Page 81 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

• analytical questions, which develop decision-making and problem-solving skills with respect to game or activity strategy or a personal health choice by asking how or why (e.g., How can you and your partner work together in order to keep possession of the ball longer? How would you go about solving a problem in a relationship? What steps do you need to take? What biomechanical principles would you focus on to improve your yoga movement?)
• review questions, which develop thinking skills related to reflecting on an activity or on the development of a skill and devising ways to improve the activity or approach (e.g., What could you change in this activity so that everyone has more of a chance to be involved in the play? What did you like about that activity? What skills are you developing by playing this game? What might you have done differently that might have involved less risk of injury or harm?)
The ability to respond to such questions helps students build their confidence and competence as they develop physical and health literacy. The teacher’s questioning also provides students with a model for developing their own habits of inquiry.
As they advance through the grades, students acquire the skills to locate and gather relevant information from a wide range of print and electronic sources, including books, periodicals, dictionaries, encyclopedias, interviews, videos, and relevant Internet sources. The questioning they practised in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.
The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.
Numeracy Skills
The health and physical education program also builds on, reinforces, and enhances numeracy, particularly in areas involving computation and graphing. For example, calculations and graphing are often used when tracking changes in fitness or when recording food intake in connection with the development of healthy eating plans.
THE ROLE OF THE SCHOOL LIBRARY IN HEALTH AND PHYSICAL EDUCATION
The school library program can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the health and physical education curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.
The school library program enables students to:
• develop a love of reading for learning and for pleasure;
• develop literacy and research skills using non-fiction materials;
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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