Throughout EPHE 246, I have gained valuable insights into physical and health education, expanding my knowledge on key frameworks and concepts that influence how we approach active health. This reflection will explore a concept I have learned well, an idea that sparked my interest, a topic I would like to learn more about, and my personal growth throughout the course.

One key concept that I now understand well is the Universal Design for Learning (UDL) model. UDL is an educational framework that emphasises providing multiple means of engagement, representation, and action/expression to accommodate diverse learners. What stood out to me about this model was its proactive approach to inclusivity. Rather than making modifications after identifying barriers, UDL encourages designing learning environments that are accessible to everyone from the start. This concept resonates with me because it aligns with my belief in creating equitable opportunities in physical and health education. I plan to apply UDL principles in my future work by designing lesson plans and physical activities that cater to various abilities, ensuring all participants feel included, capable, and motivated to engage in movement.

Something that has caught my interest this semester was the discussion on physical literacy and its impact on lifelong participation in physical activity. I was surprised by how deeply physical literacy extends beyond basic motor skills, incorporating confidence, motivation, and the ability to navigate different movement environments. This topic changed my perspective on teaching and coaching, highlighting the importance of fostering positive movement experiences rather than just focusing on skill development. Moving forward, I will carry this knowledge into my work with young swimmers, ensuring that I create an inclusive and supportive environment where all children feel capable and confident in their abilities.

A topic I would like to explore further is inclusive physical education, particularly strategies for adapting activities to meet the needs of individuals with disabilities. I believe this area is essential because every individual deserves the opportunity to engage in physical activity in a way that is meaningful to them. Learning more about adaptive physical education will enhance my ability to create accessible programming, whether in a school setting, community recreation, or swim coaching. Further exploration of this topic will help me contribute to more equitable and inclusive movement opportunities for all participants.

Looking back at my learning journey in EPHE 246, my understanding of physical and health education has evolved significantly. At the start of the course, I primarily viewed health education through a traditional lens, teaching physical skills and promoting exercise. Now, I see it as a dynamic field that requires a deeper consideration of social, psychological, and environmental factors. My perspective on creating inclusive, accessible, and engaging learning environments has also shifted; I now recognise the importance of designing programs that cater to diverse needs and foster a sense of belonging for all participants. This course has reinforced my passion for promoting active health, and I am excited to apply these insights in my future endeavours.

EPHE 246 has provided me with a strong foundation in physical and health education, equipping me with the knowledge and skills to make a meaningful impact. I am grateful for the opportunity to engage with these concepts and look forward to continuing my learning in this field.

SOURCES:

  • Adapted Physical Education and Sport. (2016). Google Books. https://books.google.ca/books?hl=en&lr=&id=XvR6DwAAQBAJ&oi=fnd&pg=PR1&dq=adaptive+physical+education&ots=ud6Ap8kjs2&sig=OPLfzk-7xNpUxQD_Qw9EqS1x0AI#v=onepage&q=adaptive%20physical%20education&f=false
  • CAST. (2024). Universal design for learning guidelines version 3.0. CAST. https://udlguidelines.cast.org/