Health & Physical Education

Physical Education

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OUR VISION: To foster student motivation, confidence, competence, knowledge and understanding through joyful participation in physical activity, empowering their ability to make positive choices to lead a healthy, active way of life.

Important informational links:  

Participation in Physical Education  

We ask that if a student is to be excused from participation due to a medical reason that a written note from the parent with the information of the condition and anticipated date of return to activity be sent with the student to their PE class.  Students attending school not feeling well without a note will be encouraged to change and do the best they can. 

Pre-existing Medical Condition  

We request that PE teachers are informed of any pre-existing medical conditions or injuries. This enables PE teachers to be aware of anything that could impact participation in physical activity and help students. 

Changing for Physical Education class   

Changing for Physical Education helps students to fully participate in all athletic activities in class. Clothing appropriate for outdoor participation, fall, winter and spring is required. If students or parents/guardians have any concerns regarding changing, please speak with your HPE teacher so that together we can create a plan that works for the student.  We do have clean clothing available for students to borrow for the class if they have forgotten their clothing. 

The Marshall Springs Gym Strip is available for purchase from the school store twice a year. Hats, sunglasses, and sunscreen are strongly encouraged for all outdoor activities. To ensure safety and the safety of others, please remove jewelry prior to PE. It is the student's responsibility to not bring any valuables to the locker room. This includes money, cell phones, or any other valuable item. Cell phones are prohibited from entering the change room to respect the privacy of all students. 

Due to the restricted size of student lockers and repeated use of gym wear, we require that the students take home PE wear to launder frequently so that cleanliness is maintained. 

PE in the Community

Physical education classes will participate in community walks within our local community.  This is a great way to get active and become familiar with our community. 


There is a broad selection of interscholastic sports teams for interested students in Grades 7 through 9, provided by the Middle School Athletics. Volleyball and Cross Country running at the beginning of the year, followed by Wrestling, Basketball, Badminton, and Track and Field.  We encourage all students to get involved in our extra-curricular program, whether it is interscholastic or intramural, to enhance their physical and social development. Students interested in interscholastic athletics must have completed the CBE annual athletic authorization form.

Intramural Sports   

  • Everyone is welcome to participate
  • The emphasis is on learning the game/sport and having fun
  • Friendly, cooperative games take place, usually against teams from the same grade 
  • Cost is covered by the noon hour supervision and activity fee

Interscholastic Sports       

  • Try-outs determine who will be selected to teams
  • The emphasis is on competitive play for more experienced players
  • Players compete at various schools around Calgary
  • Fee for playing to cover tournaments and referees

Human Sexuality | Health and Life Skills Grade 6 - 9

The Human Sexuality content of the Alberta Health and Life Skill Program of Studies will be delivered in Health and Physical Education (HPE) during unit mill 3, which is scheduled from January 10th to February 16th, 2019.  Parents may excuse students from this portion of the Health and Life Skills program by returning the appropriate form linked below.  Note that these forms are for exemption only, if you would like your student to participate in this instruction you do not need to send return anything to the school. If you require a printed copy of one of these forms please have your student see Ms. O'Lain.

The Marshall Spring HPE team uses resources from the CBE approved resource Teaching Sexual ( for this content.  This site is also a great source of information for parents and guardians with a parent portal.

Choice in Physical Education

Choice has been shown to have a positive effect on student’s motivation and increases self-determination. Self-determination in physical education is about reshaping class environments to promote active lifestyles independent of fitness or abilities (Deci & Ryan, 2000). The goal of quality physical education programs should be to provide a safe environment for students and to allow students to take ownership of their health and physical activity (Bray, 2013). 

To provided students with choice in their Physical Education experience at Marshall Springs, the HPE program has been structured to include Modules for students in grades 6-9 in which students have a choice in the activities in which they participate and class focus choice for students in grade 8 and 9 for students to choose the focus of their key HPE class participation environment. 

HPE Modules | Grades 6-9

2019-20 Marshall Springs Health and Physical Education Modules Choice Form | Grades 6-9

Please complete by Tuesday, October 12, 2021

Please fill out once, in instances where forms are filled out more than once the previous entries will be deleted.

HPE Class Choice | Grades 8 & 9

Grade 8 and 9 HPE classes will be based upon student choice, class sizes, peer interaction and teacher discretion. During the course of the year, if it is in the best interest of the student's learning adjustments may be made.

These choices are intended to provide students with participation opportunities where they can develop physical competence and confidence in their movement skills. Through participation with peers of similar physical ability, time on task (i.e. contact with the implement of play, number of passes received, etc.) may be increased, in turn, this increases skill, leading to an increase in confidence.

This class selection is based upon current physical competence and desired participation environment; behavioural consideration will not be taken into account. Physical competence refers to an individual’s ability to develop movement skills and patterns, and the capacity to experience a variety of movement intensities and durations.


  • recreational participation opportunities (less competitive focus) 
  • fundamental movement skill development focus 
  • modified games to maximize participation and basic skill development 
  • the goal of building confidence in movement skills
  • the goal of improving base fitness level (health-related fitness) 
  • greater focus on alternative activities
  • the goal of working with students to allow for flexible participation


  • fundamental and specific activity skill development focus 
  • a mix of recreational and competitive participation opportunities 
  • a mix of modified game and sport based participation
  • the goal of improving activity-specific skills 
  • a focus on improving health and skill-related fitness


  • focus on applying skills and the development of game sense (strategies and tactics) 
  • find competitive environments motivating
  • cooperative and competitive participation opportunities (greater competitive focus) 
  • moderate to high-intensity participation
  • have confidence in movement skills and the ability to learn new skills. 
  • like to push fitness ability in activities. 
  • enjoy sport-based participation and activities or drills to improve movement skills. 

Physical Education Program Philosophy


OUR VISION: To foster student motivation, confidence, competence, knowledge and understanding through joyful participation in physical activityempowering their ability to make positive choices to lead a healthy, active way of life.


  • Implementing best practices (instructional models and strategies, tools and resources, research, etc.) to deliver the Alberta Health and Physical Education programs of study.
  • Consistently and clearly communicating the intended student learning, how learning will be targeted and why this learning will positively impact the student.
  • Ensuring an equitable emphasis on psychomotor skills, cognitive understanding, and social and emotional skills.
  • Engaging students in a variety of inclusive, relevant and meaningful learning tasks that are accessible to all and that incorporate student choice.
  • Focusing on the development of physical competence (a key factor in engagement in lifelong activity).
  • Creating a classroom environment in which students can develop positive relationships with one another and with the teacher (a key factor in engagement).
  • Using instructional practice that promotes and integrates technology to enhance student learning.
  • Using high-quality common summative and formative assessment strategies to facilitate learning and inform future learning focus and goals.


UNESCO (2015) Defines Quality PE as 

"the planned, progressive, inclusive learning experience that forms part of the curriculum in early years, primary and secondary education. In this respect, QPE acts as the foundation for lifelong engagement in physical activity and sport. The learning experience offered to children and young people through physical education lessons should be developmentally appropriate to help them acquire the psychomotor skills, cognitive understanding, and social and emotional skills they need to lead a physically active life.

Physical literacy is the foundation of physical education, it is not a programme but an outcome of any structured physical education provision, which is achieved more readily if learners encounter a range of age and stage appropriate opportunities." 

The Marshall Spring Health and Physical Education Program supports the development of Physical Literacy through a variety of developmentally appropriate movement activities. 

Margaret Whitehead (2010) further defines a physically literate individual:

  • Physically literate individuals possess assurance and self-confidence in tune with their movement capabilities. They demonstrate sound coordination and control and can respond to the demands of a changing environment. 
  • They will relate well to others, demonstrate sensitivity in their verbal and non-verbal communication, and will have empathetic relationships. The physically literate individual will enjoy discovering new activities and will welcome advice and guidance, confident in the knowledge that they will experience some success. 
  • The individual will appreciate the intrinsic value of physical education, as well as its contribution to health and well-being, and will be able to look ahead through the life course with the expectation that participation in physical activity will continue to be a part of life. 

In Canada, many programs and associations have adopted the International Physical Literacy Association definition of Physical Literacy (May 2014) 

"Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life."  

Motivation and Confidence (Affective)

Motivation and confidence refer to an individual’s enthusiasm for, enjoyment of, and self-assurance in adopting physical activity as an integral part of life.

Physical Competence (Physical)

Physical competence refers to an individual’s ability to develop movement skills and patterns, and the capacity to experience a variety of movement intensities and durations. Enhanced physical competence enables an individual to participate in a wide range of physical activities and settings.

Knowledge and Understanding (Cognitive)

Knowledge and understanding include the ability to identify and express the essential qualities that influence movement, understand the health benefits of an active lifestyle, and appreciate appropriate safety features associated with physical activity in a variety of settings and physical environments.

Engagement in Physical Activities for Life (Behavioural)

Engagement in physical activities for life refers to an individual taking personal responsibility for physical literacy by freely choosing to be active on a regular basis. This involves prioritizing and sustaining involvement in a range of meaningful and personally challenging activities, as an integral part of one’s lifestyle.

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