Page 191 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

A1.2 identify the attributes and skills needed to be an effective leader (e.g., personal attributes, such as integrity and empathy, self-knowledge, a sense of responsibility for one’s own actions and learning, confidence and assertiveness; interpersonal skills, such as the ability to build commitment, empower others, recognize contributions and individual differences, build harmonious relationships; critical and creative thinking skills, such as the ability to evaluate past performance and determine what could have been done differently, to transfer learning to new situations, to plan ahead) through analysis of the characteristics of effective leaders, including Canadian leaders in physical activity, recreation, and sport, and use this information as a basis for assessing their own leadership attributes and skills
Teacher prompt: “Is a leader born or made? How is a leader different from a manager? What are the personal attributes and skills that make someone an effective leader? Do you need all of them to be a leader? Think of a few people who exhibit great leadership qualities. What do they have in common? How are they different? What are the leader- ship skills that these people have that you would like to develop?”
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Teacher prompt: “Leadership can come from groups of people. In 2000, for example, Indigenous leaders and federal and provincial government representatives met in Alberta to affirm their commitment to improving the health, wellness, and quality of life of First Nation, Métis, and Inuit peoples through physical education, sport, and recreation. The meeting produced the Maskwachees Declaration, which identified the challenges these communities faced in achieving these goals and also the strengths that could support their efforts to achieve them. Can you think of other examples of leadership by a group
of people and describe the attributes or skills that individuals in the group needed to make the group’s leadership effective?”
A1.3 demonstrate the ability (e.g., through role play or simulation, case study analysis, leading a class activity such as a warm-up) to select and apply the most appropriate leadership styles for achieving a specific objective in a variety of contexts related to healthy, active living (e.g., using an assertive or autocratic style when teaching safety procedures for an activity; using a trans- formational style when encouraging the personal growth of group members in order to enhance group effectiveness; using an empathetic style when the goal is to meet needs within the group, such as re- solving personal difficulties; using a democratic style when consensus is important, as in reaching agreement on a set of rules for a low organizational game or when working with classmates to decide on activities for a spirit day)
Teacher prompt: “Although we have talked about many different leadership styles, it’s important to recognize that leadership is not a black and white concept with set categories and static criteria. To be effective, leaders need to be flexible. Different situations may require different leadership styles or the use of more than one approach. Thus, while leaders may favour a certain style, they often use a blend of approaches. What leadership approaches would you use when organizing a class event, and why?”
Student: “My leadership approaches would depend on the situation and on the abilities and skills that I and other members of the group have. I would consider what my class- mates want to do and what we want to achieve through the activity. Knowing that, I can then determine my role in the group and the roles of my classmates. Involving them in planning and making decisions increases my chances of success. By getting to know them better I can see what abilities and skills everyone has to contribute to the success of the activity.”
LEADERSHIP
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Recreation and Healthy Active Living Leadership
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