Course Overview

Healthy Active Living Education, Grade 11, Open, PPL3O

Policy Document: The Ontario Curriculum, Grades 11 and 12,

Health and Physical Education, 2000

Course Description

This course focuses on the development of a healthy lifestyle and participation in a variety of enjoyable physical activities that have the potential to engage students’ interest throughout their lives. Students apply movement principles and sport/game strategies to refine skills, and actively participate in sports and games to enhance their personal competence and personal fitness. They are encouraged to develop leadership skills and are given opportunities to practise goal-setting, decision-making, social, and interpersonal skills. Students study the components of healthy relationships, reproductive health, mental health, and personal safety.

Units: Titles and Time

Unit 1	Interactive Activities	12 hours
Unit 2	Personal Fitness	23 hours
* Unit 3	Healthy Living	30 hours
Unit 4	Large and Small Group Activities	30 hours
Unit 5	Body Management Activities	15 hours

* This unit is fully developed in this Course Profile.

Course Notes

The Ontario Curriculum, Health and Physical Education Grades 11 and 12, focuses on healthy active living for all students. To incorporate this philosophy into a quality program, teachers need to address several key elements when planning learning opportunities.

A quality health and physical education program directly links what is happening in the classroom (e.g., gymnasium, arena, pool, field) to the curriculum expectations. This ensures that students are engaged in relevant and purposeful activities related to what they are to know and able to do. Throughout the course, teachers are encouraged to frame each lesson by identifying the learning expectations and connecting them to the key learnings.

Clustering the overall and specific learning expectations into key learnings provides students with a framework and context for their learning. The following is a list of the key learnings for Grade 11 Healthy Active Living Education. By the end of the course, students will demonstrate:

· personal movement competence (skills and principles) (Units 4 and 5)

· knowledge of sport and game strategies (Units 1 and 4)

· regular participation (Units 1, 2, 4, and 5)

· improved physical fitness (Unit 2 to be integrated throughout the course)

· safe practices (Units 1, 2, 4, and 5)

· use of decision-making skills and goal-setting skills to promote healthy active living
(Units 2 and 3)

· use of stress management techniques (Unit 3)

· use of appropriate social skills (Units 1, 4, and 5)

· an understanding of health concepts (Unit 3)

Students benefit when teachers use clear assessment/evaluation strategies and provide criteria used in assessment/evaluation tools. Assessment of health and well-being is a life-long process. Students need to be made aware of their strengths and areas that require improvement and take an active role in setting personal health and well-being goals. Positive and constructive feedback related to the expected learning from teachers and peers will influence students’ positive self-image as physically active individuals. Throughout the course, teachers should support students as they develop daily, healthy, active habits that will last a lifetime.

A quality health and physical education program provides many opportunities for students to be successful. The likelihood of success is enhanced when skills are taught in a logical progression and when there are numerous opportunities for practice and application.

All activity sessions should include a:

· warm-up

· fitness blast

· a lead-up game experience (to put the skills within a context)

· opportunities to build/improve skills

· opportunities to apply skills in a game experience

· cool down

The amount of time spent during a lesson on each component may vary based on whether it is the introductory lesson or final lesson of the activity. Throughout the course, focus on providing maximum opportunities for students to learn, practise, and demonstrate their knowledge and skills.

A quality health and physical education program enables all students to be active learners all of the time. Throughout the course, every student needs to be actively engaged.

Unit Overviews

Unit 1: Interactive Activities

Time: 12 hours

Unit Description

Students participate and interact in supportive, enjoyable, and challenging settings both on and off the school site. They experience various types of physical activities that promote participation, responsible behaviour, effective group work skills, personal safety, and the safety of others.

Unit 1 Overview Chart

Act.	Expectations/ AC Category	Assessment/Evaluation	Focus
1	PAV.02 A PA2.02, C	- Formative self-assessment in journal to identify the factors that influence personal participation and activity levels - Formative assessment of students’ tracking and recording sheets of activity levels and strategies used to maintain ongoing participation both on and off school site	Strategies to enhance personal participation
2	ALV.01, A; AL1.01, A	- Formative self-assessment and formative teacher evaluation of daily participation during activities using a teacher-developed rubric	Regular participation
3	ALV.03, A; AL3.01, A	- Formative self-assessment and formative teacher evaluation of safe practices during activities using a teacher-developed rubric	Safe practices
4	LSV.03, A; AL1.05, A	- Formative self-assessment and formative teacher evaluation of social skills during activities using a teacher-developed rubric	Positive, responsible personal and social behaviour
5	LS3.01, C; LS3.02, T/I	- Formative teacher and self-assessment of group dynamics and group effectiveness during the creation and presentation of games of student innovation	Working effectively in a group
6	AL1.07 K/U	- Formative assessment of students’ knowledge of leadership qualities during group debriefing discussion related to activity sessions	Canadian leaders in physical activity and leadership qualities

K/U = Knowledge/Understanding C = Communication

T/I = Thinking/Inquiry A = Application

Scope and Sequence of Unit Activities from Grade 9 to Grade 11

Grade 9	Grade 10	Grade 11
Creating the Participation Picture	Interactive Trust and Initiative Games	Innovative Adventure Games
Taking Responsibility for Self and Others	Winter Activities	Initiative Games and Problems
Exploring Group Interaction and Promoting Team Building	Hiking	Trust Activities
	Orienteering	Student Innovations (created and presented by small groups)

Unit 2: Personal Fitness

Time: 23 hours

Unit Description

This unit emphasizes the understanding students need to lead a healthy active life well beyond high school. Students address personal needs by monitoring, assessing, and revising individual action plans that focus on vigorous physical activity for sustained periods of time, health goals, and strategies to enhance lifelong participation.

Unit 2 Overview Chart

Act.	Expectations/ AC Category	Assessment/Evaluation	Focus
1	PA2.02, C; AL1.03, C; AL1.04, C; AL2.01, A; AL2.02, C; LS1.03, K/U	- Summative evaluation of the written description in the Healthy Active Living Profile of the factors that have influenced students’ personal participation and the strategies that will enhance their chances of maintaining daily rigorous activity levels for a lifetime - Formative assessment of students’ tracking and recording of activity levels and strategies used to maintain ongoing participation both on and off the school site	Strategies to enhance personal lifelong participation
2	ALV.01, A; AL1.01, A	- Formative self-assessment and formative teacher evaluation of daily participation during activities using a teacher-developed rubric	Regular participation
3	ALV.03, A; AL3.01, A; AL3.02, A	- Formative self-assessment and formative teacher evaluation of safe practices during fitness activities using a teacher-developed rubric	Safe practices
4	AL1.05, A; LSV.03, A	- Formative self-assessment and formative teacher evaluation of social skills during fitness activities using a teacher-developed rubric	Positive, responsible personal and social behaviour
5	LS1.01, C	- Formative assessment of students’ understanding of the concept of healthy active living through small group discussions	Healthy active living concept
6	ALV.02, A; AL1.02, A; AL2.01, A; AL2.03, T/I; AL2.04, T/I; LSV.01, A	- Diagnostic self and peer fitness - Formative assessment using a personal fitness continuum and an observation checklist - Formative assessment of activity levels to improve personal health-related fitness levels recorded and tracked daily - Formative assessment and summative evaluation of assessments and revisions made to daily physical fitness action plan throughout the course - Summative evaluation of Healthy Active Living Profile	Improved physical fitness

Scope and Sequence of Unit Activities from Grade 9 to Grade 11

Grade 9	Grade 10	Grade 11
Understanding the Concept of Healthy Active Living	Appraising Fitness	Participating in Fitness Activities of Personal Preference
Understanding Health-Related Fitness	Setting Goals, Designing/Revising Personal Fitness Program	Assessing Personal Fitness and Health Goals
Fitness Appraisals	Designing and Leading a Fitness Activity	Designing a Personal Fitness Program with Lifelong Activity Potential
Setting Goals and Developing an Action Plan	Participating in Fitness Activities	Developing a Healthy Active Living Profile
Design a Personal Fitness Program	Developing a Healthy Active Living Profile
Participation in Fitness Activities Through the Physical Activities Units
Developing a Personal Fitness Profile

Unit 3: Healthy Living

Time: 30 hours

Unit Description

Students investigate the impact of health issues on themselves and others while studying sexual and reproductive health, relationship violence, personal safety, and mental health. Students demonstrate an understanding of the strategies and skills required in making good decisions, setting goals. and managing stress. The connection between positive mental health and healthy relationships are examined and related to a healthy lifestyle.

Unit 3 Overview Chart

Act.	Expectations/ AC Category	Assessment/Evaluation
1	HLV.01, K/U; HL1.01, C; HL1.02, K/U; HL1.04, C; HL1.05, T/I; LS2.02, C	Formative assessment of the worksheets on sources of information and services related to sexual and reproductive health - Formative assessment of the handout on infertility by looking for completion - Summative evaluation to assess students’ degree of analysis with the Advice Letter homework assignment using a marking scheme
2	HL1.03, A; LS1.02, A; LS1.03, K/U	- Formative peer-assessment of good relationship skills using a completion checklist - Formative assessment of students’ application of the SMART Principle using rubric - Summative teacher evaluation using rubric for relationship role play
3	HLV.03, C; LSV.02, A; HL3.01, C; HL3.02, A; LS1.01, C; LS2.03, A	- Formative assessment of the worksheet identifying stressors and coping strategies. The teacher assesses the handout for strategies that demonstrate skills that enhance personal mental health. - Summative evaluation of mini-demonstrations on relaxation techniques - Formative self-assessment using a self-survey about well-being
4	HL3.03, T/I; HL3.04, C; HL3.05, K/U; LS2.01, C	- Formative assessment using the communication category from the Achievement Chart - Summative evaluation on pamphlet about stress using a marking scheme - Formative assessment on factors that effect internal and external health using the Thinking/Inquiry Skills category from the Achievement Chart - Formative assessment on the Mental Disorders worksheet by assessing for completion - Summative evaluation of the Suicide Case Study using a marking scheme
5	HL2.01, C; HL2.02, K/U; HL2.03, K/U; HL2.04, T/I; LS2.01, C	- Formative assessment on the types of violence using a rubric to assess communication - Formative assessment of causes of relationship violence during class discussion - Formative peer assessment of relationship violence case scenarios using a simple checklist - Formative assessment of the worksheet on solutions and strategies for preventing relationship violence by checking for completion
6	HLV.02, K; HL2.05, T/I; HL2.06, A; HL2.07, T/I; LS1.04, C; LS1.05, C; LS2.02, C; LS2.04, K/U	- Formative assessment of notes regarding the leading causes of injury and injury associated deaths by checking for completion - Formative peer assessment of how to minimize the risk of injuries to adolescents using a simple checklist - Formative assessment of the physiological responses to stress based on the Communication category of the Achievement Chart - Formative assessment of the worksheet on risk-taking behaviours by checking for completion - Formative assessment of communication skills by taking the Communication category of the Achievement Chart into consideration while students participate in class discussions (LS1.04) - Formative assessment of change and its impact on health using the Knowledge/Understanding category of the Achievement Chart during the debates - Summative evaluation of the personal safety presentations using a marking scheme - Summative evaluation using an observation checklist to determine the student’s ability to demonstrate the knowledge/skills to reduce personal risk (HLV.02)

Unit 4: Large and Small Group Activities

Time: 30 hours

Unit Description

Students participate in a balanced selection of activities from each of the four-sport/game categories (Invasion/Territory, Net/Wall, Striking/Fielding, Target). Opportunities, in challenging settings, are provided to enhance students’ physical skills and develop their ability to apply sport/game strategies. Each activity focuses on two aspects:

1. Personal improvement of physical skills (specific skills connected to sports/games) through the application of the movement principles (biomechanical principles) to refine movement.

2. Understanding sports/games strategies by addressing the primary elements of play (e.g., possession, invasion, and scoring).

Students should recognize that the physical skills and strategies they learn in one sport/game are transferable to many sports/games. They should also recognize that, by participating in sports and games, they are establishing healthy, active lifestyles.

Unit 4 Overview Chart

Act.	Expectations/ AC Category	Assessment/Evaluation	Focus
1	PAV.01 A, PA1.01 A, PA1.02 A, AL1.02 A	- Diagnostic self-and peer assessment of movement skills/principles through a sport circuit using a movement skills/principles observation checklist - Formative self and peer assessment and formative teacher evaluation of movement skills/principles at the end of each activity using checklist - Summative evaluation during a final sport/game tournament	Personal movement competence
2	PAV.02 A, PA2.01 A, PA2.03 A	- Formative self-and peer assessment and formative teacher evaluation of sport and game strategies during activities - Summative evaluation during a final sport/game tournament	Sport and game strategies
3	LS3.03 A, LS3.04 C, AL1.06 A	- Formative assessment and summative evaluation of students’ ability to provide peers with constructive feedback (coaching/leadership) to improve movement skills and sport/game strategies when using an observation checklist and a task-specific rubric	Coaching and leadership to enhance positive peer relationships
4	ALV.03 A, AL3.01 A, AL3.02 A, AL3.03 C	- Formative self-assessment and formative teacher evaluation of safe practices during activities using a rubric	Safe practices
5	ALV.01 A, AL1.01 A	- Formative self-assessment and formative teacher evaluation of daily participation during activities using a rubric	Regular participation
6	LSV.03 A, LS3.01 C, LS3.02 T/I, AL1.05 A	- Formative self-and peer assessment and formative teacher evaluation of social skills during sport/game activities - Summative evaluation of students’ ability to evaluate and communicate group process and effectiveness as a team during sport/game activities - Use a rubric to assess social skills	Positive, responsible personal and social behaviour Group process and effectiveness
7	PA2.04 C	- Summative evaluation of the written assignment included in Healthy Active Living Profile related to health and physical education career opportunities	Career Opportunities

Scope and Sequence of Unit Activities from Grade 9 to Grade 11

Grade 9	Grade 10	Grade 11
Invasion/Territory Activities (Basketball)	Diagnostic Assessment - Movement Skills/Principles Circuit	Diagnostic Assessment - Movement Skills/Principles Circuit
Net/Wall Activities (Badminton)	Target Activities (Golf and Target Games)	Target Activities (Target Games)
Striking and Fielding Activities (Softball)	Net/Wall Activities (Tennis Paddle, Tennis, Volleyball)	Net/Wall Activities (Racquetball, Squash, Handball, Wallball)
Target Activities (Curling)	Striking and Fielding Activities (Softball/Cricket)	Striking and Fielding Activities (Kickball, Softball)
	Invasion/Territory Activities (European Team Handball, Soccer)	Invasion/Territory Activities (Flag Football, Floor Hockey, Field Hockey)

Unit 5: Body Management Activities

Time: 15 hours

Unit Description

This unit provides opportunities for students to practise, develop, and refine their movement skills and build their levels of fitness through physical activities that teach body management, control of body rhythm, creativity, sequencing, composition, and stability. Students develop their aesthetic understanding of movement through dance, aquatics, fitness enhancers, weight training, gymnastics, recreation/leisure activities, and track and field.

Unit 5 Overview Chart

Act.	Expectations/ AC Category	Assessment/Evaluation	Focus
1	PA1.01 A PA1.02 A, AL1.02 A	- Formative assessment by the teacher through informal teachable moments to reinforce movement skills/principles learned in other activities	Personal movement competence
2	LS3.03 A, LS3.04 C, AL1.06 A	- Formative assessment and summative evaluation of students’ ability to provide peers with constructive feedback (coaching/leadership) to improve movement skills using a checklist and rubric	Coaching and leadership to enhance positive peer relationships
3	ALV.03 A	- Formative self-assessment and formative teacher evaluation of safe practices during activities using a rubric	Safe practices
4	ALV.01 A, AL1.01 A	- Formative self-assessment and formative teacher evaluation of daily participation during activities using a rubric	Regular participation
5	LSV.03 A, LS3.01 C, LS3.02 T/I, AL1.05 A	- Formative self and peer assessment and formative teacher evaluation of social skills during activities - Summative evaluation of students’ ability to evaluate and communicate group process and effectiveness during activities - Use a teacher-developed rubric	Positive, responsible personal and social behaviour Group process and effectiveness
6	PA2.04 C	- Summative evaluation of the written assignment included in Healthy Active Living Profile related to health and physical education career opportunities	Career Opportunities

Scope and Sequence of Unit Activities from Grade 9 to Grade 11

Grade 9	Grade 10	Grade 11
Dance	Weight Training	Weight Training
Aerobics	Fitness Enhancers	Fitness Enhancers
Gymnastics	Dance	Dance
Wrestling/Combatives	Aquatics	Aquatics
Recreation/Leisure	Gymnastics	Gymnastics
Track and Field	Combatives	Combatives
	Recreation/Leisure	Recreation/Leisure
	Track and Field	Track and Field

Teaching/Learning Strategies

Direct Instruction

Lecture – an oral presentation of facts or principles during which the learner is responsible for taking appropriate notes

Demonstrations/modelling – performing a skill or activity in order to show how to do it

Didactic Questions – guiding students to predetermined learning through the use of lower order questions

Drill and Practise – repetition of fundamental skills to enhance speed and accuracy of performance

Guides for Reading, Listening, and Viewing – structured formats intended to direct students to appropriate learning expectations in reading, listening, or viewing

Indirect Instruction

Inquiry – an organized process for investigating a significant question

Problem Solving – an organized process for solving a problem

Research – gathering and interpreting data on a specific topic

Case Studies – investigation of a specific event, situation, or person to develop an understanding of factors that can be generalized to other situations

Concept Formation – an inductive thinking strategy in which the student sorts and classifies or groups items, ideas, opinions, etc., into categories to draw inferences, make generalizations, and develop concepts from it

Concept Attainment – clarifying a concept by providing positive and negative examples of that concept

Reflection – process of thinking about and connecting ideas, experiences, and learnings

Debate – the presentation of opposing sides of an issue by two teams/individuals before an audience or judge

Interactive Instruction

Cooperative Group Learning – a variety of interdependent learning structures where students learn in small heterogeneous groups

· Jigsaw – Students are divided into “home” groups. Each student in the group moves into a different expert group to gather information (provided by the teacher, or through research), then goes back to the home group to share information.

· Think/Pair/Share – Students begin thinking about a concept on their own, then work with a partner to share and discuss ideas.

· Snowballing – pairs of students begin sharing ideas. After a few minutes, the pairs join with another pair to form a group of four to share ideas. The groups continue to combine to form groups of 8 then 16. New ideas are added and discussed.

Learning Circles – small groups of students who discuss a common test, topic, or problem in order to deepen understanding

Brainstorming – a group activity in which participants are encouraged to think uncritically about all possible ideas, approaches, or solutions

Role Playing – assuming the role of another and acting out a situation to develop understanding and insights

Peer Coaching – a structured situation where students teach and learn from each other

Experiential Learning – a situation requiring a high level of active involvement in their own learning. These activities may include analysing, drawing inferences or conclusions, providing reasons and evidence for conclusions, or reflecting on experiences in analysing, inferring, decision-making, and drawing, and conclusions.

Independent Instruction

Independent Project – a formal assignment on a topic related to the curriculum

Learning Centres – a specially organized space containing specific resources and/or equipment

Learning Contracts – a plan of instruction allowing students to proceed at their own rate in learning specified material

Access the Ministry of Education electronic Curriculum Unit Planner for a complete collection of Teaching/Learning Strategies.

Assessment & Evaluation of Student Achievement

The process of moving from The Ontario Curriculum, Grades 11 and 12, Health and Physical Education, 2000 to completing the Provincial Report Card involves a number of steps.

· connecting the learning expectations and Achievement Chart categories to clarify the expected student learning

· gathering evidence relevant to the expected learning

· recording the evidence

· making a judgement on the recorded evidence

· reporting student achievement

The Course Profile focuses on the first two. The following outlines key components of these two steps.

Connecting Learning Expectations to the Achievement Chart

The learning expectations in the curriculum are the content standards and identify what the student needs to know and be able to do at each grade level. See the Unit Overview charts in the Course Overview for the connection of learning expectations to the Achievement Chart (e.g., ALV.02 Application, AL2.03 Thinking/Inquiry, PA2.02 Communication, LS1.03 Knowledge/Understanding).

The Achievement Chart identifies the performance standards and describes how well the student has achieved the curriculum expectations.

The following are examples of verbs used in the expectations organized by category, found in the Health and Physical Education, 2000 document:

· Knowledge/Understanding (identify, demonstrate an understanding, define)

· Thinking/Inquiry (assess, analyse, evaluate)

· Communication (explain, describe, communicate)

· Application (demonstrate, apply, use, participate, maintain, improve, create, implement, refine, adapt, design)

By examining the Achievement Chart, teachers can focus on the significant aspects of learning that they should be assessing. Is the learning expectation asking the student to demonstrate knowledge, thinking skills, application, or communication or a combination of these categories? Using this as the starting point, teacher can often work with students to determine the specific criteria and performance indicators for the demonstration of learning.

Gathering Evidence of Student Learning

Assessment Strategies

One of the critical professional judgements teachers must make is to appropriately match the assessment strategy(ies) to the type(s) of learning being assessed. There is a wide variety of assessment strategies available to teachers. Assessment strategies are “what the teacher will have the students doing to demonstrate their learning.” See www.ophea.net.

Assessment Tools

Assessment tools that may be used by the teacher, students or their peers to gather the evidence of learning include: marking scheme, rating scale, anecdotal, checklist, and rubric. Teachers should choose assessment tools appropriate to the assessment task (e.g., a rubric for a performance task).

Learning Evidence Management Considerations

Ongoing assessment of student participation (ALV.01 and corresponding specific expectations) is critical in this course. Students need to have a clear picture of the behaviour they are expected to exhibit and consistently receive feedback on how they are measuring up to the criteria and performance indicators. In order to have adequate evidence of student learning, ensure self-and peer assessments are incorporated into the summary of evidence. Provide students with clear targets and request regular student reflections (e.g., journal/log entries, rubric responses) related to participation and fitness progress. Consider tracking and monitoring sheets that are used on an ongoing basis, so students can record on one piece of paper throughout the semester/year. Reflection and monitoring sheets should be focussed and easy for students to complete. Teachers should develop a variety of practical methods of collecting evidence (e.g., laminated targets, checklist or rubric charts that students jot their names on with dry erase markers or removable stickers). Teachers may develop rubrics appropriate to specific tasks, using the Achievement Chart as a framework.

Identify a few students each day to observe and jot down notes as part of the anecdotal evidence.

The Ontario Curriculum, Grades 11 and 12, Program Planning and Assessment document states:
The final grade for each course will be determined as follows:

· Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course.

· Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Teachers should consider using some of the assessment strategies throughout the program as building components that lead up to the final evaluation of the course (e.g., journal/log entries, fitness assessment, action plan, and monitoring). Student should recognize the value of monitoring and reflecting on their learning and how this impacts their achievement. Ensure that students know they will be expected to use the data and thoughts they have collected throughout the course to demonstrate their learning in the final evaluation task(s).

Teachers should consider using a Healthy Active Living Profile as one aspect of the final evaluation for the course. The Healthy Active Living Profile should be a purposeful collection of student work that exhibits student’s efforts, progress, and achievements related to the key learnings. It should be a product that encourages self-directed learning by incorporating student’s ongoing recording, reflections, planning, and revisions made while maintaining the focus on personal goals related to healthy active living. Include records of student work related to sport/game skill development and personal physical fitness improvement.

Accommodations

Accommodations have been identified in the unit overview of Unit 3 to specifically address the activities. Teachers are encouraged to access the Special Education Companion from the Ministry of Education electronic Curriculum Unit Planner for additional suggestions. Teachers should also refer to exceptional students’ IEPs to ensure that recommendations are carried out.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Amos, Sue and Susan Orchard. Getting Assessment Right: Health and Physical Education, Grade 9
and 10. Barrie: Data Based Directions, 2001 ISBN 1-894369-16-5.

Begun, Ruth Weltmann. Ready-to-Use Social Skills Lessons and Activities for Grades 7 – 12. New York: The Centre for Applied Research in Education, 1996. ISBN 0-87628-866-2

Canadian Association for Health, Physical Education, Recreation and Dance. Moving to Inclusion. CAHPERD, 403-2197 Riverside Drive, Ottawa, K1H 7X3 – www.cahperd.ca (for many health and physical education resources)

Course Profile, Grade 9, Public Healthy Active Living Education, Open.

Course Profile, Grade 10, Public Healthy Active Living Education, Open.

Harper, Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting the Pieces Together. Toronto: Ontario Secondary School Teachers Federation, July 1998. ISBN 0-920930-47-6

Mang, Lesley and Al Robertson. Health Wise 1. Scarborough: Nelson Canada, 1990.
ISBN 0-17-602666-5

Mang, Lesley and Al Robertson. Health Wise 2. Scarborough: Nelson Canada, 1990.
ISBN 0-17-602668-1

Ontario Physical and Health Education Association. Ontario Health and Physical Education Support: Grades 9 and 10. Toronto: OPHEA, 2000.

Ontario Physical and Health Education Association. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997.

Ontario Physical and Health Education Association. www.ophea.net

Randazzo, Deborah and Kris Coreless. Activity for Everyone. Virginia: American Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9

Zakrajsek, Dorothy B., Lois A. Carnes, and Frank E. Pettigrew, Jr. Quality Lesson Plans for Secondary Physical Education. Windsor: Human Kinetics, 1994. ISBN 0-87322-671-2

Coded Expectations, Healthy Active Living Education, Grade 11, Open, PPL3O

Physical Activity

Overall Expectations

PAV.01 · demonstrate personal competence in applying movement skills and principles;

PAV.02 · apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities.

Specific Expectations

Movement Skills

PA1.01 – demonstrate the development of movement skills in a variety of physical activities (e.g., performing such skills as an overhead serve in volleyball, a parallel turn in downhill skiing, or a j-stroke in canoeing);

PA1.02 – apply movement principles to refine their movement skills (e.g., using all of the joints that can be effectively used to produce maximum force, as in an overhead clear in badminton or a slapshot in hockey).

Sports and Recreation

PA2.01 – apply the specific rules and guidelines for participation in recreational and sports activities, including team, group, dual, and individual activities (e.g., yellow card infractions in soccer, appropriate breathing patterns in weight training, strategies for effective performance in tennis);

PA2.02 – explain factors (e.g., motivation, equipment, preparation such as warm-ups, safety issues) that affect performance and participation in recreational and sports activities;

PA2.03 – use ethical strategies and tactics to enhance their performance in specific situations and conditions (e.g., using a high underhand serve in beach volleyball to take advantage of wind and sun conditions);

PA2.04 – describe career opportunities in the fields of sports, recreation, health, and physical education after doing research using such resources as the Internet and software programs.

Active Living

Overall Expectations

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

ALV.02 · demonstrate improved physical fitness;

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

Specific Expectations

Active Participation

AL1.01 – participate regularly in physical activity, using community and school facilities and choosing from a wide variety of activities, including individual, small- and large-group, outdoor, and aquatics activities;

AL1.02 – demonstrate personal improvement in their performance of a variety of physical activities;

AL1.03 – explain the benefits of lifelong participation in different physical activities (e.g., social interaction, enjoyment, relaxation, self-esteem);

AL1.04 – describe strategies that will affect their choice of activities and encourage lifelong participation and enjoyment (e.g., choosing an activity that appeals to them and that promotes personal skills and abilities);

AL1.05 – demonstrate positive, responsible personal and social behaviour in physical activity settings (e.g., encouraging and helping others, striving for personal bests, showing respect for others, demonstrating good sportsmanship);

AL1.06 – demonstrate leadership (e.g., planning and leading in-class activities);

AL1.07 – identify Canadian leaders in physical activities and describe their leadership qualities.

Physical Fitness

AL2.01 – 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 four times per week);

AL2.02 – explain the physiological benefits of physical activity (e.g., improved strength, endurance, energy);

AL2.03 – assess personal health-related physical fitness in relation to their personal health goals (e.g., monitor their heart rate and breathing with regard to their target zones during a vigorous cross-country skiing session);

AL2.04 – create daily personal health-related physical fitness programs (e.g., apply dietary principles in building healthy body mass) and adopt strategies that promote lifelong participation.

Safety

AL3.01 – apply appropriate guidelines and procedures for safe participation in physical activity (e.g., using appropriate equipment and facilities, wearing appropriate attire, meeting expectations regarding supervision, understanding the importance of proper posture in minimizing injury);

AL3.02 – demonstrate behaviour that minimizes risk to themselves and others (e.g., doing warm-ups, checking slope conditions before downhill skiing);

AL3.03 – describe the resources and community agencies that provide assistance in emergency situations associated with physical activity.

Healthy Living

Overall Expectations

HLV.01 · demonstrate an understanding of sexual and reproductive health;

HLV.02 · demonstrate, in a variety of settings, the knowledge and skills that reduce risk to personal safety;

HLV.03 · describe the influence of mental health on overall well-being.

Specific Expectations

Healthy Growth and Sexuality

HL1.01 – describe factors (e.g., environmental, hormonal, nutritional) affecting reproductive health in males and females;

HL1.02 – demonstrate an understanding of causes and issues related to infertility;

HL1.03 – demonstrate the skills needed to sustain honest, respectful, and responsible relationships;

HL1.04 – describe sources of information on and services related to sexual and reproductive health;

HL1.05 – assess reproductive and sexual health care information and services.

Personal Safety and Injury Prevention

HL2.01 – describe different types of violence (e.g., relationship violence – physical, verbal, sexual, emotional);

HL2.02 – demonstrate an understanding of the causes of relationship violence;

HL2.03 – identify and analyse the indicators of violence in interpersonal relationships, as well as appropriate intervention strategies;

HL2.04 – assess solutions and strategies for preventing and eliminating relationship violence;

HL2.05 – analyse the leading causes of injury and injury-associated deaths among adolescents (e.g., unwise risk taking, alcohol and drug abuse, life stresses);

HL2.06 – demonstrate an ability to minimize the risks of injury for adolescents;

HL2.07 – assess strategies for reducing injuries and injury-associated deaths among adolescents (e.g., personal and legal action, educational programs designed to reduce the risk of death from motor vehicle accidents).

Mental Health

HL3.01 – describe the characteristics of an emotionally healthy person (e.g., positive self-concept, ability to manage stress effectively, ability to work productively);

HL3.02 – demonstrate the skills that enhance personal mental health (e.g., coping strategies for stress management);

HL3.03 – analyse the factors (e.g., environmental, genetic) that influence the mental health of individuals and lead to the prevalence of mental health problems in the community;

HL3.04 – describe the impact of mental health disorders (e.g., phobias, anxiety disorder, schizophrenia, affective disorders) on a person’s emotional and physical health;

HL3.05 – identify and describe suicidal behaviours and strategies for suicide prevention.

Living Skills

Overall Expectations

LSV.01 · use decision-making and goal-setting skills to promote healthy active living;

LSV.02 · demonstrate an ability to use stress management techniques;

LSV.03 · demonstrate the social skills required to work effectively in groups and develop positive relationships with their peers.

Specific Expectations

Decision Making

LS1.01 – describe their understanding of what constitutes healthy active living (e.g., a lifestyle that stresses the importance of exercise and healthy eating);

LS1.02 – apply strategies to establish priorities and set goals;

LS1.03 – identify common obstacles to successful decision making;

LS1.04 – explain the advantages, disadvantages, and possible consequences of risk-taking behaviour;

LS1.05 – describe how to determine whether a risk is worth taking or not.

Stress Management

LS2.01 – describe the positive and negative effects of stresses that are part of daily life;

LS2.02 – explain physiological responses to stress;

LS2.03 – use appropriate strategies for coping with stress and anxiety (e.g., relaxation, meditation, exercise, reframing);

LS2.04 – demonstrate an understanding of change and its impact on an individual’s health.

Social Skills

LS3.01 – explain aspects of the process of group dynamics (e.g., organizational culture, stages of group development, characteristics of the group, function of the group);

LS3.02 – evaluate group effectiveness (e.g., ability to complete tasks, group satisfaction, quality of product);

LS3.03 – use strategies for giving constructive feedback to individuals and groups;

LS3.04 – explain their contribution to the maintenance of positive peer relationships.

Acknowledgments

Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

Units: Titles and Time

Course Notes

Unit Overviews

Unit 1: Interactive Activities

Unit 2: Personal Fitness

Unit 3: Healthy Living

Unit 4: Large and Small Group Activities

Unit 5: Body Management Activities

Teaching/Learning Strategies

Direct Instruction

Indirect Instruction

Interactive Instruction

Independent Instruction

Assessment & Evaluation of Student Achievement

Connecting Learning Expectations to the Achievement Chart

Gathering Evidence of Student Learning

Assessment Tools

Accommodations

Resources

Physical Activity

Overall Expectations

Specific Expectations

Active Living

Overall Expectations

Specific Expectations

Healthy Living

Overall Expectations

Specific Expectations

Living Skills

Specific Expectations