Tools & Resources
Description
- Ongoing communication between administrators/teachers, students and parents/guardians is an important part of establishing a safe remote learning environment and a culture of safety mindedness.
- Develop strategies to communicate with parents/guardians and students to identify, acknowledge and address any safety concerns during remote learning in physical education.
- (For elementary) School administrators and teachers should also maintain an ongoing dialogue to ensure the processes and procedures are working and supports are available to maintain a safe remote learning environment for all. Topics for discussions may include:
- how students are feeling about participating in remote learning and returning to physical education;
- administrators/staff feelings regarding the implementation of remote physical education;
- the impact of the online processes and procedures on the delivery of the remote physical education program;
- current practices that are working and challenges that staff are experiencing;
- resources needed to support occasional teachers (for example, processes and procedures specific to remote learning in physical education);
- the school board procedures to follow if a student or parent/guardian reports an injury that occur during a remote physical education activity including the incident reporting process and the concussion protocol for a suspected concussion.
- (For secondary) School administrators/Health and Physical Education (HPE) curriculum leaders and HPE teachers should also maintain an ongoing dialogue to ensure the processes and procedures are working and supports are available to maintain a safe remote learning environment for all. Topics for discussions may include:
- how students are feeling about participating in remote learning and returning to physical education;
- staff feelings/concerns regarding the implementation of remote physical education;
- the impact of the online processes and procedures on the delivery of the remote physical education program;
- current practices that are working and challenges that staff are experiencing;
- resources needed to support occasional teachers (for example, processes and procedures specific to remote learning in physical education); and
- the school board procedures to follow if a student or parent/guardian reports an injury that occur during a remote physical education activity including the incident reporting process and the concussion protocol for a suspected concussion.
- School administrators and teachers should work together to establish ongoing communication with:
- Parents/Guardians
- Communicate with parents/guardians about:
- their thoughts and feelings related to remote learning procedures and strategies to acknowledge and address concerns;
- the school board’s cybersecurity and privacy policies and the strategies that will be used to maintain student safety;
- the types of activities that will be included, and for each activity, the supervision requirements and the parents/guardians ability to support this requirement (to determine the type of supervision required for each activity consult the Ontario Physical Activity Safety Standards in Education (OPASSE) sport/activity pages);
- how to access the safety information for physical education outlined in the OPASSE;
- how to establish a safe remote learning environment for physical education both indoors and outdoors (consult “Facilities” within Processes and Procedures for more information);
- appropriate clothing and footwear for participation both indoors and outdoors (for example, appropriate footwear must be a minimum requirement for participation in physical education. Appropriate footwear is a shoe designed for athletic activities with a sole that provides traction and is secured to the foot);
- equipment that will be needed for the week, month, term (for example, appropriate size of equipment for the grade, alternative equipment that can be used to foster equitable participation);
- the importance of determining that equipment from home is in good working order and is suitable for personal use;
- the purpose of using the Sample S.A.F.E. Student Check-In before class begins (to do a safety check of the remote learning environment) and the Sample S.A.F.E. Student Check-Out at the end of class (to review the information and indicate any areas of concerns that should be discussed with the teacher);
- the process to communicate with the teacher/school regarding:
- any changes in a student’s health (for example, medical conditions, injury, illness, concussions) or in the student’s ability to fully participate;
- the procedures to follow if during an activity the student is injured or starts feeling ill.
- Communicate with parents/guardians about:
- Students
- Communicate with students about:
- their thoughts and feelings related to the remote learning process and strategies to acknowledge and address concerns;
- the school board’s cybersecurity and privacy policies and the strategies that will be used to maintain student safety;
- specific roles and responsibilities for students related to safety (for example, identification of unsafe equipment/space and corrective actions that can be taken);
- strategies that will contribute to a safe learning environment for students to participate remotely in physical education activities;
- the types of activities that will be included, and for each activity, the supervision requirements, the potential risks and risk treatment strategies associated with the physical activities;
- appropriate clothing and footwear for participation both indoors and outdoors (for example, appropriate footwear must be a minimum requirement for participation in physical education. Appropriate footwear is a shoe designed for athletic activities with a sole that provides traction and is secured to the foot);
- using the Sample S.A.F.E. Student Check-In before class begins (to do a personal safety check of their remote learning environment) and the Sample S.A.F.E. Student Check-Out at the end of class. Encourage students to discuss any areas of concerns with their parent/guardian and/or teacher;
- the process to communicate with their parents/guardian/teacher regarding:
- concerns about their safety (for example, physical, emotional, social); and
- the procedures to follow if during an activity they are injured or start feeling ill.
- Communicate with students about:
- Parents/Guardians
Have questions? Ask MPASS
Please let us know what your questions are. You can submit inquiries regarding existing safety plans, feedback on website functionality, and suggestions / requests for new activity safety plans.
Ask MPASS