Page 150 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives;
A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.
Grade 12, Open
A1. Active Participation
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting
to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, small- and large-group activities, outdoor pursuits, recreational and leisure activities) [PS, IS]
Teacher prompt: “Monitoring your progress helps you develop your skills, take advantage of feedback from others, and set new goals. How does this affect your participation in physical activities?”
Student: “Seeing my progress boosts my confidence and enjoyment. Knowing I am capable makes it more likely that I will continue to participate in activities that I am good at, and I will also be more willing to try new activities.”
A1.2 describe physical activity facilities that are available and accessible to a wide range of users in their local community (e.g., fitness facilities, recreation centres and rinks, ski/snowboarding centres, hiking trails, rock- and wall-climbing sites and facilities), and assess the potential of these facilities to support lifelong participation in physical activity (e.g., with respect to criteria such as enjoyment; accessibility; opportunities for social interaction; accommodation of social and cultural needs; and availability and affordability of programs for all ages, interests, and abilities) [PS, CT]
Teacher prompt: “What do we mean by accessibility, and how does it support lifelong participation?”
Student: “An accessible facility is one that all people, including those with disabilities, are able to use. An accessible facility is also one that’s affordable and in a location that people can get to easily. A ski hill that is served by a bus is accessible for people without a car.
A pool with a raised bottom and support railings is accessible for young children or for someone who has paralysis or limited mobility. Free programs at community recreation centres are accessible for people on a limited budget. Facilities that are accessible support lifelong participation by enabling everyone to be active.”
A. ACTIVE LIVING OVERALL EXPECTATIONS
By the end of this course, students will:
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