Page 133 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

A1.2 describe the holistic benefits of lifelong participation in physical activity (e.g., physical health benefits, such as higher energy levels, improved resistance to disease; psychological and social benefits, such as social interaction, enjoyment, relaxation, independence, self-improvement, sense of belonging, self-esteem, sense of well-being, reduction of anxiety and depression; spiritual benefits, such as the feel- ing of inner peace that can come for some people from activities like yoga and t’ai chi or from activities like running, swimming, and kayaking), and demonstrate an understanding of strategies they can use to continue to be physically active throughout their lives (e.g., developing an activity plan that reflects their personal fitness needs and offers clear personal benefits; choosing activities on the basis of personal appeal, personal skills and abilities, and availability and accessibility of facilities; scheduling activity at a regular and convenient time of day) [PS, CT]
Teacher prompt: “You know that being physically active promotes better fitness and better health, including greater resistance to disease. When we talk about the holistic benefits of lifelong healthy, active living, what do we mean?”
Student: “In addition to the physical benefits, there are a number of social, emotional, spiritual, and mental health benefits. For example, activity and fitness can relieve stress and help to build confidence and a positive sense of self. Physical activity outdoors can also give us a sense of connection with the world around us, and being active with others can help to build good friendships. Holistic refers to all of these benefits together.”
­• • • • •
Teacher prompt: “Compare the holistic health benefits of snowmobiling and cross- country skiing.”
Student: “Skiing, like other non-motorized activities, offers much greater benefits for physical health, because you need to expend energy to move your own body. However, both activities provide the psychological and spiritual rewards of being out in nature. Both require physical skills, and mastering these skills contributes to your confidence and self-esteem. Both contribute to a sense of well-being, but in different ways. Some people enjoy the opportunity that cross-country skiing gives them to experience and appreciate the natural environment. Others enjoy the easy access that snowmobiling gives them to remote areas.”
A1.3 demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable activity environment, and display leader- ship while participating in physical activities (e.g., encourage others; give constructive feedback; encourage positive peer relationships by displaying a sense of fair play and observing proper sports etiquette; plan and lead in-class activities; support others in the development of skills) [PS, IS, CT]
Teacher prompt: “How might you provide leadership in the classroom? What positive social behaviours could you promote at the same time?”
Students: “I could show leadership by planning and leading an in-class activity that would teach others in the class about my culture. I am Métis, and I would like to teach the Red River Jig. It is a unique dance created by the Métis people. It combines footwork from First Nation dancing with European fiddle music. When doing the jig, we would have to cooperate and work together.” “If I were leading an in-class activity, I might teach Gaelic football or hurling because of my Irish heritage. Positive social behaviours that I would focus on with these activities would be fair play and observing proper sports etiquette.”
ACTIVE LIVING
131
Healthy Active Living Education
PPL3O