| (a) |
Engage in, document, and analyze fitness benefits and sustainability potential of participation in 30 minutes of daily moderate to vigorous physical activity outside of class time over a four-week period. |
| (b) |
Investigate opportunities (e.g. walking/running groups, recreation centres, green spaces, on-line opportunities) for engagement in movement activities for sustainable well-being at school, at home, and in the community. |
| (c) |
Examine how technology (e.g., heart rate monitor, pedometer, fitness software, technological applications) may enhance and support one's health-related and skill-related components of fitness. |
| (d) |
Create and justify the importance of the health-related and skill- related components of fitness (e.g., Is balance more important than muscular strength?). |
| (e) |
Create and participate in a two-week cost-free FITT (i.e., Frequency, Intensity, Type of Activity, Time) plan that enhances all of the components of both health-related and skill-related fitness. |
| (f) |
Investigate and evaluate, through participation in, a student selected pre-made fitness work-out. |
| (g) |
Analyze the potential for preferred movement activities and achieved engagement level in those activities that may promote sustainable well-being and lifelong involvement. |
| (h) |
Explain the direct correlation between committed engagement in cardiovascular endurance activities and calorie-burning potential. |
| (i) |
Create and engage others in a fitness workout using items (e.g., towels, books, cans, rocks) and chores (e.g., sweeping, vacuuming, shoveling) and responsibilities (e.g., babysitting, walking pets) commonly found in and around the home and/community. |
| (j) |
Examine factors (e.g., determinants of health, body composition, mental wellness, social wellness) that have an impact on one's commitment to achieving and maintaining recommended standards for health-related and skill-related components of fitness. |
| (k) |
Evaluate fitness and activity guidelines and/or standards set by different agencies, organizations, or governments (including other countries) to determine suitability for self and community (e.g., Public Health Agency of Canada, ParticipACTION, Saskatchewan in motion, US Department of Health and Human Services, World Health Organization). |
| (l) |
Discuss why scientifically-based measures (e.g., skin-fold tests, BMI) used to determine body composition are not always accurate, effective, or complete indicators of physical fitness and level of well-being. |
| (m) |
Examine the pressure and social implications placed on gender related to body composition and participation in movement activities. |
| (n) |
Utilize the FITT (i.e., Frequency, Intensity, Type of activity, Time) principle and principles of training (i.e., overload, progressive resistance, specificity, use/disuse) in a plan for health-related and skill-related fitness. |
| (o) |
Evaluate, revise, and continue to implement a Personal Plan for Wellness to include setting and achieving personal goals for health-related and skill-related fitness. |
This resource guides teachers at the secondary level to enable them to plan and deliver quality learning experiences. Part 1 of the resource explains the sports education model and the teaching games for understanding (TGFU) model.
Part 2 explains how to use the TGFU model and how to apply it to specific game situations that include skill development and fitness games, net and wall games, striking and fielding games and territorial games. Each of these areas have easy-to-follow plans for games that include all the preparation and procedures, and are followed by tactical talk for players to reflect upon their progress and goals.
The resource includes a table of contents, appendices and references.
Assessment approaches, a table of contents, a glossary, a reference list and an index are included.
Several references are made to First Nations, Métis, and European history and background, and its significance. The information is relevant to students no matter where they live in the province as it is local and provide opportunities for those with interests in hiking, camping, nature, geography and learning about the province.
The Great Saskatchewan Bucket List includes maps and coordinates and degree of difficulty for each location.
The text includes a table of contents and an index.
The resource describes how to set and achieve fitness goals. "FITT" stands for frequency, intensity, time and type of activity and the the "FITT Formula" assists students in determining how much activity is enough. Safety and conflict resolution techniques are included and a chapter is devoted to nutrition and healthy eating.
Included are a table of contents, a glossary of key terms and an index.
This documentary is designed to provoke discussion among teenagers - both boys and girls - about body image and where lines should be drawn between healthy and dangerous behaviour.
A teacher's guide is available.
A teacher's guide is available.
