Page 112 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

GRADE 10
1. demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.
1. Living Skills
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and ac- quire knowledge and skills related to healthy living (e.g., Active Living: consider what effect their background [family, social, economic, cultural] and experiences have had on the way they think about physical activity or the activities they choose; Movement Competence: monitor changes in their body positions during various phases of movement to improve their locomotor and manipulation skills; Healthy Living: describe ways to recognize sources of stress and assess the relative importance of their stressors)
Student: “I’m trying to improve my catching skills in cricket and other activities, so I’ve been paying close attention to what I’m actually doing when I catch and comparing it to what I should be doing. I have to remember to be on the balls of my feet when I’m in the ready position, so that I can get a quicker start and have a better chance of getting to the ball. I need to keep my eyes on the ball as I move into position to catch it. I’m also paying more attention to cushioning the catch by letting my arms and hands give a bit after I have made contact with the ball. I still have to do more work on adjusting my legs, arms, and torso so that I can recover my balance faster after making the catch and get ready to throw the ball to a teammate.”
1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: use planning skills to adjust goals and training schedules and revise fitness plans in response to their ongoing monitoring and assessment of their progress in developing their personal fitness; Movement Competence: describe how adopting a positive attitude, practising regularly, and using constructive feedback for self-correction
* The abbreviation(s) for the three categories of living skills – PS, IS, and CT – appear in square brackets at the end of expectations, in strands A–C, to which those skills are clearly connected. (See pp. 25–29 for a discussion of living skills.)
LIVING SKILLS
OVERALL EXPECTATION
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Personal Skills (PS)*
i
Student learning related to the Living Skills expectations takes place in the context of learning related to the Active
Living, Movement Competence, and Healthy Living strands, and should be assessed and evaluated within these contexts.
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