Grade 11 - Healthy Active Living Education PPL3O (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, such as t'ai chi and weight-lifting; small- and large-group activities, such as wheelchair basketball, hacky sack; outdoor pursuits, such as cross-country running and softball; recreational and leisure activities, such as golf, tennis, table tennis, bocce, and curling) [PS, IS]

describe the holistic benefits of lifelong participation in physical activity (e.g., physical health benefits, such as higher energy levels, improved resistance to disease; psychological and social benefits, such as social interaction, enjoyment, relaxation, independence, self-improvement, sense of belonging, self-esteem, sense of well-being, reduction of anxiety and depression; spiritual benefits, such as the feeling of inner peace that can come for some people from activities like yoga and t’ai chi or from activities like running, swimming, and kayaking), and demonstrate an understanding of strategies they can use to continue to be physically active throughout their lives (e.g., developing an activity plan that reflects their personal fitness needs and offers clear personal benefits; choosing activities on the basis of personal appeal, personal skills and abilities, and availability and accessibility of facilities; scheduling activity at a regular and convenient time of day) [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., encourage others; give constructive feedback; encourage positive peer relationships by displaying a sense of fair play and observing proper sports etiquette; plan and lead in-class activities; support others in the development of skills) [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., cycling, sledge hockey, snowshoeing, continuous moving during a game) [PS]

describe strategies that can be used to set and achieve effective short-term personal physical activity goals as well as effective goals related to lifelong wellness and active living (e.g., using effective goal-setting to make it easier to stay motivated; using the most effective training principle and/or equipment for their targeted goals; choosing workout routines on the basis of known effectiveness rather than current popularity; seeking support from others, such as coaches, friends, and people pursuing similar goals) [PS, IS, 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 [PS, CT]

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., wearing appropriate clothing and/or required safety equipment where necessary, such as when hiking, skating, skiing, or cycling; bringing an epinephrine autoinjector in case of emergency; ensuring proper hydration; maintaining proper posture while performing strength and/or resistance exercises; checking environmental and facility conditions before an activity; wiping down strength-training equipment after use to avoid spreading germs; ensuring that personal flotation devices fit properly before engaging in water activities) in a variety of physical activity settings (e.g., gym, fitness room, ice rink, field, pool, lake, ski hill, hiking and snow trails, recreational facilities) [PS, IS, CT]

demonstrate an understanding of basic procedures for ensuring safety at physical activity sites and events (e.g., preparing an emergency action plan, ensuring that a working communication device is readily accessible, checking to see that activity areas are free of hazards and that equipment is in safe working condition, ensuring that everyone involved is familiar with relevant school board protocols for dealing with events such as concussions and lightning strikes), and describe resources, community agencies, and services that can be accessed in emergency situations (e.g., on-site emergency equipment such as a first-aid kit or an automated external defibrillator (AED), on-site medical team made up of certified personnel, community and commercial medical emergency response teams, nearby hospitals or community health centres) [CT]

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., perform a hip hop, modern, folk, or jazz dance; use core strength to maintain balance, reach holds, and pull into position in wall climbing; use core strength to lift out of the seat slightly while cycling to increase pedalling strength and maintain a steady cadence while travelling up a steep hill) [PS, IS, CT]

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., move into position to use either a forehand or a backhand stroke in badminton, tennis, or squash; move into position to receive a serve in volleyball or to make a catch in football or ultimate disc, while setting up for the next move; use a step and release motion to send a ball closer to the target [pallino or jack] or to take out an opponent's ball in bocce) [PS, IS, CT]

demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), 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., use momentum to pull the body forward and up when hiking up a steep incline; use all joints to produce force when sending an object; move centre of mass over base of support to find balance when holding yoga and Pilates positions or when floating in the water) [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) [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: use relaxation techniques to improve focus; target activities: place guards to protect objects in scoring positions; eliminate objects close to the target in games like curling, bocce, or croquet; net/wall activities: use a variety of shots to get your opponent out of position and make it more difficult for your opponent to return the object; striking/fielding activities: be ready to retrieve the object if a teammate misses; territory activities: rebound an object or be in position to intercept a pass when an object is thrown) [PS, IS, CT]

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

describe the impact of various diseases and health conditions (e.g., Crohn's disease, celiac disease, diabetes, cancer, anemia, allergies and food sensitivities, vitamin deficiency) on nutrient requirements, food choices, and meal planning

identify behaviours and actions that can lead to adolescent injuries or death, and explain the factors that can influence adolescents to engage in or refrain from potentially harmful or dangerous behaviour [PS]

describe warning signs for suicide, and identify sources of support that can help people who may be contemplating suicide [IS]

demonstrate an understanding of a variety of mental illnesses and addictions (e.g., eating disorders; major depression; anxiety disorders; psychotic disorders, such as schizophrenia; obsessivecompulsive disorder [OCD]; bipolar disorder; tobacco, alcohol, drug, gambling, gaming, or Internet addictions), their causes and manifestations, and their effects on personal health and wellbeing (e.g., effects of stigmatization, underachievement at school, strain on social relationships, loss of employment, increased risk of physical injury or illness)

describe behaviours and strategies (e.g., thinking before acting, making independent decisions, using workplace safety checklists, wearing protective gear, investigating legal requirements, following guidelines, planning before making decisions, using communications skills to sustain respectful and responsible relationships, using refusal and assertiveness skills to question and refuse to participate in unsafe situations, supporting peers in making safer decisions) that can be applied to make safer choices in a variety of situations and settings (e.g., at school, at home, in the workplace, in the community) and reduce the risk of personal injury or death [PS, IS, CT]

apply their understanding of the connections between substance use, addictive behaviours, and physical and mental health (e.g., physical illness can lead to drug dependencies; compulsive behaviour can affect physical health and mental well-being; self-medication, substance use, and mental illness sometimes form a mutually reinforcing negative cycle; substances used to lower inhibitions can create health risks; alcohol consumption during pregnancy increases the risk of giving birth to a child with fetal alcohol spectrum disorder [FASD]; substance misuse can sometimes lead to problems with anxiety or depression) to make safer choices about the use of medications, drugs, and other substances and involvement in potentially addictive activities [PS, CT]

describe how their understanding of factors that affect reproductive and sexual health (e.g., environmental factors, genetics, injuries, disabilities, hormonal levels, nutrition, substance use, sexually transmitted infections) and their knowledge of proactive health measures and supports (e.g., measures such as breast and testicular examinations, Pap tests, regular medical check-ups, stress management techniques, genetic testing; supports such as trusted adults, local clinics, a local public health unit, a nurse practitioner/doctor) can be applied to avoid or minimize illness [PS, CT]

identify current issues that involve food either directly or indirectly (e.g., issues involving food safety or quality, such as pesticide use, genetic modification of crops, the sale of non-pasteurized milk products; issues involving food marketing and advertising; environmental issues, such as climate change, packaging and waste reduction, water pollution, biodiversity, long-range transportation of food; issues involving agricultural practices, such as humane treatment of animals, labour and trading practices), and explain how healthy eating choices are related to these issues [CT]

describe the social and financial impacts (e.g. medical costs, costs of emergency services, risk to emergency workers, emotional trauma for friends and family) of behaviours and actions that can lead to injury or harm, and describe ways of promoting behaviours that reduce adolescent injuries or deaths [IS, CT]

describe factors (e.g., poor school performance; not fitting in; inability to cope with stress; not having a support network; having friends or family members who drink or use drugs; family conflict; discrimination or oppression; emotional, physical, or sexual abuse; poverty) that increase a person's risk of engaging in substance use or addictive behaviours, and identify sources of support (e.g., a school guidance counsellor, a telephone help line, a trusted friend who can help them find an adult to speak to, a family member, a religious leader or spiritual counsellor, a family physician or nurse practitioner, public health units or community health or friendship centres) that can help people avoid or overcome substance abuse and addiction [PS, IS, CT]

describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) [PS, IS]

describe factors that contribute to the stigmatization of mental illness (e.g., myths about the causes of mental illness; insensitive use of language; fear of violent, unpredictable, or embarrassing behaviour), and identify strategies that could be used to reduce stigma in their local community [PS, IS, CT]