This sub-organizer contains the following sections:

It is expected that students will:

• apply appropriate rules, routines, procedures, and safety practices in a variety of activities and environments
• demonstrate positive behaviours that show respect for individual abilities, interests, gender, and cultural backgrounds
• demonstrate self-respect and self-confidence while involved in physical activities
• apply etiquette and fair play in a variety of roles, including:
  • performer
  • coach
  • official
  • observer
• demonstrate an understanding of the prevention and treatment of athletic injuries

As students participate in physical activities, they develop and reinforce constructive, positive personal behaviours and safety practices. Students analyse, perform, and supervise physical activities in a variety of diverse roles.

• Have students generate criteria for rules, fair-play behaviours, suitable clothing, inclusion, team play, and safety practices in a particular activity. Challenge them to develop examples for individuals and groups. For example:
  
  

  Activity	Tennis
  Rules	Foot fault occurs if you stop on the base line during your service motion.
  Etiquette	Make fair line calls.
  Safety Practices	Do not cross another court during play.
  Roles/ Responsibilities (observer)	Do not talk to players during play.
  Fair Play	Show respect for individuals' abilities

  
  
  
• Have students generate examples of behaviours that show self-respect, self-confidence, and fair play in physical activities (e.g., posture, positive feedback, language, interaction). After participating in games, ask students to assess themselves and others using the established criteria.
• To encourage students' understanding of differences in individual abilities, interests, gender, and cultural backgrounds, have them use a variety of resources (e.g., the Internet, CD-ROMs) to research appropriate activities for specific groups. Ask them to share their findings with the class.
• In teams, have students identify sports injuries that they have incurred, noting the histories, immediate treatments, rehabilitation efforts, and current conditions of the injuries. Ask them to research and discuss how recurring athletic injuries can be prevented and treated.

• Use the criteria that students generate for rules, fair-play behaviours, suitable clothing, inclusion, team play, and safety practices to create a checklist they can use for self- and peer assessment.
• When students develop and apply safety rules, look for evidence that they:
  • offer ideas and examples during the discussion of fair play
  • demonstrate safe practices in their behaviour
  • encourage others to play fairly
• After students have explored the issues of self-respect and self-confidence during various physical activities, provide questions or statements such as the following for discussion or journal writing:
  • List two or more specific things you did to provide feedback to someone else.
  • Which of these was most successful? Why?
  • List two or more specific ways you received feedback from other students.
  • Which of these was most helpful? Why?
  • What did you notice that you can use in future activities to improve your own confidence? To support others?
• When students identify and discuss sports injuries, look for evidence that they are able to:
  • include all of the relevant information
  • explain how and why the injuries occurred and how they might have been prevented
  • demonstrate appropriate treatment (first aid and rehabilitation)
  • create programs to minimize risk of injury

Print Materials

• Active Living
• The Comprehensive Manual of Taping and Wrapping Techniques
• Drugs and Sports
• Fair Play - It's Your Call
• Harassment in Sport
• Quality Lesson Plans for Secondary Physical Education
• Self Esteem, Sport and Physical Activity
• Skip To Health
• Small Craft Safety
• Sports First-Aid
• Sports Injury Handbook
• Towards Gender Equity For Women In Sport

Video

• Archery: On Target for Fun
• Healthy Young/Healthy Aging
• Lacrosse: The Creator's Game
• On Challenged Wings
• Steroid Alert
• Training For Excellence

Multimedia

• Moving to Inclusion
• Steps to Success

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