Course Profile   Healthy Active Living Education, Grade 10, Open, Catholic

 

Unit 1:  Interactive Games and Physical Fitness

Time:  33 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

 

Unit Developers(s)

Anne Burns, Simcoe Muskoka Catholic District School Board

Karen Connolly, Simcoe Muskoka Catholic District School Board

Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board

Jim Hall, Simcoe Muskoka Catholic District School Board

Michele May, Simcoe Muskoka Catholic District School Board

Craig McLaughlin, Simcoe Muskoka Catholic District School Board

Development Date:  February 15, 2000

Unit Description

Students develop an appreciation for the sacredness of the human body. Through participation in various interactive games, students demonstrate respect for the rights, responsibilities and contributions of both self and others, e.g., modelling positive behaviour, encouraging others. Students assess their personal fitness levels, design and/or review and make appropriate revisions to their personal programs for daily, health related fitness activities. Students participate actively and safely in vigorous physical activities designed to maintain or improve personal fitness levels. Community resources and career opportunities will be explored. “Better off poor, healthy, and fit than rich and afflicted in body. Health and fitness are better than any gold, and a robust body than countless riches.” (Sir 30:14-15)

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, 1i, 2a, 2b, 3c, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h,5a, 5c, 5e, 7a, 7b, 7c.

Strand(s):  Physical Activity, Active Living, Living Skills

Overall Expectations:  PAV.02, ALV.01, ALV.02, ALV.03, LSV.01, LSV.03.

Specific Expectations:  PA2.01, PA2.02, PA2.04, PA2.05, AL1.01, AL1.02, AL1.04, AL2.01, AL2.02, AL2.03, AL2.04, AL3.01, AL3.02, LS1.03, LS1.01, LS3.02.

Activity Titles (Time + Sequence)

Activity 1

Interactive Games

216 minutes

Activity 2

Review of Healthy Active Living as a Concept

72 minutes

Activity 3

Personal Physical Fitness Appraisal and Programming

360 minutes

Activity 4

Participation in Physical Fitness Activities

1152 minutes

Activity 5

Final Physical Fitness Assessment

144 minutes

Unit Planning Notes

In order to help students develop positive self concepts and to help them achieve their God given potential, accept students for whom they are. The following suggestions should be considered for implementation of this unit.

·       Develop a repertoire of games that are inclusive, non-threatening, challenging and enjoyable.

·       As physical fitness is an integral part of daily living, this unit should be interspersed throughout the entire course, e.g., Nutrition is delivered on Monday, Wednesday, and Friday and physical fitness activities delivered Tuesday and Thursday.

·       Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this unit will vary.

·       Make a tentative allocation of time for the entire unit.

·       Arrange to have a variety of physical fitness resources available.

·       Introduce the Personal Fitness Program and Assessment Review to the students towards the beginning of this unit.

·       Make necessary modifications and arrangements to accommodate the student with special needs, e.g., photocopied material, preferential seating.

Equipment Needed

·       grip dynamometers

·       task cards

·       stop watch

·       metre sticks

·       pencils

·       scale

·       various pieces of equipment for interactive games

·       measuring tapes

·       fat calipers

·       beep test tape

·       step test tape (CSTF)

·       flexometre

Prior Knowledge Required

The knowledge and skills necessary to successfully achieve the expectations of this unit include:

·       ability to participate actively in physical fitness activities;

·       awareness of the importance of timelines;

·       co-operative learning skills;

·       ability to work productively and safely with others;

·       an awareness of peer/self-assessment;

·       communication skills (e.g., brainstorming, obtaining information, note-making);

·       computer skills.

Teaching/Learning Strategies

A variety of teaching/learning strategies are used in this unit including:

·       brainstorming;

·       note making;

·       practice (active participation in fitness activities);

·       co-operative learning;

·       self-reflection;

·       conferencing;

·       task cards;

·       direct instruction;

·       think/pair/share;

·       journal logs;

·       worksheets.

Assessment and Evaluation

Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:

·       Unit

·       Activity and the Teaching Learning Strategy (TLS)

·       Achievement Category

·       Method of assessment used, e.g., Paper and Pencil, Performance Assessment and Personal Communication

·       Strategy (strategies refer to the specific activity being assessed in the unit)

·       Assessment Tool, e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment

·       User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan

Unit 1

Activity and TLS

Achievement Category

Method

Strategy(ies)

Assessment
Tool(s)

User
Formative/
Summative

Activity 1

TLS 4

Application

Performance Assessment

Active participation in games

Rubric

Teacher

Formative

Activity 2 TLS 2, 4, 5

Application

Performance Assessment, Communication

Group participation

Rubric

Teacher

Formative

Activity 2

TLS 6,

Knowledge & Understanding, Thinking & Inquiry, Communication

Pencil and Paper

Appendix 1b, reflection paper

Marking scheme

Teacher

Formative

Activity 3

Application

Performance Assessment, Pencil and Paper

Participation, Appendix 1c

Rubric

Teacher

Formative

Activity 3

TLS 14

Knowledge & Understanding, Thinking & Inquiry & Communication

Pencil and Paper, Communication

Jigsaw, Participation

Rubric

Peer/Self-Assessment

Formative

Activity 3

TLS 16

Knowledge & Understanding, Thinking & Inquiry

Pencil and Paper

Personal Fitness Program

Marking Scheme

Teacher

Formative

Activity 4

TLS 1, 2, 3

Knowledge & Understanding, Application

Performance Assessment

Performance, Product

Rubric

Teacher/ Self-Assessment

Formative

Activity 5

TLS 1

Application

Performance Assessment

Participation of Final Fitness Assessment

Rubric

Teacher/ Self-Assessment

Summative

Activity 5

TLS 2, 3, 4

Knowledge and Understanding, Application, Communication

Paper and Pencil, Communication

Summary Reflection Worksheet, Conferencing

Rubric

Teacher /Self-Assessment

Formative

Activity 5

TLS 4

Knowledge and Understanding, Application

Paper and Pencil

Final Fitness Program

Rubric

Teacher/ Self-Assessment

Formative

Accommodations

To make accommodations most successful, the following suggestions should be considered by the teacher:

·       Adapt the circuit to address the needs of individual students.

·       Pair or group students to assist with the note-making task.

·       Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.

·       Be aware of safety concerns regarding the student with special needs.

·       Plan to make effective use of Instructional Assistants assigned to students.

·       Provide continual encouragement, praise, and assistance.

·       Provide a positive atmosphere that allows students to perform at their own level.

·       “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with an Intellectual Disability.

·       Develop various fitness programs to meet specific needs of the learner, e.g., strength program, endurance program, flexibility program, aerobic program.

Resources

Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2

Donoghue, Wallace. How to Measure Your % Bodyfat. Michigan: Creative Health Products, 1996.

Fitness Canada. Canadian Standardized Test of Fitness (CSTF). Fitness Canada, Government of Canada.

Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998.
ISBN 0-697-29579-6

OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373

Active Living Alliance for Canadians with a Disability. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with a Disability. Canada. Other books in this series include Maximizing opportunities for students with an Intellectual Disability, A Visual Impairment, With Multiple Disabilities, With Physical Awkwardness.

The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Canada: Health Canada, 1997.
ISBN 0-9691374-7-8

Costill, David and Jack Wilmore. Physiology of Sport and Exercise. Human Kinetics Publishers.

Zakrajsek, D., et. al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Web Sites

Eastnet Schools
http://schools.eastnet.ecu.edu/pitt/ayden

Physical Education Central
www.pecentral.vt.edu

 

Activity 1:  Interactive Games

Time:  216 minutes

Description

In this activity students actively and safely engage in a wide variety of interactive games that promote lifelong participation. The focus of this activity will be on fair play, co-operation, encouraging others, social skills, and active listening. The proper use of equipment and the demonstration of knowledge and strategies that enhance participation in recreational activities will be emphasized.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A discerning believer formed in the Catholic Faith community who:

1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

li - integrates faith with life.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4d - responds to, manages, and constructively influences change in a discerning manner;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5a - works effectively as an interdependent team member;

5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

7a - acts morally and legally as a person formed in Catholic traditions;

7b - accepts accountability for one’s own actions;

7c - seeks and grants forgiveness.

Strand(s):  Physical Activity, Active Living

Overall Expectations

PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities;

ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.03 - demonstrate responsibility for personal safety and the safety of others.

Specific Expectations

PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities;

PA2.02 - describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities;

AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small-and large-group outdoor and aquatic activities);

AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, fair play) in physical activity settings;

AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

·       Develop a repertoire of low organizational, interactive, co-operative and adventure games that will have all students vigorously participating throughout this activity.

·       Review safety guidelines, responsible behaviour, rules, and procedures related to the activities.

·       Incorporate activities suitable to a variety of facilities and weather conditions.

·       Establish groups that include diverse membership, e.g., special needs, cultural backgrounds, skill levels.

·       Teacher and students develop co-operatively a tool for assessing participation (including responsible behaviour, safety concerns and team building skills).

·       Organize appropriate equipment for the students to be physically active prior to the beginning of class.

·       If possible, students are asked to bring in their Personal Fitness Program established last year in Grade 9. This program will be referred to in Activity 4 of this unit.

Prior Knowledge Required

·       co-operative learning skills

·       safe practices

·       communication skills

·       active listening skills

Teaching/Learning Strategies

1.  Outline the safety concerns, routines, procedures (e.g., attendance, punctuality, appropriate dress) of the physically active classroom and stress the importance of following instructions, working co-operatively and playing fair.

2.  Warm-ups that promote health-related fitness (cardiovascular endurance, muscular strength, muscular endurance, and flexibility) and group interaction should be provided.

3.  Review the idea that every physical fitness workout should contain three components; 1) warm-up, 2) conditioning and 3) cool down. These components will be integrated in all physical fitness activities throughout the course.

4.  Students vigorously participate in low organizational, co-operative, initiative, and adventure games (e.g., partner, small group, large group) that will help them identify the key components of participation.

5.  Work with students to develop a clear picture of good participation and to create a rubric to assess participation throughout the unit. Some categories to assess participation may include the following list. Incorporate some or all of the categories in the development of this rubric (Appendix 1a – Participation Rubric that may be adapted for classroom use).

·       readiness to participate

·       physical participation

·       initiative

·       effort

·       motivating factors

·       enjoyment

·       social interaction/social skills

·       challenge

·       respect for self and others

·       safety

Assessment/ Evaluation Techniques

·       A formative assessment using observation and rubric to assess participation (Appendix 1a is an example.)

·       A formative assessment by the teacher of the following learning skills: teamwork and organization.

Accommodations

·       Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.

·       Be aware of safety concerns regarding the student with special needs.

·       Plan to make effective use of Instructional Assistants assigned to students.

·       Provide continual encouragement, praise, and assistance.

·       Provide specific, precise, and brief instructions.

·       Provide a positive atmosphere that allows students to perform at their own level.

·       “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

Resources

Canadian Special Olympics. Coaching Technical Manual. Toronto: Ontario, 1989.

Cira. Zany Activities with a Rubber Chicken. Gloucester, Ontario: Canadian Intramural Recreation Association, 1995. ISBN 1-895716-30-6

Cira. Zany Activities with Panty Hose, Boxer Shorts and Leotards. Gloucester, Ontario. Canadian Intramural Recreation Association, 1997. ISBN 1-895716-38-1

Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2

Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998.
ISBN 0-697-29579-6

OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997. (416) 426-7120 Fax (416) 426-7373

Active Living Alliance for Canadians with a Disability. Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities for students with a Disability. Canada. Other books in this series include Maximizing opportunities for students with an Intellectual Disability, A Visual Impairment, With Multiple Disabilities, With Physical Awkwardness.

The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Canada: Health Canada, 1997.
ISBN 0-9691374-7-8

Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

 

Activity 2:  Review of Healthy Active Living As a Concept

Time:  72 minutes

Description

In this activity students review the importance of quality daily physical activity as part of a holistic approach to life by integrating learning from various sport experiences. Through student-generated discussions the benefits of a healthy active lifestyle and its application to their personal life are reviewed. Specific applications will be made to community resources and career opportunities related to sport and recreation. Students identify factors that affect their choice of activities as it relates to their personal fitness levels.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A discerning believer formed in the Catholic Faith community who:

1i - integrates faith with life.

An effective communicator who:

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4d - responds to, manages and constructively influences change in a discerning manner;

4e - sets appropriate goals, and priorities in school, work and personal life;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

7b - accepts accountability for one’s own actions.

Strand(s):  Physical Activity, Active Living

Overall Expectations

PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities;

ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation.

Specific Expectations

PA2.04 - identify community sport and recreation opportunities related to personal interests;

PA2.05 - describe career opportunities related to sport and recreation;

AL1.04 - identify the factors (e.g., social interaction, enjoyment, relaxation, self-esteem) that will affect their choice of activities with potential for lifelong participation and enjoyment.

Planning Notes

·       Review the concepts of Healthy Active Living studied in Healthy Active Living Education Open Grade 9. This may include preparing overheads or worksheets that define the terms ( physical fitness, Healthy Active Living, Barriers to Healthy Active Living)

·       Make the necessary modifications and arrangements to accommodate the student with special needs, e.g., photocopied material, preferential seating.

·       Photocopy Appendix 1b – Fitness In the Community.

·       Become knowledgeable about career opportunities, as well as local community services relating to fitness and healthy active living.

·       Become knowledgeable about programs that include opportunities for special needs students, e.g., Special Olympics, Wheelchairs.

Prior Knowledge Required

·       note-taking

·       brainstorming

·       communication skills

·       listening skills

Teaching/Learning Strategies

1.  Introduce the topic and outline the learning expectations and the assessment/evaluation strategies that will be used during this activity.

2.  Provide the students with a handout outlining the definition of Physical Fitness and Healthy Active Living. This handout will also provide students with information regarding the benefits of healthy active living and barriers to healthy active living. (This is intended to be a review of concepts introduced in Healthy Active Living Education Open Grade 9, and discussion should only last about 10 minutes).

3.  Using Appendix 1b – Fitness in the Community students investigate options available to them in their community that allow them to develop a healthy active lifestyle. This activity can be delivered as a paired assignment in which students use the phone to acquire the information; or it can be done as a homework assignment in which the teacher gives each pair of students a fitness facility to research. A fitness directory will be developed based on their findings. If this assignment is done as a paired assignment, the teacher must provide the students with pamphlets and relevant information from various fitness facilities in the community. Class time will be devoted to complete Appendix 1b with use of the information provided.

4.  Students investigate career opportunities relating to community resources as they complete (Appendix 1b – Fitness in the Community.

5.  Students re-group, share information, to establish the fitness directory.

6.  As a culminating activity students reflect on their personal fitness needs and the resources available to them by completing the following sentence stems:

·       The community sport and recreation resources that best suits my interests are...

·       This sport and community resource best suits my interests because...

·       Barriers that may prevent me from pursuing my interests are...

·       Ways to overcome these barriers are...

Assessment/Evaluation Techniques

·       A formative assessment by the teacher using the participation rubric from Activity 1.

·       A formative assessment by the teacher on the completion of the Fitness in the Community worksheet and on the completion of the sentence stems.

·       A formative assessment by the teacher of the following learning skills: teamwork and organization. (Teachers may choose to establish a rubric with the input of the students to assess these learning skills)

Accommodations

·       Allow extra time for students to complete the activities if necessary.

·       Teachers may need to photocopy notes for insertion into student notebooks.

·       Teachers should encourage students to work in pairs when necessary.

·       Implement strategies recommended in student’s IEP.

·       Provide sample of the format of the fitness directory.

·       Provide specific, precise, and brief instructions.

·       Provide a positive atmosphere that allows students to perform at their own level.

·       “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task.” From Moving to Inclusion - Intellectual Disability.

Resources

Corbin, Lindsey, Welk. Concepts of Physical Fitness: Active Lifestyles for Wellness. New York: McGraw-Hill, 2000. ISBN 0-697-29567-2

Merki and Merki. Glencoe Health: A Guide To Wellness. New York: McGraw-Hill, 1999.
ISBN 0-02-651562-8

Seiger, Kanipe, Vanderpool, Barnes. Fitness and Wellness Strategies. New York: 1998.
ISBN 0-697-29579-6

 

Activity 3:  Personal Physical Fitness Appraisal and Programming

Time:  360 minutes

Description

Through active participation students review the components of skill and health-related fitness. Upon completion of a fitness appraisal students identify their strengths and areas needing improvement. After reviewing the goal setting process and examining the health-related benefits of sports and other activities, students establish new fitness goals and design/revise their personal fitness programs.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be:

An effective communicator who:

2a - listens actively and critically to understand and learn in light of gospel values.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4d - responds to, manages, and constructively influences change in a discerning manner;

4e - sets appropriate goals and priorities in school, work and personal life;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

7b - accepts accountability for one’s own actions.

Strand(s):  Physical Activity, Active Living, Living Skills

Overall Expectations

PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities;

ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.02 - demonstrate personal health related physical fitness;

ALV.03 - demonstrate responsibility for personal safety and the safety of others;

LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living.

Specific Expectations

PA2.02 - describe the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements);

PA2.04 - identify community sport and recreation opportunities related to personal interests;

AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings;

AL2.01 - review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs);

AL2.04 - assess the effectiveness of various activities for maintaining and improving health-related fitness (e.g., cross-country skiing versus downhill skiing);

LS1.01 - identify short- and long-term goals for personal growth (e.g., using a student planner);

LS1.03 - produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management).

Planning Notes

·       Photocopy the Fitness Component Circuit (Appendix 1c) handout and stations prior to the activity. These circuit station activities are not designed to measure or test performance.

·       Provide students with information sheet containing definitions of fitness components.

·       Instruct students to bring in their previous personal fitness program. (This may be difficult as many students will not keep their fitness profiles from the previous year. However, expectations AL2.01 and AL2.02 clearly state revision to a personal fitness plan).

·       Familiarize yourself with fitness appraisals.

·       Provide students with the Fitness Appraisal Record Sheet (Appendix 1d).

·       Equipment needed for this activity includes: beep test or step cadence recording, hand grip dynamometre, metre sticks, measuring tapes, masking tape, bean bags, rulers, mats, scale, stop watch, flexometre, skinfold calipers, target heart rate chart, norm/standard charts or tables for appraisal comparison, pencils.

·       Review safety guidelines, responsible behaviour, rules and procedures related to the activities.

·       Arrange for the services of a Certified Fitness Appraiser or other related professional to assist with administration of the Fitness Appraisal, particularly the Body Composition, if needed.

·       Sensitivity to differences in individual fitness and skill level is imperative.

Prior Knowledge Required

·       co-operative learning skills

·       communication skills

·       active listening skills

·       safe practices

·       brainstorming skills

·       participation in physical activity

·       knowledge of physical fitness components, fitness appraisal procedures, principles of fitness program planning, goal setting and planning skills

·       conferencing skills

Teaching/Learning Strategies

Day 1

1.  Students review the importance and means of monitoring their level of exertion during exercise. Introduce one or more of the following methods: breath sound check, talk test, or target heart rate.

2.  During a teacher-led warm-up activity, students monitor their intensity using the various methods. The warm-up activity should address all of the health-related components of physical fitness.

3.  Distribute the Fitness Components Circuit handout (Appendix 1c). Students complete a Fitness Component Circuit comprised of both health related activities (cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition) and skill related activities (power, agility, speed, co-ordination, balance, reaction time). The circuit should be arranged in a random order combining the health and skill related components. Upon completion of each station students complete the handout by classifying the activity as either a health-related or skill-related component of fitness.

4.  Upon completion of the circuit, students participate in a cool down activity and continue to monitor their level of intensity.

5.  Through group discussion, the classification of each circuit activity as either a health-related component or skill-related component is determined.

6.  Conduct a brainstorming session to identify the characteristics of Health-Related and Skill-Related Components of Physical Fitness:

Characteristics of Health-Related Fitness

·       affects general health and well-being

·       will improve with proper training

·       reduces chances of developing a hypokinetic condition

·       increases energy levels

Characteristics of Skill-Related Fitness

·       limited by genetic make-up

·       can be improved with practice

·       helps improve performance in sports

·       doesn’t affect overall health

7.  Distribute a handout with the definitions for each of the individual components of Fitness. Review the definitions with the class and have them identify an example from the circuit activities which they record in the last column of the Fitness Component Circuit handout (Appendix 1c)

Day 2-3

8.  Review the purpose of doing a diagnostic fitness appraisal, e.g., to determine areas of strength and areas needing improvement in physical fitness; to guide in the development of a Personal Fitness Program; to evaluate progress in a current Fitness Program. Outline to the class that the focus of their physical fitness program is based on the improvement of health-related components.

9.  Distribute to students the Fitness Appraisal Record Sheet (Appendix 1d). Discuss the fitness components being appraised and demonstrate the test protocol for each component.

·       test of cardiovascular fitness (e.g., 12-minute run, beep test, step test)

·       test of muscular strength (e.g., hand grip dynamometre)

·       test of muscular endurance (e.g., sit-ups, push-ups, single leg raises)

·       test of flexibility (e.g., sit and reach, two-hand ankle grab)

·       calculation of body composition (e.g., Body Mass Index, Skinfold measurement)

10. Students complete the Fitness Appraisal and record their results by working either individually or with a partner. (BF: The Cardiovascular test should be done as a large group separate from the other components)

Remind students to bring in previous years’ fitness program for next day, if available.

Day 4

11. Students with a previous fitness program evaluate the effectiveness of the program by reviewing the SMART formula:

·       Specific         Were the goals clear and identifiable?

·       Measurable     Could the results be determined?

·       Attainable      Were they possible?

·       Realistic        Were they probable?

·       Time            When did the program conclude?

12. Students without a previous fitness program review the SMART goal setting process emphasizing the need for setting appropriate short and long term goals:

·       Specific         Is the goal clear and identifiable?

·       Measurable     Can results be determined?

·       Attainable      Is it possible?

·       Realistic        Is it probable?

·       Time            When will it conclude?

13. Lead a discussion on various sport and recreational activities that students can participate in, at school and in their community. Record the list on the board.

14. Jig Saw Activity. Divide the class into Home Groups with a minimum of five people in each group. Each Home Group sends one or more representatives to one of the following five Groups: 1) Flexibility, 2) Muscular Endurance, 3) Muscular Strength, 4) Cardiovascular Endurance, and 5) Body Composition. These groups are now called the “Expert Groups.” Each member of the Expert Group must be able to answer the following questions:

·       Which of the activities listed from TLS 13 would be useful in maintaining or improving the fitness component studied in your Expert group?

·       Explain why the activity is effective for improving that particular fitness component?

In the expert groups students record the answers to these questions.

Students return to their Home Groups and share their expertise with the other members.

15. Review the FITT Principle (Frequency, Intensity, Time, Type) and the concepts of progression and overload. Students use this knowledge to revise/develop their Personal Fitness Program.

Day 5

16. Students revise/develop their Personal Fitness Program using the following steps:

1.  Identify strengths and areas needing improvement by analysing data from the Individual Appraisal Record Sheet. (Teachers may provide charts or tables of norms/standards for comparison.)

2.  Students establish short-term and long-term goals based on individual needs.

3.  Students develop an Action Plan for achieving their goals by asking themselves the following questions: What activities will I do? When will I do them? Where will I do them? Who will I do them with? Students describe the warm-up, work-out/activity and cool-down exercises, and specific safety issues that maximize performance and participation in the Program. (The Plan is recorded on a Program Planning sheet provided by the teacher.)

4.  Students explore the challenges and barriers that may prevent them from achieving their goals and outline strategies for overcoming each challenge or barrier.

5.  Students record participation using monthly tracking worksheets or journal logs. Future opportunities for students to reassess their goals, celebrate their successes, or rethink strategies to overcome barriers that hinder them from achieving their goals will be provided. At this point students make revisions to the program if necessary.

6.  Provide opportunities for conferencing (peer or teacher) to assist or advise the students on the progress of their Personal Fitness Program.

7.  Provide a rubric or work with students to develop a rubric to assess their Personal Fitness Program (Appendix 1e is an example of a Fitness Participation Rubric).

Assessment/Evaluation Techniques

·       Formative assessment of participation in Fitness Circuit and Appraisal activities using a participation rubric.

·       Formative assessment of the jigsaw activity using a group work rubric.

·       Formative assessment of the action plan on its thoroughness and completeness.

·       Formative assessment of Program participation and progress using student/teacher conferencing.

·       Summative assessment of knowledge of health and skill related components of fitness.

·       Summative assessment of Personal Fitness Program using a rubric.

Accommodations

·       Provide a positive atmosphere that allows students to perform at their own level.

·       Modify equipment at the stations for students with individual needs.

·       Partner students with other students who will be sensitive to their individual needs.

·       Use short and simple instructions.

·       Consider using Board Personnel, e.g., Physiotherapist/Occupational Therapist.

·       Stations should visually depict how to perform the activity.

·       Implement strategies recommended in student’s IEP.

·       Break down complex movements so student can focus on attainable goal

·       “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

·       Refer to the Canadian Fitness Appraisal adapted for students with special needs.

Resources

Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997.
ISBN 0-9691374-7-8

Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3

Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

 

Activity 4:  Participation In Physical Fitness Activities

Time:  1152 minutes

Description

Students safely participate in a variety of physical fitness activities throughout the year as they continue their lifelong journey with Christ. Integrate warm-up, mini activities, and cool-down activities with other units of the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A discerning believer formed in the Catholic Faith community who:

1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

1i - integrates faith with life.

An effective communicator who:

2a - listens actively and critically to understand and learn in light of gospel values.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

A collaborative contributor who:

5a - works effectively as an interdependent team member;

5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

7b - accepts accountability for one’s own actions;

7c - seeks and grants forgiveness.

Strands(s):  Physical Activity, Active Living

Overall Expectations

PAV.02 - demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities;

ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.02 - demonstrate personal health-related physical fitness;

ALV.03 - demonstrate responsibility for personal safety and the safety of others.

Specific Expectations

PA2.01 - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play);

PA2.02 - describe the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements);

AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities);

AL2.02 - participate in revised personal health-related fitness programs;

AL2.03 - maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week);

AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

·       Allow students the opportunity for self-assessment throughout the activity.

·       Be sensitive to the physical limitations of individual students and potential safety hazards.

·       Vary the types of activities used and in doing so encourage full participation.

·       Activities should be planned and organized, including equipment and facility preparation before the start of each class.

·       Offer a variety of fitness activities throughout the year. These activities can be offered as either a one day activity, small unit, or warm-up activity.

Prior Knowledge Required

·       warm up and cool down appropriately and safely

·       organizational skills

·       collaborative/co-operative group skills

·       oral communication skills

·       awareness of physical limitations

·       self/peer assessment skills

Teaching/Learning Strategies

1.  Review safety concerns for physical activity , e.g., warm-up, cool down, proper equipment, environment.

2.   Instruct the students to monitor their heart rate during the activity.

3.   Use 10 to 20 minutes of each physical activity lesson to provide the students with a vigorous fitness workout. The 10 to 20 minutes can come from a warm-up or be embedded into the body of the lesson. A variety of activities should be selected that will incorporate flexibility, muscular strength, muscular endurance and cardiovascular endurance. This allows students to meet most of the goals set in their personal plans. The activities could include the following:

·       tag games;

·       mirror drills;

·       partner resistance exercises;

·       circuit training;

·       interval training;

·       obstacle courses;

·       speed orienteering;

·       low organizational games/run relays;

·       weight training;

·       aerobic.

Assessment/Evaluation Techniques

·       Formative assessment by the teacher and student based on a participation rubric in fitness activities (Appendix 1e for sample fitness participation rubric)

·       Formative assessment of fitness appraisals used in Activity 3 to monitor improvement in fitness levels, e.g., ongoing observation of students’ participation in the physical fitness components.

Accommodations

·       Provide alternate fitness workout times.

·       Encourage students to work in pairs.

·       Make use of support personnel, e.g., Physiotherapists.

·       Adapt equipment to various needs of students. (See Moving to Inclusion Series.)

·       Implement strategies recommended in student’s IEP.

Resources

Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997.
ISBN 0-9691374-7-8

Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3

Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9

Pearl, Bill. Getting Stronger. Bolinas, California: Shelter Publications, 1986. ISBN 0-936070-04-8

Zakrajsek, D., et al. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

 

Activity 5:  Final Physical Fitness Assessment

Time:  144 minutes

Description

In this culminating activity students re-assess their level of fitness in each component referring to the Fitness Appraisal Record Sheet from Activity 3. They note improvements and changes since the beginning of the course, allowing them to evaluate their Personal Fitness Program, complete their Personal Fitness Assessment, and set goals for the future. Through this activity students demonstrate the knowledge and skills they have developed which is used as a summative evaluation.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4e - sets appropriate goals and priorities in school, work, and personal life;

4g - examines and reflects on one's personal values, abilities, and aspirations influencing life’s choices and opportunities.

Strand(s):  Active Living, Living Skills

Overall Expectations

ALV.01 - participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.02 - demonstrate personal health-related physical fitness;

ALV.03 - demonstrate responsibility for personal safety and the safety of others.

Specific Expectations

AL1.01 - participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities);

AL1.02 - demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings;

AL2.01 - review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs);

AL3.01 - apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3.02 - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

·       This is a culminating activity therefore it is to be scheduled toward the end of the course.

·       Prepare Fitness Appraisal stations in advance. Use Appendix 1d – Fitness Appraisal Record Sheet from Activity 3.

·       Equipment needed includes: grip dynamometers, stop watch, mats, scale, metre sticks, measuring tapes, skinfold calipers, step cadence recording, flexometre, norm/standard charts or tables for appraisal comparison, and pencils.

·       Completion of all stations may take more than one class period. Sufficient warm-up and cool down are a consideration in the timing of this activity.

·       Encourage students to run with a partner in order to informally execute the Talk Test.

·       Some of the activities in the fitness appraisal do not have standards, but can be used so that students see improvement after subsequent tests, e.g., beep test.

·       Self-assessment and teacher-student conferencing at the end of this activity are intended to allow students to evaluate their results and set goals for the future.

Prior Knowledge Required

·       co-operative learning skills

·       work productively with others

·       participate actively in physical fitness activities

·       peer/self-assessment

·       obtaining information

·       critical thinking skills

Teaching/Learning Strategies

1.  Using the same Fitness Appraisal stations as in Activity 3, the students reassess their Health-Related Fitness to gage improvement.

2.  Students compare this Fitness Appraisal to the Appraisal performed in Activity 3 (near the beginning of the course).

3. As part of the Personal Fitness Program, students complete a Summary Reflection worksheet outlining:

·       knowledge obtained

·       growth in their personal fitness levels, e.g., have fitness levels improved, have levels been maintained or have levels declined.

·       attitudinal changes realized regarding Healthy Active Living, e.g., has nutrition knowledge affected overall lifestyle activity, food choices, diet strategies

4.  Through teacher/student conferencing students make appropriate revisions to personal plans of action.

Assessment/Evaluation Techniques

·       Use the Achievement Levels Chart (Knowledge/Understanding, Thinking/Inquiry, Communication and Application) to outline how the summary reflection worksheet will be evaluated. Use exemplars of reflection papers to demonstrate the four levels.

Accommodations

·       Provide a positive atmosphere that allows students to perform at their own level.

·       Modify equipment at the stations for students with individual needs. Partner students with other students who will be sensitive to their individual needs. Use short and simple instructions.

·       Consider using Board personnel, e.g., Physiotherapist/Occupational Therapist.

·       Stations should visually depict how to perform the activity.

·       Implement strategies recommended in student’s IEP.

·       Break down complex movements so student can focus on attainable goal

·       “TELL the student what to do. SHOW the student what to do using gestures and physical prompts. HELP support the student in completing/attempting the task” From Moving to Inclusion - Intellectual Disability.

·       Refer to the Canadian Fitness Appraisal adapted for students with special needs

Resources

Canadian Physical Activity, Fitness and Lifestyle Appraisal. Canada: Health Canada, 1997.
ISBN 0-9691374-7-8

Corbin, Charles and Ruth Lindsey. Fitness For Life: Teacher’s Resource Book. Illinois: Scott, Foresman and Company, 1990. ISBN 0-673-29575-3

Corbin, Charles and Ruth Lindsey. Fitness For Life: Second Canadian Edition. Toronto: Gage Educational Publishing Company, 1991. ISBN 0-7715-3110-9

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Appendix 1a

Participation Rubric

Evaluator:  Teacher o  Peer o  Self o     Date:

Categories

Level 1

Level 2

Level 3

Level 4

Readiness to Participate

- infrequently has required or appropriate clothing

- enters gym late more than half of the time

- infrequently participates

- usually has most of the required clothing

- usually ready to participate on time

- usually participates in class activities

- regularly has required clothing

- regularly ready to participate on time

- regularly takes part in class activities

- always has required clothing

- always ready to participate on time

- always takes part in class activities

Physical Participation

- infrequently participates in physical activities

- experiences difficulty participating in individual and/or group activities

- sometimes participates in physical activities

- sometimes participates in individual and/or group activities

- regularly participates in physical activities independently

- frequently participates in individual and/or group activities

- always or almost always promotes active participation in all physical activities

- always participates in individual and/or group activities

Effort

- infrequently works hard (e.g., goes through motions)

- easily distracted from task

- often distracts others

- sometimes works hard with encouragement

- sometimes easily distracted from task

- sometimes distracts others

- regularly demonstrates a determined effort

- regularly stays on task

- rarely distracts others

- always strives for personal best

- always or almost always encourages others to stay on task

- never distracts others

Initiative

- infrequently tries new activities

- infrequently takes on a leadership role

- relies on others to begin physical activities

- sometimes attempts new activities with encouragement

- sometimes, with encouragement, leads the class in activities

- sometimes begins activities with some teacher intervention

- regularly attempts new activities

- regularly takes on a leadership role in class

- frequently begins activities (e.g., warm-up)

- always tries new techniques and encourages others to do the same

- routinely asks to play a leadership role in class

- routinely a self starter who gets other students involved

Enjoyment

- infrequently demonstrates enjoyment from participation in physical activities

- sometimes demonstrates enjoyment from participation in physical activities

- regularly demonstrates enjoyment from participation in physical activities

- routinely creates opportunities for others to enjoy physical activities

Social Interaction/
Respect for others

- infrequently plays or interacts with other students

- infrequently accepts others of different abilities, cultures, and genders

- infrequently offers positive comments to others

- sometimes plays or interacts with other students

- sometimes accepts others of different abilities, cultures, and genders

- sometimes offers positive comments to others

- regularly participates with anyone in class

- regularly accepts others including those of different abilities, cultures, and genders

- regularly offers positive comments to others

- always participates with anyone in class

- always encourages the inclusion of others of different ability, cultures, and genders

- always encourages others with positive comments

- always suggests changes to resolve conflict in the group

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1b

Fitness in the Community

 

Name of Organization:

 

 

 

 

Location:

 

 

 

 

Types of memberships:

 

 

 

 

Types of activities available:

 

 

 

 

Hours of operation:

 

 

 

Other services available (fitness assessment, personal trainers):

 

 

 

 

 

 

 

Making the career connection:

 

 

 

 

 

Appendix 1c

Fitness Component Circuit

 

Circuit Activity

Health-Related

Skill-Related

Fitness Component
(e.g., flexibility, balance)

 

4 check one 4

 

#1 Short Sprint

 

 

 

#2 Push ups

 

 

 

#3 Juggling

 

 

 

#4 Bench Stepping

 

 

 

#5 Ruler Drop

 

 

 

#6 Toe Touch

 

 

 

#7 Line Balance

 

 

 

#8 Leg Squats

 

 

 

#9 Side Shuttle

 

 

 

#10 Standing Long Jump

 

 

 

#11 Measure Height and Mass

 

 

 

#12 Coin Catch

 

 

 

#13 Double Heel Click

 

 

 

#14 Ankle Grab

 

 

 

 

 

Appendix 1d

Health Related Fitness Appraisal Record Sheet

 

Health Related Components of Fitness

Pre-test

Post-test

Date:

Date:

Cardiovascular
(Level Achieved)

Step Test or

Beep Test

Level Achieved

 

Level Achieved

 

Muscular Strength
(kilograms)

 

Grip Dynamometre
(Adjust grip for comfort)

Right Hand

Left Hand

Right Hand

Left Hand

Muscular Endurance
(Repetitions completed)

 

Push ups to fatigue

Crunches for 1 minute

Push ups

Crunches

Push ups

Crunches

Flexibility
(measured in centimetres)

 

Sit and Reach Flexometre

Stretch properly prior to testing

Trial 1

Trial 2

Trial 1

Trial 2

Body Composition

 

Body Mass Index

or

Sum of Skinfolds

BMI

Sum of Skinfolds

BMI

Sum of Skinfolds

Appendix 1e

Fitness Participation Rubric

Evaluator:  Teacher o  Peer o  Self o     Date:

Category

Level 1

Level 2

Level 3

Level 4

Readiness

- infrequently dresses appropriately for vigorous fitness activities

- infrequently ready to participate in fitness activities

- sometimes dresses appropriately for vigorous fitness activities

- sometimes ready to participate in fitness activities

- regularly dresses appropriately for vigorous fitness activities

- regularly ready to participate in fitness activities

- always or almost always dresses appropriately for vigorous fitness activities

- always or almost always ready to participate in fitness activities

Physical Participation

- infrequently participates in all fitness activities

- sometimes participates in all fitness activities

- regularly participates in all fitness activities

- always or almost always participates in all fitness activities

Safety

- infrequently participates in warm-up and cool down activities

- infrequently uses equipment and facilities safely or correctly

- sometimes participates in warm-up and cool down activities

- sometimes uses equipment and facilities safely or correctly

- regularly participates in warm-up and cool down activities

- regularly uses equipment and facilities safely or correctly

- always or almost always regularly participates in and/or leads warm-up and cool down activities

- always or almost always uses and promotes the safe use of equipment and facilities

Effort and Co-operation

- infrequently demonstrates determined effort and co-operation in fitness activities

- rarely on task; easily distracted from task and distracts others

- needs constant redirection to participate in fitness activities

- sometimes demonstrates determined effort and co-operation in fitness activities

- sometimes demonstrates attentive behaviour (not on task)

- sometimes on task

- needs some encouragement to persevere in fitness activities

- regularly demonstrates determined effort and co-operation in fitness activities

- regularly demonstrates attentive behaviour (on task)

- regularly demonstrates determination fitness activities

- always or almost always demonstrates determined effort and co-operation in fitness activities

- always or almost always demonstrates attentive behaviour and encourages others to do so

- always or almost always strives for personal best

Initiative

- infrequently tries new activities

- infrequently willing to try new activities

- sometimes tries new activities

- sometimes willing to try new activities

- regularly tries new activities

- regularly willing to be involved in all fitness activities

- always or almost always tries new activities

- always or almost willing to try new activities

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

 

 

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