Course Profile
Healthy Active Living Education, Grade 9 open, Public
Unit 4
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.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of the document.
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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)
Unit 4: Large and Small Group Activities
Activity 1 | Activity 2
| Activity 3 | Activity 4
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 and Target Activities. They experience opportunities in challenging settings to enhance their physical skills and develop their ability to apply sport/game strategies. Each activity focusses on two aspects.
1. Personal improvement of physical skills through the application of the movement principles to refine movement skills.
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 Activity, 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.
|
Activity 1 |
Invasion/Territory Activities |
900 - 1000 minutes |
|
Activity 2 |
Net/Wall Activities |
500 - 600 minutes |
|
Activity 3 |
Striking/Fielding Activities |
200 - 300 minutes |
|
Activity 4 |
Target Activities |
200 - 300 minutes |
The focus of this unit is to engage students in an active setting that provides them with opportunities to learn, practise, develop, reinforce, and demonstrate movement skills and sport/game strategies.
Each activity addresses movement skills, movement principles, and sport/game strategies. The teacher applies the following to all small and/or large group activities.
Developing the fundamental movement skills of locomotion, manipulation, and stability is a focus in the elementary Health and Physical Education curriculum. In Grades 1 to 8, students are provided with opportunities to develop the fundamental movement skills and the basic movements related to them when they are combined (e.g., running, throwing, catching, kicking).
Grade 9 students build on these skills and relate them to a wide variety of sports and games. They focus on developing footwork, body positioning, sending/receiving and ball handling skills. The teacher assists students in recognizing how components of these skills are common to all sports/games and are transferable from one to the next. Students begin to realize that each sport or game allows them an opportunity to continue to build their personal competence in developing stronger movement skills.
The following chart breaks down fundamental movement skills and the basic movements that relate to each category. The third column in the chart outlines the elements that change basic movements into more complex sport specific skills.
Fundamental movement skills become more complex and sport specific when they are combined, linked, or when the additional elements of effort, relationships, body awareness, and space awareness are added to the movement. Every physical/sport/game skill (e.g., volleyball underhand serve, badminton overhead clear, basketball lay-up, gymnastics back handspring) involves a combination of fundamental movement skills and the additional elements.
|
Fundamental Movement
Skill |
Basic Movements |
Additional Elements… when Added to Basic
Movements… Sport Specific Skills
Emerge |
|
Locomotor |
walking, running, hopping, skipping, galloping, chasing, fleeing, dodging |
Effort: How the body moves? Time…fast to slow Force…strong to light Flow …free to bound Relationships: To others and/or equipment · of body parts…round (curved), narrow, wide, twisted, symmetrical/asymmetrical · with objects and/or people…over/under, on/off, near/far, in front/behind, along/through, meeting/parting, surrounding, around, alongside · with people…leading/following, mirroring/matching, unison/contrast, between groups, groups, partners, solo, alone in a mass Body Awareness: What parts of the body move · individually · whole body ·
body shapes Space Awareness: Where the body moves · location…self space, general space · directions…up/down, forward/backward, right/left, · clockwise/counter clockwise · levels…low, middle, high · pathways (floor/air)…straight, curved, zigzag · extensions…large/small, far/near |
|
Stability |
turning, twisting, rolling, balancing, transferring weight, jumping and landing, stretching, curling |
|
|
Manipulation |
throwing, catching, collecting, kicking, punting, dribbling, volleying, striking with implements |
The movement principles (biomechanical principles) are taught to assist students in improving the effectiveness and efficiency of their movement. The principles are applied to a skill by examining five phases: i) preliminary movement, ii) backswing or recovery movement, iii) force producing movement, iv) the critical instant and v) follow-through.
The following is an example of analysing a physical skill by addressing the five phases and the movement principles.
|
Phases |
Examples |
|
1. Preliminary Movements - movements performed to get ready for a skill · footwork · body positioning movements · centre of gravity · base of support · mass |
Ready Position (Defensive Stance) · knees bent · wide stance · low centre of gravity · torso facing appropriately (e.g., net, wall) · even distribution of weight on both feet · ready to move (e.g., weight on balls of feet) · anticipation…to react · eye contact/focus |
|
2. Backswing or Recovery - movement prior to the force producing movements · transfer of weight · positioning and preparation of levers |
· move into position (e.g., step back and position shoulder to the net/wall) · eye on the ball, bird, target · weight transfer to back leg · equipment moving backwards · implement as extension of lever |
|
3. Force Producing Movements - execute to produce force for impact or propulsion · summation of joints (e.g., number and order of joints used) · force, velocity, and torque |
· use joints in order, from largest to smallest · use all the joints - the more muscles that contract, the greater the force (e.g., slapshot in hockey - legs, hips, shoulders and stick) · the harder you hit it the farther it goes and the transfer of speed to the final joint segments or implement affects velocity · application of torque to produce changes in angular momentum (e.g., a paddler who bends his/her arm and brings the paddle closer to body uses less energy in recovery movement producing greater angular momentum) |
|
4. Critical Instant - the instant of contact, release or take-off · velocity · applied force and direction of reaction |
· eye on the ball, bird or Frisbee · contact and application of torque determines trajectory (pathway) and direction · connection is determined by previous movement |
|
5. Follow Through - the movement after the critical instant · transfer of weight · slow down body movements · recover stability |
· implement and body continues in the direction of hit · weight transfers forward · body movement controlled · maintain balance · gather body to prepare for ready position quickly |
The following biomechanical principles are the focus of analysing skills in each of these phases to assist students in improving their personal level of competence.
Principle 1: The lower the centre of gravity, the larger the base of support, the closer the line of gravity to the centre of the base of support, and the greater the mass, the more the stability increases.
Principle 2: The production of maximum force requires the use of all the joints that can be used.
Principle 3: The production of maximum velocity requires the use of joints in order – from largest to smallest.
Principle 4: The greater the applied impulse, the greater the increase in velocity.
Principle 5: Movement usually occurs in the direction opposite that of the applied force.
Principle 6: Angular motion is produced by the application of a force acting at some distance from an axis, that is, by a torque.
Principle 7: Angular momentum is constant when an athlete or object is free in the air.
The activities have been classified into one of four categories based on primary rules that lead to core playing principles.
The primary rules for the four game categories are:
1. In Invasion/Territory type games: a) players with the ball score by getting the object within the opponents’ focused or open end target, and b) players without the object stop the opposing players from scoring without making an illegal physical contact.
2. In Net/Wall type games, players try to get the objects into their opponents’ areas of play more often than their opponents return the objects back into their areas of play.
3. In Striking/Fielding type games: a) batting players create opportunities to score by hitting balls out of an area of play, and b) batting players score by running between safe areas without the ball being caught on the fly by fielding players, or the ball reaching the safe area before the batting players.
4. In Target type games players score by avoiding obstacles to get their objects closer than their opponents’ to the target.
The following is a suggested list of activities classified by primary rules
|
Invasion/Territory |
Net/Wall |
Striking/Fielding |
Target |
|
football basketball rugby lacrosse ultimate Frisbee speedball broomball ball hockey field hockey floor hockey soccer |
tennis badminton volleyball handball racquetball table tennis squash paddle ball |
kickball softball lob ball slo pitch 3 pitch cricket rounders |
bowling golf curling lawn bowling croquet bocce ball |
The following provides a brief explanation of the primary rules related to each of the four sport/game categories.
1. Invasion/Territory
Activities
The tactical play principles for Invasion/Territory sports/games include:
|
With Object…offense` |
Without object…defense |
|
Score |
Stop scoring |
|
Invade |
Stop invading |
|
Keep possession |
Get possession |
With object:
· try to score, invade, and keep possession
· on offense - one player on a team has the object
· move in the direction of the goal
· move and create open spaces
· there are four kinds of offensive movements:
i) transition…the movement by the team from one end to the other towards the goal
Example: use fast break when a team takes possession and moves from defense to offense
ii) probing…offensive systems
Examples: give and go, cutting, pick and roll, screens, reversal of the object
iii) breakdown…outnumbering
Example: 3 on 2-offense tries to outnumber the defense
iv) flexing…when the normal situation doesn’t take place and you adjust from the normal movement pattern
Example: teammates release and move to open space to receive a pass, create multiple passing lanes, or reset the offense
Without object:
· try to stop scoring, stop invading, and get possession
· on defense - no one on the team has the object
· move between the goal and the offensive player
· concede the perimeter and congest the goal area
· there are two types of defensive movements:
i) Collapse…spatially the positioning is… object, attacker, defender, goal
- the defense concedes the pass and movement on the perimeter and congests the goal area
- this allows long range shots of low percentage
ii) Overplay…the spatial positioning is…object, defender, attacker, goal
- this defense denies object movement and interferes with normal attacker movement
- defenders may double or triple team the attacker and the focus is to create turn-overs or
take-aways
2. Net/Wall
Activities
The tactical play principles for Net/Wall sports/games include:
|
Consistently return the object |
|
Placement of the object and positioning based on placement |
|
Spin and power |
Offense:
· create space on the opponents side by:
- placing the object in an open spot
- hitting to the weakness of the opposition
- placing the object in a difficult spot for the opposition to return
· maintain a good offensive position (e.g., read the cues for transition, anticipate the attack)
· win the point by consistently attacking, anticipating, and adjusting
Defense:
· consistently defending your space on your own side of the net/wall
- move to your home base or spot
- open up into ready position
- read the cues and anticipate the attack and adjust accordingly
· defending against an attack…against the spin or the power of the object
- leave home base and move to the point of attack
- prepare body to receive the attack
- transition…prepare to switch to offense on the return
3. Striking/Fielding
Activities
The tactical play principles for Striking/Fielding sports/games include:
|
Batting |
Fielding |
|
Score runs |
Stop scoring runs |
|
Accuracy and the distance of ball hit |
Make hitting the ball difficult |
|
Avoid getting out |
Get the batter out |
Batting:
· score by:
- hitting a ball out of play
- hitting ball to an area where it cannot be caught by defenders
- by advancing between safe areas (e.g., bases)
· accuracy and the distance of ball hit
· to avoid getting out:
- arrive at the safe area before the ball
- hit the ball to where the defender cannot catch it
- receive more balls than strikes
Fielding:
· prevent scoring by:
- catching the ball on the fly
- getting the ball to the safe area before the runner
- pitching the ball by the batter
· making hitting difficult by:
- adding spin to the pitch
- changing the speed of the pitch (e.g., increase or decrease)
· getting the batter out:
- batting…striking out
- running…getting the ball to the safe area before the runner, touching the runner before he/she gets to the safe area, catching the hit ball in the air
4. Target
Activities
The tactical play principles for Target sports/games include:
|
Aim to target |
|
Placement in relation to the target and other obstacles |
|
Spin and/or turn |
Aim to target:
· get the object to the target by following one or more of the following principles:
- reduce the number of strokes (e.g., golf)
- aim close to target (e.g., curling)
- hit or throw the proper distance (e.g., croquet, bocce)
- hit or throw to the proper area/spot – accuracy (e.g., archery)
Placement in relation to the target and other obstacles:
· what is the planned path to the target (e.g., curling, golf, lawn bowling, croquet)
· blocking the path of the obstacle (e.g., curling, lawn bowling)
· hitting object(s) to remove the obstacle (e.g., bowling, curling, lawn bowling)
Spin and/or turn:
· turn to avoid obstacles or to enhance the planned path to the target
· use spin to control landing and roll (e.g., bocce, bowling, lawn bowling)
The teacher needs to plan for the use of school and community facilities to co-ordinate the school timetable early in the school term. A working knowledge of the PHE Safety Guidelines, emergency school procedures and equipment and supplies available are critical to the effective completion of this unit.
Students require some prior knowledge and experience in the following to successfully accomplish the activities in this unit.
· safe practices;
· self- and peer-assessment;
· fundamental movement skills (in combination and in sequence);
· principles of movement.
1. Focus on providing maximum participation opportunities for students to learn, practise, and demonstrate the sport/game skills and strategies to improve their personal competence in large and small group activities. A variety of teaching/learning strategies are used in this unit including:
· task cards
· circuits
· teachable moment
· worksheets
· small/large group work
· logs/journals
· observation checklists
· videotaping
· peer-teaching/coaching
· direct teaching
2. Each lesson should include a warm-up, an experience, opportunities to build/improve skills, opportunities to apply skills, and a cool down. The amount of time spent during a lesson on each lesson component varies based on whether it is the introductory lesson or final lesson of the activity.
Warm-up: Begin with a warm-up designed to increase body temperature, heart rate, and breathing rate. Include all four health-related fitness components (cardiorespiratory, flexibility, muscle endurance and muscle strength). Try to incorporate movements from previous lessons to reinforce movement skills (e.g., a cardio workout using a variety of footwork patterns). Vary the instruction from teacher-directed to student-directed (e.g., direct instruction, indirect instruction, interactive instruction, independent instruction).
Experience: Provide an opportunity for students to demonstrate their pre-existing ideas, concepts and skills. The teacher’s observation of the student’s prior knowledge and acquired movement skills and strategies will be the basis for future learning. The skills observed may be from the previous day’s lesson or as long ago as the previous grade.
Remember…
· new skill learning should be based on previously learned skills
· skills are transferable from one activity to another
Building/Improving: Formally introduce the new concepts by linking the new concepts/skills to the observed pre-existing ideas/skills. Provide opportunities to reinforce some of the previously learned skills/concepts and introduce new skills/concepts. Consider using the five phases (preliminary movements, backswing or recovery, force producing movements, critical instant and follow through) to teach and analyse the skills. Ensure that there is ample opportunity for students to progress from learning the skills in a static situation to demonstrating the skills in a real game situation (application).
Application: At this stage, students need to apply the new ideas/skills and/or transfer them to new situations. The application of previously learned skills should be used in combination with new skills in new situations. Continue to analyse the students’ skills and provide feedback to help students improve. The key learning focus of this stage should be the knowledge of the spatial relationships in sports/games. Students need to learn how to anticipate and react to the situation to be successful in sports/games. Help them recognize the commonalties of all sports/games by emphasizing how concepts and skills transfer from one sport/game to another. Use modified games to gradually incorporate the required skills, strategies and rules required for the sport/game.
Cool Down: Each lesson should include an appropriate amount of time for a cool down that allows the body temperature, rate of breathing, and heart rate to gradually return to the resting rate. This is most critical when students are involved in heavy cardiorespiratory activities. Use this time to congratulate students on their progress and inform them of the proposed plans for the next lesson.
This unit introduces students to movement skills, movement principles, and sport/game strategies and provides them with the opportunity to improve their personal competence in large and small group activities. The activities also provide the students with ongoing opportunities to demonstrate participation, safe practices, and social skills.
Initially, students should be given the opportunity to learn and practice the skills. At this stage, provide numerous formative assessments to help students improve their personal competence. Near the end of the unit, evaluate students’ progress. Use observational checklists, rubrics, and personal communication tools for formative assessment and summative evaluation purposes. (See Appendix D for sample Movement Skills/Principles Achievement Chart and Appendix E for the Student Recording Sheet for Movement Skills/Principles/Strategies).
Suggested teaching and learning modifications:
· keep directions short and simple and provide clear, progressive, and sequential activities;
· demonstrate and lead students through the desired movements;
· determine method by which child learns best: visual, verbal, or hands-on;
· give positive concrete reinforcement (e.g., “Excellent distance on that ball now that your body is positioned sideways.”);
· determine whether student can perform developmental motor patterns (e.g., pushing, pulling and striking) then develop activities to work on these skills which may be lacking or not mastered;
· repeat activities and identify commonalties over long periods of time;
· explore different ways of peer teaching.
Suggested activity and learning environment modifications:
· to equalize team speed, add more players to a team that may be faster;
· reduce size of playing surface;
· adjust time limit;
· add additional stops in sport/games requiring running and vigorous movement;
· adjust the weight and size of equipment (e.g., shorten racquet, lower basket, deflate the ball, use larger and softer ball for striking activities, enlarge targets, substitute equipment with beachballs or nerf balls) and consider bright colourful equipment as an alternative to regulation equipment;
· modify the rules (e.g., to reduce speed, use scooter boards as the mode of travel, to focus on specific skills).
Consider a good resource to assist in developing appropriate lessons for students with special needs (e.g., Activity for Everyone).
Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness & Lifestyle Appraisal Guide. Health Canada, 1996.
ISBN 0-9691374-7-8 (613) 234-3755 or Fax (613) 234-3565
Jackson, Allen W., James R. Morrow, Jr., David W. Hill, and Rod K. Dishman. Physical Activity for Health and Fitness. Human Kinetics, 1999.
ISBN 0-88011-599-8 1-800-465-7301
OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373
Randazzo, Deborah and Kris Corless. Activity for Everyone. American Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9
Zakrajsek, Dorothy, B., Lois A.Carnes, and Frank E. Pettigrew, Jr. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, 1994.
ISBN 0-87322-671-2 1-800-465-7301
www.sportalliance.com
Access this web site for up-to-date information and resources on any sport/game/activity
Time: 900 - 1000 minutes
Students actively and safely participate in activities that require opposing team members to continuously contest space forcing spontaneous decisions. Students understand that the principles of possession, invasion, and scoring are common to all these games and that the strategies applied lead to tactical solutions.
Strand(s): Physical Activity, Active Living
Overall Expectations:
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;
ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;
ALV.03X - demonstrate safe practices regarding the safety of themselves and others.
Specific Expectations:
PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/traveling, manipulation, and stability sills to a specific activity);
PA1.02X - 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;
PA2.03X - explain appropriate strategies or tactics that enhance performance in specific situation and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions);
AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in war-up, and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).
· Create a diagnostic checklist to assess footwork, sending and receiving and ball handling skills.
· Create a checklist to assess/evaluate the five phases of skill development and to assess the student’s understanding of the seven biomechanical principles to perform and improve movement skills.
· Develop a repertoire of lead-up games and modified games to support these activities.
· Book school and com