The key content that must be included at each grade level, as mandated by the provincial/territorial government.
For the purposes of this site, the formal curriculum is the current physical activity guidelines stated by the government of Canada. What I would like to see is an extension of those guidelines; something personal trainers, teachers, kinesiologists and coaches can implement or at least consider for the betterment of their clients, students, athletes and etc.
By using the ideas noted here, a foundation of what is to be expected to be prioritized in terms of betterment of health and quality of life doesn’t have to be so scattered or confusing.
Activities that take place during lunch hour or after school, such as clubs and teams.
Depending on the environment or workplace, this should matter and kept an eye on by the facilitator. What your students do in their free time could help you tailor what they’d prefer to do on their formal curriculum. If I have an athlete who likes to run, and I set up the training sessions to more closely resemble what they enjoy doing, it will be much more successful.
The method by which teachers deliver the formal curriculum and thus the way the curriculum is received by students.
Now everyone has a way they like to teach, train or coach. Every single one of them have pros and cons but facilitating is both a science and an art form. There needs to be a foundation but also a certain amount of flexibility in that approach. You may be a hard coach, pushing their athletes but at the same time reminding them it’s not about the results, but the process. It’s important to find what suits your personal style but also what style fits your group.
What students actually learn as it is not always the same as what the teachers intended.
This is something you should worry about as well. If you encourage or discourage certain behaviors, they may affect your athletes more than you intended. Always complimenting a heavy squat may lead other athletes thinking what you’re looking for is for them to go heavy, not necessarily doing it well. You might encourage weight loss, but they may hear and learn you discourage high body fat percentages. Sometimes when you say something, it might lead to them fearing certain things and limiting their potential.
The subtle messages learned in school regarding what is valued, including things like compliance and gender norm.
What you wear, how you talk, the pictures on the wall are only a few things that could affect the students’ motivation. Letting them know early what you value, what your purpose is and reminding them every often some of these things will make it so they learn what you intend for them to learn.
Information, activities, or content that Is not included in the curriculum, either formal or informal.
Often times sleep and recovery is not highlighted enough in physical education. The fact that you can work out, or can push yourself hard is great, however if you don’t recover and adapt from it then it was all for a waste. You’re literally getting beaten up for no reason other than to inflate your ego. Remind your students, athletes and clients that for the work they put in at the gym to come out, they have to let themselves recover.