Page 155 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

like doing, and explain how you would teach this to someone else. What are the essential components of this activity that your student should know? Which ones would you teach first, and how?”
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: draft to conserve energy when cycling or wheelchair racing; target activities: take the last shot in curling, when there is a choice, to achieve an offensive advantage; net/wall activities: split the court in badminton or tennis with a partner to improve offensive and defensive coverage; striking/fielding activities: hit the ball behind a runner to improve the runner’s chances of advancing to the next base; territory activities: cover the angles when protecting a goal) [PS, IS, CT]
Teacher prompts: “In goal ball, which is a game played by people who are visually impaired, how does communicating effectively help with the transition from offence to defence and vice versa?” “Consider how a strategy that you use within one game category can be applied to another game within that category. Can a strategy that you use in an individual or recreational activity be applied to another, similar activity?”
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Teacher prompt: “What solutions can you apply to cover space effectively in net/wall games? In striking/fielding games? In territorial games? What are some of the similarities and differences between these categories in the way that players cover space?”
Students: “In net/wall games, you have to shift either forward and back or side to side. When playing with a partner in games such as badminton and tennis, you decide who is responsible for each area of the court, but you still need to communicate and work with your partner to make sure as much of the court as possible is covered.” “In striking/fielding games, you are responsible for covering a certain area, but you need to communicate with your teammates when the ball enters an area that can be covered by more than one player.” “In territorial games, you are always shifting, but you have a choice between defending against a specific player or defending a zone, in which case you defend against any opposing player who enters the zone. In either case you still need to communicate and work with your teammates to cover the space.” “In all the activities, you are conscious
of making sure that the space is guarded in order to prevent scoring.”
B2.3 explain how developing personal competence in physical activities can increase confidence and encourage lifelong participation in physical activities [PS, CT]
Teacher prompt: “Have the activities we participated in during class inspired you to con- tinue taking part in these or other activities after you leave school? Does the knowledge of skills and strategies that you have acquired give you the confidence to continue participating in these activities?”
Students: “I’m thinking about joining a league to play ultimate/sledge hockey. I really enjoyed playing it in class.” “As a First Nation student, I wanted to participate in an activity connected to my cultural heritage. I joined a lacrosse league in our community.
I needed to learn some basic lacrosse skills before I felt comfortable signing up for the league. The game strategies for lacrosse are similar to soccer and basketball. That made
it easy to get a sense of how to play the game. Through lacrosse, I found out about the North American Indigenous Games, which are held every three years. My goal is to make the Ontario team and go to the next games. I could also play soccer or try for the canoeing team if lacrosse doesn’t work out for me, because these and many other sports are included in the games.” “Having learned many different types of activities in class, I now feel con- fident enough to invite family and friends to go to the park to play modified versions of games such as cricket, touch football, and ultimate disc.” “I liked the activities that got
us outside. I now know I can be active by doing simple things I enjoy – walking, hiking, cycling, and just exploring the community around me.”
MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
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Healthy Active Living Education
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