All physical activity inevitably involves some element of risk, and therefore, concern for safety is an integral part of program planning and implementation. The primary responsibility for the care and safety of children rests with the school board/child-care facility and its employees. The key to safe health and physical activity programming is the general safety awareness of the teacher, which is based on up-to-date information, common sense observation, action and foresight.
Early Learning–Kindergarten teams working in an elementary school should reference the Kindergarten/Primary Grade activity safety standards within the Ontario Physical Activity Safety Standards in Education's Elementary section and follow school and school-board policies.
Basic safety considerations include the following:
- Team members must model safe practices at all times, supervise appropriately and communicate safety expectations to children.
- Team members must develop procedures to ensure the highest possible level of safety, while allowing children to engage in a broad range of challenging activities.
- Team members must communicate to children the safety rules and the importance of safe practices at the beginning of each activity and to parents/guardians through school newsletters, agendas and so on.
- Wherever possible, potential risks must be identified and procedures developed to prevent or minimize the risk of accidents or injuries (e.g., noticing a rock sticking out of a field, designating that area out of bounds with a pylon and reporting it to school/facility officials for safe removal).
- Outline the possible risks of the activity (warnings of possible dangers); demonstrate how to minimize the risks and set procedures and rules for safe play.
- It is important that team members have concern for their own and children’s safety, and that they ensure safe practices are followed at all times when using materials and equipment and when participating in performance tasks.
- Any team member who is providing instruction and is unfamiliar with the techniques/equipment used for the activity must seek assistance from appropriate support staff and/or refrain from using the equipment until instructional support is received.
- Inspect the equipment to ensure that it is in good condition.
- Children must be instructed in the proper use of the equipment before using it.
- A first-aid kit should be easily accessible, and an emergency plan should be in place in case of accidents.
- Children should be made to feel emotionally and psychologically comfortable at all times. For example, be aware of their comfort when they are changing for physical activity, forming groups, demonstrating physical tasks and discussing health topics.
- Team members need to be aware of the medical background and physical limitations of their children (e.g., asthma, allergies). (For resources to support the full participation of children with asthma in physical activity, visit Ophea's Asthma Education Initiative or the Ontario Asthma Program for more information on allergies and anaphylaxis, refer to Food Allergy Canada or the Ontario Ministry of Education.) For children with medical conditions, know the school emergency action plan to implement in case of an emergency. For children with physical limitations, modify the activity to meet their specific abilities.
- Early Learning–Kindergarten teams must establish routines, rules of acceptable behaviour and appropriate duties of children at the beginning of the year and reinforce these throughout the year. The Early Learning–Kindergarten team must sanction children for unsafe play or unacceptable behaviour and must exercise that responsibility at all times.
- Children must be made aware of the rules of activities or games. Rules must be strictly enforced and modified to suit the age and physical, emotional, social and intellectual abilities of the participants.
- For tag games, clearly define areas of the body that can be tagged (e.g., back, arms). Instruct children that a tag is a touch—not a push, punch or grab.
- Due to the age of the children, the Early Learning–Kindergarten team must be present with the children at all times, providing on-site supervision.
- Check that the equipment is suitable for the age and ability of children and size of the activity area.
- Check that footwear is suitable for the activity (e.g., a tied running shoe with a flat, rubber, treaded sole) and that clothing is appropriate for freedom of movement.
- Inspect that the surface of the activity area provides safe traction. Where carpets are being used, carpets must be flat and secured to the floor so as not to present a tripping hazard. Eliminate potential hazardous conditions (e.g., remove furniture and equipment not relevant to the activity, ensure classroom floors are free of books, backpacks and extension cords).
- When using the gymnasium, outline boundaries for the activity a safe distance from walls and obstacles (e.g., use the basketball court boundary lines or a set of pylons a safe distance from the walls).
- When using the classroom, move furniture to the perimeter of the room and outline the activity area (e.g., using masking tape or pylons), keeping a safe distance from the furniture and walls.
- Explain (demonstrate where applicable) the movement skills to be performed in the activity.
- Games and activities must be based on skills that have been taught.
- Remind children to be cautious when moving and to be aware of the personal space of others.
- Check that activities are spread out to minimize interference from other activities/games.
- For classroom activities, include activities that have a controlled amount of movement (e.g., running on the spot, chair exercises).
