Page 114 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
Grade 10, Open
A1. Active Participation
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied range of activities (e.g., individual activities; small- and large-group activities, sports, and games; outdoor and recreational pursuits) [PS, IS]
Teacher prompt: “What encourages you to do your best? How does doing your best contribute to active participation?”
Student: “Being able to help choose the types of activities we participate in motivates me to do my best. Encouragement and positive feedback also motivate me. To do something well, you have to work at it, so the harder I try, the more likely I am to improve. If I am good at an activity, I’m more likely to keep doing it.”
A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active and that can support their participation in physical activity throughout their lives and explain what actions they can take to overcome challenges and barriers to regular physical activity [PS, CT]
Teacher prompt: “Social or cultural factors sometimes influence the way we think about physical activity and the opportunities we have for physical activity. Can you give me an example of how different backgrounds could encourage or limit participation? Can you suggest how a person might deal with some of these limitations and still remain active?”
Students: “For me, doing things connected to my cultural background has made me more active. I participated in a powwow in our community in the summer and really liked the dancing, drumming, and sharing of gifts. Now I dance a couple of times every week, and I want to join a community group that performs powwow dances across Ontario. I’m also meeting new people and learning more about my culture and heritage.” “My parents emphasize academics and don’t consider physical activity important. Once I decided to become more active, I had to convince them that time spent on physical activity was not wasted. I pointed out that physical activity leads to better health, and that leads to better
A. ACTIVE LIVING OVERALL EXPECTATIONS
By the end of this course, students will:
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