Page 192 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University/College Preparation
A2. Leadership Skills
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
By the end of this course, students will:
A2.1 demonstrate the ability to use communication skills (e.g., expressing ideas, listening and responding to others, and interpreting information effectively; recognizing and understanding non-verbal signals and body language) to develop healthy relationships and provide direction to participants involved in a variety of activities related to healthy, active living
A2.2 demonstrate the ability to use interpersonal skills (e.g., active listening, negotiating skills, assertive- ness skills) and conflict resolution strategies (e.g., approaching the conflict with a positive attitude; focusing on the problem, not the person; listening to all opinions before making judgements; demon- strating sensitivity to diverse individual needs) to minimize and resolve conflicts when interacting with others
A2.3 demonstrate the ability to make decisions, set goals, and solve problems when in a leadership role, taking into consideration the viewpoints of oneself and others and the availability of re- sources (e.g., make decisions about rule and equipment modifications to accommodate various levels
of ability; set realistic goals, such as ensuring that every participant has an opportunity to be engaged and be active during the activity; devise an alternative plan of action to solve a problem)
Teacher prompt: “You are planning an outdoor event that will take place next month. What will you do if you are unable to hold the event outside because of the weather?”
Student: “We have a few choices. If we have not planned to proceed ‘rain or shine’, we can move the event indoors. We will have to check in advance to make sure that the fa- cilities are available or can be shared with other groups that have already booked them. We may also have to make some changes to the activities we planned. An alternative plan would be to postpone the activity to another day, but because that would have to be done at short notice, we would have to have a way of notifying all the participants quickly, perhaps through a message on the school website. In either case, we have to have our alternative plan in place well before the event, and we have to make sure that all participants know about it.”
A2.4 demonstrate the ability to use adaptive, organizational, and time management skills to plan physical activities (e.g., plan a warm-up for a creative movement or fitness class that will fit a specific time frame; organize a class into fair teams; organize the equipment necessary to run an activity; be flex- ible when confronting last-minute challenges such as having to share facilities, having to reorganize teams because of a decreased number of participants, or having only a limited amount of equipment available; modify an activity to meet the needs of a student who uses an assistive device)
A2.5 demonstrate the ability to apply leadership skills within the context of activities related to healthy active living objectives (e.g., organize a dance class, an intramural activity such as a swim meet or a cross-country run, an in-class tournament, an assembly to increase awareness about how to reduce gender-based violence, sexual harassment, homophobia, racism or other forms of prejudice, such as discrimination based on age, size, or abilities, in the school community; teach a new skill/game to
another class; invent or adapt a recreational game and present it to children with special needs; co- ordinate the promotion of a health fair)
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