1. Distribution and collection of materials

Always plan for the amount and type of equipment that are to be used for the class, and count the equipment in and out.  Some students can be given the responsibility of handling the equipment, and who bring it out to set up and puts away.  Equipment and materials may need to be cleaned or dried before being put away for storage.

2. Starting an activity or at the beginning of class

Each class should begin with a review of what the previous classes were focussed on, and what the focus for that day will be.  Student expectations may also be addressed. 

3. Bathroom privileges

Students should ask for permission to leave the classroom, and return after using the facilities.

4. Appropriate strip

All of the students are required to have full PE strip and are given spare clothing (in exchange for various valuable possessions) if they do not bring their own strip.

5. Use of a whistle

A whistle is always a good way to save a teachers voice and is easier to hear in an open area than a shout.  Use should be consistent across all units.

6. Talking in class

Respect of the teacher and for each other should be demonstrated during the class.  Chatter to clarify games and rules is expected, but disrespectful interruptions, such as talking while someone else is talking, should be addressed.

7. Breaking into small group activities

If the class was to break into smaller groups the teacher should explain what the activities are going to be and then split up the students. Groups can be divided by skill level, randomly, or allow them to pick their own teams.

8. Use of free time

Students should have free time to explore skills and practice any drills they are interested in.

9. Dismissal

Classes need to end about 5 minutes before the class is finished to allow the students to change.  Once they have changed and before they leave they must give the teacher their personal evaluation score for the day (out of 5).

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Students will all have a variety of skills that are at different levels within the classroom.  Some students have some disadvantages and some have even greater advantages.  Some of the adaptations recommended by the BC Ministry for Education (2008) for physically challenged students are as follows:

- adapt the task by using props, simplifying the task, or substituting skills

- adapt rules and scoring systems (e.g., allow kicking instead of throwing)

- adapt or modify equipment (e.g., smaller, softer, or lighter equipment)

- identify methods of providing assistance (e.g., peer or teacher assistants)

- provide opportunities for extension and more practice

- adapt success- measurement criteria to meet individual student needs

- modify activities by providing parallel ones for students whose special needs preclude participation

In field hockey sticks can be bought in different lengths, or as a left handed instead of right handed to accommodate different physical attributes. Softer balls are frequently used to avoid injuries during the beginning lessons.

Games can also be adapted for people of different skill level by adjusting or varying one of the following:

- Equipment

- Rules/conditions

- Area

1. -Number of players
   

2. -Object