Page 36 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
• body actions (e.g., support, lead, receive weight, flex, extend, rotate, swing, push, pull)
Spatial awareness – Where does the body move?
• location (e.g., personal, general space, restricted space)
• direction (e.g., forward, backwards, sideways, diagonal, up, down, left, right)
• level (e.g., high, medium, low)
• pathway (e.g., zigzag, straight, curved, wavy)
• plane (e.g., frontal, horizontal, vertical, sagittal)
• extensions (e.g., near, far)
Effort awareness – How does the body move?
• time (e.g., fast, medium, slow, sustained, sudden)
• force (e.g., strong, light)
• flow (e.g., bound, free, continuous, interrupted)
Relationship – With whom or with what does the body move?
• people (e.g., meet, match, contrast, follow, lead, mirror, shadow, move in unison,
move towards or away from others, echo with a partner or group)
• objects (e.g., over, under, beside, in front, on, off, near, far, through, above, below)
• elements in an environment (e.g., music, wind, temperature, terrain)
Movement principles can be introduced in simple, age-appropriate ways to help students improve the efficiency and effectiveness of their movements. Application of these principles becomes more refined as movement competence improves. Some movement principles include:
Centre of gravity: Stability increases as the centre of gravity becomes lower, the base
of support becomes larger, the line of gravity moves nearer to the centre of the base of support, and the mass becomes greater. (For example, a static balance will be most stable when it forms a wide shape, is low to the ground, and has many widely spread contact points on the ground.)
Laws of motion and force
• Summation of joints: The production of maximum force requires the use of all the joints that can be used. (For example, when throwing a ball, begin by bending the knees and then incorporate the full body, and not just the arm, in the throwing motion.)
• Maximum velocity: The production of maximum velocity requires the use of joints in order, from largest to smallest. (For example, when jumping, start by pushing off with the large muscles in the legs and then stretch the fingers and toes in the air after pushing off.)
• Applied impulse: The greater the applied impulse, the greater the increase in velocity. (For example, the harder a swing is pushed, the higher it will rise. A ball that is struck harder will go farther and faster.)
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