Grade 9 Active Living

Prescribed Learning Outcomes

It is expected that students will:

• identify and describe the benefits of active living
  
• demonstrate a willingness to participate in a wide range of activities from all movement categories
  
• set and evaluate goals to develop personal fitness abilities and maintain a healthy lifestyle
  
• plan and participate in personal fitness and activity programs, using the principles of training
  
• plan and lead appropriate warm-up and cool-down activities
  
• analyse and explain the effects that nutrition, fitness, and physical activity have on body systems before, during, and after exercise
  
• identify and describe factors that affect choices of physical activity for life
  
• design, analyse, and modify nutrition programs for self and others
  
• select and perform appropriate activities for personal stress management and relaxation
  
• identify outdoor living skills and a code of responsible behaviour in the outdoors
  
• explain how changes in body growth affect movement skills or concepts
  
• demonstrate a personal functional level of physical fitness

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

Suggested Instructional Strategies

While participating in activities from all movement categories, students increase understanding and practise the components of healthy living. These include fitness, nutrition, goal setting, stress management, and knowledge of the effects of exercise on body systems. Students continue to develop a positive attitude toward active living in the pursuit of lifelong health and well-being.

Strategies

• Have the class list community activities in which knowledge of different dances would help students be part of a social event.
  
• Have students, through research and brainstorming, describe the benefits of active living. Have them create a poster that depicts various activities and identifies those that are a part of active living.
  
• Have students establish and evaluate personal goals related to fitness, motor abilities, and the maintenance of a healthy lifestyle, using journals, active health labs, and personal fitness assessments. Have them use computers to graph progress.
  
• Have students create a personal fitness log that includes specific exercises incorporating the principles of training: frequency, intensity, time (FIT).
  
• Have students plan and lead warm-up and cool-down activities for specific activities or personal fitness programs.
  
• Have students design a nutritional plan appropriate for a specific activity (e.g., cross-country running, weight lifting, aerobics).
  
• Have students, through brainstorming and research, identify factors that might affect physical activity choices throughout life (e.g., community resources, physical needs, career choices, climate, cost).
  
• Have students plan activities that would help reduce stress in their daily routines.
  
• Have students brainstorm and list appropriate responsibilities in an outdoor setting for land- and water-based activities.
  
• Have students plan and participate in an outdoor education experience at an outdoors school, in a wilderness setting, or in the community.

Suggested Assessment Strategies

• Students identify an aspect of nutrition that is important to them. For example, they may focus on how their current eating habits affect their energy level. They record their daily food intake for two weeks. Then, using the Internet, they research current information on their particular nutritional interest and develop a set of guidelines related to it.(The teacher specifies the requirements of the assignment, such as length, format, and criteria for scoring, and explicit connections between nutrition and body systems.) Finally, students analyse their eating habits and identify at least two changes that would help them address their concern.
  
• Students develop an activity plan that includes short-term goals. Each week they record their activities and comment on progress. At the end of a term, students review their records and list:
  
  • positive changes in their activities
    
  • what parts of their plans seemed to work best, and why
    
  • what they learned from this activity that they could apply in the future

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