Page 115 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

physical and mental performance. I persuaded them that my marks wouldn’t suffer and might even get better. Now they are happier to let me take part in physical activities with my friends.” “Being physically active has always been a big part of my family’s culture. My mother regularly walks with her friends, and I sometimes join them.”
A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities (e.g., encourage others; show respect for others’ points of view; listen attentively; show appreciation; encourage fair play; be inclusive; provide leadership by leading an in-class activity
such as a warm-up or cool-down or suggesting ways to adapt an activity so that individuals with different physical or intellectual abilities can successfully participate) [PS, IS]
Teacher prompt: “Give me some examples of actions you can take or attitudes you can adopt that create a positive atmosphere in class and support lifelong participation in physical activity.”
Students: “Today in class a sighted student was helping a student who is visually impaired by guiding her during our light run/walk.” “My friend, who uses a walker, showed me how we could adapt the game so that we both could play. Being inclusive encourages everyone to participate. Focusing on what people can do instead of what people can’t do helps to overcome barriers throughout life and increases opportunities for all to be active.” “In our class we set up a buddy system as a way of encouraging each other to do particular activities, be more active, and work on our skills. Working with a buddy keeps you mo- tivated and improves your chances of success.”
A2. Physical Fitness
By the end of this course, students will:
A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., continuous circuit training, cross-country skiing, ultimate disc, swimming) [PS]
Teacher prompt: “How do you know that you are being active to the best of your ability when participating in various physical activities?”
Student: “It is a personal measure. I know what it feels like to push myself. My heart rate goes up, I breathe faster, I get hot, and I can feel my muscles working. If I am taking breaks I don’t really need, not breathing very hard, or not feeling some tension in my muscles, I know I am not working my hardest. Once my body is used to working at a certain inten- sity for a certain period of time, I know I can push myself to do a little more. How much more will depend on my comfort range and what I want to accomplish.”
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Teacher prompt: “We get a certain amount of physical activity just through the routine activities of everyday life. We also get twenty minutes or more of moderate to vigorous physical activity in class. But to get all of the health benefits, we need to accumulate sixty minutes of moderate to vigorous physical activity in addition to what we get from routine daily activities. Finding the time for daily physical activity is not always easy. What can you do to ensure that you get enough activity every day?”
Students: “I can make physical activity a priority. One way to do that is to set aside a cer- tain amount of time every day for physical activity and make it a fixed part of my daily routine, so that it only gets bumped from my schedule in extreme cases.” “I can join a sports club or league. It will be fun, and the regular schedule of games will help to keep me committed.” “Instead of travelling by car, I can use active transportation – walking/ wheeling, biking, skateboarding, or in-line skating.” “I can be more active in small ways,
ACTIVE LIVING
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Healthy Active Living Education
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