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Course Profile Recreation and Fitness Leadership (PLF4C), Grade 12, College Preparation, Public

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12, Health and Physical Education, 2000.

Prerequisite: Any Grade 11 or 12 Open Course in Health and Physical Education

Course Description

This course focuses on the development of leadership and coordination skills related to recreational activities. Students will acquire the knowledge and skills required to plan, organize, and implement recreational events. They will also learn how to promote the value of physical fitness, personal well-being, and personal safety to others through mentoring. The course will prepare students for college programs in recreational, leisure, and fitness leadership.

Units: Titles and Time

Unit 1	Taking the Lead (Leadership Styles and Skills)	10 hours
Unit 2	Better Together (Group Development Process)	10 hours
* Unit 3	Eventful Events (Recreation and Leisure Facilitation)	48 hours
Unit 4	Just Do It (Fitness Leadership)	30 hours
Unit 5	Better Safe Than Sorry (Injury Prevention and First Aid)	12 hours

* This unit is fully developed in this Course Profile.

Course Notes

The Ontario Curriculum, Health and Physical Education, Grades 11 and 12, 2000 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:

Key Elements of this Course Profile

A quality health and physical education program directly links what is happening in the classroom to the curriculum expectations. This ensures that students are focused on what they are to know and be able to do. Clustering the overall and specific learning expectations provides students with a framework and context for their learning. The following is a list of the key elements for Grade 12 Recreation and Fitness Leadership. By the end of the course, students will:

· demonstrate leadership styles and skills (Units 1 and 3);

· demonstrate an understanding of group development and teamwork skills (Units 2 and 3);

· demonstrate the ability to promote healthy active living (Units 1 and 3);

· coordinate a detailed plan for an event (Unit 3);

· mentor others (Unit 4);

· apply safety practices and procedures (Units 3, 4, and 5).

Throughout the course, teachers are encouraged to frame each lesson by identifying the learning expectations and connecting them to the key learning.

Destination Preparation

The Recreation and Fitness Leadership college preparation course gives students the opportunity to develop the leadership and related skills necessary to the plan, organize, implement, and promote healthy lifestyles. It is designed to prepare students for college programs in recreation and leisure education, recreation and sports administration, and physical fitness training. The course takes into consideration:

· learning experiences that provide students with the appropriate knowledge and skills to be successful in the transition from secondary school to college;

· time spent on teacher-directed instruction and on student-centred learning.

Making Learning Relevant

Students in this course need opportunities to develop a strong foundation of knowledge and skills through both teacher-directed instruction and experiential learning. It will be a challenge to ensure that students have the appropriate knowledge and skills before they attempt to coordinate an event or mentor other students. Parts of each unit should be addressed rather than teaching each of the units sequentially.

· Begin with an overview of all of the knowledge and skills that are addressed throughout the course.

· Model the required knowledge and skills by organizing a school-wide event (e.g., Spirit Day, Winter Carnival) early in the course so that all students play a role and are involved. The event should demonstrate the complexity of planning, coordinating, and implementing recreation/leisure events.

· Provide students with leadership (Unit 1), group development (Unit 2), and facilitation instruction (Unit 3) early in the course and then engage them in classroom activities that allow them to practise what they have learned and develop the skills they will need when they move beyond the classroom setting.

· Gradually build out the depth of instruction to expand students’ knowledge base and include more complex experiences (e.g., working with students in Grade 9 and 10 or elementary school) so they have a variety of practice situations before they are required to demonstrate their learning.

Organize the course to help students develop a solid knowledge base and understanding of the theories/concepts/principles, expand their perceptions and perspectives, and connect their learning to things that are relevant, authentic, and of interest to them.

Connecting with the Community

Students’ initial classroom experiences involve initiative tasks or simulations requiring them to work together to attain a specific outcome. As students develop the required knowledge and skills, the tasks should become more complex and involve a wider variety of people to work with. Connecting students with the community can broaden their learning and make it a richer experience. Consider having them work with people of all ages (e.g., elementary children, senior citizens) and in a variety of different settings (e.g., senior citizens’ home, youth centre, daycare centre, community centre, recreation facility).

Unit Overviews

K/U = Knowledge/Understanding C = Communication T/I = Thinking/Inquiry A = Application

Unit 1: Taking the Lead (Leadership Styles and Skills)

Time: 10 hours

Unit Description

Students address concepts, principles, and theories to build a common understanding of leadership. Students analyse their preferred style and develop the ability to effectively apply different styles for addressing different tasks and groups appropriately. To enhance group process in a variety of healthy active living contexts, students develop communication, decision-making, conflict-resolution, and time-management skills.

Unit Overview Chart

Activity	Learning Expectations and Achievement Chart Category	Assessment/Evaluation	Focus
1	LEV.01, T/I LE1.01, K/U LE1.03, T/I LE1.02, C LE1.06, K/U	- Formative assessment of organizers (jot dot, concept web) to develop the concepts of leadership using a checklist - Formative assessment of students’ written definition of leadership through teacher and peer anecdotal feedback - Formative assessment during a class discussion to examine Canadian sport and recreation leaders by providing anecdotal feedback - Formative peer assessment of students’ reflections on the class discussion to analyse the concept of leadership and the variety of styles through history using an observation checklist	Demonstrate leadership styles and skills Canadian leaders in physical activity
2	LEV.01, T/I LE1.04, A LEV.01, T/I LE1.05, T/I LE1.03, T/I	- Formative self- and peer assessment of preferred style of leadership through experiential learning exercises and reflection sheet using an observation checklist - Formative evaluation of students’ analysis of their preferred leadership style in relationship to the learning activities experienced in class using an observation checklist	Demonstrate leadership styles and skills
3	LEV.02, A LE2.01, A LE2.03, A LE2.04, A	- Formative assessment (early in the course) and formative evaluation (later in the course) during each activity related to demonstrating leadership skills using a leadership observation checklist - Formative evaluation of students’ checklist of the key components of each leadership skill (i.e., understanding of communication skills, decision-making strategies, conflict resolution, and time-management skills) using a marking scheme	Demonstrate leadership styles and skills

Unit 1 focuses on building a solid understanding of leadership styles and skills. Students practise and demonstrate this learning in activity sessions throughout the course.

Unit 2: Better Together (Group Development Process)

Time: 10 hours

Unit Description

Students learn the group development process and use teamwork skills in a variety of healthy active living contexts. Students build their communication, decision-making, conflict-resolution, time-management, and team-building skills to enhance the effectiveness of groups in completing tasks.

Unit Overview Chart

Activity

Learning Expectations and Achievement Chart Category

Assessment/Evaluation

Focus

LE3.01, C

LE3.02, C

LEV.03, A

LE3.03, T/I

LEV.03, A

- Formative assessment during class discussions related to the debriefing of experiential group development activities by providing anecdotal feedback

- Formative evaluation of students’ reflection assignment relating personal experiences to the factors and theories of group development using a marking scheme

- Formative peer assessment of group roles played to analyse the impact and effectiveness of individual roles within a group using a group roles observation checklist

- Formative evaluation of the analysis of group roles demonstrated in video clips (or group work) and the impact on group effectiveness using a marking scheme

Demonstrate an understanding of group development and teamwork skills

LE4.01, A

LE4.02, A

LE4.03, A

LEV.02, A

LE4.04, A

- Formative self- and peer assessment and teacher evaluation of students’ teamwork during classroom and physical activities using a teamwork rubric

- Formative evaluation of written assignment of students’ reflections on respectful behaviour (e.g., what does it look like and feel like) using a teamwork rubric

- Formative assessment of students in charge of a group and facilitating the teamwork to complete a task (e.g., in-class and out-of-class activities/events throughout the course) using the teamwork rubric

- Formative assessment (early in the course) and evaluation (later in the course) of students’ leadership skills using a leadership observation checklist during in-class and out-of-class activities/events

Demonstrate an understanding of group development and teamwork skills

Unit 2 focuses on building a solid understanding of the group development process and teamwork. Students practise and demonstrate this learning in activity sessions throughout the course.

Unit 3: Eventful Events (Recreation and Leisure Facilitation)

Time: 48 hours

Unit Description

Unit 3 provides students with multiple opportunities to develop an understanding of the event planning process. Students demonstrate the ability to coordinate the planning, organizing, and implementation of a health and physical education activity. Using the steps in the planning process (i.e., needs assessment, identification of resources, action plan, promotion, implementation, evaluation), students coordinate a series of health and/or physical education events increasing in complexity throughout the course. Students begin their learning by participating in a major event organized by the teacher within the first few weeks of the course (e.g., Grade 9 Student Welcome, Spirit Week, Winter Carnival). Additional in-class lessons/tournaments/events organized by small groups provide opportunities for students to practise and develop the necessary skills prior to coordinating their main culminating event (e.g., intramural tournament, tournament for a co-curricular school sport, one-day special event in the school or community). During the events, students promote the benefits of lifelong participation in recreation and leisure activities.

Unit Overview Chart

Activity	Learning Expectations and Achievement Chart Category	Assessment/Evaluation	Focus
1	RL3.02, C RL3.01, C RL3.05, K/U RL3.02, C RL3.01, C RL3.03, K/U RLV.03, A RLV.01, A RL1.01, A RL1.02, A RL1.03, K/U RL3.04, A LEV.04	- Formative peer assessment of the benefits, motivators, and barriers of recreation and leisure, identified through case studies, using a checklist - Formative evaluation of a case-study assignment related to the benefits, motivators, and barriers of recreation and leisure using a checklist and communication rubric - Formative assessment of the bulletin board display of career opportunities by providing anecdotal comments related to the information posted - Formative evaluation of the promotional strategies analysis worksheet using a marking scheme - Formative assessment of the event proposal, including survey results and potential school/community partners, using a checklist - Formative peer assessment of teamwork during physical activities using a teamwork rubric	Promote healthy active living Co-ordinate a plan for an event Careers in recreation and leisure Demonstrate an understanding of group development and teamwork skills
2	RLV.02, A RL2.01, A PF4.02, C LEV.04, A	- Formative self-, peer, and teacher assessment of the implementation of the plan to run a novel/unique classroom event using an event planning checklist and anecdotal feedback - Formative peer assessment of teamwork during the implementation of the novel/unique classroom events using a teamwork rubric to provide individual feedback	Co-ordinate a plan for an event
3	RLV.02, A RL2.02, A LEV.02, A LE2.01, A LE2.02, A	- Formative assessment of the detailed action plan including tasks, individual responsibilities, and timelines by providing anecdotal feedback - Formative self- and peer assessment of decision-making skills during group work using the decision-making rubric	Co-ordinate a plan for an event Demonstrate an understanding of group development and teamwork skills
4	RLV.03, A ARL2.03, A RL3.04, A	- Formative assessment of the analysis of promotional materials at learning stations by providing anecdotal feedback during class debriefing of activity - Formative assessment of the promotional plan for a major event by providing anecdotal feedback based on the promotion/marketing strategies checklist	Promote healthy active living Co-ordinate a plan for an event
5	PFV.04, A PF4.02, C	- Formative assessment of students’ understanding of safe practices and procedures during the gymnasium safety inspection by providing anecdotal feedback	Apply safety practices and procedures
6	RLV.02, A RL2.04, T/I	- Formative assessment of the evaluation tool for the major event by providing anecdotal feedback	Promote healthy active living
7	LEV.02, A LE2.01, A LE2.02, A LE2.03, A LE2.04, A LEV.04, A LE3.03, T/I LE4.01, A LE4.02, A LE4.03, A LE4.04, A RLV.03, A RLV.02, A RL2.01, A RL2.02, A PFV.04, A PF4.02, C RL2.04, T/I	- Formative self- and peer assessment and teacher evaluation of leadership skills during small group events using rubrics (e.g., communication, decision-making, teamwork) and checklists (e.g., time-management) - Formative self- and peer assessment and teacher evaluation of teamwork skills during small group events using a teamwork rubric - Formative self- and peer assessment and teacher evaluation of promotional strategies during small group events using a checklist - Formative self- and peer assessment and teacher evaluation of planning, coordinating, and implementing a detailed event plan for a small group event using a checklist - Formative self- and peer assessment and teacher evaluation of the application of safety practices and procedures during the events using a checklist - Formative self- and peer assessment and teacher evaluation of the events using a checklist	Demonstrate leadership styles and skills Demonstrate an understanding of group development and teamwork skills Promote healthy active living Co-ordinate a plan for an event Apply safety practices and procedures

Unit 4: Just Do It (Fitness Leadership)

Time: 30 hours

Unit Description

Students administer and analyse physical fitness and nutrition appraisals to develop and support the implementation of wellness plans with others (e.g., younger students, community or family members). They guide others through the goal-setting process and mentor them in their quest for a healthier lifestyle. Students are attentive to risk management to ensure the safe participation of others and respond appropriately in emergency situations in physical activity settings.

Unit Overview Chart

Activity	Learning Expectations and Achievement Chart Category	Assessment/Evaluation	Focus
1	PFV.03, A PF1.03, K/U PF1.04, C PF2.01, C PF3.04, K/U PF3.05, C	- Formative assessment of group debate on the topic of mentoring versus leadership using a checklist - Formative assessment of the bulletin board display outlining career opportunities and available community resources by providing anecdotal comments	Mentor others
2	PFV.04, A PF4.02, C	- Formative assessment of safety regulations and procedures outlined in a safety checklist using a checklist	Apply safety practices and procedures
3	PF1.01, A PF3.01, A	- Formative evaluation of students’ ability to use appraisal tools to assess others’ physical fitness, eating habits, and patterns using a checklist	Mentor others
4	PF1.02, T/I PF3.02, A	- Formative assessment of students’ ability to analyse the results of the physical fitness appraisal using a checklist - Formative assessment of students’ ability to make appropriate revisions to personal healthy active living plans using a checklist	Mentor others
5	PFV.01, A PFV.02, A PFV.04, A PFV.03, A PF2.02, A PF2.03, A PF3.03, A	- Formative evaluation of the work done with younger students to develop and implement personal healthy active living plans using a checklist - Summative evaluation of healthy active living mentoring in reflective log entries and student-led conference using a checklist and a rubric	Mentor others

Unit 5: Better Safe than Sorry (Injury Prevention and First Aid)

Time: 12 hours

Unit Description

This unit emphasizes the preparation required to ensure safe physical activity settings and the individual knowledge and skills required to respond to emergencies in these settings. Students complete recognized certification courses (e.g., Cardiopulmonary Resuscitation, First Aid, 3M National Coaching Certification Program Theory or Technical Coaching Course, Sports Injury Prevention and Care, National Life Guard Services Lifeguard Certificate, Wrapping, Canadian Ski Patrol First Aid, Ontario White Water Association or Flatwater Instructors Kayaking Certification) relevant to their backgrounds and interests.

Note: Certification may be obtained in a community setting or taught by the course teacher or a guest instructor. (Board and school policies will provide direction for the use of guests in the classroom.)

Unit Overview Chart

Activity

Learning Expectations and Achievement Chart Category

Assessment/Evaluation

Focus

PF4.01, A

PF4.02, C

PFV.04, A

- Summative evaluation represented by certification in an appropriate program (e.g., CPR, First Aid, SIPAC) during the course using a completion checklist of safety practices and skills demonstrated

- Summative evaluation during a student/teacher conference demonstrating the relevance of their certification program to this course using a safety procedures checklist

- Summative evaluation during students’ coordination of health and physical education events using a safety procedures checklist

Apply safety practices and procedures

Teaching/Learning Strategies

Students learn best when they are active, exploring, questioning/searching for meaning, investigating/ experimenting, looking for connections/relationships/patterns, sharing/discussing with others, and reflecting. Consider how students learn, optimal conditions for learning, and learning skills to develop an effective program that focuses on improved student learning.

1. Student learning is enhanced when we understand how students learn. Take into consideration developmental stages, brain mind (or brain compatible) learning, learning preferences, learning styles, and learning environment.

2. Create conditions for optimal learning by considering the full range of teaching and learning strategies. Teaching and learning strategies are instructional practices that:

· involve a sequence of steps or a number of related concepts;

· determine the approach a teacher may take to achieve learning objectives and meet diverse learner needs;

· should be selected based on an understanding of how students learn.

Strategies can be categorized under four headings:

Direct Instruction

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

Demonstration/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 Practice – 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 students sort, classify, and/or group items, ideas, and opinions into categories to draw inferences, make generalizations, and develop concepts

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

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

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, including:

· 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), and 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 groups of four to share ideas. The groups continue to combine to form groups of 8 then 16. New ideas are added and discussed.

· Numbered Heads – Numbered heads is a structure whereby students number off (e.g., four in a group) and the teacher poses a problem and sets a time limit for each group to investigate. The teacher calls a number and the student with that number in each group responds.

Learning Circles – small groups of students discuss a common test, topic, or problem 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 by the student in his/her own learning that is inductive, learner centred, and activity oriented. These activities may include field trips, simulations, model building, analysing, drawing inferences or conclusions, providing reasons and evidence for conclusions, or reflecting on experiences in analysing, inferring, decision-making, and drawing 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

Many of the learning expectations in this course focus on students’ abilities to communicate their understanding of concepts/principles and their use of higher-thinking skills. Indirect and interactive instructional strategies have been used throughout the course to provide students with multiple opportunities to learn and practise before they are required to demonstrate the learning.

Access the Ontario Curriculum Unit Planner for a complete collection of teaching/learning strategies.

3. Help students develop effective learning skills. Consider:

· the skills and knowledge required to participate in learning (e.g., working independently, self-assessment, setting goals, monitoring progress, adapting to change, inquiry skills);

· the self-knowledge and personal/interpersonal skills to interact positively with others (e.g., self-management, getting along with others, social responsibility);

· the skills and knowledge required to plan their present and future lives and to determine the learning required to implement the plan (e.g., self-assessment, exploring and obtaining information, awareness of opportunities).

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. These steps include:

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

· gathering evidence of student learning relevant to the expected learning in the curriculum;

· recording evidence of student learning;

· making a judgement based on recorded evidence of student learning;

· reporting student achievement.

The Course Profile focuses on the first two steps.

Step 1: Connecting Learning Expectations to the Achievement Chart

The learning expectations in the curriculum are the content standards and identify what students need to know and be able to do at each grade level. The Achievement Chart identifies the performance standards and describes how well students have achieved the curriculum expectations. Each learning expectation is connected to one of the Achievement Chart categories. The verbs in each of the learning expectations have been used to link the content and the performance standards.

Examples of verbs used in the expectations of The Ontario Curriculum, Grades 11 and 12, Health and Physical Education, 2000 document, organized by category, are:

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

· assess, analyse, evaluate, design, adapt (Thinking/Inquiry);

· explain, describe, communicate (Communication);

· demonstrate, apply, use, participate, maintain, improve (Application).

See the Unit Overview Charts for the connection of learning expectations to the Achievement Chart,
such as LEV.02, A (Application).

By examining the Achievement Chart, teachers can focus on the significant aspects of learning they should be assessing. Is the learning expectation asking students to demonstrate knowledge, thinking skills, application, communication, or a combination of these categories? Using this as the starting point, the teacher can work with students to determine the specific criteria and performance indicators for the demonstration of learning. Students are more successful when teachers provide clear targets so they know exactly what they are to demonstrate.

Step 2: Gathering Evidence of Student Learning

Once the targets are clear, it is easier for teachers to determine:

· the evidence they need to assess and evaluate students;

· the best assessment methods (e.g., paper-and-pencil, performance task, personal communication) to provide students with opportunities to learn and practise before being expected to demonstrate the learning;

· the best assessment tools (e.g., rubric, checklist, marking scheme, rating scale, anecdotal comments) to collect the appropriate evidence of students’ learning;

· how to involve students in the assessment process to improve their learning and manage the task of gathering evidence (self-assessment, peer assessment).

Clarifying the Assessment Language and Writing Format

In the Unit Overview Charts and Assessment & Evaluation of Student Achievement sections, certain terms have been used and certain processes have been identified.

Unit Overview Charts

The Unit Overview Charts identify:

· all of the learning expectations and the related Achievement Chart categories;

· the type of assessment or evaluation (e.g., diagnostic, formative, or summative);

· the assessor or evaluator (e.g., student, peer, teacher);

· the assessment strategy (e.g., paper-and-pencil strategies, performance task strategies, personal communication strategies)

· the assessment tool (e.g., rubric, checklist, marking scheme, rating scale, anecdotal comments);

· the focus of the assessment in relationship to the key elements of this Course Profile (see Course Notes).

Assessment & Evaluation of Student Achievement

In Unit 3, Assessment and Evaluation of Student Achievement for each activity identifies:

· the type of assessment or evaluation;

· the assessor or evaluator;

· the assessment strategy and the assessment tool;

· the focus of the assessment in relationship to the learning expectations;

· the learning expectations (in brackets) being assessed or evaluated.

Assessment and evaluation are different. What, when, why, and how you assess are different from what, when, why, and how you evaluate.

Assessment is the gathering of information about the progress or achievement of a student or group of students, using a variety of strategies/tools. It is an act of describing student performance for the purpose of enhancing learning.

It can be compared to coaching. It is the helpful meaningful feedback provided to students to assist them in doing their very best. Assessment is never used to calculate a student’s grade, but can be taken into consideration if you need to confirm an evaluation. Students should recognize assessment as the safe time to take risks to learn and practice before they are expected to demonstrate their learning.

Evaluation is the process of judging and putting a value (e.g., mark, level) on the quality of students’ achievement against the performance standards. Evaluation is recorded in the teacher’s mark book. The teacher should evaluate the demonstration of the synthesized learning after students have had plenty of opportunity to learn and practise.

Assessment and evaluation are ongoing and serve different purposes at different times.

	Diagnostic Assessment	Formative		Summative Evaluation
	Diagnostic Assessment	Assessment	Evaluation	Summative Evaluation
What?	- assessing what students know and are able to demonstrate prior to instruction	- assessing what students know and are able to do as they progress through the learning and practice opportunities	- evaluating what students know and are able to do at certain points during the process of learning and practising	- evaluating what students demonstrate that they know and are able to do at the end of the instruction
When?	- occurs before instruction begins	- is ongoing as students learn and practise	- occurs at one or more checkpoints throughout the process of learning and practising	- occurs at the end of the instructional unit (e.g., unit, course) and will not be judged again in the course
Why?	- helps determine starting points and helps the teacher program appropriately for individual students	- provides ongoing meaningful feedback to help students improve as the learning/practice builds, becomes more complex and connects with other learning	- provides a snapshot of students’ achievement (e.g., mark, level) at specific points in the course before the final demonstration (summative evaluation)	- provides students with the opportunity to synthesize knowledge and skills and demonstrate their achievement
How?	- assessment strategies to provide a holistic picture of the learning students have acquired in the past	- assessment strategies to provide opportunities for students to learn and practise	- strategies relevant to: a) the expected learning b) the point students have progressed in the learning process c) the summative evaluation demonstration planned for the end of the instructional unit	- strategies that: a) require students to synthesize and apply the key elements b) require students to demonstrate learning in new or unfamiliar context (but not new learning) c) presents students with engaging challenging problems d) allows for individual student accountability
Note	- information from diagnostic assessments must not count towards the final grade	- formative assessment may be taken into consideration in determining the students’ final grades	- formative evaluation may count towards students’ final grades	- summative evaluation will always count towards students’ final grades

Assessment Methods and Strategies

There are three assessment methods:

· paper-and-pencil (e.g., quiz, test, written examination);

· performance task (e.g., skill demonstration, role play, videotape);

· personal communication (e.g., student/teacher conference, oral examination).

Related to each of these categories are various types of assessment strategies. One critical professional judgment teachers must make is to appropriately match the assessment strategy to the type of learning being assessed. A variety of assessment strategies are available for allowing students to demonstrate their learning.

Assessment Tools

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

The Final Grade

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.

The final 30% (summative) evaluation should reflect the key learning of the course and the weighting of the Achievement Chart categories in relationship to the key learning. Teachers may use a variety of methods to determine the final 30% evaluation for the final grade. The following is suggested for this course.

Student-led Conference on Mentoring Others to Lead a Healthy Active Life (15%)

The conference is an opportunity for the student to:

· demonstrate leadership styles and skills (Units 1 and 3) (LEV.01, LEV.02);

· demonstrate the ability to promote healthy active living (Units 1 and 3) (RLV.03);

· mentor others (Unit 4) (PFV.01, PFV.02, PFV.03);

· apply safety practices and procedures (Units 3, 4, and 5) (PFV.04).

Reflection Assignment (15%)

Students draw on the contents of their portfolios to support an explanation of their learning. Portfolios should provide evidence of the planning, coordinating, promoting, and implementing done by students on their major health and physical education events. Students reference their portfolios to demonstrate the knowledge and skills they have attained. The assignment provides an opportunity for the student to:

· demonstrate leadership styles and skills (Units 1 and 3) (LEV.01, LEV.02);

· demonstrate an understanding of group development and teamwork skills (Units 2 and 3) (LEV.03, LEV.04);

· coordinate a detailed plan for an event (Unit 3) (RLV.01, RLV.02, RLV.03);

· apply safety practices and procedures (Units 3, 4, and 5) (PFV.04).

The portfolio should be a collection of evidence of the student’s planning, coordinating, promoting, and implementing of his/her major health and physical education event. The portfolio may include:

· agendas and meeting minutes;

· job descriptions for sub-committees, volunteers, officials, etc.;

· a review of the needs assessment tools used and results;

· goals and objectives of the event;

· activity design;

· detailed action plan (e.g., task lists and timelines);

· potential problems and possible solutions or alternatives that were considered;

· marketing and promotional plans and samples;

· risk-management plan for the event;

· evaluation tool and results;

· final reflections and evaluation of the implementation of the planned event.

Teachers may include the reflection assignment as part of the student-led conference. This would provide the student with the opportunity to present his/her reflection assignment in relationship to the portfolio and address the mentoring all within one session with the teacher.

Accommodations

In the Unit Overview for Unit 3, accommodations have been identified to specifically address the activities. Teachers are encouraged to access the Special Education Companion from the Ontario Curriculum Unit Planner for additional suggestions. The teacher should consult individual student IEPs for specific direction on accommodation for individuals.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work from the Internet is not allowed without the permission of the owner.

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Amos, Sue and Susan Orchard. Health and Physical Education, Grade 9-10, Plan, Assess and Report. 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 (Health and physical education resources)

Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness and Lifestyle Appraisal Guide. 1996. ISBN 0-9691374-7-8

Canadian Intramural Recreation Association (CIRA) – www.intramurals.ca

Fitness Ontario Leadership Program, Ministry of Tourism and Recreation. Fitness for Children and Youth. 1989. ISBN 0-7729-6210-3

Halton District School Board. Guidelines for Assessment and Evaluation of Student Achievement, Principles and Standards for Effective Practice. 1999.

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

Johnson, D.W. and F.P. Johnson. Joining Together, 5th Edition. Allyn and Bacon, 1994.

Johnson, D.W. and F.P. Johnson. Joining Together, Group Theory and Skills, 7th Edition. Allyn and Bacon, 2000.

Leisure Information Network – www.lin.org

Ministry of Education. Course Profile, Grade 9, Public Healthy Active Living Education, Open. Queen’s Printer for Ontario, 1999.

Ministry of Education. Course Profile, Grade 10, Public Healthy Active Living Education, Open. Queen’s Printer for Ontario, 1999.

Ministry of Education. Course Profile, Grade 11, Public Healthy Active Living Education, Open. Queen’s Printer for Ontario, 2000.

Ministry of Education. Course Profile, Grade 11, Health for Life, Open. Queen’s Printer for Ontario, 2000.

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. Physical Education: Ontario Safety Guidelines: Secondary Interschool Guidelines. Toronto: OPHEA, 1999.

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

Randazzo, Deborah and Kris Coreless. Activity for Everyone. Virginia: American Association for Active Living.

Russell, Ruth V. Leadership in Recreation, 2nd Edition. McGraw-Hill, 2001. ISBN 0-07-012330-6

Coded Expectations, Recreation and Fitness Leadership, Grade 12,
College Preparation, PLF4C

Leadership

Overall Expectations

LEV.01 · analyse a variety of leadership styles;

LEV.02 · use their leadership skills in a variety of healthy active living contexts;

LEV.03 · demonstrate an understanding of the group development process;

LEV.04 · demonstrate teamwork skills that achieve positive results.

Specific Expectations

Leadership Style

LE1.01 – define the concept of leadership;

LE1.02 – explain the development of the concept of leadership from a historical and societal perspective;

LE1.03 – evaluate the effectiveness of various leadership styles;

LE1.04 – apply the leadership style required for a particular situation;

LE1.05 – analyse their own preferred styles of leadership;

LE1.06 – identify Canadian leaders in physical activities and describe their leadership qualities.

Leadership Skills

LE2.01 – apply communication skills and strategies that help develop positive relationships (e.g., the ability to express ideas and to listen and respond to others);

LE2.02 – demonstrate an understanding of strategies that facilitate the decision-making process, taking into consideration self, others, and available resources;

LE2.03 – demonstrate an ability to use strategies to minimize and resolve conflict;

LE2.04 – demonstrate an ability to use time-management skills.

Group Development

LE3.01 – describe the factors (e.g., size, norms, cohesiveness) that affect group development;

LE3.02 – explain the theories relating to stages of group development;

LE3.03 – analyse how the roles played by various members of a group (e.g., summarizer, task initiator, encourager) contribute to group effectiveness.

Teamwork Skills

LE4.01 – demonstrate an ability to facilitate behaviour within a group that is respectful of each individual’s thoughts and opinions;

LE4.02 – demonstrate an ability to take responsibility for carrying out tasks assigned by the group;

LE4.03 – demonstrate an understanding of strategies that facilitate group effectiveness (e.g., ensuring that tasks are completed, that members of the group are satisfied with the group process, and that the group’s product is of high quality);

LE4.04 – demonstrate leadership skills through their participation in a variety of leadership activities (e.g., in-class tournaments).

Facilitation of Recreation and Leisure

Overall Expectations

RLV.01 · demonstrate an understanding of the importance of doing a needs assessment before organizing a health and physical education event;

RLV.02 · demonstrate an ability to coordinate a detailed plan for a health and physical education event;

RLV.03 · demonstrate an ability to promote the benefits of lifelong participation in recreational and leisure activities.

Specific Expectations

Needs Assessment

RL1.01 – apply appropriate research skills in conducting a survey to identify the needs of a target group for a health and physical education event;

RL1.02 – demonstrate an ability to synthesize information from the survey and incorporate conclusions into a plan for the event;

RL1.03 – identify the community partnerships available to support the findings and participate in the plan.

Plan Coordination

RL2.01 – design a plan for a health and physical education event that reflects the needs and abilities of the participants (e.g., a specific age group, culturally diverse populations, individuals with special needs);

RL2.02 – design an action plan (i.e., a plan that specifies what, when, how, who, how much) to implement the event;

RL2.03 – effectively communicate information about the event to the target group (e.g., through an oral or electronic presentation);

RL2.04 – evaluate the event based on pre-established criteria and make recommendations for improvement.

Promotion of Participation

RL3.01 – explain the personal, social, economic, and environmental benefits of recreation and leisure;

RL3.02 – describe motivational factors and potential barriers that affect lifelong participation in recreational and leisure activities;

RL3.03 – identify various promotional strategies used to market recreation as an essential service;

RL3.04 – apply strategies that are sensitive to community and to cultural and ethnic diversity to promote the benefits of recreation and leisure;

RL3.05 – identify various career opportunities within the field of recreation and leisure.

Physical Fitness and Well-Being

Overall Expectations

PFV.01 · demonstrate an ability to help others develop and implement personal health-related fitness plans;

PFV.02 · demonstrate mentorship skills;

PFV.03 · demonstrate an ability to help others understand how physical activity, nutrition, and positive self-image contribute to well-being;

PFV.04 · apply safety procedures for injury prevention.

Specific Expectations

Health-related Fitness

PF1.01 – use appropriate appraisal tools to assess others’ physical fitness;

PF1.02 – analyse the results of physical fitness appraisals (e.g., by using software for data interpretation);

PF1.03 – identify community organizations that carry out physical fitness appraisals;

PF1.04 – describe career opportunities in the field of physical fitness.

Mentoring

PF2.01 – explain the attributes of an effective mentor;

PF2.02 – demonstrate an ability to support others in setting short- and long-term goals to maintain or improve their physical fitness;

PF2.03 – demonstrate an ability to support others in setting and following personal fitness plans.

Nutrition and Well-Being

PF3.01 – use appropriate appraisal tools (e.g., a software program, Canada Food Guide) to assess the eating habits and patterns of others;

PF3.02 – demonstrate an ability to support others in making appropriate revisions to their plans for programs that promote healthy eating and physical activity;

PF3.03 – demonstrate an ability to support others in shifting from an emphasis on weight control to an emphasis on a healthy lifestyle;

PF3.04 – identify community resources and support services for healthy eating;

PF3.05 – describe career opportunities in the field of nutrition and well-being.

Injury Prevention and First Aid

PF4.01 – demonstrate competence in specific skills (e.g., those acquired through CPR and first-aid training or aquatics certification) that can help others in emergency situations;

PF4.02 – describe safety regulations and procedures (e.g., procedures related to fire and injury) and protective devices (e.g., padding at the end of basketball courts, mouth guards) designed to ensure their own safety and that of others.

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