Page 38 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

The chart below shows one way of categorizing games and activities on the basis of similarities and common features.
In each category, the interrelationship of rules, strategies, and skills defines the game structure. Target games have the simplest structure because they tend to be played by individuals or small groups and have breaks in the play which allow time for decision making. This does not mean that target activities are the simplest games to play, as the skills and strategies involved can be very complex. Territory games have the most complex structure because the number of players, the amount of movement in the play area, and the almost continuous action increase the number of variables in these games. Within each category, however, there is room for a wide range of skills and abilities and the games can be played at varying levels of complexity. This makes it possible for students of all age and ability levels to explore activities within all game categories.
To promote lifelong healthy, active living for all, it is important not to restrict students to game and sport activities. Many students prefer activities that do not involve team play, and these can provide ample opportunities for enjoyment and the development of fitness
Categories and Common Features of Games and Activities
Activity Category
Target Activities
Net/Wall Activities
Striking/Fielding Activities
Territory Activities
Description
• emphasize accuracy and control
• challenge can be modified by changing target size and distance and equipment, by using stationary or mobile targets, and by having the players
send objects while stationary or mobile
• can be played individually or in small teams
• involve moving and striking
an object and hitting it within a specified space
• players work to make it difficult for opponents to send the object back to the wall or across the net
• small numbers of players are usually involved
• can involve running, striking, batting, throwing, kicking, and catching
• runners hit, kick, or throw an object, then score runs
by running to designated areas
• fielders retrieve the object and get it to a specified place to stop
runs from being scored and to get opponents out
• involvecontrolling an object, keeping it away from opponents, and moving it into a position to score on a target
• can be modified to be simple running games or to use a specified skill (kicking, throwing)
• gamesare challenging because of the continuous action and decision making needed
to switch between offensive and defensive roles, the numbers of people involved, and the movement in the playing area
Examples
bocce, bowling curling, disc golf, lawn bowling, shuffleboard, wheelchair bocce
badminton,
sepak takraw, squash, table tennis, tennis, volleyball, wheelchair tennis
baseball, beep baseball, cricket, kick-ball, rounders, softball, t-ball
basketball, football, goal ball, European handball, hockey, lacrosse, rugby, sledge hockey, soccer, tchoukball, Ultimate, water polo, wheelchair basketball
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
36