Page 134 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 11, Open
A2. Physical Fitness
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
By the end of this course, students will:
A2.1 participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., cycling, sledge hockey, snowshoeing, continuous moving during a game) [PS]
Teacher prompt: “What helps you determine whether the intensity of an activity is mod- erate or vigorous, and how can you control the intensity? How close are you to being able to maintain a moderate to vigorous level of activity for twenty minutes?”
Student: “I can tell whether the intensity of an activity is moderate or vigorous by mon- itoring how hard my body is working. I can adjust the intensity of an activity by either speeding up or slowing down my movements. When I started the course, my goal was to work my way up to a moderate level of intensity – just enough to increase my breathing and heart rate and make me sweat a little. I can now maintain that intensity for at least twenty minutes.”
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Teacher prompt: “The Canadian Sedentary Behaviour Guidelines advise youth to avoid sedentary behaviour for extended periods of time. How can you reduce the amount of time that you spend sitting or not moving? According to the Canadian Physical Activity Guidelines for Youth, how much physical activity do you need altogether and what kind of activity do you need to achieve health benefits?”
Students: “You can reduce the amount of time you spend sitting or not moving by limiting recreational screen time to no more than two hours per day, using sedentary transport less, and spending more time outdoors.” “Teenagers need at least sixty minutes of moderate to vigorous physical activity every day to get health benefits. You need to engage in vigorous activities – the ones that raise your heart rate and make you breathe harder – at least three days a week. You should also engage in activities that strengthen muscle and bone – things like walking, swimming, biking, and resistance training – three days a week.”
A2.2 describe strategies that can be used to set and achieve effective short-term personal physical activity goals as well as effective goals related to lifelong wellness and active living (e.g., using effective goal-setting to make it easier to stay motivated; using the most effective training principle and/or equipment for their targeted goals; choosing workout routines on the basis of known effectiveness rather than current popularity; seeking support from others, such as coaches, friends, and people pursuing similar goals) [PS, IS, CT]
Teacher prompt: “What are some things that you can do to set effective goals?”
Student: “To set effective goals, I need to know what my starting point is and then set specific goals that are important to me and that I know I can achieve. Breaking down goals into smaller, easier goals and working toward my final goal in stages will give me a sense of progress, build my self-confidence, and keep me motivated.”
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Teacher prompt: “Think about some of the strategies that you used to help you achieve your physical activity and fitness goals. What strategies have helped you maintain your commitment to exercising and reaching your goals?”
Students: “I try to stick to a schedule that will sustain my momentum. When I achieve a major goal, I might reward myself – maybe by celebrating with a friend, buying myself something I’ve wanted, or just congratulating myself and enjoying the feeling of achieve- ment.” “Adding different types of activities to my routine or doing activities in different ways have been useful strategies. Running indoors as well as outdoors has added variety
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