Page 100 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B1.2 perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., send a rock, using an appropriate amount of force, to re- move the opposing team’s rock in curling; move body into position to retain possession in ultimate disc while evading defenders; be aware of a defender’s position to determine whether to use a left or right forehand or backhand pass or shot in sledge hockey) [PS, IS, CT]
Teacher prompt: “What factors do you need to consider when throwing an object?”
Student: “I need to consider the shape of the object, how far I want to throw it, whether any objects or people are in the way, and how much force I need to apply as I throw.
If I am outside, I need to consider the impact of other factors, like the wind. When I’m travelling with the object, I need to get into a balanced position before throwing it.”
B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities (e.g., doing a full-turn jump in hip hop, sending an object in a target game and in a territory game, receiving and retaining an object in a territory game, performing a tennis
or badminton forehand shot) [PS, CT]
Teacher prompt: “How do you apply the phases of movement when sending an object in a target or territory game?”
Student: “To throw or pass in either situation, I prepare by moving into position while keeping my eyes on the intended target. To execute the action, I use my entire body by extending my legs and arms and transferring my weight forward as I release the object.
I follow through by continuing the motion of my arm in the direction of the throw or pass while keeping my eyes on the target. I then resume the ready position to prepare for the next action.”
­• • • • •
Teacher prompt: “Rope jumping involves three phases in each jump, and you perform each of them several times during your jumping session. When learning how to jump rope, what should you pay attention to in each phase?”
Student: “There are a number of things a beginner should look out for in the preparation phase. You should be standing upright, staring straight ahead, and balancing your weight on the balls of your feet. Your elbows should be to the side of your body, and the rope should be touching the back of your heels or calves. The execution phase is the jump, and the follow-through is the landing. When you jump, turn the rope with your wrists, not your arms, and don’t jump too high. A couple of centimetres off the ground will do. Land lightly on the balls of your feet.”
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activ- ities (e.g., bend knees and keep feet apart to lower the centre of mass and produce a stable base of support when in a ready position; extend joints to produce more force when throwing or striking) [PS, CT]
Teacher prompt: “In cross-country skiing or sit-skiing, you are constantly working to maintain your balance. As you change speed, turn, and react to the unevenness of the ground, you have to absorb a variety of forces and redistribute your body weight to over- come gravity. What movement principle should you keep in mind in order to improve your balance while cross-country skiing or sit-skiing?”
98
* See pages 34–35 for background information and a description of movement principles.