Page 171 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

B2.2 identify ways of overcoming challenges that might inhibit making changes to health-related behaviours (e.g., by scheduling time for physical activity; setting manageable goals; identifying personal motivating factors and choosing activities that are interesting; researching availability of affordable and accessible programs, resources, and facilities; choosing activities that are consistent with their social, cultural, and religious norms; seeking peer and family support)
Teacher prompt: “What is a reasonable time frame to allow for making modifications in behaviour? How do you set goals that are achievable? How do you plan to respond to potential setbacks or reversions to unhealthy behaviours?”
B2.3 develop and implement a personal plan that contributes to healthy living by addressing selected dimensions of wellness (e.g., use decision-making and goal-setting skills to develop their plans; enlist the help of others; identify personal and social challenges; make a plan for over- coming potential barriers; be actively engaged in the implementation of their plans; evaluate their plans and make revisions to their programs if needed; celebrate successes; adopt strategies that promote lifelong wellness)
Teacher prompt: “After reviewing the results of your health behaviour assessments, you may want to modify some of the less healthy choices you are currently making. Choose one or two of these that you would like to work on in order to achieve a healthier, more balanced way of living. Identify the challenges that you might encounter, and think of solutions for overcoming these challenges. These solutions will be a part of your personal wellness plan.”
Students: “One of the areas that I need to work on is getting more sleep. I want to get at least seven to nine hours of sleep per night so that I will be more alert in class, have more energy to be physically active, and be in a better mood. The challenge I face is that I have a television and computer in my room, and I stay up late to surf the Internet, complete homework, communicate with friends, or watch TV. My plan is to set a consistent bedtime and wake-up time that will allow me to reach my goal – I’ll keep track of when I go to bed and when I wake up to see how I’m doing. In addition, I am going to move my tele- vision to a common area of the house and limit the amount of time I use the computer before going to bed.” “One of my goals is to be more physically active on a daily basis
to reduce some of my stress. I will need to think of what is keeping me from being more physically active and consider what I can do to change that.”
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Teacher prompt: “Psychologists have developed various theories about how people can most effectively modify their health-related behaviour. One well-known theory is the Health Action Process Approach (HAPA). What does it emphasize that is important
to your planning?”
Student: “HAPA emphasizes the importance of having two kinds of plans: an action plan that outlines what you will do to achieve your goals and a coping plan that helps you anticipate and overcome challenges and barriers along the way. The action plan gets you started and guides your progress. The coping plan helps you maintain
your progress.”
WELLNESS
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Health for Life
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