Grade 9 Personal and Social Responsibility

Prescribed Learning Outcomes

It is expected that students will:

• select and apply rules, routines, and procedures of safety in a variety of activities from all movement categories
  
• demonstrate positive behaviours that indicate self-respect and self-confidence while participating in physical activity
  
• demonstrate appropriate social behaviour while working co-operatively in group activities
  
• demonstrate etiquette and fair play
  
• identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds
  
• describe and apply leadership skills related to physical activity
  
• identify the knowledge, skills, and personal attributes required to qualify for specific careers related to physical activity

To view the prescribed learning outcomes for Personal and Social Responsibility in other grades click on an icon below.

Suggested Instructional Strategies

While participating in activities from all movement categories, students apply positive personal and social behaviours. Students demonstrate respect for self and others. They apply leadership skills, teamwork, and problem-solving skills related to physical activities to foster effective communication. Students also research career opportunities in physical activities and identify work-related health benefits.

Strategies

• Discuss with students how to set goals and accurately evaluate their abilities in relation to movement tasks.
  
• In small groups or as a whole class, have students list behaviours that demonstrate self-respect and respect for others (e.g., ways to assist others when participating in physical activities).
  
• Have students brainstorm the idea of working co-operatively, finding examples (e.g., peer coaching, sharing ideas, teamwork).
  
• Discuss fair-play rules and etiquette for specific activities such as tennis, dance, golf, and cricket.
  
• Encourage students to develop leadership skills by assuming responsibilities (e.g., leading warm-up or cool-down activities, setting up and taking down equipment, working with ESL students).
  
• Discuss how health relates to work life, qualifying for a job, and reducing illness and time away.
  
• Invite male and female guest speakers from different ethnic groups to talk about careers related to physical activities.
  
• Discuss the emotional and physical damage and risks associated with sports and fitness stereotypes (e.g., "Girls aren't strong," "Jocks aren't smart.")
  
• Discuss ways of improving sports-related career options for girls and women.

Suggested Assessment Strategies

• The Student Responsibility Scale (see Appendix D) may be used as the basis for daily self-, peer, and teacher assessments during daily activities. Teachers may use this scale as part of their formal or informal reporting.
  
• Students may monitor their development of leadership skills using a self- and peer assessment sheet that lists several attributes of leadership. Teachers may work with students to develop a list of appropriate attributes and skills (e.g., accepts responsibility, makes plans, motivates others, makes decisions). Students indicate whether each attribute is one they currently are demonstrating, have potential for, or are not interested in at this time. This activity can be part of a goal-setting activity.
  
• Students set two goals related to some aspect of personal or social responsibility listed under Prescribed Learning Outcomes. For example, they may wish to develop or improve on self-confidence, co-operative behaviour, fair play, leadership, respect for others of different abilities or backgrounds, or knowledge about careers related to physical activity. Students track their progress using a goal-setting sheet (see Appendix D for a sample; other formats are included in the CAPP resource materials). Students review their progress with a peer and with a family member or other adult at least once during the course. At the end of the course, they review their progress in a brief conference with the teacher. Where it is not possible for teachers to conduct individual interviews, students may discuss their progress with another adult and submit a summary of the discussion.

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
  
• Drugs and Sports: The Score
  
• Facts and Stats
  
• Fair Play--It's Your Call
  
• Fun 'n Motion: Helping Girls & Young Women Set Goals for Lifelong Physical Activity!
  
• Gender Equity Through Physical Education
  
• Great Careers for People Interested in Sports and Fitness
  
• Self Esteem, Sport and Physical Activity
  
• Self Esteem, Sport and Physical Activity (CAAWS)
  
• Sports First-Aid: A Guide to Sport Injuries
  
• The Student Leadership Development Program (Secondary)
  
• Teaching Children Physical Education
  
• Team Building Through Physical Challenges
  
• Towards Gender Equity For Women In Sport: A Handbook for National Sport Organizations

• Kids Sports
  
• Lacrosse: The Creator's Game
  
• Steroid Alert

• Boatwise
  
• Moving to Inclusion

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