Introduction
The following pages contain foundational objectives and learning objectives which, when used as the main focus for lesson planning, will assist in meeting the aim and goals of Physical Education 20 and 30. Each activity area has been formatted "spreadsheet" style (that is, the pages are laid out across both pages of the binder). Room has been provided for detailed planning. It is not necessary to attempt to meet all the objectives stated on these pages. In consultation with students, teachers will be able to determine which objectives best deal with individual and group needs.
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop water-related skills in order to be comfortable in an aquatic environment. | Students will display an understanding of performance cues related to
locomotions.
Students will display an understanding of how locomotions performance cues are specifically related to swimming. Students will display an understanding of performance cues related to springs, rotations and landings. Students will display an understanding of how performance cues pertaining to spring, rotations and landings are specifically related to diving. |
|
| Students will develop skills which will promote lifelong recreational activity. | Students will explain how knowledge about movement patterns and performance cues learned during the aquatics unit can be transferred to other physical activity areas (e.g., educational gymnastics). | |
| Students will develop an appreciation of and respect for the water environment. | Students will explain and demonstrate an understanding of techniques related
to self-rescue skills.
Students will explain how to assist those in danger near or in the water. Students will explain and demonstrate an understanding of safety and lifesaving skills associated with water activities. |
|
| Students will develop an appreciation of the contribution of aquatics to personal fitness. | Students will explain the benefits of choosing water-related activities
to increase or maintain physical fitness levels.
Students will participate in physical fitness-related aquatics activities. |
|
| Students will understand and use the vocabulary associated with water-related activity. | Students will explain the meaning of new terms (e.g., performance cue,
movement pattern, locomotions, centre of gravity).
Students will demonstrate an understanding of new vocabulary through the use of concept maps and peer coaching. |
|
| Students will strengthen their understanding of numbers and their interrelationships | Students will use concepts of probability (e.g. chance, risk, likelihood, odds)to enhance their understandings in the area of aquatics and safety. | |
| Students will develop intuitive and imaginitive thought. | Students will consider available evidence before drawing conclusions and
developing generalizations
Students will apply generalizations and conclusions to new situations. |
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop skills that will enable them to be more comfortable in a games and sports environment. | Students will display an understanding of the terminology, rules, safety
concepts, movement patterns and performance cues that apply to games and
sports.
Students will display increased self-confidence, self-suffiency and individual initiative. |
|
| Students will develop skills which promote lifelong pursuit of activity through games and sports. | Students will explain and demonstrate basic movement patterns and performance
cues related to games and sports.
Students will demonstrate the ability to transfer knowledge about rules, etiquette and motor skills from one game or sport to another. Students will demonstrate the ability to assist others in developing their motor skills. |
|
| Students will develop an appreciation of the contribution games and sports make to personal fitness. | Students will demonstrate the ability to identify and pursue a variety
of fitness-related activities that involve games and sports.
Students will demonstrate an understanding of the role games and sports can play in the achievement and maintainence of personal fitness. |
|
| Students will develop an appreciation of the role culture plays in games and sports. | Students will demonstrate an understanding of the origin and history of games and sports as they relate to community and national cultures. |
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop skills in order to be comfortable in an educational gymnastics environment. | Students will display an understanding of performance cues related to
springs, swings, landings, statics and locomotions.
Students will display an understanding of how these movement patterns and their performance cues are specifically related to educational gymnastics. |
|
| Students will develop skills which will promote lifelong leisure activity. | Students will explain how knowledge about movement patterns and performance
cues learned during the educational gymnastics unit can be transferred to
other physical activity areas (e.g., volleyball, basketball).
Students will demonstrate perseverance, self-confidence and individual initiative. |
|
| Students will develop an appreciation of and respect for the educational gymnastics environment. | Students will explain and demonstrate an understanding of the importance
of safety, etiquette and the abilities of others.
Students will explain how to assist others in the development of skills. |
|
| Students will develop an appreciation of the contribution of educational gymnastics to personal fitness. | Students will demonstrate an understanding of the role of educational
gymnastics in the achievement and maintenance of personal fitness.
Students will identify and pursue a variety of fitness-related activities that complement educational gymnastics. |
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop an appreciation of the role physical fitness plays in achieving and maintaining a personal sense of well-being. | Students will explain and use new terminology related to physical fitness
Students will demonstrate the desire to participate willingly in vigorous physical activities. Students will demonstrate an understanding of how one's level of personal fitness is related to stress management, healthy eating and choice of leisure activities. Students will demonstrate the ability to assess and apply acceptable training principles in designing personal programs to improve health-related components of cardiovascular/respiratory efficiency, muscular strength, muscular endurance, flexibility, body composition, and posture. |
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop skills related to the outdoors which will make them more comfortable in an outdoor environment. | Students will display an understanding of the terminology, rules, safety
concepts, mechanical principles and current developments that apply to outdoor
pursuits.
Students will display increased self-confidence, self-sufficiency and individual initiative. |
|
| Students will develop skills which promote lifelong outdoor leisure pursuits. | Students will develop the basic movement patterns and performance cues
related to outdoor pursuits.
Students will develop an awareness of the potential of the natural environment for worthwhile lifetime outdoor pursuits in all seasons. |
|
| Students will develop an appreciation of and respect for the outdoor environment. | Students will develop an appreciation and respect for the natural environment.
Students will develop social skills that promote acceptable standards of behavior and positive relationships with each other and the environment. |
|
| Students will develop an appreciation of the contribution outdoor pursuits make to personal fitness. | Students will develop the ability to identify and pursue a variety of
fitness-related activities that complement selected outdoor pursuits.
Students will develop an appreciation of the role of outdoor pursuits in the achievement and maintenance of personal fitness. |
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop skills in order to be comfortable in a dance or rhythmics environment. | Students will display an understanding of performance cues related to
locomotions, springs, landings and statics.
Students will display an understanding of how these movement patterns and performance cues are specifically related to dance and rhythmics. Students will explain the meaning of new terms and use them appropriately. |
|
| Students will develop skills that promote lifelong leisure activity. | Students will explain how knowledge about movement patterns and performance
cues learned during the dance unit can be transferred to other physical
activities.
Students will demonstrate the ability to assist others in improving their skills. |
|
| Students will develop an appreciation of the role culture plays in dance or rhythmics. | Students will demonstrate an understanding of the origin and history of dance as they relate to community and national identity. | |
| Students will develop an appreciation of the contribution of dance or rhythmics to personal fitness. | Students will explain the benefits of choosing dance or rhythmics related activities to increase or maintain physical fitness levels. | |
| Students will develop intuitive and imaginative thought. | Students will consider available evidence before drawing conclusions and
developing generalizations.
Students will apply generalizations and conclusions to new situations. |
Physical Education 30 contains a volunteering component. The foundational and learning objectives below state the purpose and expected outcomes of this component. Teachers are encouraged to communicate with colleagues in other subject areas. It may be possible for students to complete one project that meets the requirements for more than one class; however, it is important that the foundational objectives and learning objectives as stated here are met.
| Foundational Objective: | Learning Objectives: | |
|---|---|---|
| Students will develop an appreciation for the role that young adults can play in the promotion of healthy lifestyles within the community. | Students will design a project that has the community as its focus with
the intent of improving community life.
Students will implement the plan for the project and run it for a specified period of time. Students will evaluate the project with regard to its success and offer suggestions for improvement if it were to be run again. |
