All About the New…

Created through a Partnership of:

With expertise from:

• Numerous provincial sport organizations

• Knowledgeable physical education specialists

• Technical content experts

• Risk management professionals

• Injury control practitioners

Revision of the 2003 edition

Changes based on:

• Research findings from evaluation of 2003 edition

• Changes to accepted practice

• Updates of equipment standards

• New activities now being used in Alberta schools

New Activities in 2008 Edition

• Gymnastics – Springboard• Gymnic Ball• Inuit Games• 4-Wheel Roller-skating - included with In-line

Skating• Martial Arts - now covers Karate, Tae Kwon Do,

Judo, Tai Chi, etc.• Kayaking - now includes moving water• Pilates• Playground Apparatus• Resistance Training - replaces Weight Training

New Activities in 2008 Edition(cont.)

• Rhythmic Gymnastics - now separate from Dance • Running & Walking – instead of Cross-country

Running• Scuba Diving (in Pools)• Scuba Diving (Open Water)• Skateboarding - now separate from In-line Skating• Snorkelling• Snowshoeing - now separate from Cross-country

Skiing• Underwater Hockey• Yoga

New to 2008 Edition

• Reorganization of Introduction

• Addition of info about DPA, page 7

• Considerations for Early Childhood Services (ECS) Programs, page 8

• How to Use the Document, page 9

• Need-to-Know Info and categories

• Info on Use of Service Providers, page 17

New to 2008 Edition (cont.)

• Addition of the Lifesaving Society’s Swim to Survive Standard, Appendix P

• Changes from ‘should’ to must’

• Transportation info in Off-site Activities, pages 34-35

Introduction

Intent of the Guidelines

1. To focus attention on safe instructional practices in order to minimize inherent risk

2. To encourage school authorities to develop policies, and schools to develop plans and procedures, for the safety and security of their students

From page 1

Introduction (cont.)

• Understanding and minimizing the inherent level of risk of activity, page 1

• Policies of School Authorities, page 2, 11

• Determining Legal Liability, page 3

• Avoiding Unreasonable Risk, page 4

• Student Responsibility, page 5

Determining Legal Liability

A duty of care must be owed teachers are entrusted with care of students

The duty must be breached teachers expected to act as a careful or

prudent parent

There must be damages or injury as a result of the breachdamages are reasonably foreseeable

How to Use the Document, pg 9

How to Use the Document

Step 1

Review and consider all policies of your school board/authority relevant to the activity you plan to conduct

• Use the lists on pages 2 & 11 to determine which policies your board may have

How to Use the Document

Step 2

Review and consider Need-to-Know Info relevant for All Physical Activities

Use tab to access pages 11 to 17.

Supervision for All Physical Activities

Three Levels of Supervision:

1. Constant Visual Supervision

2. On-site Supervision

3. In-the-area Supervision

See page 12

Instructional Considerations for All Physical Activities

Key points:

• Skill Progression

• Teaching for Safety

See pages 12 & 13

Equipment and Facilities for All Physical Activities

Key points:

• Pre-activity check and use of checklists

• Helmets

• Availability of Emergency Equipment

See pages 15-17

Use of Service Providers

New section

• Teacher needs to discuss all safety aspects with service provider

• Service provider should be familiar with the Safety Guidelines document

See page 17

How to Use the Document

Step 3

Review and consider Need-to-Know Info for all specific activity categories that apply

• Use tabs to access sections

• The categories needed are listed on the specific activity page

See logos on left side of page

Need-to-Know Info

• Indoor Activities pg. 19-20

• Gymnastics Activities pg. 21-22

• Outdoor Activities pg. 23-24

• Winter Outdoor Activities pg. 25

• Outdoor Education Activities pg. 27-30

• Pool-based Activities pg. 31-35

• Off-site Activities pg. 33-35

How to Use the Document

Step 4

Review and consider guidelines for the specific activity to be conducted. Activities are listed alphabetically.

• Suitability for grades

• Supervision

• Instructional considerations

• Equipment/Facilities

How to Use the Document

Step 5

Consult checklists, sample letters, resources, etc. in appendices as noted in the text.

Appendices Noted in Text

Download of Sample Letters and Forms

• Appendices which are sample letters and forms will be available for download in Microsoft Word from www.acicr.ualberta.ca

• See the Safety Guidelines in the Documents and Reports section

Useful Information for Using the Safety Guidelines

4 Ways to Locate Info

1. Table of Contents

2. Alphabetical Listing of Activities

3. Index on pages 186-187

4. Search pdf in on-line version at www.acicr.ualberta.ca, see Documents and Reports

Swim to Survive Standard

• See Appendix P - Water Safety, page 172

• Standard has been incorporated into Instructional Considerations for all water-based sports

• If student cannot meet the standard, participation is still possible by use of a PFD or lifejacket

‘Should’ changed to ‘Must’

Now helmets MUST be worn for:

• Field Hockey – goalkeeper

• Floor Hockey, etc. – goalkeeper

• Canoe Tripping - rapids above Class I

• Kayaking in moving water

• Skiing (alpine)

• Snowboarding

More ‘Should’ changed to ‘Must’

• Gymnastics – inversion moves MUST have a thick mat in place

• Parents MUST be notified when students go off-site

• Archery – Instructional Considerations

Practice Exercise

Question 1:

• On which page do you find the guidelines for:

• Archery:

• Ball Hockey:

• Snorkelling:

Identify and explain the key points to safely conducting the activity.

Answers to Question 1:

• On which page do you find the guidelines for:

• Archery: page 39

• Ball Hockey: page 54

• Snorkelling: page 118

Identify and explain the key points to safely conducting the activity.

Question 2:

In addition to the activity-specific information, to which other sections must you refer to get all the guidelines for teaching:

• Basketball:• Balance Beam:• Bowling:• Camping:• Cycling:• Tobogganing:• Waterpolo:

Which appendices, if any, provide additional information for each of the above activities?

Answers to Question 2:

In addition to the activity-specific information, to which other sections must you refer to get all the guidelines for teaching:

• Basketball: All, Indoor, Outdoor, Off-site• Balance Beam: All, Indoor, Gymnastics, Off-site• Bowling: All, Indoor, Off-site• Camping: All, Outdoor, Outdoor Education, Off-site• Cycling:All, Outdoor, Off-site• Tobogganing: All, Outdoor, Winter Outdoor, Off-site• Waterpolo: All, Pool-based, Off-site, Appendix P

Which appendices, if any, provide additional information for each of the above activities? All- A, B, C, G, H, I Off-site – L Pool-based -P

Question 3:

For which grades is the use of climbers or trestles suitable?

Answer to Question 3:

For which grades is the use of climbers or trestles suitable?

ECS Programs and K-12

Question 4:

For hurdling in track and field, what kinds of hurdles can be used?

Answer to Question 4:

For hurdling in track and field, what kinds of hurdles can be used?

• Scissor hurdles, light hurdles or loose crossbars for activity room instruction

• Modified activity with skipping ropes, two pylons and a stick, or standard hurdle

Question 5:

Name the five principles of pilates upon which the workout should focus.

Answer to Question 5:

Name the five principles of pilates upon which the workout should focus.

1. Breath2. Pelvic Placement3. Rib Cage Placement4. Shoulder Stabilization5. Head Placement

Question 6:

What level of supervision is recommended for Kinball?

What does this involve?

Where is this information found?

Answers to Question 6:

What level of supervision is recommended for Kinball? On-site Supervision

What does this involve?

-teacher presence but not necessarily the constant viewing of one activity

Where is this information found? Page 12

Question 7:

What should be done when a thunderstorm approaches an outdoor activity?

Answer to Question 7:

What should be done when a thunderstorm approaches an outdoor activity?

• Page 24 - Take shelter immediately when you see lightning or hear thunder.• - Find a safe place such as a substantial building or an enclosed metal

vehicle• to wait out a storm.• - If in the open, stay clear of high ground and open fields, go to low-lying• areas such as valleys, ditches and depressions, keeping alert for flash-

floods.• - Keep a safe distance from tall objects such as trees, hilltops, and

telephone• poles.• - Cease using metals items such as golf clubs or bicycles.• - Stay 30 m or more from metal fences.• • After the storm, wait 30 minutes before leaving shelter to resume outdoor

activity

Question 8:

What ratio of qualified instructors to students is recommended for backpacking or day hiking?

Answer to Question 8:

What ratio of qualified instructors to students is recommended for backpacking or day hiking?

Page 74 – Suggested 1:10 ratio of qualified instructors to students

Question 9:

What types of resistance exercising are suitable for K-6 students?

Answer to Question 9:

What types of resistance exercising are suitable for K-6 students?

• Page 101

• Perform strength activities by using students’ own body weight.

• Resistance tubing/bands can also be used for various activities, ensuring that they are being used properly and safely.

Question 10:

Where should the instructor/teacher be positioned while supervising underwater hockey?

Answer to Question 10:

• Where should the instructor/teacher be positioned while supervising underwater hockey?

• Page 136

• Instructor/teacher should be in the water supervising students at all times with snorkel gear

Question 11:

What type of helmet must be used for skiing or snowboarding?

Answer to Question 11:

What type of helmet must be used for skiing or snowboarding?

• Page 116

• Students must wear approved ski/snowboard helmets

Discussion

What was the most useful thing you learned from this presentation?