TDCI Phys. Ed. Department Teacher Learning Group (TLG) Reflections on Progress
TLG GOAL: To provide opportunities in school for students to take ownership in a physical environment.
Continuum of progress towards ownership:
 sense of belonging creates confidence and resiliency
 confidence increases quality of activity level (light, moderate, vigorous)
 consistent activity level allows for greater understanding of daily expectations around course outcomes
 understanding course outcomes provides opportunity to reflect on progress (self-assessment)
 assesses one’s own progress, supports and motivates peers (peer assessment)
FOCUS
Teacher 1
use instructional strategies that focus on increasing the sense of belonging for all female Phys. Ed.
Students (specifically in Wellness 10)
Teachers
increase student awareness and ownership of progress toward fitness goals, through the use of heart
2 and 3
rates (specifically in Grade 9 Phys. Ed)
EVIDENCE OF LEARNING
Teacher 1
Student survey on belonging conducted and the beginning and the end of the year





The percentage of students that feel other student’s in class want them to get better in Well/Phys Ed
increased 15%
80% of students felt that it was safe to make a mistake in this class “most of the time” and the other
20% felt that it was safe to make a mistake “sometimes”
Number of students reflecting daily on how well they do in class increased by 20%
Number of students that know what they need to do to get better when they are learning something
new in class increased by 25%
Personal wellness is important to 100% of students “most or sometimes”
Observations
- My increased focus on relationship building with individual students allowed me to be more
sensitive to their individual needs in my lesson planning and in adapting to their individual
situations
- In the second semester I have observed that students from that class smile and say hi to me in
the hallways and will stop and have conversations with me regarding how they are doing and
what’s going on in their lives.
Teachers
2 and 3
Students have demonstrated learning in the following areas:
a. How to properly take a radial and carotid pulse and convert this data to beats per minute (bpm)
b. Terms: resting heart rate, maximum heart rate, target heart rate zone
c. How to choose an appropriate intensity level for their individual fitness level
d. How to use heart rates to help train cardio-vascular endurance
e. How to set an appropriate pace to maintain a jog/run for 12 minutes through the use of a target
heart zone
Evidence
a. Anecdotal evidence through observations (see below)
b. Photocopy of student fitness challenge paper with data from two cardio challenges
happening 3 months apart and showing improvement in cardio-vascular endurance
c. Photocopy of student reflection demonstrating ownership of training cardio-vascular
endurance consistently every class through the use of heart rates.
d. Copy of a heart rate training zone assignment
Teachers 2 and 3 Anecdotal Evidence
a. A student initiated a conversation in regards to their progress toward improving cardio-vascular endurance after
a second fitness challenge 12 min run. They had ran the same amount of laps on both tests for the 12 min time,
however, their heart rate was lower on the second test. The student demonstrated understanding that although
they had ran the same amount of laps their heart rate could be an indication that they have improved their
cardio-vascular endurance and could have worked harder to challenge themselves by increasing their pace.
b. During the 5 min independent active warm-up, students have the opportunity to choose an activity of their
liking. Through the use of observations it is apparent that students have started to increase the intensity of their
activity by independently taking their heart rate and using this information to find an intensity that will get their
heart rate within the target warm-up zone. In second semester students have now started to independently
take their heart rates at intervals throughout the class or on a training day without any prompts to do so.
c. During a cardio-vascular endurance training day the lesson is either structured to start out with a resting heart
rate and progressively increase to a maximal effort, or a set target heart rate is determined and students work
to maintain this zone for the class. Through student conversations there has been evidence of understanding
how fitness levels affect heart rate zones. One example is from a student with a high level of cardio-vascular
endurance and the struggles that they had to increase their heart rate to a maximal level and how quickly their
heart rate returns to normal after high intensity activities.
d. Observations show that students understand which types of activities will be successful to move their heart
rates to different target zones based on the intensity level, as well as which modifications can be used to
increase the intensity of a specific activity (example, playing basketball bump versus playing a game of 3 on 3
versus running shuttles or laps while dribbling). Students needed guidance in making these decisions at the
beginning of the year, however, less and less guidance has been needed as this second semester goes on.