Page 197 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Teacher prompt: “One suggestion for reducing harassment within the school is to provide opportunities for students to be involved in physical activities during lunch and after school. Before we can plan the activities, we will need to find out more about the interests and skill levels of the students. How can we get this information?”
Students: “We could create survey questions and get the teachers to distribute them
a few days before we want to collect the information, so that the students will have a chance to read them and think about what they want. But first we need to brainstorm
as a group to determine what information we actually need from them in order to create the survey questions.” “The survey could include questions that ask the students to de- scribe the types of physical activities they enjoy. Do they like activities that come from other parts of the world? Do they prefer team or individual activities, indoor or outdoor settings? Which day of the week is best for them? What skill level do they prefer? And so on. After a couple of days we could visit each class and talk to the students. If they have a list of suggestions, we could review it with them. If not, then we could create one with them. We could also complete the survey with them during the class visit. That way we would be sure to get the information we need.”
B2.2 demonstrate the ability to analyse the information gathered from the assessment process and incorporate the results into a plan for an event (e.g., prioritize needs to make sure the event meets those that are most important; identify physical, personal, and financial resources needed; identify community partnerships that could facilitate access to resources; determine availability
and accessibility of facilities and equipment and supervision requirements)
Teacher prompt: “Consider the following: Are the assessment results consistent enough to use as a basis for your decisions? Have different interests and different skill levels and abilities been considered? Also, do you have enough facility space to do everything the participants might want to do? Will you have enough supervision and administrative support? How will this information affect your plan?”
B2.3 develop an action plan, using the results gathered from the assessment process, to run an event that promotes healthy, active living (e.g., create an event committee and determine roles; establish goals; identify tasks to be completed; establish timelines; consider budget needs; consider strategies to minimize environmental impact; establish safety procedures; establish criteria for assessing the success of the event)
B2.4 identify and apply strategies for effectively communicating information about an event to a target group (e.g., poster advertising; targeted electronic communication, including social media; presentations to the target group)
Teacher prompt: “The school is thinking of organizing a leave-your-car-at-home day to raise awareness of pollution from motor vehicles and to promote the benefits of the various forms of active transportation, like walking, biking, rollerblading, or skateboarding. What strategies will you use to promote the event and the benefits of active transportation?”
Students: “Different audiences require different approaches. Our most important audience is in the school – students, teachers, and staff. We can reach them by making public service announcements over the PA, distributing flyers to every classroom, and posting displays in the halls. We can also target groups outside the school. We can inform parents of the event and the reasons behind it by sending flyers home with students and posting infor- mation on the school website. We can target the public outside the school community
by putting messages on the school sign, asking merchants to display our posters in their windows, and sending news releases to the local newspaper and radio stations.” “What we say to each target audience will depend on the media we use and on the particular interests and concerns of the different audiences. In all cases, however, the basic message will be the same: Use your car less and use active transportation more. It’s easier than you think, it’s good for the environment, and it’s good for your health.”
FACILITATION OF RECREATION AND LEISURE
195
Recreation and Healthy Active Living Leadership
PLF4M