Page 37 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

• Law of reaction: Movement usually occurs in the direction opposite that of
the applied force. (For example, on a sled in sledge hockey, pushing off to the right with the pick at the end of the stick will cause the sled to turn to the left. When swimming, pushing the water behind causes the body to move forward. When jumping, pushing down causes the body to move up.)
Movement Strategies
When participating in an activity, students will have an ultimate goal or objective.
To accomplish that goal, students may choose from a number of strategies that are similar within particular categories of games and physical activities. The actions that students do in order to accomplish the strategy are called tactics. For example, members of a soccer team might adopt the strategy of maintaining possession of the ball as much as possible in order to increase their scoring chances and decrease those of their opponent. Tactics that students might use to implement the strategy could include spreading out in the playing area in order to be open to receive a pass, passing the ball often among teammates, and communicating with each other to indicate when they are open and ready to receive a pass. A student who is learning to juggle and wants to be able to juggle three balls for over a minute without dropping them might use a strategy of working on developing a consistent toss. Tactics to accomplish this might include practising with scarves, which move more slowly, before trying to juggle with balls, practising with one ball then two, practising just the throw and letting the balls drop until the toss is consistent, working on having the balls peak at the same place with each toss, and working on keeping eye contact on the balls at the peak of the toss.
The ability to devise and apply strategies and tactics requires an understanding of
how games and activities are structured and how they work. This in turn requires an understanding of the components and other features that characterize individual games and activities. Games can be grouped into broad categories on the basis of common features and similarities, and students can learn how to transfer strategies, tactics,
and skills from one game or activity to another in the same category. In so doing, they acquire game literacy and extend their competence to a much wider range of activities. By encouraging students to think strategically, to analyse game and activity structures, and to make connections between different games and game components, the movement strategy expectations give them an opportunity to exercise their critical and creative thinking skills, build confidence, and increase their ability to participate successfully
in a wide range of games and other activities.
THE PROGRAM IN HEALTH AND PHYSICAL EDUCATION
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