Page 190 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University/College Preparation
A1. demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader;
A2. demonstrate leadership skills in a variety of contexts related to healthy, active living;
A3. demonstrate an understanding of group dynamics, and apply teamwork skills in a variety of contexts related to healthy, active living.
A1. Leadership Styles
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 demonstrate an understanding of the concept of leadership, and compare various leadership styles and their use in a variety of situations (e.g., using an empathetic style when the goal is to help others; using a transformational style when the goal is to create change; using an assertive or autocratic style in an emergency situation; using a democratic style to increase input, build consensus, and facilitate decision making; using a laissez-faire style when the participants understand the task and have the skills to be successful)
Teacher prompt: “What do we mean by leadership? What does a leader do? There are many possible answers to these questions. That’s because many different kinds of people in our society can be leaders, and people can be leaders in different ways. Leaders also don’t have to be individuals. They can be groups. But all these different kinds of leader- ship have certain things in common, which is why we recognize them as leadership. Essentially, they are about one person or a group influencing others to work together
to achieve a goal.”
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Teacher prompt: “The way in which people lead often depends on the context in which they are leading. Military leaders rely heavily, but not entirely, on an autocratic style. That’s partly because military organizations are very hierarchical and have a strong sense of tradition. It’s also because military leaders have to retain control and coordinate the activities of people in chaotic and dangerous situations. First Nation, Métis, and Inuit leaders tend
to use a style that reflects an emphasis on spirituality and consensus. Leadership is seen as a responsibility to the community and not a way of achieving personal importance.
A person who chairs a committee may use a democratic style in order to allow committee members who represent different interests and points of view and may have different kinds of expertise to reach an agreement that is acceptable to all or most of its members.
“Think of some of the different kinds of leadership positions that exist in our society and community today – for example, a police or fire chief, a political leader, a director of a daycare, a religious or spiritual leader, a business leader, or a leader of an environ- mental group. Within these different roles, which style or styles do these leaders tend to use, and why?”
A. LEADERSHIP OVERALL EXPECTATIONS
By the end of this course, students will:
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