Page 196 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University/College Preparation
B2. Event Planning and Coordination
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B1.2 explain why lifelong participation in active recreation and healthy leisure is an important contributor to one’s quality of life and well-being (e.g., improves and maintains personal health- related fitness; helps prevent or manage chronic disease; has a positive influence on mental health; creates time for family bonding; improves social networking and creates opportunities for developing and strengthening personal relationships)
Teacher prompt: “Participating in active recreation and healthy leisure is extremely important if you want to maintain a good quality of life, but some people find that their overall activity levels decline as they get older. Why is it important for people to remain involved in a variety of activities at each stage of their lives?”
Student: “Participation in active recreation and healthy leisure helps balance the everyday stresses in life and can be a good coping mechanism when stress is really high. It can also help people cope with illness, because it may help them feel that they have some control over their own bodies. To have a good quality of life, you need to have a balance among work, family, and your own interests. Being involved in active recreation or healthy leisure activities that you like helps to maintain that balance.”
B1.3 describe motivational factors (e.g., physical health benefits, stress management benefits, enjoyment, opportunities for learning new skills, social interaction) and potential challenges (e.g., financial constraints; lack of programs; lack of facilities or poor access to facilities; transportation difficulties; restrictions related to family values, social, or cultural norms; language barriers; low level of fitness; poor environmental conditions) that affect lifelong participation in active recreation and healthy leisure, and identify strategies for overcoming these challenges (e.g., overcome financial and time constraints by identifying inexpensive and convenient recreational resources within the community, such as community education or recreation programs and worksite programs, or by planning social activities that involve physical activity)
Teacher prompt: “What encourages you to participate in active recreation, and what helps to keep you involved?”
Student: “Fitness is important for me, but coming from an Anishnaabe background, I am also interested in activities that relate to my culture. Along with some other girls, I recently learned the art of hoop dancing and the life teachings that accompany the dance. It com- bines physical conditioning with the artistry and traditions of our culture. The hoops represent unity, and the various formations symbolize the interconnectedness of all the races of humankind and all of creation. Participating in hoop dancing gives me feelings of satisfaction and confidence.”
B1.4 demonstrate an understanding of promotional strategies that are sensitive to the diversity of the community, and apply them to communicate the benefits of lifelong participation in active recreation and healthy leisure
Teacher prompt: “What promotional strategies could be used to encourage students from diverse backgrounds to participate in active recreation and healthy leisure activities?”
Student: “When planning and promoting opportunities for physical activity, we always need to keep the interests of all audiences in mind. Making sure that a wide mix of stu- dents is involved in the planning can help to make sure that the activities that are promoted appeal to students from a variety of social and cultural backgrounds.”
By the end of this course, students will:
B2.1 demonstrate the ability to use an assessment process (e.g., survey, interview, interest checklist, committee brainstorming session) to gather information about the characteristics and require- ments of a target group before organizing an event (e.g., size of the group; age, sex, diversity, skills, abilities, and interests of the participants)
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