This sub-organizer contains the following sections:

It is expected that students will:

• consistently demonstrate safety practices in a variety of activities and environments
• adapt appropriate rules, routines, and procedures while involved in new and familiar activities
• model self-respect and self-confidence while involved in physical activities
• apply appropriate interpersonal skills while organizing and participating in physical activities, showing respect for individual abilities, interests, gender, and cultural backgrounds
• consistently model fair play and etiquette in a variety of roles, including:
  • performer
  • coach
  • official
  • observer
• demonstrate the care and prevention of athletic injuries

As students lead, participate in, and adapt a variety of physical activities, they model appropriate social behaviours and safety practices. Students also develop and practise important interpersonal skills as they modify and adapt physical activities to meet others' needs and interests.

• Have students create charts that list activities in the movement categories. Ask them to identify reasons for non-participation in each activity (e.g., culture, gender, interest, ability, cost, environment), and brainstorm strategies to increase involvement. For example:
  
  

  Activity	Reason for Non-Participation	Strategies to Increase Involvement
  Rock Climbing	cost, equipment, access	group rate at indoor climbing facility

  
  
  
• Encourage students to work in small groups to develop rules, procedures, and safety practices for different physical activities. Have each group teach its activity to the class, highlighting the rules, procedures, and safety practices.
• Provide students with task cards describing athletic injuries (e.g., sprained ankle, broken arm, dislocated finger). Have them practise with one another appropriate techniques to treat the injuries (e.g., rest, ice, compress, elevate).
• Present students with video clips that illustrate examples of ethical and unethical behaviours in sport (e.g., violence, use of performance enhancers), and engage them in an exploration of the issues from a variety of perspectives. As an extension, ask students to develop criteria for behaviours that show self-respect and self-confidence in a variety of activities. After performing the activities, have them check to ensure that they have modelled appropriate behaviours.
• Ask students to design and produce posters that display fair-play codes for participants, coaches, officials, and observers in a variety of activities. These may be displayed in school and community physical education facilities.

• When students create personal activity charts, assess the extent to which they:
  • provide accurate and complete information
  • show open attitudes toward activities in which they do not currently participate
  • record realistic, personal suggestions for changing their levels of participation
  • share ideas with other students
• Invite peer assessment of the group-designed activity rules, procedures, and safety practices. Criteria might include:
  • all procedures are clearly explained
  • demonstrations are easy to follow and help clarify the activity
  • safety practices are emphasized
  • rules are clearly outlined and reinforced
  • practice activities are appropriate for the class skill level and help the class achieve a functional level of competence in the activity
  • constructive feedback is provided to participants
• When students work with task cards to treat athletic injuries, record the extent to which:
  • the choice of treatment is appropriate
  • demonstration of the treatment is accurate and complete
  • the follow-up is clearly explained and includes recommendations for further medical treatment if appropriate
• After students have discussed ethical dilemmas in sports, ask them to work in groups to create short videos or demonstrations in which they present issues of their choice to specific audiences (e.g., peers, feeder schools, community cable service). Discuss criteria such as:
  • the issue is important and relevant to the audience
  • the information is well researched and accurate
  • considers several different points of view or perspectives (e.g., different roles, various aspects of the activity)

Print Materials

• Active Living
• The Comprehensive Manual of Taping and Wrapping Techniques
• Drugs and Sports
• Fair Play - It's Your Call
• The Fitness Knowledge Course
• 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

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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