Course Profile Exercise Science (PSE4U), Grade 12, University Preparation, Catholic
Unit 4: Physical Activity and Sport in Society
Time: 30 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
| Activity 6 | Activity 7
Unit Description
Students explore the relationship between physical activity, sport, and society. They explore the evolution of physical activity by studying the history of sport. They identify issues in society related to sports and physical activity. These may include violence, exploitation, cheating, equal access, and physical activity trends. Students analyse the factors that influence participation in physical activity and sports, including current trends, coaching, role models and personal perception of physical activity. Students identify Canadian athletes who have contributed to sports and physical activity and describe their contributions. The relationship of society and culture to sports and physical activity is taught through the study of various issues. These include sport management, physical activity, and the importance of being an informed consumer. Students describe how societal and cultural factors, including gender representation and ethno-cultural preferences, influence programs. They describe the benefits of school and community programs, and identify career opportunities in fields related to physical activity and sports.
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Tasks |
|
1. |
3.75 hours |
PAV.01, PA1.01 |
Communication |
Lecture |
|
2. |
3.75 hours |
PAV.01, PA1.03, PA2.03, PA2.06 |
Knowledge/ Understanding Thinking/Inquiry Communication |
Brainstorming |
|
3. |
3.75 hours |
PAV.02, PA2.01 |
Thinking/Inquiry |
Research |
|
4. |
1.25 hours |
PAV.02, PA2.02 |
Thinking/Inquiry Communication |
Peer Coaching |
|
5. |
3.75 hours |
PAV.02, PA2.04 |
Knowledge/ Understanding Thinking/Inquiry |
Community Resource Investigation Peer Teaching |
|
6. |
6 hours |
PAV.02, PA2.05 |
Knowledge/ Understanding Thinking/Inquiry |
Investigation |
|
7. |
7.75 hours |
PAV.01, PA1.02 |
Knowledge/ Understanding Communication |
Jigsaw Case Study Debate Concept Attainment |
Time: 3.75 hours
Students describe the historical development of sport and physical activity. Students learn why sports were developed and why individuals participated in sport both in early rural and urban settings. The influence of both Aboriginal peoples and early European settlers on today’s activities is examined. Popular sports in modern society are examined from the perspective of their roots, origins, and influences on today’s games. Students briefly examine the history of the Olympics and Canada’s level of participation and rate of success. As a culmination activity, students write a position paper on one of the most important aspects of the history of sport in Canada.
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively;
CGE5a - works effectively as an interdependent team member;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.01 - describe the evolution of physical activity and sports.
Specific Expectations
PA1.01 - describe the historical development of physical activity and sports.
·
Brainstorming
·
Research
·
Essay writing
·
Collaborative
learning/cooperative group skills
·
Dialogue
·
Peer and
self-editing
·
Note taking
·
Communication
skills
·
Book computers
and library for research activity. Bookmark possible websites for efficient
Internet use.
·
Photocopy sport
chart (Appendix 1A – Research Assignment – The History of Sport in Canada) for
research activity.
·
Review
information on the various sports and events in Canadian sport history to aid
in facilitation of discussion.
·
Create a rubric
for the position paper.
·
Create questions
for a sport history game.
1. Begin with a short discussion in which students brainstorm major events in the history of sport. Divide the class into two teams for a game of sport history review. The sport history game consists of answers given to students who in return provides the question.
2. Ask students the question, “Why were sports developed, and why did individuals participate in sport?” Answers that could be elicited include nation building, physical fitness/development of the body, social development, moral development, profit, and gender identities. Discuss with students the similarities and differences in the reasons people participate at the present time.
3. Discuss with students the influences of a variety of groups on the sports of today. Begin with the influences of Canada’s Aboriginal peoples. Have students brainstorm ways in which Aboriginal peoples were influential in sport development, i.e., lacrosse, hockey, archery, footraces, canoeing, kayaking. Continue the discussion with the influences of the European settlers. Have students examine how settlers to Canada influenced the country’s sport development. Focus on lacrosse, horseracing, tennis, cricket, rugby/football, and curling. The teacher may also include other important areas.
4. Students focus on a few of the more popular sports in Canada. Each of the sports listed below have at least some portion of their roots tied to Canada. Students spend time researching the sports and completing the chart in Appendix 1A – Research Assignment – The History of Sport in Canada. Students can either do the research on their own or in pairs. For each particular sport, students research the inventor, year of invention, place of origin, the story behind the invention, and the contribution of this sport to Canadian society today.
5. Upon completion of the research, students regroup as a class and share their information. The teacher facilitates the discussion elaborating on students’ knowledge of each particular sport. The completed chart serves as a branching-off tool to delve deeper into the subject. The teacher may also want to discuss significant sports that the students have not researched but are nevertheless important to Canadian sport. These include curling, racing (car and horse), boxing, rowing and lacrosse. Below is information that the teacher may want to use and supplement:
Hockey
· Birth of the National Hockey League
· Origin of the Stanley Cup
· Original six teams
· Expansion of teams
· 1972 summit series (Paul Henderson)
· Proliferation of international players
· Movement of teams out of Canada
· Growth of women’s hockey
· Minorities in the NHL
· Stars of hockey
Basketball
· Origins of the sport
· James Naismith
· Edmonton Grads
· Birth and successes of the Toronto Raptors
· Birth and loss of the Vancouver Grizzlies
Football
· 1861, the start of football at the University of Toronto
· Founding of the Canadian Football League
· Development of the League
· Origin of the Grey Cup
· Rule Changes
· Expansion to the United States
· League highlights and low points
· Dominance of import players
· Stars of football
Baseball
· Origins in Canada
· All-American Girls Professional Baseball League and its dominant Canadian players
· Jackie Robinson and the Montreal Royals
· Rise and fall of professional teams in Canada
· Stories of the Toronto Blue Jays and the Montreal Expos
6. Students briefly examine the Olympic games and their place in the history of Canadian sport. The teacher presents significant events and individuals in Olympic history and discuss their impact on sport with the students. The following is a list of important events and athletes that the teacher may want to discuss. Other events may be included as well. Due to time, focus only on the highlights.
· Canada’s entry into the Games (1904)
· Inclusion of women athletes (1928)
· Percy Williams (1928)
· Harry Jerome (1960)
· Elaine Tanner (1968)
· Canada’s powerhouse in rowing (1950s)
· Munich massacre (1972)
· Montreal Olympics (1976)
· Moscow boycott (1980)
· Los Angeles boycott and Canada’s best summer games ever (1984)
· Ben Johnson and the Dubin Inquiry
· Calgary Olympics (1988)
· Gaetan Boucher
· Sylvie Frechette
· Donovan Bailey
· Canada’s Most Successful Winter Olympics to date (2002)
The teacher creates a list of important events in Canadian sport history. Have students examine the list and make further inclusions from what they have learned. As a culminating activity students select the one event they believe to be the most influential in Canadian sport today. Students write a short position paper to support their claim. The teacher can use this activity to assess student’s writing and editing skills. Depending on students’ writing backgrounds, the teacher may want to review fundamental writing skills.
·
Formative
assessment of research activity demonstrating understanding of the origin of
popular sports played in Canada.
·
Formative peer
assessment and summative evaluation of position paper demonstrating an
understanding of major events in the history of sport.
·
Implement
strategies recommended in students IEPs.
·
Use heterogeneous
groupings for group work.
·
Make appropriate
alterations for ESL students.
·
Provide notes for
students, if necessary.
·
Provide
alternative assessment for students where necessary.
Fishler, Stan. Fishler’s Illustrated History of
Hockey. Toronto: Warwick Publishing Inc., 1993.
ISBN 1-895629-21-7
Fox, Stephen. Big Leagues: professional baseball, football, and basketball in national memory. New York: Morrow, 1994. ISBN 0688093000
Howell, Colin D. Blood, Sweat and Cheers. Sport and the Making of Modern Canada. Toronto: University of Toronto Press, 2001. ISBN 0-8020-4466-2
Humber, William. Diamonds in the North: A Concise History of Baseball in Canada. Toronto: Oxford University Press, 1995. ISBN 0-19-541039-4
Kelly, Malcolm G. The Complete Idiot’s Guide to Canadian Sports History and Trivia. Scarborough: Prentice Hall Canada Inc., 1999. ISBN 0-13-014658-7
McFarlane, Brian. Everything You’ve Always Wanted to Know about Hockey. New York: Charles Scribner’s Sons, 1971. ISBN 684-12605-2
Metcalfe, Alan. Canada learns to play: the emergence of organized sport, 1807-1914. Toronto: McClelland and Stewart, 1987. ISBN 0771058705
Morrow, D., M. Keyes, W. Simpson, F. Cosentino, and R. Lappage. A Concise History of sport in Canada. Toronto: Oxford University Press, 1989. ISBN 0195406931
Turner, Dan. Heroes, Bums & Ordinary Men. Profiles in Canadian Baseball. Toronto: Doubleday Canada Limited, 1988. ISBN 0-385-25189-0
Wise, S.F. and Fisher, Douglas. Canada’s Sporting Heroes. Their Lives & Times. Don Mills: General Publishing Co., 1974. ISBN 0771058705
Wong, Wendy. Celebrating Excellence: Canadian
Women Athletes. Vancouver: Polestar, 1995.
ISBN 1-896095-04-6
Complete Idiot’s Guide to Women in Sports. Toronto: Prentice Hall Canada, 2001. ISBN 0-13-089940-2
Sports in Canada: historical readings. Ed.
By Morris Moll. Toronto: Copp Clark Pitman, 1989.
ISBN 0773049282
Winners, A century of Canadian sport. Written by the Canadian Press and Canada’s top sport writers. Toronto: Montreal: Governor House, 1985. ISBN 0919959229
Websites
Amateur Athletic Foundation of Los Angeles –
www.aafla.com
This site provides links to information on the Olympics and articles related to
Canadian Sport History. Sport history and P.E. journals can also be found at
this site.
International Centre for Olympic Studies –
www.uwo.ca/olympic
This site gives information on the Olympics.
North American Society of Sport History –
www.nassh.org
This site contains articles related to Canadian Sport History.
SportQuest – www.sportquest.com
This site contains links to a variety of related sport subjects.
Time: 3.75 hours
Students analyse the factors that influence participation in physical activity, e.g., aerobics, jogging. They compare these factors to those that influence participation in sport, e.g., hockey, baseball. Students examine how current trends in sports and coaching influence participation levels. They develop an understanding of their personal perception of physical activity and the impact this has on participation. The influence of gender representation and ethno-cultural preferences on sports and physical activity are also examined.
Ontario Catholic School Graduate Expectations
CGE5a - works effectively as an interdependent team member;
CGE5e - respects the rights, responsibilities and contributions of self and others;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.01 - describe the evolution of physical activity and sports.
Specific Expectations
PA1.03 - analyse the factors that influence participation in physical activity and sports e.g., current trends, coaching, role models, personal perception of physical activity;
PA2.03 - describe societal and cultural factors (e.g., gender representation, ethno-cultural preferences that influence sports and physical activity programs);
PA2.06 - identify Canadian athletes who have contributed to sports and physical activity and describe their contributions.
·
Research Skills
·
Collaborative learning/cooperative
group skills
·
Dialogue
·
Communication
skills
·
Brainstorming
·
Mind Mapping
·
Presentation
skills
·
Journal Writing
·
Define the goals
of studying the sociology of sport. Create a definition for sport.
·
Review current trends
in sport, e.g., coaching, role models.
·
Book necessary
equipment and/or rooms, e.g., TV/VCR, Power Point, Computer Lab, Gymnasium.
·
Create rubric for
Sport and Culture assignment. Decide if this will be done individually or in
groups.
·
Have necessary materials
ready, e.g., chart paper, markers, etc.
·
Decide how the
New Games Assignment will be presented. It may be necessary to book gym time.
·
Create a rubric
with students for peer, self and teacher evaluation of New Games assignment.
·
Schedule Canadian
Athlete Presentations.
1. Split the class into groups. The teacher provides each group with chart paper and different coloured markers. Students write “physical activity” in the centre of the chart paper and brainstorm the different types of physical activity. Students begin their mind maps by doing the same on the chart paper. Within their groups have students identify which types of physical activity are sport, recreation or fitness.
2. As a class, discuss the goals of studying the sociology of sport. The teacher writes on the board, What is sport? i.e., specific activities, conditions under which the activities must take place, subjective orientations of sport – intrinsic/extrinsic motivation. As a class discuss the characteristics of sport. As a journal activity, have each student reflect on his or her own definition of sport. Create a class definition of sport.
3. As a whole group, discuss what sports are popular today and why? Continue the mind map by having students link each activity with the culture or country related to it.
4. Hand out Appendix 2A – Sports and Culture Assignment. Discuss the project and a due date.
5. Return to the mind map by having students link a role model to each activity and culture.
6. Have the students complete a journal answering the following questions:
· What makes a good role model?
· Are the majority of role models male or female and why?
· Does gender, race or ethnicity relate specifically to certain sports? Why?
· Is it the responsibility of an athlete to be a “good” role model?
Discuss the questions as a class.
7. Review role models from mind mapping activity. How many of these role models are Canadian?
8. Students research a Canadian athlete and present it to the class in a 3- to 5-minute presentation. Information students should have for presentation should be a collection of the following:
· Name and age of athlete
· Sport they participated in and when
· Interesting facts about this athlete (within their sports and outside of their sport)
· What has this athlete contributed to sport in the past, present and for the future?
· What makes this athlete a “good” role model?
Appendix 2B will assist students with the assignment
9. Students write a journal to summarize what they learned from the presentations of their peers.
10. Review current trends in sport today from previous day’s mind map. Discuss what makes a successful sport, fitness activity, or recreation activity.
11. Hand out Appendix 2C – New Games Assignment. Students can complete this activity by creating a sport, fitness or recreation activity. Allow students time to research current trends and work on New Games assignment. Book presentation times for New Games Assignment.
·
Formative or
summative assessment of journals demonstrating an understanding of issues
surrounding role models using a marking scheme.
·
Summative
evaluation of Sports and Culture assignment demonstrating an understanding of
how cultures affect one another, especially in the area of sport.
·
Summative
assessment of leadership and organizational skills during implementation of New
Games assignment using a student-developed checklist or rubric.
·
Summative
evaluation of Canadian Athlete presentation demonstrating understanding of the athlete’s
personal history and credibility as a role model, using a rubric.
·
Allow students to
work alone on the Sport and Culture summative project.
·
Make adaptations
to summative projects, e.g., less extensive, extra time to work on in class,
group work.
·
Provide
alternative assessment for students where necessary.
·
Provide resource
material for students with an IEP to aid in development of summative
assignments.
·
Use heterogeneous
groupings for group work.
DeKnop, Paul. Worldwide Trends in Youth Sport. Human Kinetics Publishers, 1996. ISBN 0873227298
Johnson, Anne Janette. Great Women in Sports. Detroit: Visible Ink Press, 1996. ISBN 0787608734
Koppett, Leonard. Sports Illusion, Sports Reality; A Reporter’s View of Sports, Journalism, and Society. University of Illinois Press, 1994. ISBN0252064151
Mednick, Robin and Thomas, Wendy. Heroes in our Midst: Top Canadian Athletes Share Personal Stories from their Lives in Sport. Toronto: McClelland and Stewart Ltd., 2001. ISBN 0771056818
Rediger, Pat. Great Canadians: Athletes. Weigl Educational Publishers, 1999. ISBN 1896990118
Websites
Coaching Trends –
www.access.ch/lssfb/trendengl.html
This site contains a valid article on the trends of different sports in today’s
society.
Sociology of Sport –
www.coe.unt.edu/maughan/2050home.htm
This site shares information about sociology and its relation to sport. It has
good information for introduction notes to the unit.
Women in Sports – www.sportsfemmes.com
This site provides information on female athletes and the progression of
females in sports.
Time: 3.75 hours
Students analyse the relationship between business and sports and physical activity. They explore the different levels of sport (i.e., youth programs, high school and national teams) and investigate the differences in their philosophies, finances, administration, sponsorship opportunities, and marketing techniques.
Ontario Catholic School Graduate Expectations
CGE4d - responds to, manages, and constructively influences change in a discerning manner;
CGE5a - works effectively as an interdependent team member.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.02 - analyse the relationship of society and culture to sports and physical activity.
Specific Expectations
PA2.01 - analyse the relationship between business and sports and physical activity, e.g., compare an amateur sport to a professional sport, explore the nature of sponsorship.
·
Communication
skills
·
Research skills
·
Collaborative
learning
·
Cooperative group
skills
·
Oral presentation
skills
·
Brainstorming
skills
·
Peer and
self-editing skills
·
Obtain a copy of
the financial reports for a specific team in the school.
·
Book computers
and library/resource centre for research assignment.
·
Provide access to
telephones so that students may contact minor sport organizations through the
city.
·
Prepare and
photocopy research assignment chart.
·
Prepare a rubric
to assess culminating activity portfolio.
1. Introduce this activity by informing students that they will investigate the relationship between business and sports. They are to look at various levels of sports and how they are related to business.
2. In small groups, have the students attempt to list the costs in operating high school sports programs. Pick one sport, e.g., basketball, and have students break down all the costs involved to run this particular team. Try to avoid helping them in anyway with the figures. Once everyone has completed the task, compare students’ estimates with the actual amounts. Discuss the differences found. Discuss the nature of sponsorship for high school sports. Have the students list the pros and cons of this practice. Look at the nature of sponsorship in other sports categories, e.g., youth programs, amateur teams, and national teams. How does it differ? What problems arise with sponsors?
3. Divide the class into three groups. Assign each group a category, e.g., minor sport team, national team, and professional team. Each group will be responsible for researching two teams in their category. Give the groups a designated amount of time to research their area and complete the chart in Appendix 3A – Research Assignment – The History of Sport in Canada. Students need access to computers, magazines, library/resource centre, and telephone. They must find the following information: the team/organization’s mission statement or philosophy, administration (coaches, managers, etc.), athlete’s status (amateur/professional), finances, sponsorships and marketing techniques.
4. Upon completion of the research, the groups pick one of their two teams and present them to the rest of the class. As an entire class, discuss the findings of the groups and note the differences in the levels of sport. Discuss the current trends in the national team category. Touch on the financial issues facing national athletes today and the role of the Canadian government. Address the issues of amateurism vs. professionalism and the pros and cons of each.
5. For the culminating activity, students work in partners. The goal of this activity is for students to create their own teams. They must decide on what level teams will be, (minor, national or professional) the mission statement for their team, the administration that runs the team, the appropriate finances that are required to operate the organization, the sponsors, and the marketing plan. Students present their creation to the class and hand in a complete portfolio for their particular team.
·
Formative or
summative assessment of research activity demonstrating an understanding of
team organization.
·
Formative or
Summative assessment of team portfolio demonstrating an understanding of the
organization and finances involved in operating a team.
·
Students should
be given extra time to complete activities, if necessary.
·
Provide alternate
assessment for students where necessary.
Berry, Robert, C. and Glenn M Wong. Law & Business of the Sports Industries: Common Issues in Amateur & Professional Sports. Greenwood Publishing Group, 1993.
Gorman, J., K. Calhoun, and S. Rozin. The Name of the Game is Money: The Business of Sport. John Wiley and Sons Canada Limited, 1994. ISBN 0471594237
MacIntosh, Donald and David Whitson. The Game Planners: Transforming Canada’s sport system. Montreal: McGill-Queen’s University Press, 1990. ISBN 0773507582
McIntosh, Donald and Michael Hawes. Sport & Canadian diplomacy. Montreal & Kingston: McGill - Queen’s University Press, 1994. ISBN 077351161X
McIntosh, D., T. Bedecki, and C.E.S. Franks. Sports & Politics in Canada: Federal government involvement since 1961. Kingston: McGill-Queen’s University Press, 1987. ISBN 0773506098
Patterson, Gary. Behind the superstars: The business side of sports. Scarborough: Prentice Hall of Canada, 1978. ISBN 0130741531
Weiss, Ann E. Money Games: The Business of
Sports. Houghton Mifflin Company, 1993.
ISBN 0395574447
Wetzel, Dan and Don Yaeger. Sole Influence. Basketball, Corporate Greed, and the Corruption of America’s Youth. New York: Warner Books, Inc., 2000. ISBN 0-446-52450-6
Websites
SportsQuest – www.sportquest.com
This site provides links to a variety of national sport organizations, along with links to other related subjects.
Time: 1.25 hours
Students evaluate sport/fitness-related products and gain the necessary knowledge to prioritize consumer needs as they apply to an active lifestyle. They reflect on personal expectations and experiences they have had in purchasing a sport/fitness product or service, and research current items on the market, e.g., fad diets, fitness infomercials, sporting equipment, fitness facilities, weight-management facilities, sports stores, etc. In this activity students are challenged to reflect critically when evaluating sport specific consumer goods. The knowledge they gain empowers them to make healthy choices about purchasing sport/fitness merchandise and services and to feel confident about the choices they make.
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials effectively.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.02 - analyse the relationship of society and culture to sports and physical activity.
Specific Expectations
PA2.02 - explain the importance of being an informed consumer with regard to sports and physical activity.
·
Critical-thinking
skills
·
Active-listening
skills
·
Communication
skills
·
Reflection
processing and related skills
·
Research skills
·
Brainstorming
skills
·
Group-work skills
·
Obtain current
information from various publications or websites on consumerism concepts.
·
Prepare and
provide students with a consumerism questionnaire.
·
Book a video that
discusses consumerism topics.
·
Prepare examples
of products on the market that are not safe or mislead the consumer.
1. Initiate class discussion regarding the issue of consumerism, e.g., What is it? How do we become wise, informed consumers?
2. The teacher shows students examples of current products used in sports, recreation and fitness, e.g., therapy balls, creatine powder, abdominal roller, power bars, one-piece graphite hockey sticks. Have students brainstorm in pairs, then in groups of four, the Product Information Survey Appendix 4A – Product Information Survey. Discuss as a class, highlighting key points on the board or overhead.
3. Students create an inventory of all the fitness equipment they have in their home. Students research why this product was purchased, i.e., why were they drawn to this product, and share it with the class.
4. The teacher distributes the assignment Appendix 4B – Becoming a Wise and Informed Consumer. Students may use one of the pieces of fitness equipment they have in their home or arrange to use equipment at the school to complete this assignment. Discuss the expectations and valued outcomes.
·
Summative
evaluation of individual presentation on consumerism using a rubric.
·
Formative assessment
of learning skills and work habits.
Furlong, Carla. Marketing For Keeps. New York: John Wiley and Sons Inc., 1993.
Torek, George. Secrets of Power Marketing. New York: General Distributing Limited, 1999.
Time: 3.75 hours
Students identify the link between community sport/fitness programs and those run in a school environment. They research a local community establishment that offers various sport/fitness programs. Students are in charge of creating, organizing, and running a FIT week or month within their school by offering different programs for students before, during, and after school. By reviewing the expectations and outcomes of each type of program, they will be able to identify, classify, and market specific fitness needs for various populations.
Ontario Catholic School Graduate Expectations
CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2c - presents information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.02 - analyse the relationship of society and culture to sports and physical activity.
Specific Expectations
PA2.04 - describe the benefits of school and community physical activity and sports programs for themselves and for society (e.g., increased fitness and participation, better school spirit).
·
Critical-thinking
skills
·
Active-listening
skills
·
Communication
skills
·
Reflection processing
and related skills
·
Research skills
·
Brainstorming
skills
·
Group-work skills
·
Independent-work
skills
·
Research various
community physical activity and sports programs that are made available to
students of various ages/levels.
·
Book the gym for
intramural programs. Be aware of safety concerns in the gymnasium.
·
Teaching/Learning
Strategy 3 can be done at any level, i.e., elementary or high school, or within
the community. The teacher may choose to decide prior to class or give students
the option.
1. As a class, brainstorm the benefits of physical fitness and the benefits of school and community physical activity and sports programs.
2. Compare community and school sports programs, i.e., how physical activity increases productivity of low-level achieving students, increased safety, the variety of programs offered within local schools and the community, continued participation.
3. Hand out assignment Appendix 5A – FIT Weeks and take time to chose a theme; create an intramural game(s); designate referees; prepare game sign-ups, promotion and marketing, announcements, equipment organizers, music, water station, awards, etc.
4. Read and review Appendix 5B – Community Outreach Assignment. As a class, brainstorm career opportunities in fields related to physical activity and sport. Divide career opportunities into specific disciplines, i.e., physical education or kinesiology. Discuss the secondary school requirements necessary for specific programs.
5. Invite several guest speakers to come in to act as a “Career Panel” to which students can ask questions related to their specific career using Appendix 5C – Career Options Worksheet – Where Will I Go From Here?
·
Summative assessment
of reflective paper concerning community sport/fitness programs.
·
Formative
assessment of learning skills and work habits.
·
Summative
assessment of FIT Weeks assignment demonstrating an understanding of healthy
active living within a school community.
Local Health Unit
Local Community Centres
Time: 5 hours
This activity provides an opportunity for students to reflect on goal setting and career possibilities in the field of sport and fitness. Job shadowing with a professional of their choice enables them to see first hand what knowledge and educational/personal background is required to perform their jobs well. As a culminating activity, students share their experience by participating in a career fair.
Ontario Catholic School Graduate Expectations
CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE2b - reads, understands, and uses written materials effectively;
CGE5d - finds meaning, dignity, fulfillment, and vocation in work, which contributes to the common good.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.02 - analyse the relationship of society and culture to sports and physical activity.
Specific Expectations
PA2.05 - identify career opportunities in fields related to physical activity and sports.
·
Critical-thinking
skills
·
Active-listening
skills
·
Communication
skills
·
Reflection
processing and related skills
·
Research skills
·
Independent-work
skills
·
Create a list of
career opportunities in fields related to sport and physical activity.
·
Develop a list of
kinesiology-related professionals in the community who would be willing to have
students job-shadow for two days.
·
Book several
guest speakers to discuss job/career opportunities.
·
Book the gym for
the career fair. Be aware of safety concerns in the gymnasium.
·
Create rubric for
the career fair project.
·
Decide how class
time will be used, e.g., class time for career fair, and job shadowing.
·
Make arrangement
with the school administration re: the Career Health Fair and ensure that
parent consent is obtained for the job-shadowing exercise.
1. The teacher ensures that students and person being job-shadowed are fully informed about board health and safety policy and procedures before the job-shadowing begins. The teacher also ensures that parent consent forms have been obtained before students proceed, where the student is under 18 years of age.
2. Students make arrangement for job-shadowing, prepare, and present their Community Outreach assignment.
3. Review with students the importance of goal setting and highlight key factors of the career project, Appendix 6A – Career Health Fair.
·
Formative
assessment of learning skills and work habits.
·
Summative
evaluation of career project demonstrating an understanding of career
opportunities in the field of physical and health education and kinesiology by
means of a rubric.
Bonner, Staci. Sports: Careers in Sports. Silver Burdett Press, 1994. ISBN 0896867897
Edwards, Lois. Great Careers for People Interested in Sports and Fitness. Gale Research, Incorporated, 1994. ISBN 0810399652
Field, Shelly. Career Opportunities in the Sports Industry: A Comprehensive Guide to the Exciting Careers Open to You in Sports or Sports Related Fields. Facts on File, 1999. ISBN0816037949
Heitzmann, William, R. Opportunities in Sports
and Athletics Careers. NTC Publishing Group.
ISBN 0844240524
Heitzmann, Ray. Opportunities in Sports and
Fitness Careers. Vam Career Books, 2001.
ISBN 0658010441
Lee, Barbara. Working in Sports and Recreation. Lerner Group, 1996. ISBN 0822517620
Wilson, Robert F. Careers in Sports, Fitness and
Recreation. Barron’s Educational Series, 2001.
ISBN 0764115623
Time: 7.75 hours
Students identify and explore issues in society related to sport and physical activity. Students discuss topics in sport such as violence, exploitation, cheating, gambling, equal access, politics, and physical activity trends. As a culminating activity, students prepare a debate on the topics discussed in class and present it in an open forum.
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
CGE3d - makes decisions in light of gospel values with an informed moral conscience;
CGE3f - examines, evaluates, and applies knowledge of interdependent systems for the development of a just and compassionate society (physical, political, ethical, socio-economic and ecological);
CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Physical Activity and Sports in Society
Overall Expectations
PAV.01 - describe the evolution of physical activity and sports.
Specific Expectations
PA1.02 - identify issues in society related to sports and physical activity (e.g., violence in sports, exploitation in sports, cheating in sports, equal access to sports, physical activity trends).
·
Communication
skills
·
Research skills
·
Jigsaw/peer
teaching
·
Case study
·
Collaborative
learning/cooperative group skills
·
Oral presentation
skills
·
Brainstorming
skills
·
Prepare groupings
for the jigsaw activity.
·
Decide time frame
for jigsaw activity (how far in the past should students look for issues and
information) and case studies (how current should issues be – 5 years, 1 year,
etc.).
·
Discuss case
study activity as early in the unit or activity as possible so students can
begin to search for articles or issues related to the activity.
·
Decide how the
groupings for the debate will take place, e.g., students pick their own teams,
or they are designated by the teacher.
·
Schedule debates
(time for debates can be changed in order for each one to take 30 minutes).
·
Book computers
and/or library/resource centre for research (jigsaw and debate).
·
Bookmark possible
sights for jigsaw and debate research.
1. Refer back to Activity 2, when students researched and discussed, “why sports were developed and why people participated in sport?” Discuss how past societal issues have changed sport, e.g., race, gender, cheating (drugs, gambling), exploitation, etc.
2. Divide students into groups of four for the jigsaw activity. Each person within the group researches one of the jigsaw topics and then teach it to the rest of their group. See Appendix 7A – Sport and Society Jigsaw – PAST. Students can work with members of other groups, with the same topic, to fill in the jigsaw chart. Students are expected to look at past issues in sport and make conclusions as to how they have formed the sports of today.
3. Continue the discussion by having students brainstorm what encourages individuals to participate in sports and physical activity, today. Possible answers could be: love of sport, health conscience, money, fame, etc.
4. Discuss the case study activity. See Appendix 7B – Case Studies – PRESENT
5. In groups or as a whole class, students present their case study and share their opinions and conclusions.
6. Students write a one-page reflection on other case studies presented. They must discuss a minimum of three other issues they learned about from classmates.
7. Hand out debate project. See Appendix 7C – Debate
8. Discuss the debate project, e.g., groups, presentation dates, research days, etc.
9. Use the rest of the days to research and present debates.
·
Formative
assessment of learning skills and work habits.
·
Formative
assessment of jigsaw/peer teaching.
·
Formative or Summative
assessment of presentation and research skills of current issues in today’s
society.
·
Summative
evaluation on an individual student basis (using a rating scale) of debate
demonstrating the ability to research and argue a specific topic.
·
Make adaptations
to summative projects, e.g., less extensive, extra time to work on in class,
group work.
Alvies, Claire. “How to keep Violence off the Court?” Self Help Magazine, February 15, 1998.
Brackenridge, Celia. Spoilsports: Understanding and Preventing Sexual Exploitation in Sport. Routledge, 2001. ISBN 0419257802
Habib, Marlene. Violence in Sport Rises in Times of War. Canadian Press, October 19, 2001. www.canoe.ca/Health0110/19_sport-cp.html
Leizman, Jon. Let’s Kill’em; Understanding and Controlling Violence in Sport. University Press of America, 1999. ISBN 0761813780
Margolis, Jeffery. A. Victory in Sport; Victory at What
Price? Enslow Publishers, 1999.
ISBN 0894909614
Websites
Amateur Athletic Foundation of Los Angeles – www.aafla.org/9arr/over_frmst.htm
www.shpm.com/articles/sports/violence.html
This site provides links to Amateur Athletic Foundation research reports on
gender, race, ethnicity, and stereotyping in sport.
Canadian Centre for Ethics in Sport – www.cces.ca
This site provides information and advocates ethical conduct in all aspects of
sport.
Feminist Research Center – Empowering Women in
Sports – www.feminist.org/research/sports2.html
This site deals with issues in sport related to women. Specifically, this site
discusses barriers to women in sport, such as gender equity, and violence and
shows the progress of women since Title IX in the United States.
Sport in Society – www.sportinsociety.org
This site increases awareness of sport and society. It works to develop programs,
identify problems and offer solutions to promote the benefits of sport.
|
Sport |
Inventor |
Year |
Place of
Origin |
Story Behind
the Invention |
Contribution
to Canadian Sport Today |
|
Hockey |
|
|
|
|
|
|
Baseball |
|
|
|
|
|
|
Basketball |
|
|
|
|
|
|
Football |
|
|
|
|
|
Select a sport that originated in a particular country. It is understood that many sports have become international in scope, but for the purposes of this assignment students will look at the origin of a particular sport and identify and discuss the relationship to that culture, for example, Canadians – Ice hockey, Americans – Baseball, India – Cricket, New Zealand – Rugby
Students, in groups, should explain the following:
·
If the particular
sport your group chose was, or still is, associated with a particular culture,
why is that so?
·
What external factors
may have influenced that particular sport with that culture?
·
What internal
factors may have influenced that particular sport with that culture?
·
What role do
men/women play in that sport in that culture?
·
Why is that
particular sport so important to that culture?
·
What is the role
of the media in relation to that sport in that particular culture?
·
Is it a
professional/amateur sport?
·
Name and
profile/role models for children from that particular sport in that culture.
·
What are the
facilities required for that particular sport?
·
How has this
sport grown internationally?
·
Discuss the
effect this sport has had on other cultures?
|
Expectation |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding · demonstrates knowledge of a Canadian athlete’s contributions |
- demonstrates limited knowledge of athlete’s contributions |
- demonstrates some knowledge of athlete’s contributions |
- demonstrates considerable knowledge of athlete’s contributions |
- demonstrates thorough knowledge of athlete’s contributions |
|
Thinking/Inquiry · uses thinking and inquiry skills to interpret research about a Canadian athlete |
- uses thinking and inquiry skills with limited effectiveness |
- uses thinking and inquiry skills with moderate effectiveness |
- uses thinking and inquiry skills with considerable effectiveness |
- uses thinking and inquiry skills a high degree of effectiveness |
|
Communication · communication of information about a Canadian athlete and ideas about the athlete’s contribution |
- communicates information with limited clarity |
- communicates information with some clarity |
- communicates information with considerable clarity |
- communicates information with a high degree of clarity |
|
Application · makes connections between an athlete’s contribution to Canadian athletics today |
- makes connections with limited effectiveness |
- makes connections with moderate effectiveness |
- makes connections with considerable effectiveness |
- makes connections with a high degree of effectiveness |
Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
Students research the trends in sport and leisure in today’s society. Using this information, students create a new game (recreation or sport) or fitness activity for our society. Students justify their choices in relation to current research. They hand in a detailed report that explains the following:
·
Why was this game
chosen (relate to current trends)
·
Why will this
game be successful if marketed
·
Purpose of the
game, how will it be played (individual or team)
·
The number of
players involved in this game
·
Equipment
required, safety requirements
·
The level of
competition
The games will be presented to the class in the gymnasium. Students have the opportunity to play the game and evaluate it based on information learned in class.
Name of Team: ______________________________________________________________
Category (Circle One) Minor National Professional
|
Mission Statement/ Philosophy |
|
|
Administration (Coaches, Managers) |
|
|
Amateur/ Professional |
|
|
Finances |
|
|
Sponsors |
|
|
Marketing Strategy |
|
Get two sample products from the teacher to use in the following comparison survey. After you have successfully analysed your two products, share your information with a partner. You will be responsible for recording and reviewing your partner’s two products as well. Find another group of two to share information with, repeating the above.
Product Name _______________________________________________________________
|
Would you purchase this product? |
Is it familiar? |
What service does it provide? |
What is the approximate cost? |
Is it age specific? If yes, what is the target population? |
|
Yes or No Explain |
Yes or No |
|
|
Yes or No |
Each student is responsible for researching a specific health/fitness product or service. These products/services will fall into three categories. Each category has a set of questions that need to be addressed in a written research paper. The categories are as follows:
a. Sports Equipment/Accessories, e.g., shoes, helmets, protective gear
b. Fitness Facilities and Weight Management, e.g., Good Life Fitness Club, Beverly Hills Weight Loss Centre
c. Fad Diet Products and Fitness Apparatus, e.g., Dexatrim, Slim Fast, Ab Roller, exercise balls
·
What is your
personal past experience with the product/service you are purchasing?
·
Why are you
buying it? What is the current problem you are trying to solve?
·
What are your
biomechanical, physiological/emotional needs?
·
What
environmental factors are involved? Which are changeable and non-changeable?
·
What are the
specific requirements your product/service needs to meet? E.g., comfort,
affordability, hours, durability, etc.
·
Current
statistics
·
Laws and rules
·
Comfort
requirements and how the product/service works
·
Product/service
standards
·
Types available
·
Cost and where
you can find the specific product/service
·
Credibility
·
Special
problems/requirements
·
Life expectancy,
i.e., replacement time
·
Well-trained,
honest, knowledgeable sales staff
·
Does the program
provide counselling to help you change your eating habits and personal habits?
·
Are the staff
qualified health professionals?
·
Is training
available on how to deal with times when you are stressed?
·
Is attention paid
to keeping off the weight?
·
Are food choices
flexible and suitable for each individual?
·
What percentage
of people complete the program?
·
What is the
average amount of weight lost among people who complete the program?
·
What percentage
of people suffer problems or side effects? What type?
·
Are there fees or
costs for additional items, such as dietary supplements?
FIT Weeks are designed to help promote healthy active living within the school atmosphere by offering a variety of fitness programs throughout the school year on designated weeks. Students are in charge of running, organizing, and promoting this event. Jobs may include:
·
Daily
announcements, e.g., giving fit tips of the day, current health statistics,
active songs, etc.
·
Daily
lunchtime/after school intramural programs (outside and indoors): score
keepers, equipment organization, referees, sign-up and team scheduling, water
stations, prizes, etc.
·
Spirit squad
(these individuals attend all school team games and promote school spirit)
·
Athletes of the
Month Bulletin Board (committee selects several athletes that are good role
models and excellent sports enthusiasts)
·
FIT Challenge
(one day each month students can participate in an activity and help raise
money for a specific health organization e.g., Hoops for Heart, aerobathon to
raise money for MS, diabetes, etc.)
Students are expected to hand in a detailed report on what role they played in the FIT week. Further evaluation will be made by observation of participation, organization, and enthusiasm.
Students research a specific community establishment that provides fitness programs for various populations, e.g., children and youth, adults, elderly, pregnant women, minor sports, physical disability programs, etc. Students may work in pairs to collect information, but each student will independently present their information in a 2- to 3-page research paper.
Students address the following questions in their Community Research paper:
·
What specific
population are you researching?
·
What programs do they
offer? What varieties/levels are available?
·
Who runs the
programs and what qualifications do they hold?
·
What is the cost
involved in participation?
·
How long does the
program run?
·
In what
location(s) are the programs run?
·
What is your
impression of the VALUE and presentation of the program itself?
·
Is it a worthy
program? Explain why.
Sample Community Outreach Establishment in the local region:
1. YMCA (local)
2. Fitness/Family Fitness Centers
3. Health Canada
4. Parks and Recreation
5. Community Centers
6. Recreation Centers
7. Healthy Living Centers
8. Local pools, rinks, fields, etc.
Kinesiology job options to consider: nursing, chiropractor, physiotherapist, massage therapy, fitness club manager, ergonomics, fitness instructor, personal trainer, team sports therapist, sports medicine, sports psychologist, teacher, camp coordinator/counsellor, sports recreation.
Arrange for a variety of professionals to act as a guest speaker panel for a class, to give students an opportunity to think about possible job options for the future.
Guest Speaker Survey:
1. How long have you been practising in your profession?
2. What type of education/qualifications do you need? How long did it take you?
3. What hours do you work?
4. What is the salary range for people in your occupation?
5. Do you have support staff?
6. What are your daily duties?
7. What do you enjoy most/least about your job?
8. Are you committed to life-long learning in your field?
Students create a chart answering these questions with each guest speaker on the panel. Discussion will follow.
Students, in pairs, choose a kinesiology-related profession that interests them, and working with the teacher, find a local professional to job shadow for two days. During the job shadow assignment which students perform outside of school, they record day-to-day activities while at the job site, and refer to questions from the Career Options Worksheet used during the guest speaker segment.
On a specific date chosen by the teacher, students and their sport/fitness-related mentors participate in a career health fair. Each student is responsible for creating a display board about the workplace they attended. Students and teachers from other senior classes are asked to attend the fair and ask questions. Mentors are also invited to stay for a in small healthy lunch made by the class.
Career Fair Guidelines:
·
Display board
must include: Job title, professional mentor’s name, location, hours of
operation, pictures at the job site, education required, income, day-to-day
duties highlighted, specific populations targeted, colourful, creative and
organized information displayed.
·
Create a sample
hand out about your experience including some of the information mentioned
above.
|
|
WHERE (city, country, event) |
WHEN (year, event) |
WHY (what prompted this incident to occur) |
HOW HAS THIS CHANGED SPORT TODAY? (your opinion) |
|
Violence in Sport |
|
|
|
|
|
Cheating in Sport |
|
|
|
|
|
Inequality in Sport (gender, race, ethnicity) |
|
|
|
|
|
Exploitation in Sport |
|
|
|
|
As a class, we will be discussing current issues in sport related to society. Individually you will find a current issue in sport, related to the topics previously discussed in class, e.g., exploitation, violence, cheating, gambling, equal access, racism, etc. Your current issue in sport can be in any of the following forms:
·
Article
(newspaper, magazine)
·
Journal
·
Television Clip
(news, TSN)
·
Movie Clip
Examples
·
Marty McSorely, banned
from hockey due to dangerous hit
·
Fuzzy Zoeller,
racist comments
·
Roberto Alomar,
spitting on an umpire
·
Bob Knight,
controversy over coaching tactics
·
Thomas Junta
Murder Trial
·
Little League
World Series
·
Professional
Sports for Women
·
Recruiting
Tactics of American Universities
·
Drug Use in
Sports
You must be prepared to present this case study in either small group situations or to the whole class. You are also expected to complete a reflection paper that includes:
·
Summary of the
event
·
Share your ideas
and opinions about this event
·
Draw a
conclusion, e.g., what would you do if you had to make a judgment about this
situation?
·
Write a one-page
reflection on classmates presentations (discuss a minimum of three issues)
A debate is a structured argument between two teams of debaters. Using the following information, you are expected to design and organize an educational debate. These materials will assist you in the principles of argument (i.e., research, speaking and refutation) in an atmosphere of good sportsmanship.
Topic
Topic should be open to divergent viewpoints and should be worded as an affirmative statement
Teams
Two temporary coalitions (teams of two), one called the affirmative, and one called the negative
Tools of the Trade
Facts, charts, pictures, logic, humour, speeches, emotional appeals, dramatic deliveries, etc.
Background Work
Plenty of research is necessary to have a convincing argument. Three verifiable facts are more valuable than ten unsubstantiated ones. It is also necessary to prepare and practise!
The Debate
Be positive!
Address the opposition with proper titles, e.g., Mr. Smith.
Never get personal.
Look at the audience and/or the opposition.
Pause between important points.
Be convincing.
Order of Speakers
|
Affirmative |
Opening |
5-minute maximum |
|
Negative |
Opening/rebuttal |
10-minute maximum |
|
Affirmative |
Rebuttal |
10-minute maximum |
|
Negative |
Rebuttal |
5-minute maximum |
|
Questions from the floor |
|
10-minute maximum |
|
Negative |
Closing |
5-minute maximum |
|
Affirmative |
Closing |
5-minute maximum |
Debate Topics
1. Debate the notion that professional athletes are paid far too much money.
2. Debate the idea that athletes are justified in taking anabolic steroids because their competitors are on steroids as well.
3. Debate the viewpoint that in spite of substantial progress, there is still evidence of discrimination in sport for: a) women OR b) minorities
4. Debate the idea that violence in athletics (e.g., hockey) is an acceptable practice in today’s society.
5. Debate the idea that athletic scholarships system at American universities should be implemented at Canadian universities.
6. Debate the notion that the purpose of sport is competition and to win at all costs.
7. Debate the idea that cheating in sports is acceptable. If you can get away with it, you should do it, if it will help you or your team win.
8. Debate the idea that at the secondary school and/or university level, competitive athletics should be abolished. Participation should be emphasized so that all students have the same opportunities, not just the elite athletes.
9. Debate the comment made by a professional athlete that amateurism only exists in elementary school.
10. Debate the idea that money is the root of all evil, especially in sport.
11. Debate the notion that sport has never been used for political purposes.
12. Debate the idea that the institution of sport is an essential part of Canadian society.
Note: These are only a few ideas. Please have your topic approved by the instructor.
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