Grade 10 Active Living

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate a commitment to active living as an important part of lifestyle
  
• demonstrate a willingness to participate in a wide range of activities from all movement categories
  
• plan, assess, and maintain personal fitness and activity programs using the principles of training
  
• identify and describe factors that affect choices of physical activity for life
  
• analyse and explain the effects that nutrition, fitness, and physical activity have on body systems before, during, and after exercise
  
• plan and lead appropriate warm-up and cool-down activities
  
• design, analyse, and modify nutrition programs for self and others
  
• select appropriate activities and design a plan for personal stress management and relaxation
  
• define and apply the principles of first aid
  
• identify outdoor-living skills and a code of responsible behaviour in the outdoors
  
• identify recreational and community programs that promote a healthy lifestyle

To view the prescribed learning outcomes for Active Living in other grades click on an icon below.

Suggested Instructional Strategies

While participating in a variety of activities from all movement categories, students increase their understanding and practise the components of an active, healthy lifestyle. These include fitness, nutrition, goal setting, stress management, and knowledge of the effects of exercise on body systems. Students will demonstrate a commitment to an active, healthy lifestyle.

Strategies

• Have students list words for a concept map using the term active living (e.g., health , relaxation ).
  
• Have students define active living in a journal listing ways to incorporate activity into daily routines.
  
• Have students plan, assess, and maintain a personal fitness and activity program, incorporating the principles of training.
  
• Have students list recreational programs that meet their personal fitness needs (e.g., private gym programs, community-based sport programs).
  
• Have students make charts and posters listing warm-up and cool-down activities for each movement category, and lead a group or the class.
  
• Have students research good nutritional practices and create and maintain a food diary for their personal fitness and nutritional needs.
  
• Have students list and perform a variety of activities in their daily routine that help reduce stress and promote physical health and well-being.
  
• Have students take a first-aid course.
  
• Have students help plan an outdoor activity.
  
• Ask students to review and discuss a code of responsible behaviour while participating in outdoor activities. Have them refer to the First Nations code.

Suggested Assessment Strategies

• Students and teachers write a series of quizzes to assess knowledge of topics such as first aid and prevention of athletic injuries. Student-designed quizzes may be administered orally or in written form, in small groups or in pairs.
  
• Working individually or in pairs, students interview three people about how they reduce stress in their lives. Students record the strategies described, then select one that could be adapted to help them with their own stress, explaining how it would be adapted and why it could be effective in their personal stress management and relaxation. Look for evidence of a reasonable rationale for the choice.
  
• Students develop and maintain a personal activity and fitness program that includes:
  
  • a chart of in- and out-of-school activities
    
  • an activity log showing date, activity, and time spent
    
  • an assessment of their personal fitness level repeated at regular intervals (e.g., monthly, once each term)
    
  • a list of activity and fitness goals for the term or year
    
  • a fitness journal in which they record weekly comments about their progress
    
  • a summary at the end of each term or reporting period
    
  Look for evidence of commitment to the goals and plans students develop, participation in a range of activities, recognition of the principles of training, and conclusions that are supported by the information in the portfolio.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• Canada's Food Guide to Healthy Eating (Revised)
  
• The Canadian Active Living Challenge
  
• On the Move
  
• Physical Education: VCE Units 1, 2, 3, 4
  
• Power Training for Sport: Plyometrics for Maximum Power Development
  
• Quality Lesson Plans for Secondary Physical Education
  
• Running Through My Mind
  
• Skip To Health
  
• Team Building Through Physical Challenges

• Kids Sports

• Moving to Inclusion

• MacDine Perfect

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

Ministry of Education Home Page