Page 117 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

A3. Safety
By the end of this course, students will:
A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., controlling level of physical contact during activities; adjusting activity levels to adapt to changes in their physical condition; wearing safety equipment where necessary, such as when wall-climbing and cycling; demonstrating social responsibility by creating a safe activity environment and encour- aging others to do so; working with a buddy when hiking, cross-country skiing, or swimming) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, recreational facilities, bicycle lanes) [PS, IS, CT]
Teacher prompt: “What are some things you can do to make conditions safe for your activity?”
Students: “We can look for hazards, like spilled water on the floor or unnecessary equip- ment on the playing area, and remove them.” “If an activity requires supervision, we shouldn’t start until we have a qualified person to supervise it.”
A3.2 identify resources that can be of assistance in emergency situations related to physical activity (e.g., automated external defibrillator [AED] to restart the heart; first-aid kit for minor injuries; com- munication devices such as intercoms, walkie-talkies, and cell phones; GPS device for determining location; bailer [one per craft] for use when canoeing, kayaking, or boating; flotation device or reaching pole for assisting a person struggling in the water; epinephrine autoinjector for someone with a severe allergic reaction or inhaler for someone with asthma) [PS, CT]
ACTIVE LIVING
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Healthy Active Living Education
PPL2O