| (a) |
Explain what it means, and why it is important, to be responsible for own level of participation in movement activity. |
| (b) |
Explain possible consequences of specific active and inactive behaviours (e.g., walking to school, playing computer games often) and habits (e.g., always stopping at stop signs when riding a bike) as they relate to the promotion of an active life. |
| (c) |
Describe some benefits of participating in regular movement activity (e.g., accumulating more than 60 minutes daily) that support a balanced life (e.g., improved posture and balance; increased self-esteem; healthy weight; stronger mind, body, and spirit; less stress). |
| (d) |
Record on a weekly calendar (e.g., words, pictures) a daily record of personal participation in movement activities, both in and out of school. |
| (e) |
Examine how automation (e.g., snow blowers, escalators, tread mills) and information technology (e.g., computers, heart rate monitors, video games, television) have an impact on how active people are. |
| (f) |
Brainstorm how foods and fluids support participation in movement activity (e.g., supply energy, cool the body) . |
| (g) |
Identify opportunities for participation in movement activities that are self-initiated (e.g., playing actively at recess, walking to school, inviting family members to play outside). |
| (h) |
Share a personal experience of promoting the importance of being physically active. |
