| (a) |
Willingly participate in a variety of alternate environment activities focusing on developing the skills that are unique to the activities. |
| (b) |
Create and implement practice plans for skill development related to participation in specific alternate environment activities. |
| (c) |
Participate in natural (outdoor) alternate environment movement activity in and around own neighbourhood and community. |
| (d) |
Apply self, peer, and/or teacher-determined adaptations to skill performance in alternate environment activities to support participation and/or skill development of self and others (e.g., one classmate runs to support another on a skate board or scooter). |
| (e) |
Determine and practise skills required to enhance enjoyment of movement in specific alternate environment activities (e.g., body position for moving on a decline in cross-country skiing). |
| (f) |
Identify options available for participation in natural and built alternate environment movement activity in and around own neighbourhood and community. |
| (g) |
Propose a variety of problems and suggest solutions to problems that one might encounter while participating in alternate environment activities (e.g., get lost, bad weather, wipe out). |
| (h) |
Explain safety considerations and apply safe practices when participating in a variety of alternate environment activities (e.g., wearing a helmet while skate boarding, checking for ground protrusions when tobogganing). |
| (i) |
Demonstrate an understanding of how to prepare and preserve the natural environment when using it for activities (e.g., hiking, camping, backpacking). |
| (j) |
Express insights in response to questions such as "Should we spend more time outdoors?", "Who is responsible for the environment?", and "Why do some movement activities get labelled as dangerous or lead to people who participate in them getting a negative reputation?" |
