Grade 12 - Healthy Active Living Education PPL4O (2015)

Health and Physical Education

Active Living

Movement Competence: Skills, Concepts, and Strategies

Healthy Living

Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives

Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living

Safety: demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities

Movement Strategies: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.

Understanding Health Concepts: demonstrate an understanding of factors that contribute to healthy development

Making Healthy Choices: demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

Making Connections for Healthy Living: demonstrate the ability to make connections that relate to health and well being - how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and well-being.

actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, small- and large-group activities, outdoor pursuits, recreational and leisure activities) [PS, IS]

describe physical activity facilities that are available and accessible to a wide range of users in their local community (e.g., fitness facilities, recreation centres and rinks, ski/snowboarding centres, hiking trails, rock- and wall-climbing sites and facilities), and assess the potential of these facilities to support lifelong participation in physical activity (e.g., with respect to criteria such as enjoyment; accessibility; opportunities for social interaction; accommodation of social and cultural needs; and availability and affordability of programs for all ages, interests, and abilities) [PS, CT]

demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable activity environment, and display leadership while participating in physical activities (e.g., give constructive feedback; maintain positive peer relationships when working in groups by understanding their role in the group, listening to each other, and encouraging each other; deal immediately with any conflict that arises in order to keep functioning effectively as a group; plan and lead in-class activities; participate in peer coaching; officiate games) [PS, IS, CT]

participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., continuous moving in low-organization games, in-line skating, ice skating) [PS]

evaluate the effectiveness of various physical activity and fitness programs, approaches, and types of fitness equipment for achieving specific personal physical activity and fitness goals (e.g., popular fitness programs; different types of fitness classes; training methods, such as aerobic, resistance, or flexibility training; individual or group activities; different types of cardio, stability, and strength equipment) [PS, CT]

assess their level of health-related fitness and monitor changes related to their personal fitness and activity goals [PS, CT]

develop, implement, and revise a plan that will help them achieve individual health-related fitness and physical activity goals related to lifelong wellness and active living and that incorporates strategies to help them remain active now and in the future (e.g., make physical activity a part of their social lives by joining a physical activity or sports club; look for fitness programs that are affordable, accessible, and suited to their needs, such as drop-in programs at local schools or recreation centres; limit sedentary behaviour and set aside at least thirty minutes per day for active recreation with friends; look for small openings in their daily schedules that can be filled with some kind of physical activity; be persistent and get back on schedule after interruptions) [PS, CT]

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., making sure they and others are ready before beginning activities, such as wall climbing or rope activities, that require partners or spotters; assessing the safety of the equipment and reporting concerns to the instructor) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, ski hill, ice rink, pool, lake, recreational facilities, bicycle lanes) [PS, IS, CT]

assess the suitability and availability within and outside the local community of resources, agencies, and services that can be used to provide assistance in emergency situations associated with physical activity (e.g., identify emergency support needs for different kinds of activities, such as athletic events at school or hiking and canoe trips in remote areas; identify resources, agencies, and services that can meet these needs and determine their availability; compare similar services to determine which ones are best suited to meet particular needs) [CT]

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., execute activities with control during a fitness circuit; maintain balance during a sequence of movements in an aerobic routine or during a wall climb) [PS, IS, CT]

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., move to intercept an object in a territory game; draw close to the target in a target game) [PS, IS, CT]

demonstrate an understanding of the phases of movement (e.g., preparation, execution, followthrough) and apply this understanding to refine skills as they participate in a variety of physical activities, with an emphasis on individual and lifelong activities [PS, CT]

apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., put spin on a ball in tennis or golf to impart angular motion) [PS, CT]

demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a number of diverse physical activities, suited to their individual interests and abilities, in a variety of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails, bicycle lanes) [PS, IS, CT]

apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports, and/or recreational activities (e.g., individual activities: draft to conserve energy when cycling or wheelchair racing; target activities: take the last shot in curling, when there is a choice, to achieve an offensive advantage; net/wall activities: split the court in badminton or tennis with a partner to improve offensive and defensive coverage; striking/fielding activities: hit the ball behind a runner to improve the runner's chances of advancing to the next base; territory activities: cover the angles when protecting a goal) [PS, IS, CT]

explain how developing personal competence in physical activities can increase confidence and encourage lifelong participation in physical activities [PS, CT]

demonstrate an understanding of the effects and legal implications of different types of harassment, violence, and abuse (e.g., physical, psychological, social, sexual) in different relationships and settings (e.g., peer, family, intimate, workplace, community, online) as they relate to persons being targeted, bystanders, and perpetrators, and describe ways of responding to and preventing such situations [IS, CT]

describe both the short-term and long-term consequences of substance misuse, including legal consequences [CT]

demonstrate an understanding of how relationships develop through various stages, and describe the skills and strategies needed to maintain a satisfactory relationship as the relationship evolves (e.g., communication and interpersonal skills, adaptive and coping skills, conflict resolution strategies) [PS, IS, CT]

demonstrate the ability to make healthy eating decisions that take into account their personal requirements and resources (e.g., nutritional needs, personal likes, ethical and environmental values, budget, time available to shop and cook, access to different kinds of foods) in a variety of situations that they may encounter now and in the future (e.g., camping, living on their own, sharing accommodations) [PS, CT]

describe how their communication, coping, and conflict resolution skills and their knowledge of different sources of support (e.g., trusted adults, support groups, family, religious leaders, elders, online communities, social organizations, help lines, Aboriginal healing circles, restorative justice programs) can be used to reduce their vulnerability to harassment, violence, or abuse [PS, IS, CT]

describe how coping and interpersonal skills and their knowledge of personal protective and risk factors can be used to develop resilience and enhance their ability to make healthy choices, including the avoidance of substance use and addictive behaviours [PS, IS, CT]

identify their personal aptitudes and interests, and describe how this knowledge can be applied to the development of goals and life plans [PS]

identify the skills and resources that they will need to maintain their personal health and well-being as they become more independent (e.g., budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports) [PS, CT]

assess the food requirements and available food choices of people in a variety of life situations (e.g., the elderly, children, people with chronic diseases, women who are pregnant, families with low income, residents of remote northern communities, urban residents living in "food deserts" without ready access to fresh and local foods, shift workers, workers in sedentary occupations, individuals training to be elite athletes), and describe the options available to them for maintaining a healthy diet [CT]

analyse the occurrence of harassment, violence, and abuse in relationships (e.g., domestic, intimate, work-related) in their community and around the world, and describe the resources and supports that are available and actions that can be taken to deal with these problems [IS, CT]

analyse local and international trends and issues relating to substance use and addictions (e.g., sale of contraband cigarettes and e-cigarettes; anti-smoking and anti-drug campaigns and associated declines in smoking rates and drug use over time; drug legalization in some countries; legalization of cannabis for medicinal purposes; drug-related criminal activity, including drug rings, gangs, prostitution; illegal gambling), and assess their impact on society [CT]

analyse the portrayal of different relationships in the media (e.g., movies, song lyrics, television, print media, Internet) with respect to bias and stereotyping, and describe how individuals can take action to encourage more realistic and inclusive messaging [CT]