This sub-organizer contains the following sections:

It is expected that students will:

• design and implement plans for balanced, healthy living, including:
  • nutrition
  • exercise
  • rest
  • work
• demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including:
  • age
  • gender
  • time
  • culture
  • environment
• describe strategies for stress management and relaxation
• adapt physical activities to minimize environmental impact
• design and implement coaching plans for exercise programs that apply the principles of training (progression, overload, specificity)
• demonstrate an understanding of how the cardiovascular, muscular, and skeletal systems relate to human motor performance
• select appropriate community-based recreational and alternative-environment opportunities to develop a personal functional level of physical fitness
• evaluate the influence of consumerism and professional athletics on personal perception of body image

As they integrate physical activity into their daily routines and leisure pursuits, students adopt lifestyles that reflect concepts of healthy, active living. They gain an understanding and appreciation of factors that influence the health and welfare of themselves and others.

• Have students create charts to record daily routines and habits (e.g., nutrition, sleep, exercise) for two weeks. Ask them to use their charts to discuss the relationship between energy levels and physical exercise and develop generalizations about how daily routines affect energy levels. Have students each develop a Best Practices chart showing an "ideal" routine.
• Work with teams of students to design, perform, and evaluate fitness plans for themselves and others, incorporating:
  • the principles of training (progression, overload, specificity)
  • knowledge of cardiovascular, muscular, and skeletal systems
• Provide students with various body-image messages presented in mass media (e.g., models, body builders). Ask students to critique and compare them with their own personal and preferred body images.
• Encourage students to research how factors such as age, gender, culture, and environment may influence a person's activity choices. Have them design activity programs for different groups (e.g., senior citizens, young adults).
• Ask students to investigate the physiological effects of stress, then identify relaxation techniques and stress-management strategies to alleviate these effects. Have students select techniques, demonstrate them to the class, get feedback, and then modify the techniques.
• Have students organize class participation in an outdoor activity (e.g., hiking, sea kayaking). Prior to the activity, have them develop a plan to describe the steps they will take to demonstrate personal responsibility (e.g., suitable attire, behaviour) and minimize impact on the environment (e.g., not litter when hiking).

• Review the "actual" and "ideal" charts in which students recorded their lifestyle habits. Consider the extent to which the:
  • records are complete
  • charts include summaries of current practices (e.g., in the form of proportions or percentages)
  • analyses of the relationship between energy level and physical exercise are logical and based on complete and accurate information
  • "ideal" charts are balanced and meet recommended guidelines for sleep and exercise
• Have students create plans to change and monitor their routines and habits to comply with their "ideal" charts. Note the extent to which they:
  • create realistic plans, based on current strengths and interests
  • maintain their records to monitor changes
  • modify their lifestyles to reflect their ideal charts
• When students develop fitness plans and record their progress, note the extent to which they:
  • include all components of fitness
  • use the correct anatomical terms and show principles of training (progression, overload, specificity)
  • keep complete and up-to-date records that include frequency, duration, and intensity of training
  • show variety and alternative (or cross-training) strategies in their plans
  • include summary statements describing feelings or ideas about their improvement in fitness performance
• When students select stress-management or relaxation strategies or techniques, look for evidence that they are able to:
  • provide clear and easy-to-follow demonstrations that involve the class and encourage relaxation
  • identify strengths and weaknesses of various techniques

Print Materials

• Active Living
• Canada's Food Guide to Healthy Eating, Revised
• Drugs and Sports
• The Fitness Knowledge Course
• The Human Body
• Physical Education: VCE Units 1, 2, 3, 4
• Power Training for Sport
• Sports Injury Handbook
• Towards Gender Equity For Women In Sport

Video

• Archery: On Target for Fun
• Fast Food: The Video
• Healthy Young/Healthy Aging
• Lacrosse: The Creator's Game
• The Low Fat Film
• Slim Hopes: Advertising and the Obsession with Thinness
• Training For Excellence

Multimedia

• Moving to Inclusion
• Sport Nutrition for the Athletes of Canada
• Steps to Success

Previous Organizer Next Organizer

  BC Ministry of Education Home Page