Time: 1200 minutes
Unit
Description
Students will develop an
understanding of the components of health-related fitness (cardiorespiratory,
muscle strength and endurance, flexibility) and the potential benefits that can
be achieved. They will assess their
fitness levels and design a personal program intended to address
self-identified goals. Through
engagement in a variety of fitness activities, students will demonstrate
improvement in their personal fitness level.
Strand(s) and
Expectations
Strand(s): Active Living, Physical
Activity, Living Skills
Overall Expectations: ALV.02X, PAV.02X, LSV.01X
Specific Expectations: AL2.01X, AL2.02X, AL2.03X, AL2.04X, AL2.05X, LS1.01X,
LS1.02X, LS1.03X, LS1.04X, PA2.04X
Activity
Titles (Time and Sequence)
|
Activity 1 |
Understanding the Concept
of Healthy Active Living |
60 minutes |
|
Activity 2 |
Understanding
Health-Related Fitness |
100 minutes |
|
Activity 3 |
Fitness Appraisals |
400 minutes |
|
Activity 4 |
Setting Goals and
Developing an Action Plan |
240 minutes |
|
Activity 5 |
Designing a Personal
Fitness Program |
200 minutes |
|
Activity 6 |
Participation in Fitness
Activities Through the Physical Activities Units |
Integrated into other
units |
|
Activity 7 |
Developing a Personal
Fitness Profile |
200 minutes |
Unit Planning
Notes
The intent of the unit is
that the learning expectations will be delivered through activity based
experiences. Through active
participation in a wide range of fitness activities, students will develop the
knowledge and skills necessary to build a Personal Fitness Profile.
Prior Knowledge
Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
cooperative learning skills
use a rubric to assess self or peer
time management
group work skills
Teaching/Learning
Strategies
1. Outline learning expectations and assessment/evaluation strategies
for the unit.
2. The teaching and learning strategies used in this unit are:
think/pair/share
task cards
concept mapping
cooperative learning
brainstorming
self-reflection
active participation in fitness activities
direct instruction
web
discussion
worksheets
case studies
collage design
assignments
Assessment/Evaluation
This unit will introduce
students to the knowledge and skills necessary to develop and monitor their
physical fitness. It is essential that
the teacher provides an opportunity for students to perform a diagnostic
assessment of their level of fitness to assist them in demonstrating personal
improvement over the course of the semester/year. The knowledge expectations will be summatively evaluated within
the unit. Skills will be formatively
assessed during the unit to provide students with lots of opportunity to
practise and receive helpful feedback. Throughout the course, students will
demonstrate their ability to monitor their personal fitness plan, maintain or
improve their level of fitness, and participate in fitness activities. Consider the summative evaluation of these
skills as an essential component of their performance task that makes up 30% of
their final grade.
Note: The Fitness Profile is a collection of the students work that
demonstrates his/her efforts, progress, achievements and reflections related to
physical fitness. It should include:
-table of contents
-profile introduction- that explains how the collection of work
is organized and how pieces demonstrate specific learning expectations
-work sheets and notes from classes
-journal/log reflections
-assessment, monitoring, tracking and recording charts of
fitness assessments throughout the semsester/year
-goal-setting and action plan worksheets
-Personal Fitness Plan (e.g., the first plan, revised plans,
the most recent plan)
Resources
1. The Canadian Active Living Challenge. Program 3: Ages 12 to
14; Theme: Making Choices and Setting Goals, 1994, CAHPERD. ISBN 0-919068-55-3
2. Fitness for Children and Youth. Fitness Ontario Leadership
Program, Ministry of Tourism and Recreation, 1989. ISBN 0-7729-6210-3
3. Lookin Good, Feelin Good, A Health Kit for Grades 7 - 9. Beef Information Centre
4. Ontario Physical and Health Association. Key to Fitness 7-9.
5. Physical Education Active Health. Resource Book Levels I - IV
6. Vitality Leaders Kit.
Health Canada (613) 954-5995 Fax
(613) 952-7266
7. How to Design and Teach Using Outcomes. Scarborough Board of Education
8. Moving to Inclusion:
Active Living Through Physical Education: Maximizing opportunities for
students with a disability. Active Living
Alliance for Canadians with a Disability
9. Bud, L. F. and Turner, Sue.
Success Oriented P.E. Activities for Secondary Students. Prentice-Hall ISBN 0-13-447434-1
10. Zakrajsek, D. B.,
Carnes, L. A., Pettigrew, F.E. Quality
lesson plans for Secondary Physical Education. Human Kinetics, 1994 ISBN
0-87322-671-2
11. Fun n Motion -
Helping girls and young women set goals for lifelong physical activity. FAME
12. The Recommended
Quantity and Quality of Exercise for Developing and Maintaining
13. Cardiorespiratory and
Muscular Fitness and Flexibility in Healthy Adults. American College of Sports Medicine,
Position Strand, 1998
14. Ontario Physical and
Health Association. Activ8. (416) 426-7120 1-888-446-7432
15. Pangra, Robert P. and
Darst, Paul W. Dynamic Physical
Education for Secondary School Students - Curriculum and Instruction. MacMillan Publishing Company. ISBN
0-02-390674-X
16. Randazzo, Deborah and
Corless, Kris. Activity for Everyone
- Children Of All Abilities In A Regular Physical Activity Program - A Hands On
Plan Book. AAHPERD. ISBN
0-88314-650-9
17. Canadas Physical
Activity Guide to Healthy Active Living
18. Ontario Physical and
Health Association. Healthy Active
Living Standards for Physical and Health Education in Ontario Gr. 1-9. (for rubrics)
19. OAC I: The Bio-Scientifc Perspective (Core Concept
C). Halton District School Board,
1993 (905) 335-3663 Fax (905) 332-1891
Activity
#1: Understanding the
Concept of Healthy Active Living
Time: 60 minutes
Description
Students will develop the
concept of healthy active living and its components in a personal context. They will focus on developing an
understanding of the benefits of health-related fitness and the importance of these components to active
living.
Strand(s) & Expectations
Strand(s): Active Living, Living Skills, Physical Activity
Overall Expectations:
By the end of Grade 9, students will:
ALV.02X demonstrate improvement in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific
Expectations:
Students will:
AL2.05X describe the benefits of each health-related fitness
component and the 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
provide students with file folders to store their worksheets
throughout the unit and to build towards their Personal Fitness Profiles
create Getting Started worksheet to include
i) sentence stems (see Activity #1 Teaching and Learning Strategies
#2)
ii) Healthy Active Living: Definitions, Benefits and Barriers of
Active Living
iii) definition of Physical Fitness
review appropriate safety guidelines related to warm-ups, cool
downs, fitness equipment (e.g., free weights), etc. (see Activity#1 Resource list
#1)
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
use diagnostic assessment to determine prior learning attained
in previous grades
group work skills
Teaching/Learning
Strategies
1. Outline what students will be expected to do throughout the unit
to develop their Personal Fitness Profile.
2. Students will reflect on their fitness knowledge and past experiences
by completing sentence stems on a Getting Started worksheet. (e.g. Health
practices that have been shown to extend life include...., I am currently
active in the following activities...., I think my fitness level is
, My
attitudes toward physical fitness are shaped by......, I could improve my
fitness if .....). Use a think, pair,
share strategy to engage students in sharing and discussing their responses
with their peers.
3. In small groups, students will record their thoughts and ideas on
the worksheet, related to Healthy Active Living. Ensure students address the definition, benefits and barriers to
Healthy Active Living and record the information on a worksheet. Build on the information by discussing the
concept with the large group. Ask
students to add any additional points to their worksheets.
4. Students will go back to their small groups to develop a
definition of Physical Fitness. Lead
the class in a discussion to formulate the definition.
5. The teacher will lead the class in a discussion to clarify the 5
components of health-related fitness (cardiorespiratory endurance, muscular
strength, muscular endurance, flexibility, and body composition). Have students experience different movements
that demonstrate the components where appropriate.
Assessment/Evaluation
Techniques
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment using the worksheets to determine to what extent the students know the benefits
of health-related fitness and the relationship to active living
Accommodations
provide key pieces of information in a format appropriate to the
needs of students (e.g., graphic organizer)
pre-arrange groups to partner students when additional support
is required
provide opportunities for students to physically experience
fitness components to further develop their understanding
Resources
1. Ontario Physical and Health Education (OPHEA). Ontario Safety Guidelines: Secondary Curricular Guideline,
Toronto: OPHEA, 1997
2. Williams C., Harageonies, E., Johnson, D., and Smith, C. Personal Fitness: Lookin Good, Feelin
Good. Maxwell MacMillan, 1994. Text ISBN 0-02-954289-8 and Activity
Handbook ISBN 0-02-954288-X
Time: 100 minutes
Description
In this activity, students
will gain a further understanding of the components and benefits of
health-related fitness by participating in an activity-based circuit.
Strand(s) and
Expectations
Strand(s): Active Living, Living Skills, Physical
Activity
Overall Expectations
By the end of Grade 9, students will:
ALV.02X demonstrate improvement in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sports activities
Specific Expectations
Students will:
AL2.05X describe the benefits of each health-related fitness
components 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
develop a Health-Related Fitness worksheet for students to use
as they progress through the circuit
collect information (e.g., pamphlets, posters, videos, etc.) for
students to use at circuit stations
prepare signs and circuit stations related to health-related
fitness components
prepare equipment (e.g. benches, ropes, pylons, mats, weights,
etc.) for circuit stations
develop a repertoire of warm-up activities that demonstrate each
of the health-related fitness factors in different ways
instruct students on how to do the tasks properly and safely
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
diagnostic assessment of knowledge about components from Gr. 7
group work skills
research skills
using a rubric for assessment
Teaching/Learning
Strategies
1. The teacher will demonstrate to students a Five Station Circuit
that addresses the components of health-related fitness (i.e. continuous biceps
curls with a light bar at station 1 to address muscular endurance, information
on body types at the body composition station ). Note: circuit
stations activities are not designed to measure or test performance, but
demonstrate and explain fitness components.
The body composition station should be an information centre only.
2. The students will complete the health-related
circuit and follow-up Health Related Fitness worksheet. The worksheet will require students to match
each exercise/activity in the circuit with the appropriate health-related
fitness component. The worksheet
activity also requires students to begin to develop answers that list the
definition and benefits of each health-related fitness component. The teacher will discuss with the class how
their bodies reacted to each activity in the circuit. The teacher will review worksheet answers with students. The students will brainstorm to identify an
additional set of activities that contribute primarily to each component of
health-related fitness (e.g. jogging - cardiorespiratory endurance).
3. For homework, students will create a collage that depicts the
health-related components of fitness and an accompanying written assignment
that explains the benefits of each.
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment of the worksheet for knowledge
a summative evaluation of the students knowledge of health
related fitness demonstrated through the collage assignment
Accommodations
adapt the circuit to address the needs of individual students
with disabilities
partner or group students to assist with the note taking tasks.
provide students with a definition sheet of the components of
fitness as a guide for the specific information required
provide fitness resources (e.g., print, video, computer) for
students to use to complete their tasks
emphasize that there are other opportunities for those with
different learning styles to express their learning (e.g. collage could be
delivered through audio or video tape, interview, dramatic presentation, etc.)
Resources
1. Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness
& Lifestyle Appraisal Guide. 1996.
ISBN 0-9691374-7-8 (613)
234-3755 Fax (613) 234-3565
2. Williams C., Harageonies, E., Johnson, D., and Smith, C. Personal Fitness: Lookin Good, Feelin
Good. Maxwell MacMillan, 1994. Text ISBN 0-02-954289-8 and Activity
Handbook ISBN 0-02-954288-X
Time: 400 minutes
Description
Students will be able to
describe how each health-related fitness component can be improved. Students will appraise their own fitness
levels using a variety of fitness appraisal techniques.
Strand(s) and
Expectations
Strand(s): Active Living, Living Skills, Physical
Activity
Overall Expectations:
By the end of Grade 9, students will:
ALV.02X demonstrate improvements in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific Expectations:
Students will:
AL2.04X monitor exercise intensity (e.g., using a manual or
computerized heart-rate monitor, breath sound check, talk test)
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
familiarize yourself with fitness terminology (e.g., talk test,
borg scale of perceived exertion)
ensure classroom appraisals in this activity are guided by the
following principles:
Fitness testing should
-be used to measure change
and to monitor progress not as a performance standard
-be conducted in a non
competitive / non-threatening atmosphere
-focus on self directed
learning
-allow students to test
their own fitness levels and interpret their own test results
refer to The Canadian Physical Activity, Fitness and
Lifestyle Appraisal Guide produced by the Canadian Society for Exercise
Physiology or other fitness texts for descriptions on how to conduct fitness
assessments safely and accurately
refer to the guide (mentioned above) for equipment requirements
(Section 7 page 3)
provide worksheets for recording fitness appraisal information
refer to the guide (mentioned above) for criterion reference
charts of the fitness appraisals
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
review prior knowledge and skills (diagnostic assessment) from
previous grades
Gr. 7 - identify the
training principles that affect their fitness levels.
Gr. 8 - assess their
personal levels of physical fitness on an ongoing basis comparing to
pastperformances, and apply the information to their short and long-term goals.
Cooperative learning skills/experiences
Teaching/Learning
Strategies
1. Review the definition of cardiorespiratory fitness. Distinguish between Aerobic and Anaerobic
fitness.
2. Instruct students how to monitor their heart rate using their
carotid or radial artery.
3. Define heart rate terminology including Resting Heart Rate, Exercising Heart Rate, Recovery Rate, F.I.T.T.
Formula (frequency, intensity, time and type).
4. Introduce students to the components of the Fitness Appraisal:
Cardiorespiratory test (e.g. 12 minute run)
Muscular strength (e.g. hand grip dynamometer)
Muscular endurance (e.g. flexed arm hand)
Flexibility (e.g. trunk forward flexion)
5. Conduct the cardiorespiratory test. Have students record their results on a Fitness Appraisal
worksheet.
6. Discuss other factors that affect heart rate (e.g. smoking,
stress, body weight etc.).
7. Briefly review the definitions and benefits of muscular strength,
muscular endurance and flexibility.
8. Complete the Fitness Appraisal by setting up 3 stations to measure
muscular strength, muscular endurance and flexibility. Have students collect and record their own
data on the worksheet. Remind students
that the purpose of the Fitness Appraisal is to monitor their personal progress
throughout the year.
9. Discuss with students how all components can be improved. Introduce concepts of Overload, Regularity,
and Progression.
10. To address the issue of
body composition, teachers should be aware that this is a sensitive issue for
many adolescents. Teachers may wish to
use the Vitality program, which was
developed in l991 by Health and Fitness Canada. This program promotes overall well being for the individual,
enhanced quality of life an 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.
11. Teachers should also discuss the following issues regarding body
composition.
genetically predetermined body types
the importance of fat
fat as a health issue (cardiovascular efficiency, heart disease
etc.)
the inaccuracy of height and weight charts
the risks of dieting
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment of worksheet and labs
a diagnostic assessment of students fitness level to begin to
monitor personal improvement of health-related fitness
Accommodations
fitness testing should reflect unique criteria for students with
physical disabilities (e.g., cerebral palsy).
partner or group students to assist with task completion.
use short simple instructions.
provide visual aids or graphic organizers
photocopy notes
provide extra time for completion of appraisals
provide vocabulary lists
help individual students with appraisals (e.g., accommodation needed
for wheelchair/walker users).
Resources
1. Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness
& Lifestyle Appraisal Guide. 1996.
ISBN 0-9691374-7-8 (613)
234-3755 Fax (613) 234-3565
2. Vitality Leaders Kit - What
and Why, Health Canada
Time: 240 minutes
Description
In this activity, students
will be identifying their personal strengths and areas for growth in terms of
their own fitness levels. They will
develop personal fitness goals and an action plan to achieve these goals.
Strand(s) and
Expectations
Strand(s): Active Living, Living Skills, Physical Activity
Overall Expectations
By the end of Grade 9, students will:
ALV.02X demonstrate improvement in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific Expectations
Students will:
LSI.01X identify personal strengths and areas for growth
LSI.02X demonstrate how they have achieved short-term goals based
on a personal vision
LSI.03X demonstrate an understanding of parents, the media and
culture on values and goals related to healthy, active living
LSI.04X produce sequential action plans to achieve personal
health goals
PA2.04X describe career opportunities related to sport and
recreation
Planning Notes
develop a clear set of steps related to goal setting and action
planning since this activity will lead to more specific fitness goal setting in
Activity 5
adapt this activity into a homework assignment for students to
work with a peer/parent if appropriate
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
goal setting and planning skills
cooperative learning skills
Teaching/Learning
Strategies
1. Students will brainstorm a list of factors that influence personal
activity choices including peers, parents, media, culture, etc.
2. Students will individually select three factors that are most important
to them and will share this information with a partner. Each individual will also share with their
partner the answers to the following sentence stems:
A physical activity is
best for me if it is .......
Activities I like to do are......
New activities that I would like to try are......
3. Teachers will lead a class discussion on the difference between short
and long term goals. Introduce the
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. Using SMART, the students will individually develop an action plan for
one goal related to Healthy Active Living.
In the development of this plan, students should consider
home/school/community resources and support available to them.
5. For homework, students will create a list of career opportunities
related to healthy, active living in their community. Students will combine their lists in class and create a more
comprehensive list. The teacher will
lead a class discussion to help students categorize the opportunities under
various headings such as sport, leisure, facility, health, community
leadership, etc. Teachers may wish to
refer students to Guidance personnel or other community experts.
6. Students will brainstorm as a class, the challenges and barriers they have in achieving their goals and the actions they can take to overcome these challenges.
7. Consider inviting a guest speaker to present his/her personal
Healthy Active Living plan and how obstacles to achieve set goals were
overcome.
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment of the students understanding of
expectations through discussion, questions and clarification
a formative assessment of an action plan
a formative assessment of students identification of personal
strengths and areas for growth
a summative evaluation of students homework assignment on
career opportunities in sport and recreation
Accommodations
students work with a partner or in a group
brainstorm as a whole class key concepts using a web or other
graphic organizer
provide vocabulary or reference notes
provide board outline of agenda of lesson.
Resources
1. Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness
& Lifestyle Appraisal Guide. 1996.
ISBN 0-9691374-7-8 (613)
234-3755 Fax (613) 234-3565
Activity #5: Designing a
Personal Fitness Program
Time: 200 minutes
Description
Students will review the
categories of fitness and their appraisals.
They will use their appraisal data sheets to direct their participation in
a personal health-related fitness program.
Strand(s) and
Expectations
Strand(s): Active Living, Living Skills, Physical
Activity
Overall Expectations:
By the end of Grade 9, students will:
ALO.02X demonstrate improvement in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific Expectations:
Students will:
AL2.01X monitor a personal plan (e.g. self-designed or
computerized program) reflect their personal fitness goals
Planning Notes
develop case studies using a variety of subjects (e.g., male,
female, adolescent, adult)
provide opportunities for students to connect with physical
activities they like doing in their leisure time (e.g., Several circuits could
be used over successive days with different activities that address the
components. Expose students to additional activities that could be considered
for selection in their fitness plan, provide variety and fun, and connect to
something they like doing.)
Prior
Knowledge Required
Students will require some prior
knowledge and experience in the following to successfully
accomplish the activities in
this unit.
cooperative learning skills
time management skills
recording skills
Teaching/Learning
Strategies
1. Students should experience a variety of fitness circuits/programs
prior to this activity.
2. The teacher will present a case study of an individual with low
scores in most of the fitness appraisal tests.
The teacher will model the process of designing a fitness plan for this
individual. The discussion should
include the principles of fitness and considerations for safety.
3. Using their own Fitness Appraisal results, the students will
design a Personal Fitness Plan that
incorporates multiple goals. Teachers
should distribute several different model programs for students to use as a
resource in the development of their own program. Computerized programs that are available can be adapted.
4. The teacher will provide students with Monthly Tracking Sheets that
require daily recording of activity performed.
These will assist students as they monitor their personal fitness
programs.
5. 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 Plan.
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment by the teacher of students personal
fitness programs on relevancy, evidence of planning and thoroughness
a self assessment of progress of individual fitness goals based
on completion of monthly tracking sheets
Accommodations
hand out a complete sample fitness program with the case study
encourage students to select from a wide variety of activities
(e.g., pool, rehabilitation centre, yoga, dance, etc.)
provide fitness resources for students (e.g. texts, pamphlets,
video, CD Rom).
allow students to work in pairs to design their individual
programs
consult with the exceptional student and board support personnel
in developing a personal fitness program (e.g. physiotherapist, itinerant
teacher for hearing or visually impaired).
instruct students on modified use of fitness room apparatus
where available
Resources
1. Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness
& Lifestyle Appraisal Guide. 1996.
ISBN 0-9691374-7-8 (613)
234-3755 Fax (613) 234-3565
2. Canadian Active Living Challenge, CAHPERD
Activity #6: Participation in Fitness Activities through the Physical Activities Units
Time: Integrated into the physical activity lessons.
Description
Students will continue to be
involved in fitness activities throughout the year. They will participate in class sessions and in their personal
life.
Strand(s) and Expectations
Strands: Active Living, Living
Skills, Physical Activity
Overall Expectations:
By the end of Grade 9, students will:
ALO.02X demonstrate improvement in personal health-related
physical fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific Expectations:
Students will:
AL2.03X maintain or improve personal fitness levels by
participating in vigorous physical activities for sustained periods of time
(e.g. minimum of two ten-minute time periods or one twenty-minute time period
for a minimum of four times a week)
AL2.04X monitor exercise intensity (e.g. using a manual or
computerized heart-rate monitor, breath sound check, talk test)
AL2.02X participate in personal health-related fitness programs
Planning Notes
plan opportunities to develop and maintain fitness throughout
the course
offer a variety of
fitness activities throughout the year in each lesson (e.g., in games
and warm-ups)
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully accomplish the activities
in this unit.
monitoring their exercise intensity
appropriate and safe warm ups and cool downs
using a rubric.
Teaching/Learning
Strategies
1. The teacher will review safety concerns for physical activity
(e.g. warm-up, cool-down, proper equipment, environment etc.)
2. The teacher will instruct the students to monitor their heart rate
during the activity.
3. The teacher should use 10 to 20 minutes of each physical activity
lesson to provide the students with a vigorous fitness workout. The 10 to 20 minutes can come from a warm-up
or be embedded into the body of the lesson.
A variety of activities should be selected that will incorporate
flexibility, muscular strength, muscular endurance and cardiorespiratory
endurance. This will allow students to
meet most of the goals set in their personal plans. The activities could include the following:
circuit training
mirror drills
partner resistance exercises
tag games
interval training
obstacle courses
speed orienteering
low organizational games/run/ relays
weight training
aerobics
Assessment/Evaluation
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment by the teacher and student using a
participation rubric (see Unit 1 Appendix A, B and C)
a formative assessment by the student of monitoring heart rate
during acitivities and tracking in journal/log for their Fitness Profile
a formative assessment of fitness appraisals used in Activity #3
to monitor improvement in fitness levels
Accommodations
provide alternate fitness workout times to address student needs
the 10-20 minute fitness workout may be performed prior to Physical
Activity lessons in other venues (e.g. swimming pool, track, field)
direct students to work in pairs
develop a personalized warm up and cool down appropriate to
students needs
recognize when students need direct support and/or differing
equipment
consult with the student and board support personnel to develop
personal fitness workouts for individual students (e.g., physiotherapist, etc.)
Resources
1. Pangrazi, Robert and Darst, W. Paul. Dynamic Physical Education For Secondary School Students
Curriculum and Instruction. Collin Macmillan, Canada.
2. Fitness For Children and Youth. Ministry of Tourism and Recreation, Province of Ontario
Time: 200 minutes
Description
In this culminating activity, students will demonstrate their learning of the physical fitness expectations of the unit. As fitness is an integral part of the Healthy Active Living Education course, the profile will serve as a performance assessment of the knowledge and skills they have developed and will be used as a summative evaluation at the end of a term or mid-semester and end of year evaluation.
Strand(s) and
Expectations
Strands: Active Living, Living
Skills, Physical Activity
Overall Expectations:
By the end of Grade 9, students will: ALO.02X demonstrate improvement in personal health-related physical
fitness
LSV.01X use appropriate decision-making skills to achieve goals
related to personal health
PAV.02X demonstrate knowledge of guidelines and strategies that
enhance participation in recreation and sport activities
Specific Expectations:
Students will:
AL2.01X monitor a personal plan for daily health-related fitness
plan (e.g., self-designed or computerized program) that reflects their personal
fitness goals
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)
LS1.01X identify personal strengths and areas of growth
LS1.02X demonstrate how they have achieved short-term goals
based on a personal vision
LS1.04X produce sequential action plans to achieve a personal
health
Planning Notes
set criteria for the assessment of the profile and fitness
participation expectations
develop self-assessment worksheets for students to assess their
current fitness level in relation to their goals and to revise their plan
develop a summative self-assessment sheet for students to
complete at the end of the course
Prior
Knowledge Required
Students will require some
prior knowledge and experience in the following to successfully
accomplish the activities in
this unit.
critical thinking skills
Teaching/Learning
Strategies
1. As work in the unit progresses, students are encouraged to monitor
their progress, using their Monthly Tracking Sheets. These sheets will become part of their Personal Fitness Profile.
2. Using the same fitness tests initially used, the students should
be reassessed to gage their fitness growth.
This needs to occur at the end of the term and possibly mid-term.
3. As part of the Personal Fitness Profile, students should complete
a Summary Reflection worksheet outlining:
knowledge obtained
growth in their personal fitness levels
attitudinal changes realized regarding Healthy Active Living
Use the Achievement Levels (Knowledge/Understanding and Communications) to outline how the reflection paper will be assessed. Use exemplars of reflection papers to demonstrate the four levels.
Assessment/Evaluation
Techniques
The teacher and students
will gather evidence of the specific expectations outlined for this activity
through:
a formative assessment during the unit and later in the
semester/year a summative evaluation (consider using the Personal Fitness
Profile as part of the performance task for the required 30% summative
evaluation of the course)
a formative assessment by the student and teacher of the Personal Fitness Profile using a rubric that
addresses the key criteria
Accommodations
the culminating activity has been built in such a way that there
is an opportunity for every student to be successful in this activity
encourage students to demonstrate their learning through a
variety of methods (e.g., oral, visual,
mural, cartoons, webs, song, audio/video tapes, games, play, photographs, etc.
to replace the knowledge and skills on the worksheets included in the profile)
Resources
1. Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness
& Lifestyle Appraisal Guide. 1996.
ISBN 0-9691374-7-8 (613)
234-3755 Fax (613) 234-3565
2. Williams C., Harageonies, E., Johnson, D., and Smith, C. Personal Fitness: Lookin Good, Feelin
Good. Maxwell MacMillan, 1994. Text ISBN 0-02-954289-8 and Activity
Handbook ISBN 0-02-954288-X