Planning Safe and Inclusive Outdoor Programming Through Spring

As schools move from early spring into the final months of the school year, outdoor spaces become valuable learning environments for physical education and activity. Fields, tracks, and open spaces provide increased room for movement, skill development, fresh air, and opportunities to enhance student engagement and well-being. With intentional planning, outdoor activities can support physically and emotionally safe, structured, and inclusive participation for all students – ensuring students feel respected, supported, and a sense of belonging. 

As you plan for the months ahead, consider the following:

1. Reset Outdoor Routines and Expectations 

Larger spaces and fewer physical boundaries require clear communication and predictable routines. 

  • Prior to going outdoors, review activity boundaries, start/stop signals, equipment routines, and movement expectations. 

  • Discuss with students how they can contribute to the physical safety of activities outdoors and any emotional safety concerns they may have.  

  • Use instructional strategies that maximize student understanding of directions and expectations (e.g., bring students in when providing instruction, pause activities for frequent check-ins and adjustments).

2. Monitor Environmental and Accessibility Conditions 

Spring conditions can change quickly and require proactive monitoring. 

  • Inspect activity areas prior to use for uneven ground, debris, pooling water, or other hazards. 

  • Ensure activity areas remain accessible and usable so all students can access the space and participate meaningfully. 

  • Modify the activity location, design, intensity, and/or boundaries if traction or surface stability is compromised.

3. Move and Position Seasonal Equipment Safely 

As outdoor programming expands, seasonal equipment may be introduced or repositioned (e.g., portable goals, throwing implements, fitness stations). Set-up and take-down procedures should be planned, communicated, and supervised to ensure equipment is moved in a controlled and predictable manner.

Before moving or installing equipment, consult the specific activity standard within the Ontario Physical Activity Safety Standards in Education (OPASSE) for direction related to: 

  • Required type of supervision (e.g., Direct, In-the-Area, On-Site) 

  • Whether student assistance is permitted and under what conditions 

  • Safe movement and set-up procedures 

  • Stability and securing requirements 

  • Safety strategies for students while equipment is being moved

4. Align Supervision with the Activity and Phase 

OPASSE identifies the required types of supervision (Direct, In-the-Area, or On-Site) for each activity. 

  • Provide Direct Supervision when introducing new skills, moving equipment, or engaging in higher-risk phases of an activity. 

  • Actively circulate to maintain clear sightlines across expanded outdoor areas. 

  • Confirm supervision levels remain appropriate when combining activities or using multiple spaces. 

  • Where an activity takes the student out of your sightline, for a period of time, communicate your location to the students.

Intentional planning and proactive supervision throughout the spring months support predictable routines, environmental awareness, and accessible design. These will help to ensure students continue to participate safely and confidently.

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