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Course Profile   Exercise Science (PSE4U), Grade 12, University Preparation, Public

 

Course Overview

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

Prerequisite:  Any Grade 11 University or University/College Preparation course in Science,
                                    or any Grade 11 or 12 Open course in Health and Physical Education

Course Description

This course focuses on the study of human movement and on the systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation, and sports administration.

Course Notes

The Ontario Curriculum, Grades 11 and 12, Health and Physical Education, 2000 focuses on healthy active living for all students. To incorporate this philosophy into a quality program, teachers need to address several key elements when planning learning opportunities:

1.   Key Learnings

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

·         describe the structure and function of the body and the physiological principles relating to human performance (Unit 1, 2);

·         use biomechanical principles to analyse and improve movement (Unit 1, 2);

·         demonstrate an understanding of the ways in which nutrition and training principles affect human performance (Unit 2);

·         demonstrate an understanding of individual differences in performance, growth, and development (Unit 3);

·         use the principles of motor learning to analyse or teach a skill (Unit 4);

·         investigate the evolution of physical activity in sport (Unit 5);

·         analyse the relationship of society and culture to sports and physical activity (Unit 5).

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

2.   Destination Preparation

The Exercise Science Grade 12 University Preparation course gives students the opportunity to study physical movement and to explore current sports issues and related health topics. It is designed to prepare students for university programs in physical education, kinesiology, recreation, sports administration, and health sciences. The course takes into consideration:

·         What learning experiences will provide students with the appropriate knowledge and skills to be successful in the transition from secondary school to university?

·         How much time should be spent between teacher-directed instruction and student-centred learning?

3.   Making Learning Relevant

A four-staged approach has been incorporated into this course to help students develop a solid knowledge base and understanding of the theories/concepts/principles, expand their perceptions and perspectives, and connect their learning to things that are relevant, authentic and of interest to them. Reference will be made to these stages in the Teaching/Learning Strategies of each activity section in this Course Profile.

Stage One: The Experience

Focuses on the question, “Why?” The teacher creates an experience that will encourage students to want to learn more. The experience relies on learners’ existing knowledge.

Stage Two: The Theory

Focuses on the question, “What?” The teacher provides information to link the experience with students’ existing knowledge base.

Stage Three: The Practice

Focuses on the question, “How?” Students practise the application of the theory in a personal situation or activity. Students practise and apply the defined givens.

Stage Four: The Extension Application

Focuses on the question, “If?” Students apply the theory to a new context. He/she extends the learning by delving deeper and wider to consider new possibilities.

Units:  Titles and Time

* Unit 1

Anatomy and Physiology

   29 hours

Unit 2

Human Performance

   31 hours

Unit 3

Motor Development

   25 hours

Unit 4

Evolution of Physical Activity and Sports

12.5 hours

Unit 5

Relationship of Society and Culture to Sports and Physical Activity

12.5 hours

* This unit is fully developed in this Course Profile.

 

Unit Overviews

 

Unit 1:  Anatomy and Physiology

Time:  29 hours

Unit Description

Students explore the anatomy and physiology of the human body using correct anatomical terminology and physiological principles to describe human performance. They demonstrate an understanding of the skeletal and muscular systems and joint mechanics related to movement. Students analyse the relationship between the cardiorespiratory and energy systems as they relate to physical activity.

Unit Overview Chart

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

Activity

Learning Expectations
Achievement Categories

Assessment/Evaluation

Focus

1

BBV.01, C

- Formative self- and peer assessment of worksheets and glossary of terms on the use of anatomical terminology using an answer key checklist

Use of anatomical terminology

BB1.01, A

- Formative self assessment of worksheets on the parts of the skeletal and muscular systems checking for completion (Learning Skills - Work Habits)

BB1.02, C

- Summative evaluation test (e.g., bell-ringer) demonstrating the use of anatomical terminology using a marking scheme

2

BBV.01, C
BB1.01, A
BB1.02, C
BB2.02, C

- Formative peer assessment of worksheets on joint movement using an observation checklist
- Summative evaluation of an oral or written assignment on the function of the skeletal and muscular systems and joint mechanics related to human movement using a marking scheme

Function of the muscular and skeletal system and joint mechanics

BB1.03, C

- Formative peer and teacher assessment of an oral presentation describing neuromuscular theories and principles (e.g., sliding filament theory, ATP, concentric, eccentric, and static contraction) using a checklist (used by the peer) and a communication rubric (used by the teacher)

3

BBV.01, C
BB1.05, A

- Formative peer assessment of a visual/graphic organizer describing the relationship between the cardio-respiratory system and the production of energy using a checklist

Cardio-respiratory system and energy system

BB1.04, K/U

- Formative assessment of a worksheet describing the energy systems and their contribution to muscular contraction and physical activity using a checklist

BB1.06, C

- Summative evaluation of an oral presentation on a researched acute and chronic effect topic (e.g., increased cardiac output, VO2 Max) using a communication rubric

 

 

Unit 2:  Human Performance

Time:  31 hours

Unit Description

Students describe the relationship between nutrition and activity and investigate the effects of performance-enhancing methods and substances on human performance. Students demonstrate an understanding of the effects of training principles, technology, and environmental conditions on human performance. They use biomechanical principles to demonstrate an understanding related to improving movement.

Unit Overview Chart

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

Activity

Learning Expectations Achievement Categories

Assessment/Evaluation

Focus

1

BB3.01, C

- Formative self and teacher assessment of a written or oral report describing the relationship between nutrition and physical activity (e.g., independent study, computer-assisted learning, visual presentation) using an observation checklist and/or communication rubric

Nutrition and performance enhancing methods/ substances on human performance

BB3.02, T/I

- Formative peer and teacher assessment of an oral presentation (e.g., carousel) investigating the effects of performance enhancing methods and substances on human performance using an observation checklist and a communication rubric

BBV.03, A
BB3.01, C
BB3.02, T/I

- Summative evaluation of a written or oral analysis of the effects of nutrition, performance methods and substances on human performance using a marking scheme

2

BBV.03, A
BB1.06, C

- Formative self, peer and teacher assessment of a written or oral lab report describing acute and chronic effects of physical activity on human performance using a checklist

Training principles and technology affecting human performance

BB1.07, T/I

- Formative peer assessment of a worksheet analysing the effects of different environmental conditions on the body during physical activity using an observation checklist

BB3.03, T/I
MD2.03, C

- Formative assessment of an oral presentation (e.g., carousel) evaluating the effects of various training methods and technology on human performance using a communication rubric

BB3.04, T/I

- Summative evaluation of a written and or oral assignment on the application of training principles to adapt physical fitness and activity programs to address personal needs using a marking scheme

3

BBV.02, A
BB2.01, C

- Formative self and peer assessment of a visual graphic organizer outlining/explaining the laws of physics as they relate to movement using a checklist

Use of bio-mechanical principles related to improving movement

BB2.02, C

- Summative evaluation of a written or oral assignment (e.g., visual worksheet circuit, illustrations, computer-assisted) describing the biomechanical principles and joint mechanics using a marking scheme

BB2.03, A

- Summative evaluation test using a marking scheme to evaluate student’s appropriate use of the laws of physics and biomechanical principles to analyse and improve human performance

Unit 3:  Motor Development

Time:  25 hours

Unit Description

Students demonstrate an understanding of the stages of development from infancy to adulthood to help them design an age-appropriate activity. They also demonstrate an understanding of the factors that affect physical growth and development. They investigate the physical and psychological factors that affect skill performance. Students demonstrate an understanding of motor learning such as the phases of motor development and the skill acquisition process, to analyse or teach a skill.

Unit Overview Chart

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

Activity

Learning Expectations Achievement Categories

Assessment/Evaluation

Focus

1

MDV.01, A
MD1.01, C

- Formative assessment of written reports explaining the stages of development from infancy to adulthood and the factors that affect physical growth and development (e.g., seminar/tutorial, carousel, jigsaw) using a checklist

Growth and development

MD1.02, A

- Summative evaluation of the creation of activities for different ages and stages of development (e.g., design project) using a marking scheme

2

MDV.02, A
MD2.01, A

- Formative peer assessment of written lab reports that apply knowledge of the phases of a skill to analyse movement using a checklist

Principles of motor learning

MD2.02, C

- Formative peer and teacher assessment of an oral or written lab report explaining the skill acquisition process using a checklist and a communication rubric

MD2.03, C

- Formative self/peer/teacher assessment of a seminar tutorial describing the physical and psychological factors that affect skill performance using a checklist and a communication rubric

MD2.04, A

- Summative evaluation of peer teaching that applies motor learning principles to analyse or teach a skill using a marking scheme

 

Unit 4:  Evolution of Physical Activity and Sports

Time:  12.5 hours

Unit Description

Students explore the world of sports and physical activity from a sociological perspective. Students demonstrate an understanding of the role of physical activity within the culture of sport and discover the evolution of sports through diverse time periods. They demonstrate an understanding of various sport-related issues, e.g., coaching, role modelling, violence in sport, exploitation in sport, equal access to sports. Students identify Canadian athletes and describe their contributions to the development of the current Canadian sport landscape.

Unit Overview Chart

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

Activity

Learning Expectations Achievement Categories

Assessment/Evaluation

Focus

1

PA1.01, C

- Formative self/peer assessment of a visual table or web organizer to illustrate a historical timeline of physical activity and sports using an observation checklist

Timeline of historical development and participation influences

 

 

 

 

Issues in sport and physical activity

PA1.02, K/U

- Formative self assessment of a table or visual organizer to demonstrate understanding of issues (e.g., violence in sports, cheating) related to sports and physical activity using a checklist

PA1.03, T/I

- Formative self/teacher assessment of a mind map to analyse the factors that influence participation on physical activity and sports (e.g., current trends, coaching, role models) using an observation checklist

PA2.06, K/U

- Formative peer assessment of a worksheet identifying Canadian athletes who have contributed to sports and physical activity, describing their contributions, using an answer key checklist

PAV.01, C

- Summative evaluation of a researched written or oral presentation (e.g., seminar, tutorial) describing the evolution of physical activity and sport using a mark scheme and communication rubric

 

 

 

Unit 5:  Relationship of Society and Culture to Physical Activity and Sport

Time:  12.5 hours

Unit Description

Students demonstrate an understanding of the connections between society and culture as they influence and interact with the world of sport and physical activity. Students analyse relationships through such topics as business and sport, amateur versus professional sport, gender representation, and ethno-cultural preferences. Students describe the benefits of school and community physical activity and sports programs to themselves and to society.

Unit Overview Chart

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

Activity

Learning Expectations Achievement Categories

Assessment/Evaluation

Focus

1

PAV.02, T/I
PA2.01, T/I

- Formative self/peer assessment of written reports to analyse the relationships of business and sport/physical activity (e.g., sponsorship, amateur vs. professional) using an observation checklist

Sport as big business

 

 

 

 

Societal and cultural factors that influence sport and physical activity

PA2.05, K/U

- Formative self-assessment of a worksheet to identify career opportunities in fields related to physical activity and sports using an observation checklist

PA2.02, C

- Formative assessment of an oral presentation explaining the importance of being an informed consumer with regards to sports and physical activity (e.g., oral carousel presentation) using a communication rubric

PA2.03, C

- Formative assessment of worksheets describing societal and cultural factors (e.g., gender representation, ethno-cultural preferences) that influence sports and physical activity programs using a checklist

PA2.04, C

- Formative peer assessment of a written or oral presentation describing the benefits (e.g., increase fitness participation) of school and community physical activity and sports programs for themselves and for society using an observation checklist

PAV.02, T/I

- Summative evaluation of a written report using an interview process to analyse the relationship of society and culture to sports and physical activity using a marking scheme

 

Teaching/Learning Strategies

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

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

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

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

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

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

The teaching and learning strategies can be categorized under four headings as identified below:

Direct Instruction

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

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

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

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

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

Indirect Instruction

Inquiry – an organized process for investigating a significant question

Problem Solving – an organized process for solving a problem

Research – gathering and interpreting data on a specific topic

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

Concept Formation – an inductive thinking strategy in which students sort, classify, and/or group items, ideas, opinions, into categories to draw inferences, make generalizations, and develop concepts

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

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

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

Interactive Instruction

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

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

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

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

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

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

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

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

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

Experiential Learning – a situation requiring a high level of active involvement in his/her own learning that is inductive, learner centred and activity oriented. These activities may include field trips, simulations, model building, analysing, drawing inferences or conclusions, providing reasons and evidence for conclusions, or reflecting on experiences in analysing, inferring, decision-making, and conclusions.

Independent Instruction

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

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

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

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

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

3.   Help students develop effective learning skills.

Consider:

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

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

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

Assessment & Evaluation of Student Achievement

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

Step #1 - connecting the learning expectations and Achievement Chart categories to clarify the expected student learning

Step #2 - gathering evidence of student learning relevant to the expected learning in the curriculum

Step #3 - recording evidence of student learning

Step #4 - making a judgement based on recorded evidence of student learning

Step #5 - reporting student achievement

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

Step #1: Connecting Learning Expectations to the Achievement Chart

The learning expectations in the curriculum are the content standards and identify what students need to know and what they are capable of doing. The Achievement Chart identifies the performance standards and describes how well students have achieved the curriculum expectations. The verbs in each of the learning expectations have been used to link the content and the performance standards.

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

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

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

·         Communication (explain, describe, communicate)

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

See the Unit Overview Charts in the Course Overview for the connection of learning expectations to the Achievement Chart (e.g., MDV.01, Application, BB3.04 Thinking/Inquiry, PA1.01 Communication, PA2.06 Knowledge/Understanding).

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

Step #2: Gathering Evidence of Student Learning

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

·         how much evidence they will need to assess and evaluate students;

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

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

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

Clarifying the Assessment Language and Writing Format

Certain assessment terms have been used and processes identified in the Overview Charts and assessment sections of the Course Profile. The following provides a brief explanation of how the charts are organized and how the terms have been used:

The Unit Overview Charts identify:

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

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

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

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

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

·         the focus of the assessment in relationship to the key learnings (see PSE4U Overview, Course Notes page 1 for key learnings).

In Unit 1, the Assessment and Evaluation of Student Achievement section identifies:

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

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

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

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

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

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

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

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

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

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

 

Diagnostic Assessment

Formative

Summative Evaluation

Assessment

Evaluation

What?

- assessing what students know and are able to demonstrate prior to instruction

- assessing what students know and are able to do as they progress through the learning and practice opportunities

- evaluating what students know and are able to do at certain points during the process of learning and practising

- evaluating students’ demonstration of what they know and are able to do at the end of the instruction

When?

- occurs before instruction begins

- is ongoing as students learn and practise

- occurs at one or more checkpoints throughout the process of learning and practising

- occurs at the end of the instructional unit, e.g., unit, course, and will not be judged again in the course

Why?

- helps determine starting points and helps the teacher program appropriately for individual students

- provides ongoing meaningful feedback to help students improve as the learning/ practice builds, becomes more complex and connects with other learning

- provides a snapshot of students’ achievement, e.g., mark, level at specific points in the course before the final demonstration (summative evaluation)

- provides students with the opportunity to synthesize knowledge and skills and demonstrate their achievement

How?

- assessment strategies to provide a holistic picture of the learning students have acquired in the past

- assessment strategies to provide opportunities for students to learn and practise

- strategies that are relevant to:

a)   the expected learning;

b)   the point students have progressed to in the learning process;

c)   the summative evaluation (demonstration) planned for the end of the instructional unit.

- strategies that:

a)   require students to synthesize and apply the key learnings;

b)   require students to demonstrate learning in new or unfamiliar context (but not new learning);

c)   present students with engaging, challenging problems;

d)   allow for individual student accountability.

Note

- information from diagnostic assessments must not count towards the final grade

- formative assessment may be taken into consideration in determining students’ final grades

- formative evaluation may count towards students’ final grades

- summative evaluation will always count towards students’ final grades

There are three assessment methods:

·         Pencil-and-paper, e.g., quiz, test, written examination

·         Performance task, e.g., skill demonstration, role play, video tape

·         Personal communication, e.g., student teacher conference, oral examination

Under each of these categories, there are various types of assessment strategies. Some examples have been listed above beside each assessment method.

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

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

The Final Grade

The Ontario Curriculum, Grades 11 and 12, Program Planning and Assessment document states:

The final grade for each course will be determined as follows:

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

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

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

·         A written examination

·         A portfolio: a collection of student work, e.g., case study analysis, computer animation designs, ergonomic project, adapting equipment for the needs of special populations or future technology from three main focus areas:

·         Human Performance, e.g., nutrition, physiological principles, training principles, biomechanics

·         Motor Development, e.g., growth and development and motor learning

·         Physical Activity and Sport in Society and Culture

The portfolio may be used as the foundation of evidence for a student-led conference or written reflection/response to demonstrate the key learnings.

Accommodations

Accommodations have been identified in the Unit Overview of Unit 1 to specifically address the activities. Teachers are encouraged to access the Special Education Companion from the Ministry of Education Electronic Curriculum Unit Planner for additional suggestions. The teacher should consult individual student IEPs (Individual Education Plans) for specific direction on accommodation for individuals.

Resources

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

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

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

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

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

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

Course Profile, Grade 11, Public Healthy Active Living Education, Open.

Course Profile, Grade 11, Public Health for Life, Open.

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

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

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

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

The Physician and Sportsmedicine Online 2002. The McGraw-Hill Companies
– http://www.physsportsmed.com/

Robertson, Tricia and Sara Glover. Senior Physical Education: Revised Edition. Australia: Coghill Publishing, 1990 ISBN 949168718

 

Coded Expectations, Exercise Science, Grade 12, University Preparation, PSE4U

The Biological Basis of Movement

Overall Expectations

BBV.01 · describe the structure and function of the body and of physiological principles relating to human performance;

BBV.02 · demonstrate an understanding of biomechanical principles related to improving movement;

BBV.03 · demonstrate an understanding of the ways in which nutrition and training principles affect human performance.

Specific Expectations

Anatomy and Physiology

BB1.01 – use correct anatomical terminology when describing human performance;

BB1.02 – describe the various parts of the skeletal and muscular systems, and the ways in which they relate to human performance (e.g., according to their location, structure, function, and characteristics);

BB1.03 – describe muscle contraction, demonstrating their understanding of sliding filament theory, the use of adenosine triphosphate (ATP) and calcium, excitation/coupling contraction theory, and concentric, eccentric, and static contractions;

BB1.04 – demonstrate an understanding of the energy systems (e.g., ATP/PC, anaerobic and aerobic systems) and their contribution to muscular contraction and activity (e.g., as in long-distance running as compared to sprinting);

BB1.05 – demonstrate an understanding of the relationship between the cardiorespiratory system and the production of energy (e.g., the transporting of nutrients and oxygen to the working muscles);

BB1.06 – describe the acute and chronic effects of physical activity on the body (e.g., increased cardiac output, increased endorphin levels, increased muscular strength and endurance);

BB1.07 – analyse the effects of different environmental conditions (e.g., altitude, climate, air quality) on the body during activity.

Biomechanics

BB2.01 – explain the laws of physics as they relate to movement (e.g., Newton’s laws related to levers, velocity, and linear acceleration);

BB2.02 – describe the biomechanical principles (e.g., stability, the relationship between force and movement, angular motion) and joint mechanics (e.g., types of joints, range of motion);

BB2.03 – use the appropriate laws of physics and biomechanical principles to analyse human performance (e.g., in running or jumping).

Human Performance

BB3.01 – describe the relationship between nutrition and activity (e.g., caloric balance, nutrient balance, hydration, needs of specific populations);

BB3.02 – analyse the effects of performance-enhancing methods and substances (e.g., drugs, alcohol, nutritional and herbal supplements, steroids, blood doping) on human performance;

BB3.03 – evaluate the effects of various training methods on performance (e.g., effects of sports- or activity-specific and nonspecific training, effects of overtraining);

BB3.04 – adapt physical fitness and activity programs to address personal needs.

Motor Development

Overall Expectations

MDV.01 · demonstrate an understanding of individual differences in performance, growth, and development;

MDV.02 · demonstrate an understanding of the principles of motor learning.

Specific Expectations

Growth and Development

MD1.01 – explain the stages of development from infancy to adulthood and the factors that affect physical growth and development;

MD1.02 – demonstrate an ability to design activities appropriate for different ages and stages of development.

Motor Learning

MD2.01 – apply knowledge of the phases of a skill (e.g., the phases of a golf stroke: preliminary movement, backswing and recovery, force-producing movement, critical instant, follow-through) to analyse movement;

MD2.02 – explain skill acquisition processes (e.g., the stages of learning, the role of feedback, transferability);

MD2.03 – describe the physical and psychological factors that affect skill performance (e.g., fatigue, visualization, audience, motivation);

MD2.04 – apply motor-learning principles to analyse or teach a skill.

Physical Activity and Sports in Society

Overall Expectations

PAV.01 · describe the evolution of physical activity and sports;

PAV.02 · analyse the relationship of society and culture to sports and physical activity.

Specific Expectations

Physical Activity and Sports Issues

PA1.01 – describe the historical development of physical activity and sports;

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);

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).

Society and Culture

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);

PA2.02 – explain the importance of being an informed consumer with regard to sports and physical activity;

PA2.03 – describe societal and cultural factors (e.g., gender representation, ethno-cultural preferences) that influence sports and physical activity programs;

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);

PA2.05 – identify career opportunities in fields related to physical activity and sports;

PA2.06 – identify Canadian athletes who have contributed to sports and physical activity and describe their contributions.

 

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