Course Profile
Healthy Active Living Education, Grade 9 open, Public
Course Overview
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. 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 education purposes.
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Public District School Board Writing Team - Healthy Active Living Education
Lead Board
Halton District School Board
Susan Orchard, Project Manager and Lead Writer
Course Profile Writing Team
Martha Deacon, Waterloo Region District School Board
Don Lidstone, Waterloo Region District School Board, Retired
Pam Masales, Durham District School Board
Dave Phillips, Durham District School Board
Carol Rocks, Toronto District School Board
Course Profile Prototype Writing Team
Kathy Coyle, Toronto District School Board
John Michaluk, Toronto District School Board
Carol Rocks, Toronto District School Board
Gail Stewart, York Region District School Board
Associations
Ontario Physical and Health Education Association (OPHEA)
Ontario Association for the Supervision of Physical and Health Education (OASPHE)
Course Overview
Healthy Active Living Education, Open, Grade 9
Course Title: Healthy Active Living Education
Grade: 9
Course Type: Open
Ministry Course Code: PPL10
Credit Value: 1.0
This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. They investigate issues related to healthy sexuality and the use and abuse of alcohol, tobacco, and other drugs, and participate in activities designed to develop goal-setting, communication, and social skills.
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Unit 1 |
Interactive Activities |
10 hours |
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Unit 2 |
Physical Fitness |
20 hours |
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Unit 3 |
Healthy Living |
30 hours |
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Unit 4 |
Large and Small Group Activities |
34 hours |
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Unit 5 |
Body Management Activities |
16 hours |
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Assessment Evaluation Package |
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Total |
110 hours |
Time: 10 hours
In this unit students participate and interact in a supportive, enjoyable, and challenging setting to experience various types of physical activities that promote participation, responsible behaviour and effective group work skills.
Strand(s): Active Living, Living Skills
Overall Expectations: ALV.01X, ALV.03X, LSV.03X.
Specific Expectations: AL1.01X, AL1.02R, AL3.01X, LS3.01R, LS3.02R, LS3.03R, LS3.04R.
Time: 20 hours
Students develop an understanding of the components of health-related fitness (cardiorespiratory, muscle strength and endurance, flexibility and body composition) and the potential benefits that can be achieved. They assess their fitness levels and design a personal program intended to address self-identified goals. Through engagement in a variety of fitness activities, students demonstrate improvement in their personal fitness level.
Strand(s): Active Living, Physical Activity, Living Skills
Overall Expectations: ALV.01X, ALV.02X, ALV.03X, PAV.02X, LSV.01X.
Specific Expectations: AL1.03X, AL2.01X, AL2.02X, AL2.03X, AL2.04X, AL2.05X, AL3.02X, PA2.04X, LS1.01X, LS1.02X, LS1.03X, LS1.04X.
Time: 30 hours
This unit emphasizes the knowledge and skills students need to lead a healthy active life. Students investigate issues related to healthy sexuality, the use and abuse of alcohol, tobacco, and other drugs, personal safety and conflict resolution, and CPR (cardiopulmonary resuscitation). Opportunities to develop decision-making and assertion skills are provided throughout each topic.
Strand(s): Healthy Living, Living Skills, Active Living
Overall Expectations: HLV.01R, HLV.02X, HLV.03X, HLV.04X, LSV.01X, LSV.02X, LSV.03X, ALV.03X
Specific Expectations:
Healthy Growth and Sexuality: HL2.01X, HL2.02R, HL2.03X, HL2.04R, HL2.05X, HL2.06X
Substance Use and Abuse: HL3.01X, HL3.02X, HL3.03X, HL3.04X, HL3.05X,
Personal Safety and Injury Prevention: HL4.01R, HL4.02X, HL4.03X, HL4.04X, HL4.05X, HL4.06X, LS2.01R, LS2.02R, LS2.03R, LS2.04R, LS2.05R, LS2.06R
CPR: AL3.04X, AL3.03X
Time: 34 hours
Throughout this unit, students participate in a balanced selection of activities from each of the four sport/game categories (Invasion/Territory, Net/Wall, Striking/Fielding, Target). They experience opportunities in challenging settings to enhance their physical skills and develop their ability to apply sport/game strategies. Each activity will focus on two aspects.
1. Personal improvement of physical skills (specific skills connected to sports/games) through the application of the movement principles (biomechanical principles) to refine movement.
2. Understanding sports/games strategies by addressing the primary elements of play (e.g., possession, invasion and scoring).
Recognizing that the physical skills and strategies they learn in one sport/game are transferable to many sports/games encourages ongoing learning and promotes healthy active living.
Strand(s): Physical Activities, Active Living
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X
Specific Expectations: PA1.01X, PA1.02X, PA1.03X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, AL1.01X, AL3.02X
Time: 16 hours
This unit provides opportunities for students to practice, develop and refine their movement skills and build their levels of fitness through physical activities that teach body management, control of body rhythm, creativity, sequencing, composition and stability. Students develop their aesthetic understanding through dance, aerobics, gymnastics, wrestling/combatives, recreation/leisure activities, and track and field. The personal improvement of physical skills through the application of movement principles to refine movement skills (e.g., space awareness, relationships with people and equipment, effort and body awareness) is the focus.
Strand(s): Physical Activities, Active Living
Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X
Specific Expectations: PA1.01X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, AL1.01X, AL1.03X, AL2.02X, AL2.03X, AL3.02X
Coded Expectations: Healthy Active Living Education, Open, Grade 9
PAV.01X
demonstrate personal competence in applying movement skills and principles;
PAV.02X
demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities.
Movement Skills and Principles
PA1.01X
use and combine movement skills in a variety of physical activities (e.g., apply locomotion/traveling, manipulation, and stability skills to a specific activity);
PAV.02X
demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion and stability);
PA1.03X
identify appropriate movement principles (e.g., that the production of maximum velocity requires the use of joints from largest to smallest) in learning and refining movement skills (e.g., an overhead clear in badminton);
PA1.04X
demonstrate improvement in their skills.
Sport and Recreation
PA2.01X
demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants to pass on a cross country ski trail);
PA2.02X
identify the requirements including basic equipment standards, preparation (e.g., warm- up and cool-down exercises, training requirements) and specific safety issues that maximize performance and participation in recreation and sport activities;
PA2.03X
explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions);
PA2.04X
describe career opportunities related to sport and recreation.
ALV.01X
participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;
ALV.02X
demonstrate improvement in personal health-related physical fitness;
ALV.03X
demonstrate safe practices regarding the safety of themselves and others.
Active Participation
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;
AL1.03X
identify the factors that affect choices of activities with potential for lifelong participation and enjoyment.
Physical Fitness
AL2.01X
monitor personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs) that reflect their personal fitness goals;
AL2.02X
participate in personal health-related fitness programs;
AL2.03X
maintain or improve personal fitness levels by participating in physical vigorous activities for sustained periods of time (e.g., a 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);
AL2.05X
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; the relationship of healthy eating to improved well-being).
Safety
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 in minimizing injury);
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);
AL3.03X
identify strategies to deal with emergency situations related to physical activities;
AL3.04X
demonstrate understanding of cardio-pulmonary resuscitation (e.g., one-person adult C.P.R.).
HLV.01R
identify the factors that contribute to positive relationships with others;
HLV.02X
explain the consequences of sexual decisions on the individual, family and community;
HLV.03X
demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);
HLV.04X
identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).
Healthy Growth and Sexuality
HL2.01X
identify the developmental stages of sexuality throughout life;
HL2.02R
describe the factors that lead to responsible sexual relationships;
HL2.03X
describe the relative effectiveness of methods of preventing pregnancies and sexually transmitted diseases (e.g., abstinence, condoms, oral contraceptives);
HL2.04R
demonstrate understanding of how to use decision-making and assertiveness skills effectively to promote healthy sexuality (e.g., healthy human relationships, avoiding unwanted pregnancies and STDs such as HIV/AIDS);
HL2.05X
demonstrate understanding of the pressures on teens to be sexually active;
HL2.06X
identify community support services related to sexual health concerns.
Substance Use and Abuse
HL3.01X
identify facts and myths related to the use and abuse of alcohol, tobacco ad other drugs (e.g., cannabis);
HL3.02X
explain the effects of the use and abuse of alcohol, tobacco and other drugs;
HL3.03X
identify the major factors (e.g., environmental influences such as peer pressure, media influences, adolescent attitudes) that contribute to the use of alcohol, tobacco and other drugs;
HL3.04X
identify the school and community resources involved in the education, prevention and treatment of the use and abuse of alcohol, tobacco, and other drugs;
HL3.05X
demonstrate and use both decision-making and assertion skills with respect to media influences and peer pressure related to alcohol, tobacco and other drugs.
Personal Safety and Injury Prevention
HL4.01R
describe specific types of physical and non-physical violence (e.g., manipulation, intimidation, sexual harassment, verbal abuse);
HL4.02X
assess the impact of non-physical abuse on victims;
HL4.03X
identify the causes of abuse and violence;
HL4.04X
describe solutions and strategies to address violence in the lives of young people;
HL4.05X
explain how the school, the local community and other community agencies are involved in developing strategies (e.g., a schools code of conduct) to prevent or end the violence in young peoples lives;
HL4.06X
demonstrate effective personal strategies to minimize injury in adolescence.
LSV.01X
use appropriate decision-making skills to achieve goals related to personal health;
LSV.02X
explain the effectiveness of various conflict resolution processes in daily situations;
LSV.03X
use appropriate social skills when working collaboratively with others.
Decision-making
LS1.01X
identify personal strengths and areas for growth;
LS1.02X
demonstrate how they have achieved short-term goals based on a personal vision;
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.
Conflict Resolution
LS2.01R
demonstrate understanding of personal values that can lead to conflict;
LS2.02R
use assertiveness techniques to avoid escalating conflict;
LS2.03R
demonstrate active listening skills (e.g., identify non-verbal feelings expressed by others, paraphrasing the message, asking questions for clarification) when managing conflict;
LS2.04R
demonstrate the appropriate steps of conflict resolution in situations encountered in class, at school, with friends, and at home;
LS2.05R
demonstrate understanding of the triggers of conflict (e.g., defensive behaviour in a group situation) to prevent escalation;
LS2.06R
identify coping skills (e.g., involvement in physical activity, talk it out, participating in alternative activities or hobbies) to deal with internal conflict and stress that often accompanies change.
Social Skills
LS3.01R
contribute to the success of the group verbally and non-verbally (e.g., by completing a fair share of the group task by, acknowledging others contributions to the task);
LS3.02R
explain the benefits and disadvantages of working with others;
LS3.03R
give and receive assistance (e.g., through peer mentoring);
LS3.04R
use appropriately a variety of methods for reaching group agreement (e.g., through consensus, by taking votes in which the majority rules).
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