C-HALE (Converted)

Course Profile

Healthy Active Living Education, Grade 9 open, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

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Acknowledgments

Catholic Curriculum Cooperative Writing Partnership

Lead Board

Bruce-Grey Catholic District School Board

Steve Henry, Manager

Course Profile Writing Team

Scott Campbell, Huron Perth Catholic District School Board

Theresa Conklin, Huron Perth Catholic District School Board

Steve Henry, Bruce-Grey Catholic District School Board

Heather Marcy, Huron Perth Catholic District School Board

Michele May, Simcoe Muskoka Catholic District School Board

Steve Peck, Bruce-Grey Catholic District School Board

UNIT # 1

Unit #1: Active Participation and Physical Fitness

Time: 26 Hours

Unit Developer(s):

Scott Campbell -- Huron Perth Catholic DSB

Theresa Conklin -- Huron Perth Catholic DSB

Steve Henry -- Bruce-Grey Catholic DSB

Heather Marcy -- Huron Perth Catholic DSB

Michele May -- Simcoe Muskoka Catholic DSB

Steve Peck -- Bruce-Grey Catholic DSB

Development Date: April 6, 1999

Unit Description

Students will develop a positive self-concept through active participation, which will assist each student in assessing and realizing his/her God given potential: "You are the light of the world" (Matt 5:14). Students will assess their personal physical fitness levels through activities that emphasize the health-related components of fitness (cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition). Students will design a personal fitness program intended to address self-identified goals in order to improve their personal fitness level. Students will actively and safely participate in a variety of leisure and fitness activities designed to attain a balanced and healthy lifestyle now and in the future.

Ontario Catholic School Graduate Expectations: CGE 1i, 3e, 4e, 4g, 4h, 5c, 5f, 5g.

Strand(s): Active Living, Physical Activity, Living Skills, Healthy Living

Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.02X, ALV.03X, HLV.04X, LSV.01X, LSV.03X

Specific Expectations: PA2.02X, PA2.04X, AL1.02R, AL1.03X, AL2.01X, AL2.02X, AL2.03X, AL2.04X, AL2.05X, AL3.01X, AL3.02X, AL3.03X, AL3.04X, HL4.06X, LS1.01X, LS1.02X, LS1.04X

Activity Titles (Time + Sequence)

Activity 1	Active Participation in Group Activities	150 - 200 min
Activity 2	Healthy Active Living as a Concept	80 - 120 min
Activity 3	Physical Fitness Assessment/Appraisals	150 - 200 min
Activity 4	Goal Setting/Action Plan	80 - 100 min
Activity 5	Designing a Personal Fitness Program	60 - 80 min
Activity 6	Participation in Physical Fitness Activities	600 - 800 min
Activity 7	Final Physical Fitness Assessment	150 - 200 min

Unit Planning Notes

In order to help students develop positive self concepts, teachers will accept students for whom they are in order to help them achieve their God given potential.

• As physical fitness is an integral part of daily living, this unit should be interspersed throughout the entire course (e.g., Substance Use and Abuse are delivered Monday, Wednesday and Friday and physical fitness activities delivered Tuesday and Thursday).

• Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this unit will vary.

• Make a tentative allocation of time for the entire unit.

• Arrange to have a variety of physical fitness resources available.

• The Personal Fitness Program and Assessment should be introduced to the students toward the beginning of this unit.

Equipment needed for this Unit

• grip dynamometers

• task cards

• stop watch

• metre sticks

• pencils

• scale

• measuring tapes

Prior Knowledge Required

The knowledge and skills necessary to successfully achieve the expectations of this unit include:

• participate actively in physical fitness activities

• awareness of the importance of time lines

• cooperative learning skills

• work productively with others

• peer/self assessment

• communication skills (e.g., brainstorming, obtaining information, note-making)

• computer skills

Teaching/Learning Strategies

A variety of teaching/learning strategies are used in this unit including:

• brainstorming • note making

• practice (active participation in fitness activities) • cooperative learning

• self-reflection • conferencing

• task cards • direct instruction

• think/pair/share • journal logs

• work sheets

Assessment/Evaluation

Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. These different strategies will provide the opportunities to allow the students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels. It is important for teachers to be aware of the prior knowledge and skills students bring with them to the course.

The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.

Tool	Type	Who	Activity
observation	formative	teacher	Activity 1, 2, 4
participation rubric	formative/summative	teacher/self	Activity 1, 2, 3, 6
worksheets	formative/summative	teacher/self	Activity 2, 3, 5, 7
fitness appraisals	diagnostic/formative/ summative	teacher/self	Activity 3, 7
action plan and journal/log	formative/summative	teacher/self	Activity 4, 5
personal fitness assessment	summative	teacher/self	Activity 3, 5, 7
conferencing	formative	teacher/peer	Activity 3, 4, 5

Accommodations

To make accommodations most successful, the following suggestions should be considered by the teacher:

1. Teachers should adapt the circuit to address the needs of individual students.

2. Pair or group students to assist with the note-making task.

2. Students should be afforded the opportunity to lead a fitness activity for other students, either within the high school or as a cooperative activity at the elementary level.

4. Teachers should recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.

5. Teachers should be aware of safety concerns regarding the student with special needs.

6. Teachers should plan to make effective use of Instructional Assistants assigned to students.

Resources

1. Lifetime Fitness, Johnson Publications, 1993.

3. Moving to Inclusion: Active Living Through Physical Education: Maximizing Opportunities for Students with a Disability, Active Living Alliance for Canadians with a Disability (Canada)

3. The Canadian Physical Activity, Fitness & Lifestyle Appraisal, Health Canada, 1996.

4. Charles S. Williams, et. al., Personal Fitness: Looking Good Feeling Good, Maxwell MacMillan Canada, 1994.

5. FitStat computer software, FitStat Data management Systems Inc., Aurora, 1995.

6. Costill, David and Wilmore, Jack. Physiology of Sport and Exercise, Human Kinetics Publishers.

7. Zakrajsek, D., et. Quality Lesson Plans for Secondary Physical Education, Human Kinetics, 1994.

Websites:

1. Eastnet Schools (http://schools.eastnet.ecu.edu/pitt/ayden).

2. Physical Education Central (www.pecentral.vt.edu).

Activity #1: Active Participation in Group Activities

Time: 150 - 200 minutes

Description

In this activity students will actively and safely participate in a supportive, fun, and challenging setting to experience various types of activities that promote participation, responsible behaviour, and effective group work skills. The students will focus on fair play, cooperation, encouraging others, social skills, active listening, following rules and procedures and the proper uses of equipment.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

An effective communicator who:

2a. listens actively and critically to understand and learn in light of gospel values.

A self-directed, responsible, life long learner who:

4h. participates in leisure and fitness activities for a balanced and healthy lifestyle.

Strands: Active Living, Living Skills

Overall Expectations: At the end of grade 9, students will:

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

ALV.03X demonstrate safe practices regarding the safety of themselves and others;

LSV.03X use appropriate social skills when working collaboratively with others.

Specific Expectations: Students will:

AL1.01X participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL1.02R demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, playing fair (in physical activity settings);

AL3.01X apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

LS3.01R contribute to the success of the group verbally and non-verbally (e.g. by completing a fair share of the group task, acknowledging others’ contribution to the task).

Planning Notes

• Teachers will develop a repertoire of low organizational, initiative, co-operative and adventure games that will have all students vigorously participating throughout this activity.

• Teachers will review safety guidelines, responsible behaviour, rules and procedures related to the activities.

• Teachers will incorporate activities suitable to a variety of facilities and weather conditions.

• Establish groups that include diverse membership (e.g., special needs, cultural backgrounds, skill levels).

Prior Knowledge Required

• cooperative learning skills

• safe practices

• communication skills

• active listening skills

Teaching/Learning Strategies

1. Outline the safety concerns, routines, procedures (e.g., attendance, punctuality, appropriate dress) of the physically active classroom and stress the importance of following instructions, working

cooperatively and playing fair.

2. Provide appropriate equipment for the students to be physically active prior to the beginning of class.

3. Provide warm-ups that promote health-related fitness (cardiovascular endurance, muscular strength, muscular endurance, and flexibility) and group interaction.

4. Introduce the idea that every physical fitness workout should contain three components; 1) warm-up,

2) conditioning and 3) cool down. These components will be part of the physical fitness activities learned throughout the course.

5. Students will vigorously participate in low organizational, cooperative, initiative and adventure games (e.g., individual, partner, small group, large group) that will help them identify the key components of participation.

6. Work with students to develop a clear picture of good participation and to create a rubric to assess participation throughout the unit. Some categories to assess participation may include the following list. Teachers may incorporate some or all of the categories in the development of this rubric (Appendix 1a outlines a Participation Rubric that may be adopted for classroom use).

• readiness to participate

• physical participation

• initiative

• effort

• motivating factors

• enjoyment

• social interaction/social skills

• challenge

• respect for self and others

• safety

Assessment/Evaluation

1. A formative assessment using observation and rubric to assess participation.

Resources

1. Glover, D. and Midura, D., Team Building Through Physical Challenges. Human Kinetics, 1992.

2. Glover, D. and Midura, D., More Team Building Challenges. Human Kinetics, 1995.

3. Huggins, P., Teaching Cooperation Skills. Sorpris West, 1990-94.

4. Kasser, S., Inclusive Games, Human Kinetics, 1995.

5. New Games, New Games Foundation.

6. More New Games, New Games Foundation.

7. Parker, G. and Knopp, R., 50 Activities for Team Building, Volume I, Human Resource Development Press, 1992.

8. Rohnke, K., Cowtails and Cobras, Project Adventure Inc., 1989.

9. Rohnke, K., Silver Bullets, Project Adventure Inc.

10. Zany Activities with Panty Hose, Boxer Shorts and Leotards. CIRA, 1997.

11. Zany Activities with A Rubber Chicken. CIRA, 1997.

Websites

1. Eastnet Schools (http://schools.eastnet.ecu.edu/pitt/ayden)

2. Physical Education Central (www.pecentral.vt.edu)

Accommodations

1. Teachers should ensure that groups are heterogeneous in nature (teacher directed when necessary).

2. Demonstrate games where necessary.

3. Teachers may need to adapt equipment and/or games to various needs of students.

4. Implement strategies recommended in student’s IEP.

Activity #2: Healthy Active Living As A Concept

Time: 80 - 100 minutes

Description

Students gain an understanding of the importance of quality daily physical activity as part of a holistic approach to life by integrating learning from various sport experiences. Through teacher directed discussion students will identify the benefits of exercise, and healthy lifestyle habits. Class discussion will focus on physical fitness and its connection to lifestyle and longevity. Students will also be introduced to the concepts of health-related fitness and skills-related fitness.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A reflective and creative thinker who:

3c. thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4a. demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

Strands: Physical Activity

Overall Expectations: At the end of grade 9, students will:

PAV.02X demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities.

Specific Expectations: Students will:

AL1.03X identify the factors that affect choices of activities with potential for lifelong participation and enjoyment;

AL2.05X describe the benefits of each health-related fitness component and its relationship to active living (e.g., the relationship of cardiovascular fitness to increased stamina and lower risk of heart disease, healthy eating to improved well-being).

Planning Notes

• Teachers photocopy material for students with special needs.

• The teacher will prepare the Healthy Active Living worksheet, the Getting Started worksheet, and the Health-Related Fitness worksheet, as outlined in the Teaching/Learning Strategies.

• Circuit station activities are not designed to measure or test performance.

Prior Knowledge Required

• note-taking

• brainstorming

• communication skills

• listening skills

Teaching/Learning Strategies

1. Introduce the topic and outline the learning expectations, the assessment/evaluation strategies and the Personal Fitness Program. (This program will be developed based on the results of individual fitness testing. Students will design a program based on their strengths and weakness discovered during the fitness testing in activity 3).

2. Lead a class discussion around the importance of quality daily physical activity. Teachers need to stress the importance of physical activity to improve longevity and their quality of life.

3. Students, in small groups, will complete a Healthy Active Living worksheet which asks them to identify the following:

• The Definition of Healthy Active Living

• The Benefits to Healthy Active Living

• Barriers to Healthy Active Living

Discuss responses related to the worksheet.

4. The teacher will lead the class in a discussion to formulate a definition of

Physical Fitness.

5. Students will complete a Getting Started worksheet containing a collection of sentence starters:

• Health practices shown to extend life include. . .

• I am currently active by . . .

• My attitudes toward physical fitness are shaped by . . .

• I could improve my level of fitness if . . .

Use a think, pair, share strategy to engage students in sharing and discussing their responses with peers.

6. Lead the class in discussion to identify the five components of Health-Related Fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition).

At the same time the teacher will outline the differences between these components and the six Skill-Related Components of physical fitness (agility, balance, co-ordination, power, reaction time and speed).

7. Demonstrate to students a five-station circuit that addresses the components of Health-Related Fitness (e.g., continuous biceps curls with a light bar at station 1 addresses muscular endurance).

8. Students will participate in the Health-Related Circuit and complete a follow-up Health-Related worksheet. This worksheet will require students to match each exercise/activity in the circuit with the appropriate health-related fitness component and begin to develop definitions, benefits and other examples of the health-related fitness components.

9. Discuss and analyze how their bodies reacted to each activity in the circuit. The teacher will review worksheet answers with students.

10. Students will be advised by the teacher that the emphasis in the course is on Health-Related not Skills- Related Fitness. This is appropriate because all students can improve their performance in the Health- Related Fitness realm.

11. Optional homework assignment: Students will create a collage that depicts one of the following topics:

• Energy output of various activities and sports.

• Health-related components of fitness and their benefits.

• Effects of regular physical activity.

• Other topics approved by the teacher.

Assessment/Evaluation

1. A formative assessment by the teacher using the worksheets to determine to what extent the students know the benefits of health-related fitness and the relationship to active living.

2. Observation.

Resources

1. Lifetime Fitness, Johnson Publications, 1993.

2. The Canadian Physical Activity, Fitness & Lifestyle Appraisal, Health Canada, 1996.

3. Wilmore, Jack and Costill, David. Physiology of Sport and Exercise, Human Kinetics Publishers.

4. Williams, Charles S. et. al., Personal Fitness: Looking Good Feeling Good, Maxwell Macmillan Canada, 1994.

Websites

1. Eastnet Schools (http;//schools.eastnet.ecu.edu/pitt/ayden/pe-lp13.htm)

Accommodations

1. Allow extra time for students to complete the activities if necessary.

2. Teachers may need to photocopy notes for insertion into student notebooks.

3. Teachers should encourage students to work in pairs when necessary.

4. Implement strategies recommended in student’s IEP.

Activity #3: Physical Fitness Assessment / Appraisals

Time: 150 - 200 minutes

Description

By assessing their own level of fitness in each component, students will come to realize their God-given potential. The activities in this unit emphasize self and peer assessment of cardiovascular endurance, strength, flexibility, muscular endurance, and body composition. Body composition will be determined by examining individual body mass index (BMI). By using the results of these fitness appraisals, students will be able to evaluate their own strengths and weaknesses in order to set goals for their personal fitness program.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A self-directed, responsible, life long learner who:

4a. demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.

A collaborative contributor who:

5c. develops one's God-given potential and makes a meaningful contribution to society.

Strands: Physical Activity, Active Living

Overall Expectations: At the end of grade 9, students will:

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

ALV.03X demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations: Students will:

PA1.01X use and combine movement skills in a variety of physical activities (e.g., apply locomotive/travelling, manipulation, and stability to a specific activity);

AL1.02R demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, playing fair (in physical activity settings);

AL2.02X participate in personal health-related fitness programs;

AL2.04X monitor exercise intensity (e.g., using a manual or computerized heart-rate monitor, breath sound check, talk test)

AL3.02X demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

• The teacher should prepare Fitness Appraisal stations in advance. The teacher will develop a Fitness Appraisal Worksheet for the students to record results.

• Teachers need to be familiar with fitness appraisals.

• Equipment needed includes: grip dynamometers, stop watch, mats, scale, measuring tapes, metre sticks, and pencils.

• Completion of all stations may take more than one class period. The 12 minute run should take one class period including warm up and cool down time.

• Students should be encouraged to run with a partner in order to informally execute the Talk Test (e.g., the ability to carry on a conversation while engaging in a cardiovascular activity).

• Self-assessment and teacher-student conferencing at the end of this activity is intended to allow students to be able to set realistic attainable goals for the next activity.

Prior Knowledge Required

• cooperative learning skills

• work productively with others

• participate actively in physical fitness activities

• peer/self assessment

• obtaining information

Teaching/Learning Strategies

1. Review the definition of cardiovascular fitness. Distinguish between Aerobic and Anaerobic fitness.

2 Instruct students on how to monitor their heart rate using their carotid or radial artery. Define heart rate terminology, including resting heart rate, exercise heart rate, maximum heart rate and recovery heart rate. Complete the heart rate lab (see Appendix 1c for example).

3. Introduce and discuss the components of the Fitness Appraisal:

• test of cardiovascular fitness (e.g., 12 minute run)

• test of muscular strength (e.g., hand grip dynamometer)

• test of muscular endurance (e.g., flexed arm hang, sit-ups, push-ups)

• test of flexibility (e.g., sit and reach)

• calculation of body composition (e.g., Body Mass Index)

The discussion will include review of the definition and benefits of the components of Health-Related Fitness, as outlined above.

4. Students will rotate through the Fitness Appraisal stations completing each of the assessments and recording their results.

5. Lead a discussion on topics such as body mass index, fat as a component of the body, genetically predetermined body types, and related health issues (e.g., blood pressure, heart disease, and diabetes). This area needs to be treated with sensitivity and concern for those who experience personal difficulty with the topic.

6. In addition teachers may wish to use the Vitality program, which was developed in 1991 by Health Canada and Fitness Canada. This program promotes overall well being of the individual, enhanced quality of life, and maintenance of a healthy body weight.

“Vitality is an integrated approach to healthy living that shifts from rigid ideals, dieting and overly prescriptive exercise toward acceptance of a range of body shapes and sizes and the emphasis on healthy eating, active health and a positive self and body image.”

7. Students will begin to assess their Fitness Appraisal results and conference with the teacher so that they are able to set personal goals.

Assessment/Evaluation

1. Formative assessment of worksheet and labs on completeness and knowledge.

2 Summative assessment of knowledge/understanding of health-related fitness concepts.

3. Teacher-student conferencing.

4. Fitness Participation rubric. (appendix 1b)

Resources

1. Lifetime Fitness, Johnson Publications, 1993.

2. The Canadian Physical Activity, Fitness & Lifestyle Appraisal, Health Canada, 1996.

3. Personal Fitness: Looking Good Feeling Good, Maxwell Macmillan Canada, Charles S. Williams, et. al., 1994.

4. Vitality Leader’s Kit, Health Canada, 1998.

Accommodations

1. Teachers will encourage students to excel to the best of their ability.

2. Activities and equipment at the stations may be modified for students with individual needs.

3. Teachers should partner students with other students who will be sensitive to their individual needs.

4. Teachers should use short and simple instructions.

5. Teachers may consider using Board Personnel (e.g., Physiotherapist/Occupational Therapist).

6. Stations should depict how to perform the activity.

7. Implement strategies recommended in student’s IEP.

Activity #4: Goal Setting/Action Plan

Time: 80 - 100 minutes

Description

Students will explore their own motivation regarding physical fitness and will identify action steps required to improve overall individual fitness levels. Students will develop positive attitudes and values that reflect cooperation and personal responsibility.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A self-directed, responsible, life long learner who:

4e. sets appropriate goals and priorities in school, work and personal life;

4f. applies effective communication, decision-making, problem-solving, time and resource management skills;

4g. examines and reflects on one's personal values, abilities and aspirations influencing life's choices and opportunities.

Collaborative contributor who:

5c. develops one's God-given potential and makes a meaningful contribution to society.

Strands: Active Living, Living Skills

Overall Expectations: At the end of grade 9, students will:

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

LSV.0 I X use appropriate decision-making skills to achieve goals related to personal health.

Specific Expectations: Students will:

ALI.03X identify the factors that affect choices of activities with potential for lifelong participation and enjoyment.

LS1.01X identify personal strengths and areas of growth;

LS1.03X demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living;

LS1.04X produce sequential action plans to achieve personal health goals.

Planning Notes

• These activities provide the foundations for goal setting and will assist the students in developing specific action plans to improve overall physical fitness levels within activity #5.

• These activities can be adapted to any class by altering the number of students within each group.

• These activities can be adapted as a homework assignment to encourage student/parent conferencing.

Prior Knowledge Required

• brainstorming skills

• cooperative learning skills

• oral communication skills

• goal setting and planning skills

• think/pair/share

Teaching/Learning Strategies

1. Students will brainstorm a list of factors that influence personal activity choices.

2. Using the results from brainstorming, students will individually select three factors that are most important and will share this information with a partner. Each student will also share with their partner the answers to the following sentence starters:

• A physical activity is best for me if . . .

• Activities I like to do are . . .

• New activities I would like to try are . . .

3. Teachers will lead a class discussion on the difference between short and long term goals. Introduce students to the SMART goal setting process:

Specific Is it clear and identifiable?

Measurable Can results be determined?

Attainable Is it possible?

Realistic Is it probable?

Time When will it conclude?

4. Teachers will lead a discussion on topics such as the FITT Principle (Frequency, Intensity, Time, Type), Overload, and Progression.

5. Using SMART and the FITT Principle, students will individually develop an action plan for one goal related to Healthy Active Living, with specific reference to their results from the Fitness Appraisal (activity #3). In the development of this plan students should consider resources and support available to them.

6. Students will brainstorm the challenges and barriers they have in achieving their goals, and discuss actions they can take to overcome these challenges. Peer or teacher conferencing may be implemented to help the student with this process.

7. Invite a guest speaker to present his/her personal Healthy Active Living plan and how obstacles to achieve set goals were overcome.

Assessment and Evaluation

1. Formative assessment by the teacher of the students’ understanding of expectations through discussion, questions and clarification.

2. Formative assessment of an action plan on completeness and thoroughness.

3. Formative assessment of students’ identification of personal strengths and areas for growth and identification of career opportunities.

Resources

1. Lifetime Fitness, Johnson Publications, 1993.

2. The Canadian Physical Activity, Fitness & Lifestyle Appraisal, Health Canada, 1996.

3. Wilmore, Jack and Costill, David. Physiology of Sport and Exercise, Human Kinetics Publishers, Windsor, 1994.

4. Zakrajsek, D., et. al., Quality Lesson Plans for Secondary Physical Education, Human Kinetics, 1994.

Accommodations

1. Teachers should provide alternatives to written instructions regarding goal setting tasks.

2. Teachers should have a list of individual behaviours (e.g., smoking, nutrition, heredity), which effect physical fitness and a list of possible goals related to improving overall fitness levels.

3. Implement strategies recommended in student’s IEP.

Activity # 5: Designing a Personal Fitness Program

Time: 60 - 80 minutes

Description

Students will review the components of fitness, their appraisals, and identify their strengths and weaknesses. Students will assess their fitness levels and design a personal fitness program intended to address self-identified goals as part of their growth to full Christian maturity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A self-directed, responsible, life long learner who:

4f. applies effective communication, decision-making, problem-solving, time and resource management skills;

4g. examines and reflects on one's personal values, abilities and aspirations influencing life’s choices and opportunities.

A collaborative contributor who:

5g. achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others.

Strands: Active Living, Living Skills

Overall Expectations: At the end of grade 9, students will:

ALV.02X demonstrate improvement in personal health-related physical fitness;

LSV.0lX use appropriate decision-making skills to achieve goals related to personal health.

Specific Expectations: Students will:

AL2.01X monitor personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs) that reflect their personal fitness goals.

LS1.0IX identify personal strengths and areas of growth;

LS1.03X demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living;

LSl.04X produce sequential action plans to achieve personal health goals.

Planning Notes

• Teachers should provide opportunities for students to review sample fitness programs in order to understand the requirements of the personal fitness program.

• Arrange to have a variety of texts on the topic available.

• Outline the requirements for the fitness program and clarify based on student questions;

(e.g., understanding key factors in personal fitness, that is strengths and weaknesses with regards to the health-related components of physical fitness).

• Teachers should prepare a Monthly Tracking Sheet to allow students to monitor their progress.

Prior Knowledge Required

• time management skills

• recording skills

• conferencing

• participation in fitness circuits/programs

Teaching/Learning Strategies

1. Present a case study of an individual with low scores in most of the Fitness Appraisal tests. Model the process of designing a fitness program for this individual. Discussion should include the Health-Related components of Fitness as well as considerations for safety.

2. Where possible, students will analyze computerized fitness programs to develop their fitness proposal.

3. Using their own Fitness Appraisal results and the SMART goal-setting process, the students will design a Personal Fitness Program that incorporates multiple goals. Teachers should distribute several model fitness programs for students to use as a resource in the development of their own program.

4. Using Monthly Tracking worksheets and/or Journal/Logs the teacher will provide future opportunities for students to reassess their goals, celebrate their successes or rethink their strategies to overcome any barriers that hindered them from achieving their goals. Provide opportunities for conferencing (peer or teacher) to assist or advise the students on the progress of their Personal Fitness program.

5. Work with students to develop a rubric to assess their Personal Fitness Program. This rubric will be used as a summative assessment at the end of activity #7. (see appendix 1b for a sample fitness participation rubric).

Assessment/Evaluation

1. Student-teacher conferencing will take place to ensure students are analyzing fitness results correctly.

2. Formative assessment by the teacher of student’s personal fitness programs on relevancy, evidence of planning and thoroughness.

3. Self assessment of progress of the students’ individual fitness goals based on completion of monthly tracking sheets.