Grade 10 Movement (Individual and Dual Activities)

Prescribed Learning Outcomes

It is expected that students will:

• apply movement skills and concepts to a variety of individual and dual activities
  
• apply activity-specific motor skills when performing individual and dual activities
  
• apply the principles of mechanics to improve performance in individual and dual activities

To view the prescribed learning outcomes for Movement (Individual and Dual Activities) in other grades click on an icon below.

Suggested Instructional Strategies

Students participating in individual and dual activities develop running, jumping, and throwing skills used in athletics (track and field), juggling, and target activities. Students refine skills previously learned and increase their understanding of the mechanics involved in all activities. Students also design training programs to enhance understanding and demonstrate the benefits of a functional level of fitness. The skills and principles taught contribute to the pursuit of lifelong leisure activities.

Strategies

• Review equipment needs, safety for self and others, and responsibilities.
  
• Invite qualified professionals in the community to present and teach specific activities requiring certification, such as self-defence and martial arts.
  
• Have students use video or film to highlight body mechanics and techniquesfor various activities.
  
• Have students demonstrate and then analyse appropriate strategies for self-defence (e.g., attack and counterattack).
  
• Have students, working in pairs, use a checklist based on predetermined mechanical criteria to analyse each other's performance of specific skills.
  
• Have students review and analyse techniques involved in all aspects of various activities (e.g., warm-up, cardiovascular component, low or high impact, step class, strength and stretch exercises, floor work, cool-down).
  
• Have students compare and contrast body types and their effects on performance (e.g., the tall, lean high jumper versus the short, muscular wrestler).
  
• Have students use a station approach to practise throwing, jumping, and running events associated with athletics (track and field).
  
• Have students use scarves, sticks, and other objects to juggle, individually and with others.
  
• Have small groups select objects and create juggling routines.
  
• Have students assess their personal fitness levels and design a training program to develop personal fitness goals.

Suggested Assessment Strategies

• Students may view and analyse videos of classmates and others performing specific motor skills for various activities. Task requirements might include:
  
  • diagrams or sketches showing form at different stages of the skill
    
  • a description of the body mechanics involved in an activity or skill
    
  • an evaluation of the overall performance
    
  • suggestions for improvement, other challenges, or an increased level of difficulty
    
  This could be a self-assessment activity in which students, working individually or in pairs, submit videos of their own performance with the analysis described above to demonstrate their understanding of the concepts.
  
• As students engage in various individual and dual activities, they complete a record for each, including:
  
  • an assessment of key movement skills at the beginning (could include teacher assessment)
    
  • selection of one or two skills for adaptation or improvement
    
  • a record of progress
    
  • an assessment of key movement skills at completion (could include teacher assessment)
    
  These records could be developed as graphs, checklists, or spreadsheets with brief annotations. In assessing student records, look for evidence of:
  
  • appropriate selection of skills for adaptation in terms of previous experience (e.g., challenging, attainable with effort)
    
  • complete an accurate assessment of initial and completion skill levels
    
  • evidence of adaptation or improvement
    
  Note : Students may include these with other records (e.g., fitness or activity portfolios or files).

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• The Canadian Active Living Challenge
  
• Double Dutch Handbook
  
• Fit Skip Ness: The Skipping Challenge
  
• Physical Education: VCE Units 1, 2, 3, 4
  
• Power Training for Sport: Plyometrics for Maximum Power Development
  
• Quality Lesson Plans for Secondary Physical Education
  
• Skip To Health
  
• Skip To It! The New Skipping Book

• Archery: On Target for Fun

• Moving to Inclusion
  
• Steps to Success

Table of Contents

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

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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