Grade 9 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

Through a variety of individual and dual activities, students gain the knowledge and skills required for running, jumping, and throwing activities related to athletics (track and field), individual manipulatives, combatives, and target activities. Students plan training programs that involve performing, developing, and increasing their understanding of the benefits of a personal functional level of fitness for specific individual and dual activities. The skills and principles taught may be transferred to lifelong leisure pursuits.

Strategies

• Have the class discuss equipment needs, safety for self and others, and responsibilities.
  
• Have students research a variety of training programs (e.g., circuit, weight, interval training).
  
• Have students select, plan, and implement a training program to suit their personal needs, and record their progress in a log or diary.
  
• Demonstrate and discuss with the class techniques used in various athletic activities, such as field events (e.g., discus: holding the discus, rolling the discus, standing throw, half-turn, step and throw, full turn) and target activities (e.g., golf, archery, darts).
  
• Discuss ways in which various skills and mechanics are transferred from activity to activity.
  
• Have students, working in pairs, use a checklist based on predetermined mechanical criteria to analyse each other's performance of specific skills.
  
• Have students discuss and explain how body types and changes can affect performance and fitness level.
  
• Have students use scarves, balls, or sticks to practise juggling skills individually, with partners, and in small groups.
  
• Have students demonstrate and explain how to use various fitness equipment available at school or at local fitness centres.
  
• Have students work with partners to practise basic self-defence skills, and discuss situations that may require these skills.

Suggested Assessment Strategies

• At the beginning of a unit of activities (e.g., track and field, wrestling) identify the activities and skills students will work on. Each student selects a specified number (usually one to three) of skills or techniques that they will develop for presentation. Students who are working on the same skill work together to develop assessment criteria. The teacher uses the same criteria to assess students' demonstrations at the end of the unit. Sample criteria: form (body positions), control, consistency, focus or concentration, fluidity, power, speed and distance (if relevant), accuracy (if relevant).
  
• After evaluating their individual fitness level and identifying activity or skill goals, students design a training program to address their needs and interests. They may keep the following components in a portfolio for periodic review:
  
  • fitness evaluation results
    
  • a written analysis of fitness level
    
  • a plan for a personal training program outlining activities, time frame for training, and fitness components to be addressed
    
  • an activity log showing date, time, and activity performed
    
  • a journal that includes comments on their progress and strategies for overcoming obstacles
    
  • research articles and other information directly related to their personal training program
    
  • a graphic summary (possibly a computer spreadsheet) of their progress
    
  Note : this portfolio should not become a writing activity. Most entries can be lists, symbols, or graphs.

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

Ministry of Education Home Page