium Use and Equipment Cleaning/Disinfection Tracking Sheet Template

Instructions:  Complete a new tracking sheet each day  Most responsible person(s) ensures cleaning and disinfection is completed after use of gym, change rooms and equipment (as per school board protocol on gym use)  Initial to indicate the proper cleaning and disinfection has been completed at end of period  Clean and disinfect all: o shared equipment o surfaces and allow appropriate contact time (as per manufacturer’s instructions)

See Tracking Sheet Template on the page below.

Date: ______

Time/Initials Time/Initials Time/Initials Time/Initials Time/Initials Time/Initials Period A Period B Period C Period D Period E Period F Gym space- benches, floors, walls (Regularly/daily)

Gymnasium equipment used: (List) (BETWEEN USES)

Change rooms: washrooms and showers

Change rooms: benches (after use by each cohort)

All participants performed hand hygiene before and after gym use Masks/face coverings worn throughout

Physical distancing maintained (at least 2m, 3m preferred) Maintained cohort

Appendix B: Extra Resources

Appendix B-1: Safe Return to Play Guide

Appendix B-2: PHE Canada Activities

Physical Education Activities

Daily physical activity is critical to a child’s physical and mental well-being. While physical activity and unstructured play is important, we need to ensure that positive learning experiences and physical education is part of the fun. We need to keep the 'E' in PE!

The physical education activities have been designed to support children and youth in both the at-home and in-school learning environments in developing, acquiring, and learning the following important competencies:

 Move – Students will develop psychomotor skills, tactics, and strategies that facilitate a variety of physical activities across diverse environments.

 Think - Students will develop cognitive skills and strategies for a variety of movement contexts that facilitate critical thinking, decision-making, and problem-solving.

 Feel - Students will develop affective skills and strategies that facilitate healthy and safe relationships with themselves, with others, and with their environment.

 Act - Students will practice behavior skills and strategies that facilitate movement competence and confidence.

The activities have been divided into three categories: at school to reflect the most recent health and safety protocols, at home to support learners in a virtual setting, and those that can be used or modified for both learning contexts. All activities are downloadable for free as print-friendly activity cards.

Upcoming At School Activity Themes  Creative Movement  Endurance Activities

At School Small Space Activities  Airplane, Tree, Warrior - Pose! - NEW!  Lifeboat - NEW!  Crab Walk Relay - NEW!  Movement Shake Up - NEW!

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 Skip a Shape - NEW! Cooperative Learning  Jump the Creek  Round Up Rodeo  Kick the Pin  Show Me Your Super Powers!  Outdoor Number Search Alternative Activities and Pursuits  Let Loose  Over, Under, and Around Outdoor Relay  Mindful Mapping  Tell a Yoga Story  Ounch Neech

Individual Activities  The Lava is Coming!  Fundamental Movement Skills  Traffic Light Scavenger Hunt  Operation Target Station  Snowsnake At Home  Fantastic Gymnastic Routine  Clean Up Your Messy Room!  Fill the Cup  Do the Locomotion  Get that Mosquito!  Jump, Hop, Leap, and Roll Coding

At School & At Home Learning Environments The following activities can be utilized by students at home or modified for use during instructional time.  Dance in Time and Space  Target Time  Para Hockey Shootout  Hoop and Pole  Balance Bean  Just Dribble It  Human Bop It  Pin in the Middle

At School Small Space Activities  Get Expressive! - NEW!  Super Trick Relay - NEW!  Merry-Go-Round - NEW!  Winter Preparation Paper Challenge -  Seated Target Training - NEW! NEW! Cooperative Learning  Ball Boomerang Relay  Gold Coins  Bean Bag Coordination Stations  Trajectories and Targets  Copy Cat Creations Alternative Activities and Pursuits  Beginner Orienteering  Present Bike Safety  Getting to Know the Land  Qigong 气功  Hike and Find Game-Centred Activities

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 Wall Ball Partner Challenge  Assembly Line Target Time  Croquet Badminton  Hot Potato  Knock 'Em Over At Home  Can Curling  Force Field  Yard Sale  Strike It!  Fitness Jigsaw Race  West African Hand Tennis

At School & At Home Learning Environments The following activities can be utilized by students at home or modified for use during instructional time.  Can-Can You Dance to the Music  Focus Focus  Kneel Jump  Movement Sentence  Sending Spree  The Dice Is Right  Bottle Flip Tic-Tac-Toe  Track Your PA Every Day  Ramp Boccia

At School Small Space Activities  Chair Exercise Routine - NEW!  Quadrant Movement Sequence - NEW!  Class Carnival - NEW!  Seated Circle Soccer - NEW!  Domino Effect - NEW! Cooperative Learning  Communicate to Replicate  Movement Problem Challenge  Cooperative Learning Creation  Racoon Circles  Group Juggling Alternative Activities and Pursuits  Competent Campers  Scavenger Hike  Go Get Geocaching  Shinrin-yoku (Forest Bathing)  Land-Based Learning Game-Centred Activities

 Space Ball  Wallyball  Team Target Relay  Name Your Game  Modified Danish Longball

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At Home  Grow a Throwback Game  Strike n' Dash  Luta De Galo  What's in the Cards?  Ultra Obstacle Challenge  Corner Ball  Pass Time  Sitting Volleyball

At School & At Home Learning Environments The following activities can be utilized by students at home or modified for use during instructional time.

 5-Pin Kick It  Dance in Space at Your Place  Hang It Up  Get Fit Disc Golf  Flip the Yard  Put the ‘I’ in Inventor  One Foot High Kick

Additional Resources  Return to School Physical Education  Ready Check Go Instruction  Guide to Ride  At My Best  Active Living After School  Passport for Life

Do You Have Physical Education Activity Ideas? Submit Your Ideas If you have an activity that you would like to share, let us know. Click here to submit your physical education activity.

Teaching Considerations This is a new dynamic in which we are working. As such, there are additional considerations that need to be taken into account within this adapted teaching and learning environment, along with the regular instructional considerations in a typical education environment. Please ensure to address and factor in the following teaching considerations as appropriate to your students and education programming (e.g., at home or in class):

Information  PHE Home Learning Centre  Healthy Eating  Emotional Well-Being  Healthy Bodies  Staff Room  Staff Picks  COVID-19 Update Centre  Return to School PHE

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