Page 170 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 11, College Preparation
B2. Implementing a Personal Wellness Plan
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B1.3 explain how a theoretical understanding of the stages of behavioural change (e.g., precontem- plation: a person may or may not be aware of the health benefits of a change but has no intention of changing; contemplation: thinking about making a change; preparation/decision: intending to make a change in the near future and thinking about how to do it; action: making the change and engaging in the changed behaviour consistently; maintenance: working at preserving the change over the long term) can be used to support healthy living
Teacher prompt: “How does understanding the theory behind making a change help you support someone who is actually making a change?”
Student: “Knowing that there are expected stages a person might go through makes it easier for us to understand a person’s thoughts and feelings as they go through the different stages. It also helps us to plan how to support them, because different kinds of support will be needed at different stages.”
B1.4 describe complementary and alternative health care services and therapies that can support personal wellness (e.g., treatment methods such as acupuncture, osteopathy, homeopathy, naturopathy, chiropractic, reflexology, massage therapy; stress management techniques such as yoga, meditation, deep breathing; traditional First Nation, Métis, and Inuit healing remedies)
Teacher prompt: “What information should you seek before choosing any health care service or therapy? What are the similarities and differences between conventional western medicine and complementary and alternative health care practices? Which of these services are available in our community?”
By the end of this course, students will:
B2.1 demonstrate the ability to use a variety of appraisal tools and guidelines (e. g., a physical wellness inventory, a stress inventory, a relationship questionnaire, a healthy eating questionnaire, Canadian Physical Activity Guidelines, Canadian Sedentary Behaviour Guidelines, Canada’s Food Guide) to assess their current health behaviours and acquire information for use in the development of a personal wellness plan
Teacher prompt: “Why is it important that your appraisal tools assess not only the physical dimension of wellness but the mental, spiritual, social, and other dimensions as well?”
Student: “By assessing all of the dimensions of wellness, I can acquire a more complete understanding of all the factors that affect my health. I’ll also have a better idea of what my strengths are and what I need to improve. This will help me make decisions about the food I choose to eat, improving my level of physical activity, managing stress, and other things that I need to work on in order to have a healthier, more balanced life. With more insight into the variety of factors that affect my health, I can produce a more individualized wellness plan that will give me a better chance of succeeding in my personal goals.”
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Teacher prompt: “When assessing health behaviours and developing personal wellness plans, how useful do you find technologies such as apps, computer programs, and body devices that track behaviours related to the amount of physical activity you do, the amount and type of food you eat, the amount of sleep you get, and other factors?”
Students: “I find it motivating to track my physical activity and also to share it publicly through my social media networks. It makes me feel accountable.” “I like using my apps to gather and track information, but I don’t share it. Knowing the information myself works for me.”
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