Processes and Procedures

  • (For elementary) School administrators and teachers should work collaboratively to establish processes and procedures that are aligned with school board policies and direction and consistent across the school.
  • (For secondary) School administrators, Health and Physical Education curriculum leaders, and Health and Physical Education teachers should work collaboratively to establish school procedures that are aligned with school board policies and direction and consistent across the school Health and Physical Education Department.
  • Establish processes and procedures to determine where activities can take place, the types of activities that can be done and when equipment can be used.
  • Begin the school year/term/semester with physical education activities that have the highest level of protective measures (for example, use outdoor spaces, maintain physical distancing, use little or no equipment) to allow time for students to develop the knowledge and skills necessary to understand and apply these new safety practices to physical education classes. When school board direction/policies related to COVID-19 change so too can the protective measures, gradually progressing from the highest to moderate to the lowest levels. Consult Protective Measures.

Facilities

Develop processes and procedures to:

  • inspect facilities prior to being used;
  • determine the usability of outdoor facilities/locations at the school (for example, school grounds), in close proximity to the school (for example, local parks, green spaces) and indoor facilities/location (for example, gymnasiums, fitness rooms, cafeterias) for physical education;
  • obtain allows and parental permission to leave the school site; and
  • maintain appropriate physical distancing and directional flow for the facilities/locations used for physical education, including:
    • routes to and from the classroom to the activity area;
    • during physical education classes use markings (for example, floor tape, peel and stick vinyl decals, cones) to indicate where students can sit/stand/participate.
    • (for elementary) schedule appropriate transition time between classes;
    • (for elementary) use of change rooms (be aware of your school board/school direction related to the use of change rooms). If students are allowed to use change rooms be aware of the number of students allowed in at one time, routes to enter and exit, physical distancing requirements, process for disinfecting between student groups.
    • (for secondary) schedule appropriate transition and/or changing time between classes;
    • (for secondary) use of change rooms (be aware of your school board direction related to the use of change rooms). If students are allowed to use change rooms consider change room procedures that include the number of students allowed in at one time, routes to enter and exit, physical distancing requirements, process for disinfecting between student groups.

Physical Education Activities

  • Plan activities that:
    • are appropriate for the age and readiness of the students
    • are appropriate for the space and equipment available
    • allow for all students to participate equitably; and
    • provide appropriate levels of intensity based on the facility/location (for example, indoors or outdoors), the ability for students to physically distance, and the possibility of wearing non-medical masks (for example, non-medical masks should not be worn during vigorous/high intensity physical activity).
  • Consult to Protective Measures for when determining the types of activities to include.
  • Consider modifying, adapting or postponing units of instruction if adequate spaces are not available for necessary equipment and appropriate physical distancing of students (for example, fitness/weight rooms) or if facilities do not meet the community COVID-19 guidelines for reopening (for example, swimming pools).
  • (For secondary) In situations where physical education classes are extended (for example, during quadmester schedules), consider strategies to ensure appropriate time for rest, hydration and, when outside, be aware of safety related to weather conditions (for example, temperature, air quality) (Refer to “Environmental Considerations” on the activity/sport pages).

Equipment

Follow existing, or establish new, processes or procedures to:

  • inspect equipment that may not have been recently used and remove equipment that is no longer safe;
  • take inventory of physical education equipment that can be used individually and shared. Where appropriate order additional equipment to limit the equipment that need to be shared;
  • transport, distribute and return equipment after use;
  • ensure all students have access to equipment;
    • consult the Equipment from Home section within the Safety Criteria Considerations - Equipment section for when determining if students are allowed to bring or purchase their own equipment for use in physical education.
  • allow students to bring equipment from home; and
  • disinfect equipment, this includes the provision of extra disinfecting wipes/sprays in the fitness/weight rooms for the disinfection of fitness equipment after every use.