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Departments of education across Canada have traditionally supplied K-12 curriculum guides to assist teaching personnel in the development, implementation and assessment of school programs. These documents typically provide a plan for an educational program and indicate how philosophy and theory can be translated into action. Since 1990, much energy and money has been spent across Canada to develop and implement new curricula in physical and health education. This expense has been justified by statements of professional expertise and by research findings that suggest that change in physical and health education can be achieved through the development of curriculum packages and their dissemination to schools (Jewett, Bain & Ennis, 1995). Further justification has been provided by studies examining the influence of specific new curricula on the achievements of students (Chad, Humbert & Jackson, 1999; Curtner-Smith, Todorovich & Lacon, 1998; Kyriacou & Wilkins, 1993).
This article will provide a descriptive overview of the current status of physical and health education curricula across Canada, an overview to initiate further dialogue and examination of common issues. In order to provide the most realistic account, reports were sought directly from individuals central to the educational programs of each province.
British Columbia
In BC, the curriculum is contained in three documents: Physical Education K-7 (1995), Physical Education 8-10 (1995), and Physical Education 11 & 12 (1998). Each document states that the aim of physical education is 'to enable all students to enhance their quality of life through active living'. Three curriculum organizers (Active Living, Movement, and Personal and Social Responsibility) provide the central framework. Active Living addresses students' physical well-being, functional fitness, personal goal setting and decision making. Movement focuses on the skills, movement concepts and mechanical principles necessary for successful participation in activities integral to dance, games, gymnastics, alternative environment and individual/dual activities. Personal and Social Responsibility emphasizes the development of interpersonal and communication skills through active involvement in a variety of physical activities. The K-12 Education Plan (1994) and the 1995 physical education curriculum state that schools are expected to allocate 10 per cent of the total instructional time for physical education, 15 per cent of this to each of the five movement categories.
The curriculum document for grades 11/12 elective physical education consists of a similar framework except...