Page 39 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

and movement skills related to control of body rhythm, movement aesthetics, creativity, sequencing, composition, and stability. Examples of individual and recreational activities include the following:
• endurance activities (e.g., long distance running or wheeling, swimming, power walking, orienteering)
• aquatics (e.g., swimming, synchronized swimming, aqua-fit)
• dance (creative; modern; folk; cultural; First Nation, Métis, and Inuit dance; ballet;
jazz; hip hop)
• resistance and strength activities (e.g., weightlifting; wrestling; ball training; yoga; Pilates; exercise bands; wall climbing; rope course activities; Arctic sports such
as the Alaskan high kick, one-hand reach, arm pull; Dene games such as the
pole push)
• gymnastics and movement activities (e.g., artistic, rhythmic, educational gymnastics; t’ai chi; qigong)
• outdoor activities (e.g., cycling, rowing, hiking, downhill and cross-country skiing, triathlon, mountain biking, skating, kayaking, canoeing, sledding)
• track and field (short and long-distance running events; jumping events – high jump, long jump, triple jump; throwing events such as shot put)
To accommodate different developmental levels and abilities and to maximize participation, it is desirable to give students an opportunity to learn and apply skills within the context of a modified game or activity. Teaching Games for Understanding (TGfU) is a particularly useful student-centred approach of this kind. Through developmentally appropriate sequencing of activities that are representative of a variety of game elements, students learn to apply increasingly complex skills and strategies. The learning connected to movement strategies gives students opportunities to experience versions of activities that are appropriate to their age and abilities, so that they can recognize the basic concepts in the games or activities, appreciate their challenges and rules, understand their tactical aspects, and identify movement skills and concepts that they can apply to many other games and physical activities. This experiential approach gives responsibility to the teacher to act as facilitator and to maximize participation and fun by making adaptations that optimize the level of challenge for all participants and by giving students opportunities to make their own adaptations to the activities. The components of the TGfU approach (outlined in the chart on page 33) support an inquiry-based approach to learning in which teachers are encouraged to use open-ended questions to help students explore, discover, create, and experiment with movement and tactical solutions. Because of its focus on student autonomy, critical thinking, and learning, this approach gives students valuable preparation for lifelong participation in physical activities.
See the Appendix for a quick-reference summary of learning in the Movement Competence strand.
Strand C – Healthy Living
The Healthy Living strand helps students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and a respect for their own health in relation to others and the world around them. Students will develop health literacy as they acquire the knowledge and skills they need to develop,
THE PROGRAM IN HEALTH AND PHYSICAL EDUCATION
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