Page 139 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Teacher prompt: “When you are floating in the water, gravity is pulling your body down and the buoyant force of the water is pushing it up. The place on your body where the gravitational force appears to be centred is your centre of mass. It’s roughly in the ab- dominal area. The place where the buoyant force appears to be centred is the centre of flotation, and it’s roughly in your chest area. Because your centre of mass is lower in the body than your centre of flotation, the lower part of your body tends to sink in the water when you try to float horizontally, so you need to expend some effort to remain horizontal. What can you do to be able to float horizontally with less effort?”
Student: “The closer your centre of mass is to your centre of flotation, the easier it is to float horizontally. Floating with your arms at your side makes your centre of mass lower. You can make your centre of mass higher, however, and bring it closer to your centre of flotation by raising your arms above your head. That will help you float better.”
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., move- ment skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a number of diverse physical activities, suited to their individual interests and abilities, in a variety of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) [PS, IS, CT]
Teacher prompt: “As beginners, you can simplify an activity to give you a chance to practise the basic skills. As you improve, you can start incorporating more conventional rules. For now, what can you do to improve your chance of having a longer rally and increase your playing time in a modified game of tennis?”
Student: “We can stand closer to the net when serving, hit the ball to the other person, and allow the ball to be returned with more than one bounce.”
­• • • • •
Teacher prompt: “With a partner, identify a number of different physical activities you could do together, individually, or with a small group. Consider the following components and characteristics of the activities: type of skills required, location, rules and guidelines, facilities and equipment needed, opportunities for social interaction, costs, and cultural links. How might these considerations affect the types of activities you would participate in?”
B2.2 apply analytical and problem-solving skills to identify and implement tactical solutions
that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports, and/or recreational activities (e.g., individual activities: use relaxation techniques to improve focus; target activities: place guards to protect objects in scor- ing positions; eliminate objects close to the target in games like curling, bocce, or croquet; net/wall activities: use a variety of shots to get your opponent out of position and make it more difficult for your opponent to return the object; striking/fielding activities: be ready to retrieve the object if a teammate misses; territory activities: rebound an object or be in position to intercept a pass when
an object is thrown) [PS, IS, CT]
Teacher prompt: “When would you use a lob or drop shot in net/wall activities such as badminton or wheelchair tennis? What happens if you put spin on a ball during net/wall activities such as squash, handball, or racquetball?”
Students: “When my opponent is close to the net, I can use a lob shot to send the ball or shuttle into the open space behind them in order to get them to move towards the back of
MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
137
Healthy Active Living Education
PPL3O