Grade 12 - Recreation and Healthy Active Living Leadership PLF4M (2015)

Health and Physical Education

Leadership

Facilitation of Recreation and Leisure

Mentoring Development

Leadership Styles: demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader

Leadership Skills: demonstrate leadership skills in a variety of contexts related to healthy, active living

Group Dynamics and Teamwork : demonstrate an understanding of group dynamics, and apply teamwork skills in a variety of contexts related to healthy, active living.

Promotion of Lifelong Participation: identify and explain the benefits of lifelong participation in active recreation and healthy leisure, and demonstrate an understanding of factors that enable and constrain participation in active recreation and healthy leisure activities;

Event Planning and Coordination: demonstrate the ability to plan and coordinate an event related to healthy, active living

Safety and Injury Prevention: demonstrate an understanding of safety procedures needed for injury prevention in a variety of activities related to healthy, active living

Mentorship: demonstrate an understanding of mentorship and the methods used by effective mentors to contribute to the growth and development of others

Healthy Active Living Plan: demonstrate the ability to help others develop and implement a personal healthy active living plan.

demonstrate an understanding of the concept of leadership, and compare various leadership styles and their use in a variety of situations (e.g., using an empathetic style when the goal is to help others; using a transformational style when the goal is to create change; using an assertive or autocratic style in an emergency situation; using a democratic style to increase input, build consensus, and facilitate decision making; using a laissez-faire style when the participants understand the task and have the skills to be successful)

identify the attributes and skills needed to be an effective leader (e.g., personal attributes, such as integrity and empathy, self-knowledge, a sense of responsibility for one's own actions and learning, confidence and assertiveness; interpersonal skills, such as the ability to build commitment, empower others, recognize contributions and individual differences, build harmonious relationships; critical and creative thinking skills, such as the ability to evaluate past performance and determine what could have been done differently, to transfer learning to new situations, to plan ahead) through analysis of the characteristics of effective leaders, including Canadian leaders in physical activity, recreation, and sport, and use this information as a basis for assessing their own leadership attributes and skills

demonstrate the ability (e.g., through role play or simulation, case study analysis, leading a class activity such as a warm-up) to select and apply the most appropriate leadership styles for achieving a specific objective in a variety of contexts related to healthy, active living (e.g., using an assertive or autocratic style when teaching safety procedures for an activity; using a transformational style when encouraging the personal growth of group members in order to enhance group effectiveness; using an empathetic style when the goal is to meet needs within the group, such as resolving personal difficulties; using a democratic style when consensus is important, as in reaching agreement on a set of rules for a low organizational game or when working with classmates to decide on activities for a spirit day)

demonstrate the ability to use communication skills (e.g., expressing ideas, listening and responding to others, and interpreting information effectively; recognizing and understanding non-verbal signals and body language) to develop healthy relationships and provide direction to participants involved in a variety of activities related to healthy, active living

demonstrate the ability to use interpersonal skills (e.g., active listening, negotiating skills, assertiveness skills) and conflict resolution strategies (e.g., approaching the conflict with a positive attitude; focusing on the problem, not the person; listening to all opinions before making judgements; demonstrating sensitivity to diverse individual needs) to minimize and resolve conflicts when interacting with others

demonstrate the ability to make decisions, set goals, and solve problems when in a leadership role, taking into consideration the viewpoints of oneself and others and the availability of resources (e.g., make decisions about rule and equipment modifications to accommodate various levels of ability; set realistic goals, such as ensuring that every participant has an opportunity to be engaged and be active during the activity; devise an alternative plan of action to solve a problem)

demonstrate the ability to use adaptive, organizational, and time management skills to plan physical activities (e.g., plan a warm-up for a creative movement or fitness class that will fit a specific time frame; organize a class into fair teams; organize the equipment necessary to run an activity; be flexible when confronting last-minute challenges such as having to share facilities, having to reorganize teams because of a decreased number of participants, or having only a limited amount of equipment available; modify an activity to meet the needs of a student who uses an assistive device)

demonstrate the ability to apply leadership skills within the context of activities related to healthy active living objectives (e.g., organize a dance class, an intramural activity such as a swim meet or a cross-country run, an in-class tournament, an assembly to increase awareness about how to reduce gender-based violence, sexual harassment, homophobia, racism or other forms of prejudice, such as discrimination based on age, size, or abilities, in the school community; teach a new skill/game to another class; invent or adapt a recreational game and present it to children with special needs; coordinate the promotion of a health fair)

describe factors that affect the interaction of people within groups (e.g., presence or absence of a shared vision, group size, established norms, stages of group development, diversity of the group, skills and experiences of group members, personal biases, emotional comfort of group environment)

describe strategies that can be used to facilitate group effectiveness (e.g., setting group norms, establishing a shared vision and goals, establishing a conflict resolution process, building consensus so that decisions are supported by most or all members of the group, using a quality review process to evaluate and improve the quality of the group's product as it is developed, celebrating success)

describe individual behaviours and attitudes that contribute to effective teamwork and group success (e.g., assuming roles, such as summarizer, task initiator, encourager, that enhance group co - hesion and effectiveness; demonstrating commitment to the group process by abiding by group norms and processes, taking responsibility for carrying out tasks assigned by the group, sharing knowledge and expertise, building on the ideas of others; maintaining the cohesiveness of the group by working collaboratively, appreciating differences in people, being respectful of individuals and their contribu - tions to the task)

demonstrate the ability (e.g., through simulations, initiative games, and problem-solving exercises; by organizing and running a tournament for the class) to use a variety of strategies and teamwork skills to facilitate group effectiveness in achieving goals related to healthy, active living

explain the terms active recreation and healthy leisure, and describe the potential social, economic, and environmental benefits that active recreation and healthy leisure can provide for a community (e.g., social: enhancement of family and other social bonds, promotion of empathy and equity, reduction of isolation and alienation through participation in shared activities; economic: employment, reduction of health care costs and productivity losses; environmental: reduction of carbon emissions and emissions of other air pollutants through use of active transportation)

explain why lifelong participation in active recreation and healthy leisure is an important contributor to one's quality of life and well-being (e.g., improves and maintains personal healthrelated fitness; helps prevent or manage chronic disease; has a positive influence on mental health; creates time for family bonding; improves social networking and creates opportunities for developing and strengthening personal relationships)

describe motivational factors (e.g., physical health benefits, stress management benefits, enjoyment, opportunities for learning new skills, social interaction) and potential challenges (e.g., financial constraints; lack of programs; lack of facilities or poor access to facilities; transportation difficulties; restrictions related to family values, social, or cultural norms; language barriers; low level of fitness; poor environmental conditions) that affect lifelong participation in active recreation and healthy leisure, and identify strategies for overcoming these challenges (e.g., overcome financial and time constraints by identifying inexpensive and convenient recreational resources within the community, such as community education or recreation programs and worksite programs, or by planning social activities that involve physical activity)

demonstrate an understanding of promotional strategies that are sensitive to the diversity of the community, and apply them to communicate the benefits of lifelong participation in active recreation and healthy leisure

demonstrate the ability to use an assessment process (e.g., survey, interview, interest checklist, committee brainstorming session) to gather information about the characteristics and requirements of a target group before organizing an event (e.g., size of the group; age, sex, diversity, skills, abilities, and interests of the participants)

demonstrate the ability to analyse the information gathered from the assessment process and incorporate the results into a plan for an event (e.g., prioritize needs to make sure the event meets those that are most important; identify physical, personal, and financial resources needed; identify community partnerships that could facilitate access to resources; determine availability and accessibility of facilities and equipment and supervision requirements)

develop an action plan, using the results gathered from the assessment process, to run an event that promotes healthy, active living (e.g., create an event committee and determine roles; establish goals; identify tasks to be completed; establish timelines; consider budget needs; consider strategies to minimize environmental impact; establish safety procedures; establish criteria for assessing the success of the event)

identify and apply strategies for effectively communicating information about an event to a target group (e.g., poster advertising; targeted electronic communication, including social media; presentations to the target group)

demonstrate the ability to implement an action plan to run a healthy active living event, evaluate its success on the basis of pre-established criteria, and make recommendations for improvements

describe current guidelines, procedures, and contingency plans (e.g., school board and provincial safety guidelines, procedures for obtaining informed consent, emergency action plans) for ensuring the safety of participants in activities related to healthy, active living within their school community

demonstrate the ability to apply procedures for preventing injuries in a variety of activities related to healthy, active living (e.g., following the board�s risk management guidelines, using protective equipment, identifying hazards within the event area and bringing attention to them, following fire regulations)

demonstrate an understanding of skills needed by first responders (e.g., qualified first-aid personnel, including those with cardiopulmonary resuscitation [CPR], emergency first aid, or aquatics certification and individuals trained in the use of an automated external defibrillator [AED]) to respond to medical emergencies in a variety of physical activities

describe the concept of mentorship, and identify the attributes of an effective mentor (e.g., is a coach, a motivator, an effective communicator, and a role model; shares knowledge, skills, and expertise; provides guidance and effective feedback; empowers others)

explain how an effective mentor contributes to the growth and development of others (e.g., establishes a relationship with others to build trust; motivates others to increase their own self-worth; coaches others to develop their skills and acquire an appreciation for learning; empowers others to make them feel valued and safe and willing to try new things)

demonstrate the ability to use mentorship skills in a variety of contexts related to healthy, active living (e.g., be a role model; share knowledge and expertise during physical activities; encourage others to try new activities by joining clubs, teams, or committees; encourage others to set goals or improve skills to enhance their personal well-being; provide meaningful feedback in a non-judgemental manner when coaching others toward their goals)

describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility benefits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being

demonstrate the ability to assist “clients” (e.g., other students in the class or younger students in health and physical education classes scheduled during the same time block, fictitious clients) in selecting and using a variety of appraisal methods and resources to assess personal physical activity levels, fitness, and eating patterns (e.g., Physical Activity Readiness Questionnaire-Plus [Par-Q+]; Canadian Society for Exercise Physiology Physical Activity Training for Health [CSEPPATH]; Canadian Physical Activity Guidelines; Start Stop Continue assessment technique; Canada’s Food Guide and Canada’s Food Guide – First Nations, Inuit and Métis; other health-related fitness appraisals; daily food and activity journals; software programs)

demonstrate the ability to assist “clients” in interpreting appraisal results and using the information to make changes in their daily lives that are related to physical activity, fitness, healthy eating, and other factors that affect overall health (e.g., before analysing the results, reassure clients that their information will remain confidential; assist clients in identifying their needs and interests and understanding the multiple factors that influence their current health and activity practices as revealed by their assessment information; assist clients in using their assessment information to establish and prioritize fitness, physical activity, healthy eating, or broader health goals; support clients in setting achievable short-term goals to maintain participation)

demonstrate the ability to assist “clients” in designing and following a personal healthy active living plan (e.g., collaborate with clients to create individual plans; motivate clients to apply strategies that will help them achieve goals within their plans; encourage a commitment to action; provide specific feedback and praise on a regular basis; support clients in assessing progress and making revisions to their plans; celebrate their successes)

identify community resources and support services related to physical activity, healthy eating, and personal well-being (e.g., public health units, credible and accurate websites, youth centres, recreation centres)