- 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)
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.
| (a) |
Reflect on and make conclusions about one's own personal preference for participation in movement activities as based on the dimensions of wellness (i.e., physical, psychological, social, spiritual, environmental). |
| (b) |
Assess own level of confidence and competence in participating, in each of the four basic physical environments (i.e., on the ground, in the water, on snow and ice, in the air). |
| (c) |
Evaluate perceived and actual personal levels of confidence and competence when utilizing the required complex skills needed to participate in self-selected movement activities. |
| (d) |
Analyze the impact that current personal strengths and weaknesses in health-related fitness have on personal performance of complex skills used in self-selected movement activities (e.g., I have good upper body strength so I am successful at swimming lengths in the pool). |
| (e) |
Analyze a complex skill required in each self-selected movement activity to determine which Basic Movement Patterns/Skills require practice for enhancing sustainable performance of the skills. |
| (f) |
Assess personal understanding of tactics (e.g., response to a specific moment in time such as what to do in the case of unexpected fatigue during long-distance running) and strategies (e.g., predetermined plan such as choosing a golf course based on your ability) in self-selected movement activities. |
| (g) |
Apply relevant biomechanical principles (e.g., laws of motion, friction) to enhance complex skills required for competent participation in self-selected movement activities. |
| (h) |
Analyze influences (e.g., fluid intake, commitment to practice, available technology, audience, nutrition) that affect optimal personal performance during participation in movement activities. |
| (i) |
Locate, evaluate, and use resources (e.g., websites, people in the community, agencies in the province) to help support and build one's understanding of effective skill performance, tactics, and strategies to be used in individual/partner movement activities. |
| (j) |
Analyze personal utilization of movement skills, tactics, and strategies utilizing technology (e.g., video motion analysis of self and others, pedometers, technological applications) and other means (e.g., checklists, rubrics). |
| (k) |
Analyze transferable skills, tactics, and strategies to be used in the performance of various other self-selected individual and/or partner movement activities. |
| (l) |
Utilize visualization and other mental preparation strategies to enhance performance in self-selected movement activities. |
| (m) |
Critique, after participation in self-selected movement activities, decisions made regarding the utilization of skills, tactics, and strategies. |
| (n) |
Evaluate, revise, and continue to implement a Personal Plan for Wellness to increase competency in complex skills and enhance participation in individual and/or partner movement activities that support sustainable wellness. |
This resource guides teachers at the secondary level to enable them to plan and deliver quality learning experiences. Part 1 of the resource explains the sports education model and the teaching games for understanding (TGFU) model.
Part 2 explains how to use the TGFU model and how to apply it to specific game situations that include skill development and fitness games, net and wall games, striking and fielding games and territorial games. Each of these areas have easy-to-follow plans for games that include all the preparation and procedures, and are followed by tactical talk for players to reflect upon their progress and goals.
The resource includes a table of contents, appendices and references.
Assessment approaches, a table of contents, a glossary, a reference list and an index are included.
Several references are made to First Nations, Métis, and European history and background, and its significance. The information is relevant to students no matter where they live in the province as it is local and provide opportunities for those with interests in hiking, camping, nature, geography and learning about the province.
The Great Saskatchewan Bucket List includes maps and coordinates and degree of difficulty for each location.
The text includes a table of contents and an index.
Black-and-white photographs and a table of contents are included.
