Course Profile Healthy Active Living Education (PPL4O), Grade 12, Open, Catholic
Unit 1: Personal Fitness
Time: 20 Hours
Activity 1 | Activity 2 | Activity 3
| Activity 4
Unit Description
Students develop, maintain, and improve their personal health-related physical fitness by participating in vigorous fitness activities for sustained periods of time, and by applying training principles that underlie physical fitness. Students examine and reflect on their personal values, abilities, and aspirations influencing life choices and opportunities. Students use goal-setting skills to assess and refine their daily personal health-related physical fitness programs. They demonstrate initiative and Christian leadership by using strategies that respond to, manage, and constructively influence personal healthy active living goals. Students explore cultural influences on participation patterns. They reflect on how their participation pattern has changed and is likely to continue to change throughout their lives, and develop priorities to promote healthy active living. Students show responsibility for their safety and that of others; they assess strategies to reduce accidents and analyse community response to emergency situations. Appropriate Canadian leaders and career opportunities are identified. A culminating activity could consist of evaluating a variety of physical fitness equipment, programs, and approaches to maintaining a healthy active lifestyle.
|
Activity |
Learning
Expectations |
Assessment
Categories |
Task |
|
1.1 Why be physically fit? |
ALV.02 |
Knowledge/ Understanding Thinking/Inquiry Communication |
Brainstorming, student polling |
|
1.2 Personal Fitness Portfolio |
ALV.02, AL2.01, AL2.03 |
Knowledge/ Understanding |
Introduction of portfolio |
|
1.3 Making Connections |
ALV.02, AL2.03, LSV.01, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry |
Independent written reflection and analysis |
|
1.4 Lifestyle
Questionnaire |
ALV.02, AL2.03, LSV.01, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry |
Questionnaire with follow-up reflection |
|
1.5 Basic Training Principles |
ALV.02, AL2.02 |
Knowledge/ Understanding |
Video on basic training principles |
|
1.6 Fitness Factors Circuit |
ALV.02, AL2.01, AL2.02 |
Knowledge/ Understanding Thinking/Inquiry Application |
Brainstorming and vigorous fitness circuit |
|
1.7 Assessment |
ALV.02, AL2.01, AL2.02, AL2.03 |
Application |
Health-related physical fitness assessment |
|
1.8 Goal Setting and Planning 0.5 hours |
LSV.01, LS1.01 |
Thinking/Inquiry Communication Application |
Goal setting and planning base on Health-related physical fitness tests |
|
2.1 Goal Setting and Planning 1.0 hour |
LSV.01, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry |
SMART Formula goal setting Action plan |
|
2.2 Planning of Short and Long Term Goals 1.0 hour |
LSV.01, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry Communication |
Planning Chart of weekly activities Personal Journal entries |
|
2.3 Review, Revise and Reassess Goal Setting Action Plan and Planning Chart 1.0 hour |
PAV.01, AL2.04, AL3.01, LSV.01, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry Communication |
Utilizing second fitness test results, goals and planning revisions are required |
|
2.4 Personal Fitness Profile – Reflection Paper 0.5 hours |
AL2.04, LSV.01, LS1.01 |
Thinking/Inquiry Communication |
Written reflection paper using checklist and formative assessment |
|
2.5 Warm-up and Cool-down for Fitness Program 1.0 hour |
PAV.01, ALV.03, AL2.02, AL3.01, AL3.02, HLV.02 |
Knowledge/ Understanding Thinking/Inquiry Application |
Design and implement warm-up and cool-down activities |
|
3.1 Categories of Health and Physical Education 0.5 hours |
PA2.04 |
Knowledge/ Understanding Communication |
Guided discovery and brainstorming |
|
3.2 Leaders in sport 0.5 hours |
PA2.04, AL1.08 |
Knowledge/ Understanding Communication |
Brainstorming |
|
3.3 Career Assignment 0.5 hours |
PA2.04 |
Application |
Research |
|
3.4 Risk 0.5 hours |
HL2.06 |
Knowledge/ Understanding Thinking/Inquiry |
Brainstorming |
|
3.5 Risk scenarios and role-playing 1.0 hour |
ALV.03, HL2.05, HL2.06, LS1.03 |
Communication |
Role-playing |
|
3.6 Investigation of community services 0.5 hours |
AL3.03 |
Thinking/Inquiry |
Investigating community resources that provide assistance in emergency situations |
|
3.7 Participation patterns 1.0 hour |
AL1.04 |
Knowledge/ Understanding Thinking/Inquiry |
Investigating participation patterns and why they change |
|
3.8 Promoting lifelong participation 1.0 hour |
AL1.05, ALV.02, LS1.01 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Interviewing health professionals and implementing their strategies |
|
4.1 Personal Fitness Program Evaluation |
PAV.01, LSV.01, AL2.01, AL2.05 |
Thinking/Inquiry Communication Application |
Personal fitness portfolio completion for final summative evaluation Health-related physical fitness assessment for final summative evaluation |
Time: 8 hours
Participation in leisure and fitness activities for a balanced and healthy lifestyle is emphasized throughout the entire course. As Catholics, students are challenged to examine their personal values, abilities and aspirations influencing life choices. The emphasis on regular participation in vigorous fitness activities for sustained periods of time is essential in order to have students maintain or improve their personal fitness levels. Students develop a Personal Fitness Portfolio to be used throughout the term and incorporated as a key component of their final summative evaluation. This portfolio demonstrates student development of personal health-related physical fitness by demonstrating:
· an ongoing assessment and refinement of their personal physical fitness;
· the application of the underlying training principles;
· participation in vigorous fitness activities.
Ontario Catholic School Graduate Expectations
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE4e - sets appropriate goals and priorities in school, work, and personal life;
CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.
Strand(s): Active Living, Living Skills
Overall Expectations
ALV.02 - develop personal health-related physical fitness;
LSV.01 - use decision making and goal-setting skills to enhance their daily lives.
Specific Expectations
AL2.01 - maintain or improve personal fitness levels by participating in vigorous fitness activities for sustained periods of time;
AL2.02 - explain the training principles that underlie physical fitness;
AL2.03 - assess personal health-related physical fitness;
LS1.01 - demonstrate an ability to use strategies that assist in changing and maintaining behaviour to achieve personal healthy active living goals.
· Active-listening and communication skills
· Brainstorming
· Collaborative-learning/cooperative-group skills
· Goal-setting and planning skills
· Health-related/skill-related physical fitness components
· Self-reflection skills of discernment and holistic balance
· Understanding of Body Mass Index (BMI)
· The teacher is encouraged to provide numerous opportunities for students to reflect on their values, abilities and aspirations.
· The teacher must implement strategies recommended in exceptional students IEPs to assist student learning.
· The teacher will need to develop a clear process to allow students to effectively develop note-making skills.
· The teacher needs to determine sequence of Activities 1.1 – 1.8 depending on number of classes offered in one period and facilities available. These activities may be delivered sequentially or randomly based on teacher design of unit. Coordination of facility space, preparing required materials, and getting required equipment in advance are essential planning elements for these activities.
· The teacher needs to determine a fitness assessment process, e.g., self-assessment, partner collaboration, teacher-monitored testing.
· A variety of fitness test criteria charts are included, but the list is not meant to be exhaustive. Teacher development of local norm-referenced criteria and specific fitness tests/procedures is encouraged.
· The teacher must be aware of all student medical considerations prior to vigorous fitness activities. Awareness and implementation of board policies and OPHEA safety guidelines is essential.
· The teacher must be sensitive to the Gospel call of equity, by being alert to the possibility of gender bias, e.g., when strength testing and cardiorespiratory testing, while explaining, from a physiological perspective, the gender differences that occur in physical fitness factors of teenagers.
· The teacher must be sensitive to the Gospel message of solidarity and the common good when assisting students who struggle with poor self-concept and low fitness levels. Awareness of the impact of comparison to standards, competition in class, entire class fitness testing vs. individual testing with partner student feels comfortable with, is essential. The teacher may utilize female/male class sessions, co-ed sessions, or self-assessment to best support students’ learning.
· The teacher needs to design the entire course with an emphasis on active participation in vigorous fitness activities for sustained periods of time. Time is allocated for assessment and goal planning at various intervals throughout the course. There should be the minimal number of fitness assessments or self-assessments in the course in order to support student goal setting, planning, and improvement.
1.1 In small, randomly selected, heterogeneous groups students brainstorm ideas on the question “Why be physically fit?” Students post their responses on chart paper/board. The teacher may organize all the group responses onto one chart for reference to next class or direct discussion to sort student responses onto one list. The teacher adds three columns to the combined response list. Using these columns, student leaders conduct a poll to rank the top 5 reasons by people of various ages (25, 35, and 55) for being physically fit (Appendix 1A – Sample Chart – “Why be physically fit?”). The teacher emphasizes the need to care for our bodies, as they are a gift from our creator.
1.2 The teacher introduces Personal Fitness Portfolio, which is a collection of reflections, goal setting, health related physical fitness assessments, training principle ideas, formative and summative work, records indicating participation in vigorous fitness activities for sustained periods of time, etc, developed by the student (see Activity 4). The teacher accommodates student learning by encouraging students to work in pairs, reducing scope of portfolio submissions, and providing opportunities for students to submit supplemental portfolio entries including community involvement, employment activities, outside school recreational activities and provincial-level involvement in sports.
1.3 A teacher-designed handout allows students to reflect intelligently on the social/emotional/physical/ spiritual connections of health-related physical fitness. Students work independently, submit their reflection for formative assessment, and include this reflection in their Personal Fitness Portfolio (Appendix 1B: Sample Questions – Making Connections). The teacher encourages enriched student learning by providing an opportunity for student selection of additional questions from Appendix 1B.
1.4 The teacher adapts or uses the Lifestyle Questionnaire from Canadian Standardized Test of Fitness (CSTF) operations manual, with follow-up questions (Appendix 1C: Lifestyle Inventory). Students complete questionnaire and answer follow-up questions in a journal-style response. The teacher conducts a discussion of questionnaire with available classroom support personnel. Students answer this Lifestyle Questionnaire twice per semester. This allows students to compare changes in responses that have taken place throughout the semester.
1.5 A video presentation, such as Covert Bailey’s Fit or Fat in the ‘90s (see Resources), introduces students to basic training principles and physiology regarding health-related physical fitness. Students follow a teacher-designed video question page to correspond to the topics covered, or the teacher uses guided-discovery discussion throughout the video to assist in student learning.
1.6 The teacher utilizes an active student-based method to present information about health-related fitness factors. The teacher divides the class into five heterogeneous groups. Each group begins at one of five predetermined stations. Each station includes chart paper, markers, and any related activity equipment deemed necessary for the activity of that station. The teacher titles the five healthy active physical fitness stations as follows: Cardiorespiratory, Strength, Muscle Endurance, Flexibility, and Body Mass Index. The teacher begins a two-minute brainstorming time period, instructing students to list on the chart paper as many ideas, concepts, training principles, or theories for that particular health-related physical fitness factor as possible. On their charts, students may include physiology (inner changes), training principles, safety considerations, examples of exercises to do/not to do, etc. Immediately following the brainstorming, students participate in a teacher-led two-minute fitness circuit focusing on one of the health-related fitness factors. At the completion of the fitness circuit, the teacher directs student groups to rotate to the next station. This process is repeated for all five stations. Once completed, the teacher leads the entire class through the five brainstorming stations using guided discovery and discussion based on student-written responses. After every two-minute discussion at each station, students participate in a teacher-lead two-minute fitness circuit that emphasizes the health-related fitness factor just discussed. The teacher uses this fitness circuit time to be an active role model, encouraging students to apply the training principles and theories, e.g., static vs. dynamic flexibility, long slow distance (LSD) cardiorespiratory training, etc. The teacher uses these charts to develop a student handout. In the fitness circuits, the teacher may assist student learning by telling students what to do, showing students what to do using gestures and physical prompts, and supporting students in completing/attempting the task. The teacher may also reduce time for fitness circuit and/or modify activities in fitness circuit, and provide students with the opportunity to create and lead a fitness specific circuit, e.g., muscle endurance circuit for two minutes.
1.7 Students assess their health-related physical fitness by testing themselves in five specific health related factors: Endurance, Strength, Flexibility, Cardiorespiratory, and Body Mass Index. Prior to student assessment of the health-related physical fitness, the teacher needs to establish what tests are suitable for their school population. The teacher will design a Health-Related Physical Fitness Record Card for the students to record their ongoing assessment (Appendix 1D: Sample – Health Related Physical Fitness Record Card). Students compare their Actual 1st Testing results to norm referenced criteria charts. Students determine their personal level of health-related fitness in comparison to these charts (Appendix 1E: Muscle Endurance Norm Reference Criteria Charts). The teacher posts these norm referenced criteria charts for the Actual 1st Testing only. As a Catholic educator, the teacher emphasizes to students the importance of a balanced, holistic student focus on maintaining and improving their personal level of health-related physical fitness, not the attainment of a certain criteria, e.g., above average, 60th percentile, etc. During the initial testing, students utilize the data from these charts as a formative assessment to establish a baseline measure of their level of physical fitness in comparison to the norm referenced criteria. The final summative evaluation reflects the degree to which students have improved their health-related physical fitness. In order to facilitate student learning, the teacher needs to partner students with peers who are sensitive to their individual needs. The teacher may also design a student self-assessment handout that incorporates value statements and a rating scale, to use with or in place of the assessment through standard fitness testing outlined above. Students are asked to decide where they would place their vote on a scale ranging from strongly agree to strongly disagree in consideration of the statement, “My cardiorespiratory endurance level has improved over the past year.” Students may be asked to identify how they feel with respect to the statement, “The flexibility of my muscles and joints has diminished over the past year.” Students are asked to identify indicators of the suspected physical conditions, e.g., “I no longer feel winded when I run up the stairs,” and to reflect on what caused the change.
1.8 At the start of the course and at the mid course re-evaluation, students plan and set goals (see Appendix 1F: Personal Fitness Plan – Goal Setting, Appendix1G: Personal Fitness Plan – Planning Sheet), in order to determine what steps they need to take to maintain or improve their health-related physical fitness. The teacher may utilize student oral discussion of goals by having students document responses. Student learning may be enriched by having students design goals and planning based on their participation in “out of school” physical activities, e.g., competitive dance, provincial hockey, etc. The teacher designs and introduces Personal Fitness Plan - Participation/Fitness Activities Recording Chart for students to begin documenting how they maintained or improved their personal fitness levels by participating in vigorous fitness activities for sustained periods of time (see Appendix 1H: Personal Fitness Plan – Participation/Fitness Activities Recording Chart).
Student demonstration of learning takes place at various stages throughout the course. This reflects the ongoing nature of goal-setting, examination, and reflection on one’s health-related physical fitness.
|
Methods |
Strategies |
Assessment Categories |
Tools |
|
Personal Communication |
· Guided discovery questioning/probing questions/brainstorming – Why be Physically Fit?/Training Principles (Appendix 1A) · Student-led polling of class – Why be Physically Fit? (Appendix 1A) · Teacher-assisted student note making – Why be Physically Fit?/Training Principles (Appendix 1A) ·
Self-evaluation – Norm-referenced
physical fitness charts · Self-evaluation – Health-Related Physical Fitness Record Card (Appendix 1D) · Journal response – Lifestyle Questionnaire follow-up questions (Appendix 1C) |
Knowledge/ Understanding Thinking/Inquiry Communication Knowledge/ Understanding Communication Application Application Thinking/Inquiry |
· rubric · checklist · progress · checklist |
|
Paper-and-Pencil |
· Teacher-made open-ended question responses – Making Connections/Training Principles (Appendix 1B) ·
Problem solving – Why be Physically
Fit?/Training Principles · Health-Related Physical Fitness Record Card (Appendix 1D) ·
Goal Setting/Planning · Self-evaluation – Lifestyle Questionnaire (Appendix 1C) |
Knowledge/ Understanding Thinking/Inquiry Communication Knowledge/ Understanding Thinking/Inquiry Communication Application Application Thinking/Inquiry Communication |
· Report/ assignment checklist · Fitness rubric · Goal setting checklist |
|
Performance |
· Training Principles activity, brainstorming · Self-assessment – Lifestyle Inventory (Appendix 1C) · Norm-referenced criteria fitness test charts, Health-Related Physical Fitness Record Card (Appendix 1D, 1E) ·
Peer and group teaching – Training
Principles Fitness Circuit · Participation/Fitness Activities Recording Chart ·
Personal Fitness Portfolio · Journal response – Lifestyle Questionnaire follow-up questions (Appendix 1C) |
Knowledge/ Understanding Thinking/Inquiry Application Knowledge/ Understanding Application Application |
· self/peer checklist · developmental profile rating scale |
· Partner students with peers who are sensitive to their individual needs, and able to assist them.
· Allow additional time to construct oral responses and written responses.
· Reduce scope of portfolio submissions, stations, information required in notes.
· Assign students leadership roles in polling classmates responses.
· Enrich student portfolios by providing opportunities to complete supplemental portfolio submissions.
· Encourage enriched student learning by providing opportunities for students to create and lead a fitness specific circuit.
· Provide additional skill-related fitness tests for students involved in competitive sport, e.g., assess power.
Bailey, Covert. Fit or Fat in the ’90s. PBS Home Video, Pacific Arts. 1-800-538-5856.
Canadian Standardized Test of Fitness (CSTF), Operations Manual, 3rd.ed. 1986.
Canada’s Physical Activity Guide. www.paguide.com This site includes Canada’s Physical Activity. Guide for Healthy Active Living created by the Canadian Society for Exercise Physiology.
Canadian Physical Activity, Fitness and
Lifestyle Appraisal Manual.
FITNESSGRAM 6.0. www.humankinetics.com A comprehensive educational, and promotional tool for fitness and activity assessment in physical education.
www.ophea.net A wide variety of fitness and safety resources for the teacher.
Time: 4.5 hours
Students construct a safe, personal health fitness profile. Using realistic, specific and measurable guidelines, students develop long and short-term goals and a timeline for their attainment that continues to provide personal challenges. Students implement an action plan to monitor and evaluate their fitness program. Using decision-making and goal-setting skills, students develop strategies to assist and enhance their daily lives. Students apply the principles of training in order to make the necessary adjustments according to their personal fitness needs. Students apply the appropriate guidelines to ensure their personal safety and that of others during the implementation of their program. Students’ personal fitness plans are used throughout the term and incorporated into their final summative evaluations.
Ontario Catholic School Graduate Expectations
CGE4c - takes initiative and demonstrates Christian leadership;
CGE4e - sets appropriate goals and priorities in school, work, and personal life;
CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE5f - exercises Christian leadership in the achievement of individual and group goals.
Strand(s): Physical Activity, Active Living, Healthy Living, Living Skills
Overall Expectations
ALV.03 - demonstrate responsibility for their personal safety and safety of others;
HLV.02 - demonstrates an understanding of strategies that promote personal safety and prevent injuries;
LSV.01 - use decision-making and goal-setting skills to enhance their daily lives;
PAV.01 - demonstrates personal competence in applying complex movement skill and principles.
Specific Expectations
AL2.02 - explain the training principles that underlie physical fitness;
AL2.04 - refine daily personal health-related physical fitness programs;
AL3.01 - apply appropriate guidelines and procedures for safe participation in physical activity;
AL3.02 - demonstrate behaviour that minimizes risk to themselves and others;
LS1.01 - demonstrate an ability to use strategies that assist in changing and maintaining behaviour to achieve personal healthy active living goals.
· Active-listening and communication skills
· Brainstorming
· Goal-setting and planning skills (SMART)
· Health-related and skill-related physical fitness components
· Note-taking/making skills
· Knowledge of present fitness level
· Personal safety skills
· Prior knowledge attained in previous grades, e.g., basic fitness training principles
· Prior knowledge of physical fitness appraisal procedures, principles of fitness program planning
· Self-evaluation skills
· Self-reflection skills of discernment and holistic balance
· Course focus emphasizes the importance of students reflecting on their calls, their personal values, abilities, and aspirations influencing life choices and Christian leadership opportunities.
· The teacher implements strategies recommended in student IEPs to assist student learning.
· The teacher develops a clear process to allow students to effectively develop their goal-setting and personal fitness plans. Review the goal-setting process (SMART) and long-term and short-term goals as they relate to students’ personal fitness plans (see Appendix 2C: SMART Formula).
· Outline the components required for students to develop a personal fitness plan. Information given should provide students with direction to incorporate:
· the results from their initial fitness test;
· the training principles to improve or maintain each of the health-related fitness components.
· The teacher needs to determine course calendar of Activities 2.1 – 2.5 depending on number of classes offered in one period and facilities available. These activities may be delivered throughout the course based on teacher design of unit and the course. Coordination of facility space, preparing required materials, and getting required equipment in advance are essential planning elements for these activities.
·
The teacher makes students aware of
the culminating activity throughout these activities
(see Activities 1.7, 1.8, and 4.1).
· Awareness and implementation of board policies and OPHEA safety guidelines is essential.
· The teacher must be sensitive to students who struggle with poor self-concept and low fitness levels.
· Time must also be allocated for assessment and goal planning at various intervals throughout the course.
· There should be the minimal number of fitness assessments in the course in order to support student goal setting, planning, and improvement of personal fitness levels.
2.1 Students engage in a planning process that focuses on short-term and long-term goals. The teacher highlights the necessity of making these plans based on students’ Health-Related Physical Fitness assessment (Appendix 1D: Sample – Health Related Physical Fitness Record Card), personal interests, and abilities. As a class, students brainstorm the steps that must be taken to ensure their goals can realistically be met. The teacher assists students in sequentially ordering the steps and uses guided discovery questioning to lead discussion about realistic goal setting. The teacher incorporates the guidelines for goal setting, e.g., realistic, specific, and measurable. Using SMART Formula (Appendix 2C: SMART Formula), the teacher checks students’ sample goals that the class will discuss. In their notes, students develop an initial list of their short and long-term goals. Based on the class discussion, students begin to prioritize them and list the small steps they need in order to achieve their long-term goals. Students use this list to review the areas they identified for improvement in Appendix 1G: Personal Fitness Plan – Planning Sheet, in order to begin making connections between their goals, plans, and health-related physical fitness. Students independently reflect on and develop a Goal Setting Action Plan (Appendix 2A: Sample – Goal Setting Action Plan). The teacher reduces number of goals and assists student in developing those that meet their specific ability levels and needs.
2.2. Students develop a Planning Chart (Appendix 2B-1: Sample – Activity Based Planning Chart, Appendix 2B-2: Sample – Daily Blocks of Time Chart), to incorporate time to meet their fitness goals into their lives. The teacher may select or design the type of planning chart that best assists students in planning the steps to meet their goals. The teacher directs students to construct their Planning Chart only to the point of students’ review and revision of goals and reassessment of health-related physical fitness at the teacher-designated point in the course. Students complete this Planning Chart as a template for their week. The teacher may provide additional time, and encourage students to work in pairs. The teacher designs and selects a suitable number of entries required for Appendix 2D: Sample - Personal Journal Entry. Students begin to record entries as indicated by the teacher. The teacher designs process for regular formative feedback to students’ journal entries and limits size and scope of student entries so task is informative, but not onerous to complete. As an alternate assignment, the teacher helps students complete a reflection paper based on teacher-designed questions similar to Appendix 2D: Sample – Personal Journal Entry. The teacher assists student learning by providing students with a Reflection Paper Checklist similar to Appendix 4A: Personal Fitness Profile – Article Response. The teacher may design a modified checklist to provide students with more specific, precise, and/or brief instructions to assist student learning. The teacher may use Health-Related Physical Fitness Summative Evaluation Rubric as a tool to provide formative feedback to students in this type of assignment.
2.3 The teacher determines when students review, revise, and reassess their action plan and planning chart. At the second fitness testing time, students reassess their health-related physical fitness using Health-Related Physical Fitness Record Card (Appendix 1D: Sample – Health Related Physical Fitness Record Card) and review, complete, or update Personal Fitness Plan – Goal Setting (Appendix 1F: Personal Fitness Plan – Goal Setting). Students are then able to revise their Goal Setting Action Plan (Appendix 2A: Sample – Goal Setting Action Plan) and Planning Chart (Appendix 2B-1: Sample – Activity Based Planning Chart) by comparing to Personal Fitness Plan - Participation/Fitness Activities Recording Chart Personal Fitness Plan (Appendix 1H: Personal Fitness Plan – Participation/Fitness Activities Recording Chart) and Planning Sheet (Appendix 1G: Personal Fitness Plan – Planning Sheet) completed after the first fitness tests. Throughout this activity, the teacher assists students in developing their Christian leadership skills of supporting one another, affirming, and encouraging partners.
2.4 Students develop and write a warm-up and cool-down plan to accompany the fitness and leisure activities that have been chosen for their fitness plan. The teacher uses student-designed warm-ups and cool-downs for formative assessment that demonstrates responsibility for personal safety. During the fitness and leisure activities throughout the course, the teacher designs process for students to implement their warm-up and cool-downs in the class. Students need to lead class warm-ups and cool-downs for several classes, providing opportunity for peer assessment, teacher formative assessment, and student revision. Students submit all preliminary plans for warm-ups and cool-downs and revisions in Personal Fitness Portfolio (see Activity 4.1). The teacher provides opportunity for students to lead small or large groups through their routines. The teacher may decide to use summative evaluation of warm-ups and cool-downs once students have actively engaged in revisions and demonstrations to improve learning.
Student demonstration of learning will take places at various stages throughout the unit. This reflects the on going nature of goal-setting, examination and reflection on one’s health-related physical fitness.
|
Methods |
Strategies |
Assessment Categories |
Tools |
|
Personal Communication |
· Brainstorming – realistic goal setting (see Activity 2.1) · SMART Formula (Appendix 2C) · Reflection Paper/Personal Journal Entries ·
Mid-course review, revision, and
reassessment |
Knowledge/ Understanding Thinking/Inquiry Knowledge/ Understanding Thinking/Inquiry Thinking/Inquiry Communication Knowledge/ Understanding Thinking/Inquiry Communication Application |
· checklist |
|
Paper-and-Pencil |
· Reflection Paper/Personal Journal Entries |
Thinking/Inquiry Communication |
· checklist |
|
Performance |
·
Warm-up and Cool-down design and
implementation · Goal-Setting Action Plan (Appendix 2A) · Planning Chart (Appendix 2B) |
Knowledge/ Understanding Application |
· checklist |
· Encourage students to enrich their learning by providing them with background, or allowing them to select more physically-demanding activities to implement into their fitness program, e.g., wall climbing.
· Provide additional teacher-conferencing time for students to enrich or support their written submissions.
Canadian Standardized Test of Fitness (CSTF), Operations Manual, 3rd ed. 1986.
Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness & Lifestyle Appraisal Guide. 1996. ISBN 0-9691374-7-8.
Canada’s Physical Activity Guide Website. www.paguide.com This site includes Canada’s Physical Activity Guide for Healthy Active Living created by the Canadian Society for Exercise Physiology.
FITNESSGRAM 6.0. www.humankinetics.com A comprehensive educational, and promotional tool for fitness and activity assessment in physical education.
www.ophea.net A wide variety of fitness and safety resources for students and the teacher.
Time: 5.5 hours
Students identify Canadian leaders and explore career opportunities in the fields of sport, recreation, health, and physical education. Students identify the benefits of different activities and the ways in which individuals’ participation patterns are likely to change throughout their lives. Students describe strategies that promote lifelong participation in physical activity. Students demonstrate an ability to use strategies that assist in changing and maintaining personal physical activity. Students assess strategies that emphasize the Gospel message of the common good for reducing risks to their own safety and that of others. Students explain why adolescents and young adults are over-represented in traffic fatalities. Students explain the influence of cultural norms on decision making. They evaluate resources and community agencies that provide assistance in emergency situations.
Ontario Catholic School Graduate Expectations
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE4d - responds to, manages and constructively influences change is a discerning manner;
CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE5e - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Physical Activity, Active Living, Healthy Living, Living Skills
Overall Expectations
ALV.02 - develop personal health-related physical fitness;
ALV.03 - demonstrate responsibility for their personal safety and the safety of others.
Specific Expectations
AL1.04 - explain the benefits of different activities and the ways in which individuals’ participation patterns are likely to change throughout their lives;
AL1.05 - describe strategies that promote lifelong participation in physical activity;
AL1.08 - identify Canadian leaders in physical activities and describe their leadership qualities;
AL3.03 - evaluate the effectiveness of the resources and community agencies that provide assistance in emergency situations associated with physical activity;
HL2.05 - explain why adolescents and young adults are over represented in traffic fatalities;
HL2.06 - assess strategies for reducing risks to their own safety and that of others in various situations;
LS1.01 - demonstrate an ability to use strategies that assist in changing and maintaining behaviour to achieve personal healthy active living goals.
LS1.03 - explain the influence of cultural norms on decision making;
PA2.04 - describe career opportunities in the fields of sports, recreation, and health and physical education;
· Active-listening and communication skills
· Brainstorming
· Collaborative-learning/cooperative-group skills
· Computer/internet skills
· Decision-making skills
· Group-work skills
· Interview skills
· Research skills
· Poster-design elements
· Problem solving
· Report writing
· Role playing
· Self-evaluation
· Think/Pair/Share
· Implement strategies recommended in student IEPs to assist student learning.
· Stress Catholic call to service, supporting the common good, and the call to support the rights and contributions of others.
· Develop scenarios for role playing activity on activity cards.
· Develop career assignment (Appendix 3A: Sample – Sport and Recreation Career Assignment).
· Research resources/community services in your area that deal with emergency situations, e.g., police, fire, ambulance, Mothers Against Drunk Driving (MADD), lung association, etc.
· Determine course calendar of Activities 3.1 – 3.8 depending on number of classes offered in one period and facilities available. These activities may be delivered throughout the course based on teacher design of the unit and course. Coordination of facility space, preparing required materials, and getting required equipment in advance are essential planning elements for these activities.
· Make students aware of the culminating activity throughout these activities (see Activities 1.7, 1.8, and 4.1).
3.1 In small groups, students brainstorm different topics typically found as part of a Health and Physical Education course, e.g., nutrition, sexuality, biomechanics, etc. The teacher leads the class, using guided discovery, in generating a complete list of topics. Students generate sub-categories for each of the different topics listed. These sub-categories list occupations associated with the different categories, e.g., for nutrition – food services, dietician, doctor.
As a class, students generate a list of examples of leaders in sport, recreation, and health and physical education that they are familiar with, e.g., Wayne Gretzky – Olympic Hockey. The teacher uses pictures and articles of careers and leaders in health and physical education to support this class activity. The teacher assists student learning and responses by asking the question, “What careers do they have?” In small groups, students brainstorm and create a web chart, listing careers one could pursue related to health and physical education. Student leaders add their group responses to a class web chart. The teacher uses student responses to design a bulletin board display. The teacher may provide this activity as a portfolio submission for students with different ability levels and needs.
The teacher develops a Sport and Recreation Career Assignment (Appendix 3A: Sample – Sport and Recreation Career Assignment). The teacher explains the career assignment, providing examples from newspapers, magazines, documentaries, previous student poster assignments, computer programs, e.g., Career Planning, etc.
3.4 The teacher introduces the idea of risk using video, posters, or website material from a resource such as SMART RISK (see Resources). As a class, students brainstorm where and when students will encounter risk in physical activities and their daily lives. In small groups, students categorize these risks (low to high) and sort them according to avoidable, unavoidable, predictable, potential consequences, solutions, etc. (Appendix 3B: Sample – Risk Chart). Student leaders add group responses to teacher-designed master chart on overheads, chart paper, or board. The teacher leads a student discussion of responses put on master chart. The teacher focuses student learning on safety principles similar to those developed by Smart Risk and the “Stupid Line” concept.
3.5 The teacher divides students into small groups. The teacher provides each group with a scenario/situation card that depicts a type of risk (Appendix 3C: Sample – Risk Scenarios). Examples could include becoming over-stressed at exam time, eating a high-fat diet, driving above the posted speed limit, leading an inactive lifestyle, female or male walking home alone at night in an unsafe area, etc. Students analyse the situation and, as a group, develop a strategy that reduces the risk of that behaviour, life pattern, or situation. Students may role-play their scenarios for the class. At the end of each presentation, the teacher/presentation group and the rest of the class assesses the strategy, agree/disagree with the strategy, and add alternatives orally. During this discussion, the teacher emphasizes the strategies that students need to adopt to reduce high risk behaviour. The teacher uses guided discovery questions with each scenario role play to emphasize how cultural and gender norms may apply differently to these scenarios and need to be considered. At the conclusion of the activity, students use summary notes to explain the major risk management behaviours discussed. Note: Teachers should be sensitive to the personal nature of the experience, and support students in avoiding disclosure and discussion of sensitive issues in the classroom context.
3.6 Using Internet, telephone book, community publications, health department publications, school social worker, school nurse, guidance department personnel, or posters and publications, students generate an extensive list of all community-resource contact information involved in providing assistance in emergency situations, crisis management, emergency training, and support groups. Students form groups and create a school bulletin board display to show the extent of the assistance provided by each resource.
3.7 Students identify the benefits, e.g., physical, mental, emotional, social, etc., of different activities and the ways individuals’ participation patterns are likely to change. Students develop a timeline for themselves, a parent, and a grandparent (or older adult they know) to show life changes and why participation may have changed. Students design a year-by-year timeline, listing activities and the degree of participation (Appendix 3D:Sample – Participation Pattern Timeline). The teacher directs students to review responses to Activity 1.1, Appendix 1A: Sample Chart – “Why be physically fit?” to assist them with developing a timeline of participation pattern changes. Students research the benefits of different activities. Students research participation in physical activity, looking for increases and decreases amongst age groups. Students need to answer the question, “Why would participation patterns change?” e.g., dropout, increases, decreases, etc. Students use information from research, the above timelines, and prior knowledge to formulate answers to their question.
The teacher formatively assesses this written response, providing time for student editing and revision. The teacher may use summative evaluation of this assignment, and direct students to submit it with their Personal Fitness Portfolio, or design questions similar to this task for students to answer as part of the final summative evaluation (Appendix 4B: Sample – Personal Program Analysis, # 6).
3.8 Students describe strategies that promote lifelong participation. Students interview professionals, e.g., physical education teachers, doctors, fitness trainers, chiropractors, physiotherapists, etc., in person or over the phone to get many views and ideas on how to promote lifelong participation (Appendix 3E: Sample – Interview Questions). Student groups of three to five will pool their information collected. Students sort the information that is most relevant to them and do either a presentation of their findings to the class, a bulletin board display, or a “PARTICIPACTION” style poster. Note: Students must be instructed to accept “no comment” as a valid answer to any questions, and to respect that people may choose not to respond at all.
Student demonstration of learning takes place at various stages throughout the course. This reflects the ongoing nature of fitness, participation, and reflection on one’s health related physical fitness. The teacher may elect to use formative assessment and/or summative evaluation on different activities outlined in these activities.
|
Methods |
Strategies |
Assessment Categories |
Tools |
|
Personal Communication |
·
Brainstorming categories · Guided discovery questioning – What career do they have? (Activity 3.2) ·
Why do participation patterns
change? (Activity 3.7, ·
Interview questions – strategies for
lifelong participation · Reflection - Why do participation patterns change? (Activity 3.7, Appendix 3D) |
Thinking/Inquiry Communication Thinking/Inquiry Communication Application Thinking/Inquiry Communication Application Knowledge/ Understanding Communication Application |
· checklist |
|
Paper-and-Pencil |
·
Summary notes – risks · Report/assignment – Sport and Recreation Career assignment (Appendix 3A) ·
Internet research · Problem-solving scenario – risk taking (Appendix 3B) |
Knowledge/ Understanding Thinking/Inquiry Communication Knowledge/ Understanding Knowledge/ Understanding Thinking/Inquiry Thinking/Inquiry Communication |
· checklist |
|
Performance |
· Peer and group teaching/Christian leadership – use of scenarios of risks (Activity 3.5) ·
Emergency system response · Use of video recording – career assignment (Appendix 3A) ·
Formal project– career assignment · Informal teaching of safety procedures in scenarios and role playing (Appendix 3B) |
Thinking/Inquiry Communication Thinking/Inquiry Communication Knowledge/ Understanding Communication Knowledge/ Understanding Thinking/Inquiry Communication Application |
· checklist |
· Assign exceptional students to appropriate parts in role playing scenarios.
· Enrich students’ learning by providing opportunities to research multiple careers, arrange guest presentations of a specific career as a supplemental portfolio submission.
Area hospitals, clinics, doctors’ offices
Canadian Diabetes Association
Canadian Mental Health Association
Community phone book
Careers.msn.com A wide variety of career-related resources for the student.
Heart and Stroke Association
Lung Association
Monster.com
thetruth.com – A motivation resource for risk management and advertising.
Workopolis.com – A wide variety of career-related resources for the student.
www.bc.edu/bc_org/svp/carct/sports.html – A wide variety of career-related resources for the student.
www.iccweb.com
– A wide variety of career-related resources and sport and recreation resources
for the student.
www.ncaa.org/employment.html – A wide variety of career-related resources for the student.
www.onlinesports.com/pages/careercenter.html – A wide variety of student career-related resources.
www.ophea.net – A wide variety of career-related resources for students and the teacher.
www.smartrisk.ca – A motivational and instructional resource for risk management.
Time: 2 hours
Participation in leisure and fitness activities for a balanced and healthy lifestyle is emphasized throughout the entire course. Students are challenged to evaluate their healthy active lifestyles adopting a holistic approach. Students demonstrate effective communication as they examine and reflect on their personal values, abilities, and aspirations influencing life choices in regard to health-related physical fitness. Students demonstrate how they effectively used decision-making and goal-setting skills to enhance their daily lives throughout the course. Using the submissions collected throughout the semester in their Personal Fitness Portfolio, students evaluate a variety of programs and approaches they used to achieve a healthy active lifestyle.
Ontario Catholic School Graduate Expectations
CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;
CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Physical Activity, Living Skills
Overall Expectations
PAV.01 - demonstrate personal competence in applying complex movement skills and principles;
LSV.01 - use decision-making and goal-setting skills to enhance their daily lives.
Specific Expectations
AL2.01 - maintain or improve personal fitness levels by participating in vigorous fitness activities for sustained periods of time;
AL2.04 - refine daily personal health-related physical fitness programs;
AL2.05 - evaluate a variety of physical fitness equipment, programs, and approaches;
LS1.01 - demonstrate an ability to use strategies that assist in changing and maintaining behaviour to achieve personal healthy active living goals.
· Active-listening and communication skills
· Brainstorming
· Collaborative-learning/cooperative-group skills
· Goal-setting and planning skills
· Health-related/skill-related physical fitness components
· Note-taking/making skills
· Prior knowledge of physical fitness appraisal procedures, principles of fitness program planning
· Self-reflection skills of discernment and holistic balance
· Understanding of Body Mass Index (BMI)
· Focus on the course must emphasize the importance of students examining and reflecting their calls, their personal values, abilities, and aspirations influencing life choices and opportunities.
· The teacher implements strategies recommended in students’ IEPs to assist student learning.
· The teacher develops a clear process to allow students to effectively develop their portfolios throughout the course.
· Coordination of facility space, preparing required materials and getting required equipment in advance are essential planning elements for these activities. The teacher ensures that students have adequate time to complete portfolio requirements at the end of the course during the summative evaluation period.
· The teacher decides whether students will self-assess, assess with partners, or use teacher-monitored assessment of their Actual 3rd Testing of their health-related physical fitness tests.
· The teacher ensures that the design of the entire course includes:
· multiple opportunities for students to actively participate in a variety of vigorous fitness activities for sustained periods of time;
· sufficient time for assessment, goal setting, and planning at various intervals throughout the course;
· a minimum of three fitness assessments in order to support student goal setting, planning, and improvement of personal fitness levels.
4.1 The teacher previously introduced Personal Fitness Portfolio in Activity 1.2. Students complete submissions, including the following:
|
· Why be physically fit? (Appendix 1A) |
· Training Principles (Activity 1.6) |
|
· Making Connections (Appendix 1B) |
·
Lifestyle
Questionnaire (Appendix 1C) |
|
· Personal Fitness Article Response (Appendix 4A) |
·
Personal Fitness Program Analysis |
|
· Health-Related Physical Fitness Record Card (Appendix 1D) |
·
Goal Setting (Appendix 1F) |
|
· Participation/Fitness Activities Recording Chart (Appendix 1H) |
|
4.2 Students reassess their health-related physical fitness. The final summative evaluation reflects the degree to which students have improved their health-related physical fitness. The teacher designs appropriate rubrics to assess students’ physical fitness improvement, evaluates students’ written portfolio entries, and evaluates students’ level of fitness improvement and written portfolio entries after the final fitness testing. The teacher uses the Personal Fitness Portfolio as all or part of a final summative evaluation strategy for the course. Using this material, students develop a personal healthy active living portfolio to be presented in a variety ways, selected by the student: student–teacher conference, an individual class presentation, a presentation to Grade 9/10 HPE students, an interactive presentation to a Grade 8 parents night. The final compilation of the Personal Fitness Portfolio reflect students’ independent work, supported by student/teacher conferencing.
Student demonstration of learning continues to develop with formative assessment feedback throughout the course. The ongoing nature of goal setting for health-related physical fitness is supported by this feedback and will lead to quality demonstration of student learning in the summative evaluation of the portfolio.
|
Methods |
Strategies |
Assessment
Categories |
Tools |
|
Personal Communication |
· Self-evaluation – Health-Related Physical Fitness Record Card (Appendix 1D) · Self-evaluation – Personal Fitness Program Analysis (Appendix 4B) |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
· checklist |
|
Paper-and-Pencil |
· Article Response (Appendix 4A) |
Thinking/Inquiry Knowledge/ Understanding Thinking/Inquiry Application |
·
rating
scale |
|
Performance |
· Logs – Participation/Fitness Record Chart (Appendix 1H) · Personal Fitness Program Analysis (Appendix 4B) · Lifestyle Inventory (Appendix 1C) · Goal Setting (Appendix 1F) · Planning (Appendix 1G) · Participation/Activity Record Chart (Appendix 1H) · Article Response (Appendix 4A) · Self-assessment - norm-referenced criteria fitness test charts (Appendix 1E) · Health-Related Physical Fitness Record Card (Appendix 1D) |
Knowledge/ Understanding Thinking/Inquiry Application Application Knowledge/ Understanding Thinking/Inquiry Communication Application |
· checklist · rubric |
· Reduce scope of portfolio submissions, e.g., Article Response, Personal Fitness Program Analysis, etc.
· Enrich student portfolio by providing opportunities to submit supplemental portfolio submissions including community involvement, employment activities, outside school recreational activities, provincial level involvement in sports, etc.
Canadian Standardized Test of Fitness (CSTF), Operations Manual, 3rd ed. 1986.
Canada’s Physical Activity Guide. www.paguide.com This site includes Canada’s Physical Activity Guide for Healthy Active Living created by the Canadian Society for Exercise Physiology.
FITNESSGRAM 6.0. www.humankinetics.com A comprehensive educational, and promotional tool for fitness and activity assessment in physical education.
OPHEA. www.ophea.net A wide variety of fitness and safety resources for the teacher.
|
Why be physically fit? |
Ranking in Importance |
||
|
15 Year Old |
35 Year Old |
55 Year Old |
|
|
Improved appearance |
1 |
3 |
N/A |
|
Healthy heart |
5 |
2 |
1 |
|
… |
|
|
|
· What are the physiological benefits of being physically active?
· Why do I need to train, e.g., weight train, aerobics, to supplement my involvement in activities?
· List the factors that influence the activities you get involved in.
· What are the factors that affect your level of fitness? Can you control any of these factors? If so, give suggestions as to how you might control these factors.
· If our bodies are a gift from the Creator, why is a personal healthy active lifestyle important?
· List as many ideas as you can in two columns:
· Physiological Factors improved by being fit.
· Psychological Factors improved by being fit.
· Why is it important to have a high level of health-related personal fitness?
· Reflect on your personal amount of physical activity outside of school. What challenges do you face in keeping physically active? How might you overcome these challenges?
· What activities are you interested in pursuing to maintain/improve your level of personal fitness?
· What factors will affect whether or not you participate in these activities?
· As you grow out of the teenage years, all of your fitness test results will start to decline. Identify how you can counteract the effects of aging and continue to maintain or improve your fitness level.
· What do you see yourself doing to stay active after secondary school is over?
· State ways that “being fit” or “being unfit” will help/hinder you throughout this school year.
[Based on the Lifestyle Questionnaire from Canadian Standardized Test of Fitness (CSTF) operations manual (p. 23 – 27).]
As Christians, we are called to treat our bodies with respect. Students reflect on this Gospel call as it relates to personal abilities and aspirations that influence life choices. Students begin to collect data to analyse the connection between their leisure/fitness activities and a healthy lifestyle.
Lifestyle Inventory Follow-Up Questions - Physical Activities
Review your responses in the Lifestyle Questionnaire for questions number 1, 2, 3, 4 and 5 in order to help you put together your ideas for this section.
· What percentage of your physical activities is:
(a) connected to school activities _____?
(b) connected to activities outside of school _____?
·
At what intensity do you normally
perform the majority of these physical activities?
(see questionnaire for intensity ratings that you checked off)
· Will finishing secondary school change your level or intensity of physical activity?
· Will your answer above have an impact on your overall level of health?
· List activities you could do to maintain a physically active lifestyle after Grade 12.
· List possible barriers to maintaining a physically active lifestyle after Grade 12.
· Explain how your activities have reflected a holistic balance of the social, emotional, physical, spiritual, and intellectual realm of personal fitness.
Lifestyle Inventory Follow-Up Questions - Nutritional Fitness
Review your responses in the Lifestyle Questionnaire for questions number 13 and 14 in order to help you put together your ideas for this section.
· What percent of your food intake is controlled by:
(a) you _____ (b) family _____ (c) friends _____?
· Do you feel these percentages will change in the next several years?
· What do you feel is: (a) the worst part of your nutritional fitness?
(b) the best part of your nutritional fitness?
· What changes do you feel you are capable of making to your nutritional fitness?
· If our bodies are a gift from the creator, why is nutritional health important?
· List possible barriers to maintaining nutritional fitness in a healthy active lifestyle after Grade 12.
· List ideas to overcome these barriers in maintaining nutritional fitness after Grade 12.
Lifestyle Inventory Follow-Up Questions - Emotional Fitness
Review your responses in the Lifestyle Questionnaire for questions number 6, 12, 15, 16, and 17 in order to help you put together your ideas for this section.
· What do you feel are the three main factors that affect your emotional fitness? Rank the factors.
(1) ____________ (2) _____________ (3) ________________
· How will improved physical fitness help you “control” these emotional fitness factors?
· What do you feel is the best part of your emotional fitness?
· What changes are you capable of making to social factors that affect your emotional fitness?
· If our bodies are a gift from the Creator, why is emotional health important?
· List possible barriers to maintaining emotional fitness in a healthy active lifestyle after Grade 12.
· List ideas to overcome these possible barriers in maintaining emotional fitness after Grade 12.
Fitness Analysis for: ___________________
|
|
Predict 1st
Test |
Actual 1st
Testing |
2nd Testing
Goal |
Actual 2nd
Testing |
3rd Testing
Goal |
Actual 3rd
Testing |
|
Muscle
Endurance - Sit-Ups - Curl-Ups - Flexed Arm Hang - Push-Ups |
|
|
|
|
|
|
|
Muscle Strength - Hand Grip - Pull-Ups - Push-Ups |
|
|
|
|
|
|
|
Flexibility - Trunk Forward Flexion - Prone Trunk - Arm Lift |
|
|
|
|
|
|
|
Cardiorespiratory - CSTF Step Test - Aerobic Sub. Max. Step Test - 20m. Shuttle - 12 min. Run - 2.4 km. Run |
|
|
|
|
|
|
|
Body Mass Index |
|
|
|
|
|
|
Sit Ups: see Canadian Standard Test of Fitness, procedure p. 13, Norms and Percentile by Age Groups and Gender for Sit-Ups Appendix I: Table 9, p. 39.
Norms and Percentiles for 90° Knee – Wall Curl-Ups /90° Flexed Arm Hang
|
Classification |
Standard Score |
Female |
Male |
||
|
Curl-Ups
Female |
Flex Arm
Female |
Curl-Ups Male |
Flex Arm Male |
||
|
Excellent |
95 90 85 80 |
36 or more |
12 seconds |
48 or more |
20 seconds |
|
Good |
75 70 65 60 |
18 – 35 |
10 – 11 seconds |
24 – 47 |
18 – 19 seconds |
|
Fair |
55 50 45 40 |
15 – 17 |
8 – 9 seconds |
20 – 23 |
15 – 17 seconds |
|
Poor |
35 30 25 <20 |
14 or less |
7 seconds |
19 or less |
14 seconds |
Push-Ups: see Canadian Standard Test of Fitness, procedure p. 12, Norms and Percentile by Age Groups and Gender for Push-Ups Appendix I: Table 7, p. 37.
Muscle Strength Norm Referenced Criteria Charts
Grip Strength: see Canadian Standard Test of Fitness, procedure p. 13, Norms and Percentile by Age Groups and Gender for Combined Right and Left Hand Grip Strength (kg) Appendix I: Table 6, p. 36.
Push-Ups: see Canadian Standard Test of Fitness, procedure p. 12, Norms and Percentile by Age Groups and Gender for Push-Ups Appendix I: Table 7, p. 37.
Flexibility Norm Referenced Criteria Charts
Trunk Forward Flexion: see Canadian Standard Test of Fitness, procedure p. 13, Norms and Percentile by Age Groups and Gender for Trunk Forward Flexion (cm) Appendix I: Table 8, p. 38.
Cardiorespiratory Norm Referenced Criteria Charts
Norms and Percentiles for multistage 20-metre shuttle run test for maximal functional aerobic power
|
Rating |
% |
Male |
Female |
||||
|
|
|
16 |
17 |
>17 |
16 |
17 |
>17 |
|
Excellent |
> 80 |
12.0 11.5 |
12.5 12.0 |
13.0+ 12.5 |
8.5 7.5 |
8.5 8.0 |
7.0+ 7.0 |
|
Good |
60 – 80 |
10.5 10.0 |
11.0 10.5 |
11.5 11.0 |
7.0 6.0 |
7.0 6.0 |
6.5 |
|
Average |
40 – 60 |
9.5 9.0 |
10.0 9.5 |
10.5 10.0 |
5.5 5.0 |
5.5 5.0 |
6.0 |
|
Below Average |
20 – 40 |
8.5 8.0 |
9.0 8.5 |
9.5 9.0 |
5.0 4.5 |
5.0 4.5 |
5.0 4.0 |
|
Poor |
> 20 |
7.0 <7.0 |
7.5 <7.0 |
8.0 <7.5 |
4.0 <4.0 |
4.0 <4.0 |
<3.5 |
Norms and Percentiles for Cooper 2.4-km. Run
|
Rating |
% |
Male |
Female |
|
Superior |
> 85 |
8:36 or less |
11:49 or less |
|
Excellent |
> 70 |
8:37 - 9:40 |
11:50 - 12:29 |
|
Good |
> 55 |
9:41 - 10:48 |
12:30 - 14:30 |
|
Fair |
> 40 |
10:49 - 12:10 |
14:31 - 16:54 |
|
Poor |
> 25 |
12:11 - 15:30 |
16:55 - 18:30 |
|
Very Poor |
> 10 |
15:31 or more |
18:31 or more |
Norms and Percentiles for Cooper 12-Minute Run
|
Rating |
% |
Male |
Female |
|
Excellent |
> 80 |
2800 m. or more |
2400 m. or more |
|
Good |
> 60 |
2400 m. – 2799 m. |
2000 m. - 2399 m. |
|
Fair |
> 40 |
2000 m. – 2399 m. |
1600 m. - 1999 m. |
|
Poor |
> 20 |
1600 m. – 1999 m. |
1200 m. - 1599 m. |
|
Very Poor |
> 10 |
1599 m. or less |
1199 m. or less |
Canadian Aerobic Fitness Test – Step Test: see Canadian Standard Test of Fitness, procedure p. 10 – 11, Norms and Percentile by Age Groups and Gender for Heart Rate Final Scores Appendix I: Table 5, p. 35.
Body Mass Index Norm Referenced Criteria Charts
Body Mass Index (BMI): see Canadian Standard Test of Fitness, procedure p. 13, Percentile and Associated Risk Zones by Age Groups and Gender for Body Weight, Adiposity and Fat Distribution Measures Appendix I: Table 1, p. 30.
Appendix 1F
|
Health-Related
Physical Fitness – Actual First Testing Results |
||||
|
Fitness Factor |
Test Score |
Norm Chart
Rating |
Personal
Satisfaction Level |
Goal for next
testing |
|
Muscle
Endurance Sit-Ups |
|
|
Low Medium High |
___ Increase to _____ |
|
Muscle Strength Hand Grip |
|
|
Low Medium High |
___ Increase to _____ |
|
Flexibility Trunk Forward Flexion |
|
|
Low Medium High |
___ Increase to _____ |
|
Cardiorespiratory 20m. Shuttle |
|
|
Low Medium High |
___ Increase to _____ |
|
Body Mass Index |
|
|
Low Medium High |
___ Improve to _____ |
|
Fitness Factor |
Goal for next
testing |
Set two realistic
activities that you can do |
|
Muscle
Endurance Sit-Ups |
___ Increase to ____ |
Increase: Maintain: |
|
Muscle Endurance Push-Ups |
___ Increase to ____ |
Increase: Maintain: |
|
Muscle Strength Hand Grip |
___ Increase to ____ |
Increase: Maintain: |
|
Flexibility Trunk Forward Flexion |
___ Increase to ____ |
Increase: Maintain: |
|
Cardiorespiratory 20 m. Shuttle |
___ Increase to ____ |
Increase: Maintain: |
|
Body Mass Index |
___ Improve to ____ |
Increase: Maintain: |
|
Date |
Activity |
Duration |
Category |
Intensity |
Staff Verified |
||||||
|
|
|
< 15 |
< 30 |
< 60 |
> 60 |
Fitness |
Leisure |
Light |
Medium |
Heavy |
|
|
Mon. |
Cross Country Practice |
|
|
X |
|
X |
|
|
X |
|
Coach |
|
Tues. |
Fit Blitz – PPL 40 |
|
X |
|
|
X |
|
|
|
X |
Teacher |
|
Thurs. |
Walked dog in neighbourhood |
|
X |
|
|
|
X |
X |
|
|
Parent |
|
Fri. |
Wall Climbing with friends |
|
|
|
X |
|
X |
|
|
X |
Club Staff |
Students give written details of goals with reference to Appendix 1D: Health Related Physical Fitness Record Card, Appendix 1F: Personal Fitness Plan – Goal Setting, and Appendix 1G: Personal Fitness Plan – Planning Sheet.
· two short-term goals/three long-term goals
· detailed listing of steps needed to reach each short-and long-term goal
· using SMART Formula to check goals once they have been set
· seeking peer, parent, and/or teacher feedback on goals
· explaining personal benefit of reaching these goals
· connection of goals to appendices referenced above
· reflecting on barriers that may prevent goal attainment
· planning strategies to overcome perceived barriers
· listing resource people to assist in overcoming barriers and attaining goals
|
Monday |
Tuesday |
Wednesday |
Thursday |
… |
|
AM – swim team practice |
|
AM – swim team practice |
|
|
|
|
PM – weight room after school |
|
PM – weight room after school |
|
|
|
|
|
Evening – walk/jog with dog |
|
|
|
Monday |
Tuesday |
Wednesday |
Thursday … |
|
School |
8 AM – 3 PM |
8 AM – 3 PM |
8 AM – 3 PM |
8 AM – 3 PM |
|
Work |
4PM – 9 PM |
|
4 PM – 9 PM |
|
|
Personal |
9:30 PM à |
5 PM à |
9:30 PM à |
5 PM à |
|
Fitness/Activity |
AM – swim team practice |
PM – weight room |
AM – swim team practice |
PM – weight room |
Students evaluate the effectiveness of their fitness program by answering the following questions.
· Specific Are the goals clear and identifiable?
· Measurable Can the results be determined?
· Attainable Is it possible to reach the goal?
· Realistic Is it probable that you will reach the goal?
· Time What is the timeline for reaching the goal?
|
|
2-3 Weeks
later |
5-6 Weeks
later |
8-9 Weeks
later |
|
Strengths |
I feel that my aerobic ability has really improved … |
|
|
|
Challenges and Barriers |
Getting out everyday with work and homework is really difficult. |
|
|
|
Strategies I’ve used |
I’ve tried to encourage my mom to come with me and now she is getting me out, even when I don’t want to. |
|
|
|
I feel good about… |
… the effort I’ve made these first three weeks to do some aerobics every day possible. |
|
|
|
My goals are … |
… right on track for my aerobics – I think my next fitness test will really show an improvement. |
|
|
|
My plan is … |
… too complicated to keep track of every time block. I’m much better trying to fit it in everyday – sometime! |
|
|
Students select one of
the following assignments:
· interview a person working in the sport and recreation field
· research a sport and recreation career using appropriate resources
Assignment Requirements
Students create a
written report, career poster, or a video. Their presentations should include
the following information:
· A description of the career researched, including specific tasks or responsibilities of the person
· Opportunities for career advancement and potential timelines for advancement
· Postsecondary courses, additional qualifications, or certifications required for the position
· Approximate salary range for the position
· Advantages/disadvantages of working in this career
· The attraction of the career for the student
|
Risk |
Degree of Risk
(low to high) |
Avoidable, unavoidable,
predictable |
Potential
consequences |
Solutions |
|
Wall Climbing |
Medium |
Predictable |
Injury due to equipment failure, human error |
Certification Equipment checks Use of proper equipment |
|
ATV or snowmobile vehicle operation |
Varies from Low to High |
Avoidable,
unavoidable, predictable |
Loss of vehicle Loss of license Injury |
Licensed Use of proper safety equipment Control of speed Use on marked trails |
The scenarios are
possible examples that can be used in the classroom. The teacher may have
students:
1. identify all possible/potential risks
2. give solutions as to how the risks can be resolved/avoided
3. provide situations when gender norms in society impact differently on the risk/outcome, e.g., male vehicle insurance rates vs. female vehicle insurance rates, etc.
4. provide situations when cultural norms in society impact differently on the risk/outcome, e.g., cultural limitations on dancing, drinking, physical activity, etc.
5. role-play scenarios and potential outcomes
6. create advertisements similar to those produced in www.thetruth.com website
7. design a debate or ethical challenge/discussion on specific advertisements or the following risk scenarios:
a) A seventeen year-old male student has just received his G-2 driver’s licence. His friends are always “pushing” him to race his car against some of the students from a rival school.
b) Sarah works at an isolated convenience store in a strip mall. She is regularly scheduled to work late and close up the store by herself. She is uncomfortable about this, but is hesitant to voice her concerns.
c) Karl, an 18 year old student, has never exercised before, never had a physical assessment, and is overweight. On his first day at the gym, he does a two-hour weight-lifting routine and forty-five minutes on the stairmaster. The next day he wakes up feeling like he’s been hit by a truck.
d) Ashley began a fitness program and has lost five pounds and increased her strength and flexibility in two months. A year later, she is doing the same program, but she has not seen improvement for a long time.
e) Tim is a constant worrier. He is concerned about getting good grades, excelling at hockey, and being popular with his female classmates. Although Tim seems like a well-rounded individual he occasionally experiences chest pain, has headaches, and does not sleep well.
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1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 – 26 |
|
|
¬ Competitive Sports ® |
¬ Competitive Sports ® |
|
High |
Medium |
|
¬ Free Play ® |
¬ Leisure ® |
|
High |
High |
These are sample
questions that can be used for conducting the interview. The list is not
exhaustive and has room for additions or deletions.
1. As a professional, what is your greatest concern regarding the health of individuals?
2. What specific information/strategies would you give an individual who wants to become fit?
3. How long does it take to see measurable changes in one’s health?
4. What physical activities would you suggest to someone who does not like to ‘work out’?
5. Is it better to stick with one activity or to do numerous activities?
6. How long does someone have to do the activity, for what duration?
7. Do leisure activities count, e.g., gardening, etc.?
Timeline: This activity should reflect three hours of work, which includes finding an article, reading it, reflecting on it, and writing your response.
The Background
· There are many issues that affect your level of Health-Related Physical Fitness. The course focuses on fitness-training principles, body adaptation, and the role of vigorous exercise and physical fitness. You are challenged to look critically at your own level of health-related physical fitness and your lifestyle.
· You need to select one training principle, physical fitness factor, healthy active lifestyle, or personal health article that interests you and provides you with in-depth information. This article needs to be something that you are interested in and that directly affects your level of personal health. There is little sense in reading about an issue that doesn’t have connections with your own health-related physical fitness and your lifestyle! Select your article with care!
The Task
· Find an article based on the criteria outlined above.
· Read it. Reflect on it.
· Write a personal response or reflection paper that will summarize what your article has discussed and the connection this topic has to your health-related physical fitness and your lifestyle. This paper should be no more than two typed pages, double-spaced, regular font. Use the attached checklist to help you prepare and write your response or reflection paper.
· Include a copy of the article with your submission.
|
First Draft
Copy Guidelines |
Yes |
No |
|
1. I read my selected article, thinking about what the article is saying and how it applies to me. |
|
|
|
2. I prepared an outline by listing four key points that the article was discussing. |
|
|
|
3. I put an informative/attention-getting title on a separate page with my name and the date. |
|
|
|
4. I wrote an opening paragraph that introduced the article, with its source, date of publication, and author. This opening paragraph also includes two or three sentences at the start to get the reader’s attention. |
|
|
|
5. I connected and sequenced all the paragraphs in the body of my paper logically, i.e., first paragraphs telling what the article was about and the next paragraphs telling the connection to my health-related physical fitness and my lifestyle. |
|
|
|
6. I used specific details from the article to support all the connections to me. |
|
|
|
7. I made a very clear connection between the information that I discovered and my own health-related physical fitness and my lifestyle. |
|
|
|
8. I wrote a concluding paragraph that reflected my thoughts and summarized the article. |
|
|
|
9. I proofread (and spell checked) my article. |
|
|
|
10. I asked a classmate, parent, relative... to proofread my article. |
|
|
Students will assess a variety of physical fitness equipment programs and approaches they used to maintain or improve their personal fitness levels.
Task
1. Students sort, total, and organize the data from their Participation/Fitness Activities Recording Charts. This process groups common activities, total Duration data, total number of Fitness and Leisure Category entries, and total Intensity data. Students present this data in charts and/or graphs.
2. Students analyse their participation/fitness activity levels based on the sorting, totalling, and organizing of the Participation/Fitness Activity data. Student analysis is based on the following themes and patterns: participation trends – fitness vs. leisure, individual vs. group, weekday vs. weekend, duration of activities, intensity of activities, strengths of participation/fitness activities, weaknesses of participation/fitness activities, changes to patterns that students feel need to be made.
3. Students construct comparative graphs using fitness test predictions, goal-setting, and actual test results from Health-Related Physical Fitness Record Card.
4. Students assess the effectiveness of their Participation/Fitness Activity levels in relation to their personal fitness levels. This assessment emphasizes success in maintaining or improving level of fitness, in reaching goals established, connection between Participation/Fitness Activity levels and ability to improve fitness, selection of activities that demonstrated specific training principles applied, subjective evaluation of benefits received from being physically active, fitness equipment that is available at home or in the community to continue fitness activities, activities that are available in the community to pursue after high school graduation.
5. By comparing responses from the Lifestyle Questionnaires, students analyse and summarize the changes that have taken place during the course.
6. Using timeline developed and research data collected, students discuss the benefits (physical, mental, emotional, social etc.) of different activities, and the ways individuals’ participation patterns are likely to change. Students include a personal timeline, showing how their participation patterns have changed during their lives.
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