Page 118 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 10, Open
B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
B1. Movement Skills and Concepts
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 perform stability and locomotor skills in combination in a variety of physical activities
while responding to external stimuli (e.g., move through a variety of stations in an obstacle course; demonstrate a sequence of positions and movements while dancing to music; perform a flip turn in aquatics) [PS, IS, CT]
Teacher prompt: “What are some points to keep in mind when you are starting in-line skating?”
Student: “For a beginning in-line skater, balance and skating posture are very important. Stand with your hands in front of you and your feet no more than shoulder-width apart. Push gently to start the glide. While skating, keep your knees slightly bent and try not to bend your upper body forward, as your head, chest, and hips need to be over your skates to keep your body stable.”
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Teacher prompt: “What are the key things to remember when starting out of the blocks in the hundred-metre sprint?”
Student: “Explode out of the blocks by using your arms and legs to power the body forward, do not stand up immediately when starting but come up gradually to maintain momentum, keep your head up, and stay focused on the finish line while trying to ignore distractions around you.”
B1.2 perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., send objects, varying distance and placement, to advance runners in striking/fielding activities; move into position to receive an object in net/wall activities; main- tain control of the ring while moving towards the opponent’s net in a game of ringette; throw a ball, perform a full turn, and catch the ball while performing a rhythmic movement sequence) [PS, IS, CT]
Teacher prompt: “What do you need to do to maintain possession of the ball or puck while being opposed by a defender in soccer, field hockey, or sledge hockey?”
B. MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
OVERALL EXPECTATIONS
By the end of this course, students will:
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