Physical education

Grade 9; ½ credit

This is a yearlong course that all students are required to complete in Grade 9. The course focuses on developing key social skills, concepts and knowledge, motor skills, and behaviors that are transferable to other areas of their lives. Through the course of the year, students explore team dynamics and the skills needed to work effectively with others, learn basic First Aid and survival skills around water, experience novel and challenging physical activities, and develop knowledge and understanding of how to maintain their wellbeing. Our key objective throughout is to inspire and guide students towards a genuine appreciation of lifelong physical activity, which supports and promotes holistic wellbeing. Students are assessed through a mixture of written assignments and practical in-class evaluations. Assessment is based on the three areas covered by the ASL Physical Education Standards: movement, understanding of concepts and social/emotional behaviors. There are compulsory units that must be completed within the year, including rock climbing, basic First Aid, water safety, adventure-based learning, and sport and society.

Grades 10-12; ½ credit; semester I or II

This semester course provides students with a range of non-traditional activities, which complement and build on those experienced in Grade 9 PE. Students continue to develop their collaborative skills, and participants have the opportunity to challenge themselves by taking on a peer leadership role. Students are encouraged to critique the role of sport in society and consider how we can seek to address inequality. Students are assisted to further develop their motor skills. Assessment is based on the three areas covered by the ASL Physical Education Standards: movement, understanding, and social and emotional behaviors.

Grades 10-12; ½ credit; semester II

Sports Leadership provides the starting point for students interested in developing their leadership skills in order to take on a role as a team captain, coach or peer leader. Skills developed during the semester can also be applied to life in general. Leadership is the focus of the course, not sporting ability. During the semester, each student has the opportunity to:

• develop as well as use a variety of presentation skills by participating in cooperative games and activities.
• gain a competent level of understanding the concepts and principles of leadership skills (communication, motivation, organization, safety, confidence and knowledge) and the 6 Cs of teamwork (commitment, communication, contribution, compromise, cooperation and celebration).
• use leadership skills as well as the 6 Cs of teamwork to design, develop and plan activities, which they go on to lead or teach.

Sports Leadership has set learning outcomes and assessments, including written assignments and a practical aspect. The final project is designing and developing a lesson that the student teaches to middle school PE students.

Grades 10-12; ½ credit; semester I or II

This course is aimed at students with a genuine interest in learning how to develop and maintain a balanced health-enhancing fitness regime, and modelling this in our community. The key focus areas include:

• Developing a range of skills and fitness through lifetime fitness activities/sports
• Developing the key knowledge and skills to create and safely implement a personal exercise program
• Developing STAR fitness goals for general well-being
• Critically analyzing fitness goals, programs and reflecting on the process
• Building positive and safe work habits around fitness development
• Working with and mentoring younger students to help them develop their skills and fitness in modified games

Lifetime Fitness builds on the knowledge covered in the fitness units in previous years, covering components of fitness, energy systems, and principles of training. Students are taken through a range of training methods and training activities, learning how to perform key exercises safely and effectively.

Along with the practical component of this course, students are expected to write and evaluate personal fitness goals, develop an exercise program, and keep a training log, which they use to help them evaluate their personal exercise program. They are guided through how to work with younger people and promote regular physical activity to improve health and well-being. Assessments are based on the three areas covered by the ASL Physical Education Standards: movement, understanding, and social and emotional behaviors.