Page 200 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 12, University/College Preparation
C2. Healthy Active Living Plan
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
C1.3 demonstrate the ability to use mentorship skills in a variety of contexts related to healthy, active living (e.g., be a role model; share knowledge and expertise during physical activities; encourage others to try new activities by joining clubs, teams, or committees; encourage others to set goals or improve skills to enhance their personal well-being; provide meaningful feedback in a non-judgemental manner when coaching others toward their goals)
By the end of this course, students will:
C2.1 describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility bene- fits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being
Teacher prompt: “Making healthier choices can affect your health in many ways, because health has many dimensions. What does social health mean? How do healthier choices contribute to better social health?”
Student: “Social health refers to your health and well-being in relation to your inter- actions with others directly and with the community as a whole. Being socially healthy includes knowing and understanding yourself and being able to use that knowledge to help you relate to others. On a community level, social health could be related to equity, inclusion, and the social structure of our communities and neighbourhoods. In a socially healthy community, people would have access to other people, groups, and organizations that provide support and opportunities for healthy interaction.”
C2.2 demonstrate the ability to assist “clients” (e.g., other students in the class or younger students
in health and physical education classes scheduled during the same time block, fictitious clients) in selecting and using a variety of appraisal methods and resources to assess personal physical activity levels, fitness, and eating patterns (e.g., Physical Activity Readiness Questionnaire-Plus [Par-Q+]; Canadian Society for Exercise Physiology Physical Activity Training for Health [CSEP- PATH]; Canadian Physical Activity Guidelines; Start Stop Continue assessment technique; Canada’s Food Guide and Canada’s Food Guide – First Nations, Inuit and Métis; other health-related fitness appraisals; daily food and activity journals; software programs)
Teacher prompt: “Some friends have asked you to advise them on making changes that will help them lead healthier, more active lives. For convenience, we’ll refer to them as your clients. What appraisal methods and resources might you advise your clients to use to assess their current physical activity levels, fitness, eating patterns, and overall health, and how would you help them use them?”
Student: “Even if my clients already want to improve their fitness, they will still need to use appropriate appraisal tools to determine what their current level of fitness actually is. We need to select health-related fitness assessments that are appropriate for their current levels of fitness and fitness goals and that they are comfortable doing. Once completed, these will give them information about their current cardiorespiratory fitness and their muscle strength, muscular endurance, and flexibility. The best results can be obtained by giving them a choice of two or three different assessments, and letting them choose which ones they want to do and in what order. They can then use these results to set goals related to increasing their involvement in physical activity. Before becoming more physically active and doing any of the fitness assessments, however, they should complete the Physical Activity Readiness Questionnaire to make sure they can safely begin to increase their activity levels. To assess their current eating patterns, they can use Canada’s Food Guide or Canada’s Food Guide – First Nations, Inuit and Métis.”
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