Page 151 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

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., give constructive feedback; maintain positive peer relationships when working in groups by understanding their role in the group, listening to
each other, and encouraging each other; deal immediately with any conflict that arises in order to keep functioning effectively as a group; plan and lead in-class activities; participate in peer coaching; officiate games) [PS, IS, CT]
A2. Physical Fitness
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., continuous moving in low-organization games, in-line skating, ice skating) [PS]
Teacher prompt: “We are doing moderate to vigorous physical activity for a minimum of twenty minutes. Why twenty minutes? Is that amount of activity enough to maintain health?”
Student: “Twenty minutes is a good start because sustaining activity without getting too tired is a sign of a good level of fitness, but we need more activity than that in our day. The Canadian Physical Activity Guidelines for Youth recommend at least sixty minutes of moderate to vigorous physical activity every day for our age group, including at least three days with vigorous activity. Also, the Canadian Sedentary Behaviour Guidelines advise teenagers to minimize the amount of time they spend being sedentary each day.”
A2.2 evaluate the effectiveness of various physical activity and fitness programs, approaches, and types of fitness equipment for achieving specific personal physical activity and fitness goals (e.g., popular fitness programs; different types of fitness classes; training methods, such as aerobic, resistance, or flexibility training; individual or group activities; different types of cardio, stability, and strength equipment) [PS, CT]
Teacher prompt: “What are your criteria for choosing fitness programs or equipment? What has determined your choice of the programs, approaches, or type of equipment that you are using to achieve your fitness goals?”
Students: “The programs or approaches I use should not only produce the results I want but also motivate me to keep exercising, so they should be based on my needs, goals, and priorities. For example, when it comes to toning and stretching muscles, I prefer doing Pilates. Pilates is an effective way to build flexibility, strength, endurance, and coordination without adding muscle bulk. I like variety, so I prefer doing a lot of exercises with few repetitions to doing a few exercises with lots of repetitions. In addition, now that I’ve learned how to do these exercises properly, I can do them on my own. I find it a good way to relax.” “I prefer the elliptical machine to the treadmill because I can use both my arms and legs to get a better overall workout. Compared to the treadmill, which requires your body to absorb the force of walking or running, the elliptical machine is quite low impact and easier on the joints. Your feet never leave the pedals, so there is less risk of injury to the back, knees, hips, or ankles. It’s like running in midair. Because elliptical machines work the upper and lower body at the same time, your heart rate climbs
faster and you use more energy in less time.”
A2.3 assess their level of health-related fitness and monitor changes related to their personal fitness and activity goals [PS, CT]
ACTIVE LIVING
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Healthy Active Living Education
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