British Columbia & Yukon - Curriculum Links

Transcription

1 Training to Train Stage Males 12-16, Females Grades Corresponding to Training to Train Stage of LTAD: Males Grades 6-11, Females Grades 5-10 Provincial Curriculum Document Organization: The curricula relevant to the Training to Train Stage (Grades 5, 6, 7, 8, 9, 10, and 11) exist within the British Columbia Ministry of Education Physical Education K to 7 Integrated Resource Package (2006), Physical Education 8 to 10 Integrated Resource Package (2008), and Physical Education 11 and 12 Integrated Resource Package (1997). These curriculum documents are available at: Structure of British Columbia Physical Education Curriculum: K-7: Curriculum organizers and sub-organizers: o Knowledge o Participation Safety, Fair Play, and Leadership Within these curriculum organizers curricular expectations are presented as: Prescribed Learning Outcomes o Suggested Achievement Indicators (Emerging, Developed, Acquired, Accomplished) 8-10: Curriculum organizers and sub-organizers: o Knowledge

2 o Participation Safety, Fair Play, and Leadership Within these curriculum organizers curricular expectations are presented as: Prescribed Learning Outcomes o Suggested Achievement Indicators 11-12: Curriculum Organizers and Sub-Organizers: Movement Personal and Social Responsibility Within these curriculum organizers curricular expectations are presented as: Prescribed learning outcomes Each Prescribed Learning Outcome is represented with a code, such as B1. The first letter represents the curriculum organizer (A, B or C) that the Prescribed Learning Outcome falls under The following digit represents the number of that Prescribed Learning Outcome within that particular grade and curriculum organizer

3 Grade 5: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Develop mental preparation Linking Prescribed Learning Outcome B1 demonstrate preparation (ready position), movement, and follow-through phases of a selected activity A2 define the components of fitness as being muscular strength and endurance, cardiovascular endurance, and flexibility A5 Participate daily (e.g. five times in a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility A1 describe the personal physical and emotional health benefits of regular participation in physical activity (e.g., increased confidence, increased overall energy, a fun way to meet new friends) A2 define the components of fitness as being muscular strength and endurance, cardiovascular endurance, and flexibility A3 analyze the relationship between nutrition and physical activity A4 set a personal goal for physical activity Safety, Fair Play, and Leadership C1 demonstrate safe use of equipment and facilities to avoid putting self & others at risk C2 describe the importance of warm-up and cool-down routines for specific activities (e.g., safety, efficiency, focus) C3 demonstrate fair play in physical activity C4 demonstrate leadership in physical activity A4 set a personal goal for physical activity

4 Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports A3 analyze the relationship between nutrition and physical activity Safety, Fair Play, and Leadership C2 describe the importance of warm-up and cool-down routines for specific activities (e.g., safety, efficiency, focus)

5 Grade 6: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Linking Prescribed Learning Outcome B2 demonstrate offensive and defensive strategies in a variety of activity categories B4 apply a combination of learned skills to create original sequences, drills, challenges, or games A6 Participate daily (e.g. five times in a week) in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and/or flexibility A1 relate personal physical and emotional health benefits to regular participation in physical activity (e.g., energy, endurance, stress management, fresh air and sunshine when activities are done outside) A2 relate the development of muscular strength and endurance, cardiovascular endurance, and flexibility to participation in specific physical activities A3 analyze nutritional considerations for physical activity A4 monitor own exertion while participating in physical activity (e.g., manual or electronic heart rate monitoring) A5 set personal goals for attaining and maintaining a physically active lifestyle Safety, Fair Play, and Leadership C1 demonstrate safe procedures for specific physical activities (e.g., wearing safe attire for the activity, safe use of equipment and facilities, participating in warmup and cooldown appropriate to the activity) C2 model fair play when participating in physical activity C3 demonstrate leadership in respecting individual differences and abilities during physical activity

6 Develop mental preparation Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports A5 set personal goals for attaining and maintaining a physically active lifestyle A3 analyze nutritional considerations for physical activity A4 monitor own exertion while participating in physical activity (e.g., manual or electronic heart rate monitoring)

7 Grade 7: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Develop mental preparation Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Linking Prescribed Learning Outcome B1 apply movement skills in new and unfamiliar physical activities A5 participate daily (e.g. five times per week) in a variety of moderate to vigorous physical activities that support their personal physical activity goals A1 relate the effects of regular participation in a variety of types of physical activities to quality of life (e.g., stress reduction, prevents the onset of certain diseases, increased overall physical and emotional health) A2 analyze the relationship between personal nutrition choices and participation in physical activity A3 assess their heart rate during physical activity in relation to target heart rate zones A4 design a plan for achieving physical activity goals Safety, Fair Play, and Leadership C1 apply safe procedures for specific physical activities C2 model fair play in all aspects of physical activity C3 model leadership in creating a positive climate for physical activity (e.g., mentoring, organizing, coaching) A2 analyze the relationship between personal nutrition choices and participation in physical activity A3 assess their heart rate during physical activity in relation to target heart rate zones

8 Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports British Columbia & Yukon - Curriculum Links

9 Grade 8: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Linking Prescribed Learning Outcome B1 apply fundamental movement skills in structured individual and dual activities B2 apply fundamental movement skills in games activities in predictable situations B3 apply fundamental movement skills in structured rhythmic movement activities A6 participate daily in moderate to vigorous physical activity to enhance fitness A5 pursue personal physical activity goals related to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, or flexibility B4 demonstrate principles of training for improving their fitness A1 assess the positive implications of active living A2 describe health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility) skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance) A3 describe principles of training A4 describe the importance of assessing their rate of exertion during physical activity A5 pursue personal physical activity goals related to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, or flexibility) Safety, Fair Play, and Leadership C1 demonstrate behaviours that minimize the risk of injury to self & others in physical activity C2 follow guidelines for proper use of equipment and facilities C3 demonstrate fair play in physical activities across the activity categories

10 Develop mental preparation Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports C4 exhibit leadership in specific physical activities A2 describe health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility) skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance) A3 describe principles of training A4 describe the importance of assessing their rate of exertion during physical activity

11 Grade 9: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Linking Prescribed Learning Outcome B1 apply fundamental movement skills in a range of individual and dual activities B2 apply fundamental movement skills in games activities in predictable and unpredictable settings B3 apply fundamental movement skills in structured complex rhythmic movement activities A5 pursue personal physical activity goals related to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility) skill-related components of fitness (e.g., agility, speed, reaction time, coordination, balance) A6 participate daily in moderate to vigorous physical activity to enhance fitness B4 apply selected principles of training to improve fitness A1 formulate a rationale for active living A2 explain how physical activity relates to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility), skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance), movement concepts (body awareness, spatial awareness, qualities of movement, relationships) A3 analyze how principles of training relate to components of fitness A4 monitor their rate of exertion during physical activity A5 pursue personal physical activity goals related to health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility), skill-related components of fitness (e.g., agility, speed, reaction time, co-

12 ordination, balance) Develop mental preparation Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports Safety, Fair Play, and Leadership C1 apply safety procedures in all physical activities across the activity categories C2 demonstrate proper use of equipment and facilities C3 demonstrate fair play in all physical activities across the activity categories C4 exhibit leadership in a range of physical activities A3 analyze how principles of training relate to components of fitness A4 monitor their rate of exertion during physical activity

13 Grade 10: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Develop mental preparation Linking Prescribed Learning Outcome B1 apply fundamental movement skills in a range of complex individual and dual activities B2 apply fundamental movement skills in a range of complex games activities B3 apply fundamental movement skills in a range of rhythmic movement activities A2 demonstrate understanding of health-related components of fitness skill-related components fitness movement concepts A4 participate daily in moderate to vigorous physical activity to enhance fitness B4 apply principles of training to improve fitness A1 describe a variety of ways to be active throughout one s life A2 demonstrate understanding of health-related components of fitness, skill-related components fitness, movement concepts A3 implement a comprehensive physical activity plan incorporating: goal setting processes, components of fitness, considerations of personal abilities and interests, nutritional considerations, principles of training Safety, Fair Play, and Leadership C1 apply safety procedures in all physical activities across the activity categories C2 model proper use of equipment and facilities C3 apply fair play conduct in all physical activities across the activity categories C4 apply leadership in a wide range of physical activity situations

14 Introduce free weights Develop ancillary capacities Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports A3 implement a comprehensive physical activity plan incorporating: goal setting processes, components of fitness, considerations of personal abilities and interests, nutritional considerations, principles of training

15 Grade 11: Component of Training to Train Stage Sport specific skill development Major fitness development stage: aerobic and strength. The onset of Peak Height Velocity (PHV) and PHV are the reference points. Integrated mental, cognitive and emotional development Linking Prescribed Learning Outcome Movement Demonstrate a personal functional level of competence in a selection of activity-specific motor skills (p. A-3) Design and implement plans for balanced, healthy living, including: nutrition, exercise, rest, work (p. A-3) Demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including: age, gender, time, culture, environment (p. A-3) Describe strategies for stress management and relaxation (p. A-3) Adapt physical activities to minimize environmental impact (p. A-3) Design and implement coaching plans for exercise programs that apply the principles of training (progression, overload, specificity) (p. A-3) Demonstrate an understanding of how the cardiovascular, muscular, and skeletal systems relate to human motor performance (p. A-3) Select appropriate community-based recreational and alternative environment opportunities to develop a personal functional level of physical fitness (p. A-3) Evaluate the influence of consumerism and professional athletics of personal perception of body image (p. A-3) Movement Select and apply problem-solving strategies when planning and leading others in specific activities (p. A-3)

16 Develop mental preparation Introduce free weights Develop ancillary capacities Personal and Social Responsibility Apply appropriate rules, routines, procedures, and safety practices in a variety of activities and environments (p. A-4) Demonstrate positive behaviours that show respect for individual abilities, interests, gender, and cultural backgrounds (p. A-4) Demonstrate self-respect & self-confidence while involved in physical activities (p. A-4) Apply etiquette and fair play in a variety of roles, including: performer, coach, official, observer (p. A-4) Describe and demonstrate qualities and problem-solving strategies required for leadership related to physical activity and recreation (p. A-4) Identify and use appropriate technology when solving problems involving physical activity (p. A-4) Describe strategies for stress management and relaxation (p. A-3) Design and implement coaching plans for exercise programs that apply the principles of training (progression, overload, specificity) (p. A-3) Demonstrate an understanding of how the cardiovascular, muscular, and skeletal systems relate to human motor performance (p. A-3) Movement Analyze the components of skill performance (p. A-3) Apply understanding of body mechanics (balance, motion, force, levers, buoyancy) to improve their performance and the performance of others (p. A-3) Personal and Social Responsibility Demonstrate an understanding of the prevention and treatment of athletic injuries (p. A-4)

17 Frequent musculoskeletal evaluations during PHV Selection Single or double periodization Sport specific training 6-9 times per week including complementary sports British Columbia & Yukon - Curriculum Links