Page 184 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University Preparation
B2. Human Performance
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B1.6 explain how the cardiorespiratory system contributes to the functioning of working muscles (e.g., blood transports oxygen and energy-providing nutrients, like glucose, to working muscles and removes waste products, heat, and carbon dioxide from them; enhanced ability of cardiorespiratory system to transport oxygen helps to raise the anaerobic threshold and increases aerobic capacity, thus increasing muscular endurance)
Teacher prompt: “Think about an occasion when you experienced muscular fatigue while performing a physical activity, or when you felt an inability to move particular muscles properly for a certain length of time, or felt a burning sensation in your leg muscles when exercising strenuously. Although your cardiorespiratory system was working to transport the oxygen and nutrients required for you to perform the activity, you felt too tired to continue. This feeling is known as short-term fatigue; we sometimes describe it as ‘hitting the wall’. What causes it?”
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Teacher prompt: “Muscle pain and soreness that might be felt after physical activity is known as long-term fatigue and can linger and limit performance for days. This may be due to delayed onset muscle soreness (DOMS). What causes DOMS? How might you prevent it from occurring?”
B1.7 describe the acute and chronic effects of physical activity on the human body (e.g., acute: increased endorphin levels, increased heart rate and breathing frequency, increased stroke volume
and cardiac output; chronic: muscular hypertrophy, increased cardiorespiratory endurance, increased muscle strength)
By the end of this course, students will:
B2.1 describe basic training principles (e.g., specificity, overload, progression, reversibility), and explain how various training methods (e.g., circuit training, cross-training, strength training, fartlek training, interval training) can be used to enhance individual health-related fitness or athletic performance (e.g., identifying and applying the training methods and principles that are best suited to achieving specific fitness, health, or physical activity goals; avoiding overtraining and ensuring proper recovery to prevent injury)
Teacher prompt: “Training can make the body work more effectively. Many different training options are available. The choice of options will depend on the objective, whether it is simply improving individual fitness, improving skill or game ability in a sport, or improving performance and effectiveness in the workplace. By using selected training principles as a framework, an individual training program can be designed to achieve specific goals. To make the body work more effectively, a training program increases the load or demand on various muscle groups or body systems to produce a physiological response that will increase the desired aspects of health-related fitness, such as cardiores- piratory endurance, muscular strength, muscular endurance, or flexibility. Select a physical activity, a sport, or a fitness goal, and decide which training principles and methods would provide the most effective basis for a training program for participants in that sport or activity or for an individual wanting to achieve a personal fitness goal.”
B2.2 describe intrinsic and extrinsic factors that can affect performance during physical activity (e.g., intrinsic: motivation, experience, self-efficacy, imagery/visualization, fatigue, goal-setting; extrinsic: environmental conditions such as altitude and weather)
Teacher prompt: “Environmental factors can have a significant effect on performance. Higher altitudes, for example, can both inhibit and improve performance. In 1968, when the Olympics were held in Mexico City, records fell at unprecedented rates, mainly
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