Page 217 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

resilience. The ability to recover quickly or “bounce back” from disruptive change, illness, or misfortune without being overwhelmed or acting in dysfunctional ways. Resilient people possess the skills to cope with life’s challenges, respond to stress, and move forward. Children and youth have a naturally resilient nature, but it must be nurtured and strengthened, particularly in the face of one or more risk factors for mental health problems or illness. See also protective factors and risk factors. (Adapted from Ministry of Children and Youth Services, A Shared Responsibility: Ontario’s Policy Framework for Child and Youth Mental Health, 2009, 25.)
restorative justice. A response to wrongdoing that focuses on a healing process for those affected by inappropriate behaviour and on the opportunity for the individual responsible for the wrongdoing to fully understand the impact of his or her actions, take responsibility, and have the opportunity
to take action to help with the repair process. Restorative justice strategies used in schools could include peer mediation, healing circles, and group conferencing. Restorative justice is also the basis for a broader concept called restorative practices.
retaining. A manipulation skill that relates to the intent to maintain possession of an object while stationary or moving. Retaining skills include carrying (for example, holding a football while running); dribbling (for example, bouncing a basketball with a hand or controlling a soccer ball with the feet); and cradling (for example, keeping an object tucked close to the body or protecting an object while carrying it in a scoop or the pocket of a lacrosse stick). Basic skills associated with retaining include being able to change directions, controlling the object with either the hand or the foot, and maintaining control. See also manipulation.
reversibility (fitness training principle).
The concept that gains in fitness will stop or decline if a fitness training program is halted. Training must continue in order for fitness improvements to continue. Also called detraining. See also individuality, overload, and specificity.
rhythmic activities. A term encompassing a variety of movement-based activities, including dance, gymnastics, and creative movement. Music or
instruments may be used to provide opportunities to move in response to a beat or sound.
risk factors. Traits, characteristics, or environmental contexts that research has shown to be predictive of mental health problems or illnesses in childhood or adolescence. Examples of risk factors include a child or youth living in poverty, having parents with limited parenting skills or mental illness, abuse of alcohol and/or drugs, the lack of experience of success in school, premature birth, or low birth weight. The effect of a given risk factor tends to be stronger when it is combined with other risk factors, may vary during different periods of a child or youth’s life, and is often cumulative. See also protective factors and resilience. (Adapted from Ministry of Children and Youth Services, A Shared Responsibility: Ontario’s Policy Framework for Child and Youth Mental Health, 2009, 24.)
rounders. A striking/fielding game in which offensive players work in teams to strike a ball, then score runs by running to bases. Fielding players work together to retrieve the ball and get offensive players out by catching the ball, tagging a base, or tagging a runner. The game is very similar to softball, with some rule and equipment variations.
self-concept. The perception a person has of his or her own identity. People form their self-concept using interpretations of information they acquire about themselves through experiences and interactions with others and their environment.
A person’s self-concept can be influenced by the opinions of others, reinforcement of behaviour, and explanations or understanding of one’s own behaviour or actions. Unlike self-esteem, self- concept is not positive or negative, but rather accurate or inaccurate, or extensive or narrow.
sending. A manipulation skill that relates to intent to move an object away from oneself. Sending skills include throwing, kicking, striking, punting, and volleying. Basic skills associated with sending include balancing the body to prepare, transferring body weight as the object is sent, and following through. See also manipulation and phases
of movement.
GLOSSARY
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