Page 119 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Student: “To maintain possession in any of these activities, you need to keep the ball or puck close to your body and away from the defender. You should also keep your head up at all times and keep your eyes focused on what’s happening around you.”
B1.3 demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities [PS, CT]
Teacher prompt: “Using the proper technique when doing full or bent-knee push-ups is the most effective way to gain benefits when doing these exercises. To get ready, lie face down with your hands at shoulder level, palms flat on the floor and slightly more than shoulder-width apart, and your feet together and parallel to each other. Hold your body tight, keep your legs straight, and perch on your toes or knees. To execute, take a deep breath, then slowly and steadily extend your arms all the way without locking your elbows and push up as you exhale. Rest for a second, holding yourself in this position. To follow through, inhale as you lower yourself back down, slowly and steadily, until your chest is just off the floor. Repeat the sequence. Exhale up. Rest with your breath pause. Inhale down. What steps would you follow if you do push-ups from a wheelchair?”
Student: “When I do push-ups from my wheelchair I follow more or less the same steps. After locking the wheels so I don’t roll, I put my forearms on my armrest and use my arms to lift my body as far out of the chair as I can. I hold this position for a few seconds, and then slowly lower myself back into the chair. I exhale as I lift and inhale as I go
back down.”
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., extend all joints to achieve maximum force in the execution phase of an overhead or underhand serve in a net/wall activity; bend knees to lower centre of mass to increase stability in wrestling) [PS, CT]
Teacher prompt: “What do you need to do to serve a ball with more power?”
Student: “To serve with more power, I need to produce more force by using all of my joints. I can do this by putting my whole body into the serve. As I extend my legs, twist my trunk, extend my arm, and follow through, I combine the forces from all of these actions and therefore get more power.”
­• • • • •
Teacher prompt: “How can we control where a curling rock goes?”
Student: “The amount of force we apply to the rock when we throw it determines how fast it will go and how far. If we put a spin on the rock when we throw it, we can also make it curl in the direction of the spin. Sweeping reduces the amount of friction between the ice and the rock and makes the rock go faster, farther, and straighter. When we stop sweeping, the additional friction makes the rock slow down and start to curl.”
B2. Movement Strategies
By the end of this course, students will:
B2.1 demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical activities, in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) [IS, CT]
MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
* See pages 34–35 for background information and a description of movement principles.
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Healthy Active Living Education
PPL2O