Class management denotes the ability of the Early Learning-Kindergarten team to organize the elements of the learning environment and to maintain the appropriate behaviour of children. Health and physical activity is taught in a variety of settings (such as gymnasiums, outdoors, hallways, classrooms and recreation facilities) and, as a result, class management can be challenging. The following strategies may be used to help with class management and to create a positive learning environment.
Setting the Tone
- Children’s knowledge and respect for rules and procedures in the gymnasium and classroom play a vital role in the long-term success of the program. Engage children in the creation of rules and procedures in the first few weeks of the program. These may include getting to the gymnasium, fair play and respect for others. Post these rules and procedures in the gymnasium or classroom so they are always visible.
- Plan a balanced program with a wide range of activities to meet the learning needs of all children and increase child engagement.
- Consider the physical and emotional safety of all children when planning activities (e.g., be aware of child comfort level when trying new activities or demonstrating in front of peers, avoid activities where children may be perceived as “targets,” monitor peer interactions closely, be aware of range of backgrounds and opinions when discussing health topics).
- Choose teams in creative ways so that no child has to be the “last chosen” (for example, number children or identify teams using coloured pinnies).
- Avoid elimination games where children are sitting out for long periods of time. If a game requires someone to be “out,” then have a process to somehow get the child back into the activity.
- It is inappropriate to use components of physical activity as a disciplinary tactic for problematic behaviour (e.g., running laps around the gym or track). This sends a message to children that physical exercise is punishment, and it is also counterproductive, as physical stagnation is often at the root of such behaviour. Likewise, it is not recommended to prohibit participation in physical activity as a disciplinary measure given the importance of regular physical activity for health, growth and development.
The Social Environment
Health and physical activity promotes interaction among children. Positive and natural opportunities to interact are essential for the well-being of children and for their feelings of self-worth. An emphasis on fun, individual improvement and healthy competition that emphasizes personal challenge, achieving personal bests and effort toward a common goal is essential, while a clear focus on participation and cooperation among classmates will further develop an enriching environment.
Space Awareness and Safety
Teach children to understand and respect the personal space of others. Give children opportunities to practise moving through larger spaces without endangering themselves or others. Practise this in a game format to help prevent collisions in the future. Use visual cues, such as lines on the floor, to help identify boundaries.
Suggestions for Starting and Stopping Signals
Teaching in the gymnasium or outdoors means children can be spread out over a large area and there may be disruptive noises in the area. For these reasons, consistent routines and clear use of start and stop signals can maximize time on task and learning in physical activity classes. Start signals are just as important as stop signals (e.g., “When I say ‘go,’ everyone get a ball from the bin.”). Remind children that by learning to respect the signals, their activity time will be greater. Use positive reinforcement when children are learning and adhering to the starting and stopping routines.
Suggestions:
- Use a silence or “peace and quiet” signal (e.g., index finger over lips with opposite hand making a peace sign).
- Develop organizational signals for instructions, such as “eyes on me,” “stop and listen” and “freeze.” during noisy activities
- Use consistent key words or signals, such as “begin,” “stop” or the school nickname (e.g., “When I say ‘Giants,’ you ...”).
- Use an audio and visual signal (e.g., music stopping and hand up).
- Use creative signals (e.g., a tambourine for primary children) to help ensure that these routines have a lasting effect.
Physical Activity Outdoors
- Class management is more challenging outdoors. Take your class outdoors only after they have been taught the rules and procedures for physical activity.
- Remember that voices do not carry as well outdoors so children should stand as close as possible to the Early Learning–Kindergarten team when instructions are being given, and the leader’s voice should be directed toward the children at the back of the group.
- Ensure that children stand turned away from the sun and any other distractions that may prevent them from concentrating on the instructions.
- It may not always be appropriate for children to be seated for instructions or during Warm-Ups (e.g., if the grass is wet in the morning).
- Be prepared to adapt your activity to conditions on windy, hot, cold or wet days.
- Remind children of the importance of wearing hats and sunscreen.
- Remind children of the importance of wearing warm articles of clothing on cold days (e.g., hats, mittens, snow boots).
- Recommend to children that they bring water bottles and drink water when out in the sun. Provide opportunities to get a drink at a water fountain if children do not have water bottles.
