Evaluate one's understanding of wellness while participating in various learning opportunities that balance the dimensions of wellness (i.e., physical, psychological, social, spiritual, environmental).

Assess, through participation in service learning opportunities and other means (e.g., interviews, discussions, observations), how service learning enhances the well-being of the volunteer and to the individual or organization/community.

Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or partner movement activities from each of the following categories:

• Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
• Alternate Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating, canoeing, trapping, weight lifting/going to a fitness centre)
• Target games (e.g., bowling, golf, archery, bocce ball)
• Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

Reminder:

Health-related fitness includes cardiovascular endurance, flexibility, muscular endurance, muscular strength, and body composition.

Skill-related fitness, includes power, agility, speed, reaction time, balance, and coordination.

Assess the impact of mental health on overall well-being of self, family, and community.

Assess one's self-awareness (i.e., one's ability to perceive own emotions and tendencies) and self-management (i.e., ability to stay flexible and positively direct personal behaviour) for the purpose of enhancing well- being of self and others.

Model and promote a local culture/norm of safety and injury prevention (i.e., physical safety, social safety, psychological safety, spiritual safety, environmental safety) to optimize well-being of self, family, community, and the environment.

Promote sustainable well-being by planning for and engaging in movement activities, alone and with others, that enhance the health-related (i.e., cardiovascular endurance, flexibility, muscular endurance, muscular strength, and body composition) and skill-related (i.e., power, agility, speed, reaction time, balance, and co-ordination) components of fitness.

Assess how relationships (e.g., with self, peers, family, teachers, teammates, opponents, coaches, employers) influence all dimensions of wellness.

Confrontation Model: Select a specific example that illustrates the behaviour/situation you want to change, describe your emotions re: behaviour/issue, clarify why this is important- what is at stake to gain/lose, identify your contribution to this problem, indicate your wish to resolve the issue, invite other(s) to respond. (Scott, 2002)

Assess challenges related to community well-being and take action to address these challenges.

Analyze, explain, and apply understandings, skills, tactics, and strategies that enhance confidence and competence in participating in recreational group/team movement activities through participation in various class-selected games from the following categories:

• Target games (e.g., curling)
• Net/Wall games (e.g., volleyball)
• Invasion/Territorial games (e.g., basketball, soccer, touch football, ultimate frisbee, lacrosse, double ball, street hockey)
• Striking/Fielding games (e.g., softball, slo-pitch, cricket).

Make informed decisions regarding personal healthy eating practices based on connections to wellness.

Investigate the connection to and importance of spirituality on wellness.