Page 198 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University/College Preparation
B3. Safety and Injury Prevention
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
B2.5 demonstrate the ability to implement an action plan to run a healthy active living event, evaluate its success on the basis of pre-established criteria, and make recommendations for improvements
Teacher prompt: “After celebrating the success of your event, it is important to reflect
on how well you met the criteria that you established in your action plan. This reflection will help you determine what you did well and what you need to improve to make future events even more successful. What did you learn from your experience? In what way did you meet the criteria you established in your action plan, and what changes do you need to consider in order to achieve better results for your next event?”
Student: “The goals of the event met the needs of our target group, who wanted to improve their sending skills and learn some new games. It was also important for them to be in an environment where they felt comfortable enough to try new things, and the activities had to be fun. We accomplished all of these goals. Giving them time to practise their skills raised their comfort level, and we introduced two new games that they enjoyed. Since they were not well-known games, everyone was starting at the same point and no one had a skill advantage. We had no safety problems, and overall we were successful in meeting the needs of the target group. However, we did have scheduling challenges. We should have given more thought to how we would split the available time between prac- tising new skills and actually playing games. Next time, I think we need to appoint a timekeeper to keep the event running smoothly. We also need to clarify our roles more frequently so we can make sure that all tasks get done as planned.”
By the end of this course, students will:
B3.1 describe current guidelines, procedures, and contingency plans (e.g., school board and provincial safety guidelines, procedures for obtaining informed consent, emergency action plans) for ensuring the safety of participants in activities related to healthy, active living within their school community
B3.2 demonstrate the ability to apply procedures for preventing injuries in a variety of activities related to healthy, active living (e.g., following the board’s risk management guidelines, using pro- tective equipment, identifying hazards within the event area and bringing attention to them, following fire regulations)
Teacher prompt: “When planning an event, we need to develop an emergency action plan that adheres to the board’s risk management guidelines and the school’s safety policies and procedures. What other steps can we take to avoid injuries during physical activity?”
Student: “We can also go through a safety checklist before beginning the activity. The checklist would include such questions as: Is there appropriate supervision in place or a qualified instructor to lead the activity? Have the activity area and equipment been inspected? Is there a fully stocked and readily available first-aid kit? Is the emergency action plan in place? Can students of all abilities participate safely?”
B3.3 demonstrate an understanding of skills needed by first responders (e.g., qualified first-aid personnel, including those with cardiopulmonary resuscitation [CPR], emergency first aid, or aquatics certification and individuals trained in the use of an automated external defibrillator [AED]) to respond to medical emergencies in a variety of physical activities
Teacher prompt: “When planning an event, you need to make sure that procedures are in place for ensuring the safety of both participants and spectators. Events should be over- seen by qualified supervisors so that the risk of injury is minimized, but qualified first responders should also be available so that medical emergencies can be dealt with im- mediately. Think of some different events you might be involved in planning and the kinds of medical emergencies that might arise. What types of skills would first responders need to respond to those emergencies? Who would have those skills?”
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