Page 116 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
like taking the stairs or walking an extra stop when I take the bus.” “I can build activity into my leisure time and social life. Instead of watching TV or playing video games, I can go for a walk or a bike ride, play a pickup game of ball hockey, or throw a disc with a friend. I am working at limiting the amount of time I spend sitting.”
A2.2 describe factors that affect personal physical fitness (e.g., eating habits; heredity; social, economic, and cultural influences; maturation; physical challenges; effectiveness of training routines and adherence to training principles, such as overload, individuality, and specificity), and explain the benefits of developing fitness as part of an overall healthy active way of life [PS, CT]
Teacher prompt: “One of the basic benefits of physical fitness is having the ability to perform daily activities and routine tasks with relative ease – things like walking or wheeling a reasonable distance, bending, stretching, carrying, lifting, climbing, and reaching. This is called functional fitness. Involvement in more vigorous activities requires a higher level of fitness. What level of fitness or what aspects of fitness are important to you, and what factors do you have to consider to maintain that kind of fitness?”
Student: “I want to maintain my cardiorespiratory fitness, so that I have lots of energy
for daily activities, sleep well, and generally feel good. To do that, I’ll need to do activities that will work my heart and lungs as well as resistance training. I’ll also need to think about how the food I eat affects my level of fitness, and change my diet as necessary.”
A2.3 assess their level of health-related fitness during various physical activities, and monitor changes in their health-related fitness over time [PS, CT]
A2.4 develop, implement, and revise a personal fitness plan (e.g., use the data from their fitness assessment and an analysis of their own strengths and limitations to determine a starting point and set goals; apply training principles to help achieve goals; develop strategies to overcome challenges; celebrate successes; assess results and revise goals or training routines as needed) [PS, CT]
Teacher prompt: “What part of personal fitness do you want to focus on? Why? How will you address that objective in your plan?”
Students: “I need activities that will work my heart and lungs, so I’m doing half an
hour of continuous wheeling in my wheelchair every day, either indoors or outdoors, and resistance training to build my upper-body strength. To support my cardio work, I’ve also decided that I need to cut back on some of the less healthy foods that I like to eat.” “I would like to improve my flexibility and speed to prepare for the upcoming soc- cer season. My plan so far includes a variety of stretching and strengthening exercises and some interval training to balance my program. I’ll adjust the frequency and intensity of the exercise as I go, so that it provides just enough stress for my body to adapt to but also allows enough rest time for healing.” “I want to work on developing core strength, so I’ll focus on exercises that strengthen my back and abdominal muscles. This will help to improve my balance for sit skiing.” “I know I sit around too much, and I want to start being more active and do more things that make me sweat and breathe a little harder. I enjoy ice skating and do it once a week in the winter, but I’m going to start going more often, and I think I’ll play pickup basketball more often at the outdoor courts in my neighbourhood this summer. I’m also going to try other activities and gradually
increase my weekly activity time over the next few months.”
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