Page 154 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, Open
B2. Movement Strategies
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B1.3 demonstrate an understanding of the phases of movement (e.g., preparation, execution, follow- through) and apply this understanding to refine skills as they participate in a variety of physical activities, with an emphasis on individual and lifelong activities [PS, CT]
Teacher prompt: “Although many different types of shots are used in tennis, all of them have a preparation phase (the backswing), an execution phase (the forward swing and moment of contact between the ball and the racquet), and a follow-through phase (the forward swing of the racquet after contact). What should you keep in mind during each of these phases of movement to develop a better forehand stroke as a beginner?”
Student: “During the preparation phase it’s important to have a proper grip, a balanced stance, and your shoulders turned so that your racquet is pointed behind you. During the execution phase, you need to keep your eyes on the ball until the racquet makes contact with it. During the follow-through, your racquet continues to move forward through the line of the ball. In all phases, including the follow-through, maintaining proper balance is key to your success.”
B1.4 apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., put spin on a ball in tennis or golf to impart angular motion) [PS, CT]
Teacher prompt: “What movement principle could you apply to refine your swimming stroke?”
Student: “I could apply the law of reaction. When your hand travels downward in the water and then backwards, an equal and opposite reaction is created that propels you forward and helps to keep you afloat. To get the maximum forward thrust in the front crawl, for example, your hand should enter the water ahead of your shoulders and you should reach forward and down. As you draw your hand back, you should push against the water. You should continue your stroke as far back as possible, with your hand leaving the water at about the middle of your thigh.”
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, bicycle lanes) [PS, IS, CT]
Teacher prompt: “Choose a skill that you used in our dance and fitness classes. How might you use that skill in another activity?”
Students: “We worked on developing both balance and core strength during those classes.
I am interested in trying wall climbing, and I think those balance and strength skills will be really helpful. So will the warm-up and stretching exercises we learned, because climbers work many muscle groups and position their limbs in ways that are not used in daily life. Stretching and warming up helps the joints, ligaments, and muscles move more easily and makes it easier for you to hold these positions longer.” “Balance and core strength are also important in mountain biking. Improving those skills in dance and fitness classes has helped me perform better on the tougher biking trails.”
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Teacher prompts: “Of all the activities you have experienced in class, which do you like best? In terms of their components, what do these activities have in common? How would this knowledge affect your choice of activities in the future?” “Pick an activity that you
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* See pages 34–35 for background information and a description of movement principles.