A ‘Vitality’ Approach to Health-Related, Physical Education Programs

Abstract

Health Canada began promoting a ‘vitality’ approach to healthy living in 1991, however the significance of this approach for physical education programming has yet to be fully realized. The promotion of vitality is assigned to units on health-related fitness which are distinguished from performance-based units on games, sports, gymnastics, dance and adventure pursuits. The presence or otherwise of vitality continues to be determined by body composition tests, cardiovascular timed shuttle or 12 minute runs, muscular strength and endurance tests, and sit and reach indications of flexibility. Through offering new programming ideas that promote health-enhancing movement experiences across the various units of physical education curricula, the article provides both students and teachers with a cohesive, curricular understanding of vitality. A ‘vitality’ approach emphasizes the locomotor, manipulative and stability actions that are present across all movement disciplines as well as in the interactions of the animated teacher.