Course Profile Healthy Active Living Education, Grade 9 open, Public

Unit 5: Body Management Activities

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Time: 16 hours

Unit Description

This unit provides opportunities for students to practise, develop, and refine their movement skills and build their levels of fitness through physical activities that teach body management, body movement and rhythm, creativity, sequencing, composition and stability. Students develop their aesthetic understanding through dance, aerobics, gymnastics, wrestling/combatives, recreation/leisure activities, and track and field. The personal improvement of physical skills through the application of movement principles to refine movement skills (e.g., space awareness, relationships with people and equipment, effort and body awareness) is the focus.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations: PAV.01X, PAV.02X, ALV.01X, ALV.03X.

Specific Expectations: PA1.01X, PA1.04X, PA2.01X, PA2.02X, PA2.03X, AL1.01X, AL1.03X, AL2.02X, AL2.03X, AL3.02X.

Activity Titles (Time and Sequence)

Activity 1	Dance	500 minutes
Activity 2	Aerobics	500 minutes
Activity 3	Gymnastics	500 minutes
Activity 4	Wrestling/Combatives	500 minutes
Activity 5	Recreation/Leisure	500 minutes
Activity 6	Track and Field	500 minutes

Unit Planning Notes

The focus of this unit is to engage students in an active setting that provides them with opportunities to learn, practise, develop, reinforce, and demonstrate movement skills.

To experience balance and variety, students should have the opportunity to try at least two of the six activities. Consider providing students with some choice and flexibility in choosing the activities they would like to participate in. Team teaching with other school staff or using community facilities and community staff support may increase the options. Try to involve students in the decision making to determine what they would like to learn more about.

Each activity addresses movement skills and principles. Consider the following information when developing lessons.

1. Movement Skills

The Body Management Activities provide students with the opportunity to use and combine locomotion, manipulation, and stability movement skills and extend the movements to demonstrate them in relationship to space awareness, relationships with people, effort, and body awareness. (See Unit 4 for additional information on Movement Skills.)

2. Movement Principles

The movement principles (biomechanical principles) are taught to assist students in improving the effectiveness and efficiency of their movements. The principles are applied to a skill by examining the five phases: i) preliminary movements, ii) backswing or recovery movements, iii) force producing movements, iv) the critical instant, v) follow through. (See Unit 4 for additional information on Movement Principles and the Phases)

3. Activity Classification

The physical activities have been classified into one of six different categories. The categories have been used as the basis to develop the Activities.

Dance	Aerobics	Gymnastics	Combatives	Recreation/ Leisure	Track and Field
Jazz	Floor	Rhythmic	Wrestling	X-Country Running	Sprints
Folk	Step	Olympic		X-Country Skiing	Distance
Creative	Boxercise	Stuntnastics		Aquatics	Relays
Line	Aquafit	Power Tumbling		Wall Climbing	Hurdles
Country and Western	Synchronized Swimming			Shuffleboard	High Jump
Square	Circuit Aerobics			Hiking	Triple Jump
Teen/ Contemporary	Cardio Funk			Canoeing	Shot Put
Social	Bootcamp			Orienteering	Triathlon
International	Skipping Rope			Cycling

Prior Knowledge Required

· knowledge of safe practices

· knowledge of self- and peer-assessment

· knowledge of fundamental movement skills (in combination and in sequence)

· knowledge of principles of movement

Teaching/Learning Strategies

1. Focus on providing maximum participation opportunities for students to learn, practise, and demonstrate the sport/game skills and strategies to improve their personal competence in large and small group activities. A variety of teaching/learning strategies are used in this unit including:

· task cards

· circuits

· teachable moment

· worksheets

· small/large group work

· logs/journals

· observation checklists

· videotaping

· peer-teaching/coaching

· direct teaching

Each lesson should include a warm-up, an experience, opportunities to build/improve skills, opportunities to apply skills and a cool-down. The amount of time spent during a lesson on each lesson component will vary based on whether it is the introductory lesson or final lesson of the activity. (See Unit 4 for more information related to the components of a lesson.)

Assessment/Evaluation

This unit introduces students to movement skills and movement principles in the context of physical activities that require effective and efficient body movement. The activities should provide students with the opportunity to improve their personal competence in the chosen activities and provide them with ongoing opportunities to demonstrate participation, safe practices and social skills.

Initially, students should be given the opportunity to learn and practise the skills. At this stage provide numerous formative assessments to help students improve their personal competence. Near the end of the unit, evaluate students’ progress. Use observational checklists, rubrics and personal communication tools for formative assessment and summative evaluation purposes. (See Appendix D for sample Movement Skills/Principles Achievement Chart).

Accommodations

Suggested teaching and learning modifications:

· keep directions short and simple and provide clear, progressive, and sequential activities;

· demonstrate and lead students through the desired movements;

· determine method by which child learns best: visual, verbal, or hands-on;

· give positive concrete reinforcement (e.g., “Excellent balance…you are keeping your centre of gravity in line with a wide base.”);

· determine whether student can perform developmental motor patterns (e.g., pushing, pulling and striking) then develop activities to work on these skills which may be lacking or not mastered;

· repeat activities and identify commonalties over long periods of time;

· explore different ways of peer teaching.

Suggested activity and learning environment modifications:

· to equalize team speed, add more players to a team that may be faster;

· reduce size of playing surface;

· adjust time limit;

· add additional stops in sport/games requiring running and vigorous movement;

· adjust the weight and size of equipment (e.g., lower beam and bars) and consider bright colourful equipment as an alternative to regulation equipment;

· modify the rules or required movement (e.g., to reduce speed, use scooter boards as the mode of travel, to focus on specific skills).

Consider a good resource to assist in developing appropriate lessons for students with special needs (e.g., Activity for Everyone)

Resources

Canadian Society for Exercise Physiology. The Canadian Physical Activity, Fitness & Lifestyle Appraisal Guide. Health Canada, 1996. ISBN 0-9691374-7-8 (613) 234-3755 or Fax (613) 234-3565

Jackson, Allen W., James R. Morrow, Jr., David W. Hill, and Rod K. Dishman. Physical Activity for Health and Fitness. Human Kinetics, 1999. ISBN 0-88011-599-8 1-800-465-7301

OPHEA. Physical Education: Ontario Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373

Randazzo, Deborah and Kris Corless. Activity for Everyone. American Association for Active Lifestyles and Fitness, 1998. ISBN 0-88314-650-9

Zakrajsek, Dorothy B., Lois A. Carnes, Frank E. Pettigrew, Jr. Quality Lesson Plans for Secondary Physical Education. Human Kinetics, 1994. ISBN 0-87322-671-2 1-800-465-7301

www.sportalliance.com

Access this website for up-to-date information and resources on any sport/game/activity

Activity 1: Dance

Time: 500 minutes

Description

Students actively and safely practise, develop, and refine their movement skills and build their level of fitness through dance activities that teach body management, body movement, and rhythm, creativity, sequencing, composition, and stability. Students develop their aesthetic understanding and appreciation for dance, dance history, and international dance.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1.04X - demonstrate improvement in their skills;

PA2.01X - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants pass on a cross country ski trail);

PA2.02X - identify the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements) and specific safety issues that maximize performance and participation in recreation and sport activities;

AL1.01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in heat-up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

· Build a repertoire of different types of dance for students to learn, practise and demonstrate movement skills in relationship to rhythm.

· Consider integrating this activity into other aspects of the program (e.g., using dance as part of the warm-up for other activities).

· Set up lessons to include the following: warm-up, a dance experience, building/improving skills opportunity, skill application and cool-down.

· Teach students set dance routines and provide opportunities for them to be creative and develop routines in small groups.

· Consider/investigate the background (e.g., formal training, cultural interests) students bring to this activity and draw on their expertise.

· Consider/investigate the availability of school/community resources to support the program.

· Consider students’ tastes in music as a motivating factor in the activity. Ask students to bring in discs and tapes for you to choose appropriate music.

Prior Knowledge Required

· understanding of the concepts of warm-up and cool-down in relationship to dance

· some ability to relate the commonalties of the movement skills to dance moves from previous experiences

· understanding of safe practices related to dance

· knowledge of group work skills

· basic understanding of rhythm, counting, and choreography to music

Teaching/Learning Strategies

The type of dance chosen for this activity is Jazz. The previously described lesson format (warm-up, experience, building/improving, application and cool-down) has been used to outline the teaching/learning strategies.

Day One

2. Lead an appropriate dance warm-up that begins to introduce the key components of the lesson. The warm-up should review and include some of the basic movement skills such as: effort, relationships, body awareness and space awareness.

Introduce body awareness, space awareness, and control activities (e.g., slow motion sport scenarios to work on how to use the body in relationship to space and control). Have half the class demonstrate their scenarios to the other half of the class and vice versa.

Introduce and present jazz dance including its African origin. This background gives students unique opportunities for movement training and body awareness while developing better rhythm.

Practise rhythm while clapping, walking, hopping, and leaping to different beats using a variety of music types.

Day Two

3. Lead dance warm-up that includes a review of previously taught rhythm activities.

Introduce basic jazz dance terminology and steps (e.g., Jazz 1st, 2nd position, relevé, plié, ball-change, chasse, box-step, pivot, turn)

Instruct short novelty dances to contemporary up-beat music (e.g., Alley Cat, Slosh, California Strut, Bossa Nova)

Day Three

4. Lead a novelty dance to begin the warm-up. Dances from the previous day are reviewed but to faster and slower music to demonstrate transfer of basic moves to new music.

Introduce basic elements of choreography (e.g., space, pattern, levels, facings)

Present a choreographed music number that has at least the first 32 beats choreographed by the teacher. Students learn and practise this part of the dance together.

Divide class into groups of four or less and ask them to complete the dance. Provide specific criteria that need to be addressed in their final product.

Day Four

5. Engage students in a warm-up that reviews work from the previous lesson and begins to introduce new concepts.

Review the assessment/evaluation process for the dance.

Have students continue to work on their routine. Talk to each group to ensure they are addressing all the criteria for the dance (e.g., choreography, space, flow, rhythm, counting, etc.). Provide additional ideas to assist in the creativity of the dance. Suggest specific moves, themes, costumes, etc. to motivate new ideas within the group.

Provide adequate time for groups to practise their dance. Using the same piece of music for the entire class allows all groups to work in one large space while the music is played over and over.

Day Five

6. Provide time for a warm-up.

Instruct students to use the time to focus on making final adjustments to their group dance.

Have students present their dance to at least two neighbouring groups for feedback and peer assessment. Provide groups with a checklist/rubric (related to the criteria) to assist them in providing the group with valuable feedback.

Rotate from group to group and provide feedback to students (related to the criteria) to improve the quality of the dance.

Day Six

7. Presentation and assessment/evaluation of group dance.

Assessment and Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist that is consistent with the criteria set out for the development of the group dance

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in the dances they have participated in are similar and how they are different to other physical activities

· a summative evaluation at the end of the activity using the Movement Skills/Principles Achievement Chart found in - Appendix D

Activity 2: Aerobics

Time: 500 minutes

Description

Students actively and safely practise, develop, and refine their movement skills and build their level of cardiorespiratory fitness through aerobic activities that teach body management and rhythmic movement.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1.04X - demonstrate improvement in their skills;

PA2.01X - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants pass on a cross country ski trail);

AL1.01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in heat-up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

· Build a repertoire of different types of aerobic activities for students to learn, practise and demonstrate movement skills and build cardiorespiratory fitness.

· Consider integrating this activity into other aspects of the program (e.g., using aerobic activities as part of the warm-up for other activities).

· Set up lessons to include the following: warm-up, an aerobic experience, building/improving skills opportunity, skill application and cool-down.

· Consider/investigate the background (e.g., formal training, interests and experience) students bring to this activity and draw on their expertise.

· Consider/investigate the availability of school/community resources to support the program.

· Consider students’ tastes in music as a motivating factor in the activity. Ask students to bring in discs and tapes for you to choose appropriate music.

· Teach students set aerobic routines and provide opportunities for them to be creative and develop routines in small groups.

· Use videotapes to support program.

Prior Knowledge Required

· understanding of the concepts of warm-up and cool-down in relationship to aerobics

· some ability to relate the commonalties of the movement skills to aerobic moves from previous experiences

· basic understanding of counting in aerobics activities

· understanding of safe practices related to aerobics

· knowledge of group work skills

Teaching/Learning Strategies

The previously described lesson format (warm-up, experience, building/improving, application and cool-down) has been used to outline the teaching/learning strategies.

Day One

8. Introduce the components of an aerobics class routine including warm-up, pre-cardio, cardio, cool-down, conditioning, and stretching. Have students brainstorm the types/names of exercises found in each category. Post the list on the wall for future reference.

Divide students into groups and assign each group one of the above mentioned components of an aerobics routine/class. The cardio portion should be assigned to at least 2-3 groups. Have students use the rest of the class to create and practise their portion of the routine.

Day Two

9. Review terms from the previous lesson. Ask students to bring in any fitness/aerobics articles/pictures to make a display in the gym/changeroom/adjoining hall.

Review terms related to aerobics and cardiorespiratory exercise intensity (e.g., target heart rates, perceived exertion, maximum heart rate, talk test, breath sound check).

Discuss ‘low’ versus ‘high’ impact aerobics. Have students brainstorm which type of aerobics would be best for different populations (e.g., elderly, growing children, overweight people, people with knee/hip injuries)

Have students present their portion of the routine assigned from the previous day. The rest of the class follows along. The presentations should result in a complete aerobics class.

Day Three

10. Discuss and model safe and unsafe exercises and movements. Review the concept of specificity in relationship to exercise and improving/maintaining cardiorespiratory fitness. Consider using video clips from old aerobic/exercise routines for demonstration purposes.

Introduce factors to consider when instructing aerobics classes (e.g., instructing tools, breaking down moves, appropriate music, motivating participants, counting, correcting mistakes, voice control).

Assign a new routine portion to each group. Allow students time to create and practise their portion. Consider adding a piece of equipment that must be incorporated into the routine to add variety (e.g., skipping rope, dyna bands, PVC tubing)

Have students lead the aerobics class (in their small groups) demonstrating their routine.

Day Four

11. Outline the aerobic skills they have learned that transfer into other types of aerobic activities. Have them list as many types of aerobics as they can (e.g., step, boxercise, aquafit, cardio funk, bootcamp, BLAST, circuits, skippy, slide, etc.).

Provide a number of different stations that outline a few basic components from different kinds of aerobic activities (as listed above). Have small groups rotate through each of the stations to try out the activities. Use different modes of delivery at each station (e.g., task cards, video tape, student demonstration, guest demonstration).

Day Five

12. Explain the aerobic assignment/task.

Assignment/Task: Small groups to create and lead an aerobic routine that demonstrates an understanding of the key components (e.g., warm-up, pre-cardio, cardio, cool-down, conditioning, and stretching) and demonstrates safe and effective aerobic practices. Students should choose the type of aerobic activity based on their experience in the previous lesson.

Provide the assessment/evaluation tool that is to be used and outline the specific criteria.

Set a schedule of when groups are expected to present their routine. Use the routines as warm-ups during other activities/units.

Provide time for students to create and practise their routine.

Assessment and Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist that is consistent with the criteria set out for the development of the aerobic routine

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1 - Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 1 - Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in the aerobic activities that they have participated in are similar and how they are different to other physical activities

· a summative evaluation at the end of the Activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 3: Gymnastics

Time: 500 minutes

Description

Students actively and safely practise, develop, and refine their movement skills and build their level of fitness through gymnastics activities that teach body management, rhythm, creativity, sequencing, composition and stability. Students develop their aesthetic understanding and appreciation for a variety of gymnastics activities.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1.04X - demonstrate improvement in their skills;

PA2.01X - demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual and individual activities (e.g., the scoring rules in rugby, etiquette such as allowing faster participants pass on a cross country ski trail);

PA2.02X - identify the requirements including basic equipment standards, preparation (e.g., warm-up and cool down exercises, training requirements) and specific safety issues that maximize performance and participation in recreation and sport activities;

AL1.01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in heat up and cool down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

· Build a repertoire of different types of gymnastic activities for students to learn, practise and demonstrate movement skills in relationship to equipment.

· Consider/investigate the background (e.g., formal training, cultural interests) students bring to this activity and draw on their expertise.

· Consider/investigate the availability of school/community resources to support the program.

· Provide opportunities for students to develop routines that require music and draw on different themes.

· Review the Physical Education: Ontario Safety Guidelines (Secondary Curricular Guidelines) for gymnastics.

· Check equipment to ensure it is safe for student use.

· Acquire additional pieces of equipment from alternative sources (e.g., stacking chairs, boxes).

· Block gymnastics with other classes to reduce the amount of time to set and take down equipment.

Prior Knowledge Required

· understanding of the concepts of warm-up and cool-down in relationship to dance

· some ability to relate the commonalties of the movement skills to gymnastics moves from previous experiences

· understanding of safe practices related to gymnastics

· knowledge of group work skills

Teaching/Learning Strategies

The type of gymnastics chosen for this activity is a modified version of Olympic, but may draw on other types of gymnastics (e.g., rythmics). The previously described lesson format (warm-up, experience, building/improving, application and cool down) has been used to outline the teaching/learning strategies.

Day One

13. Lead an appropriate gymnastics warm-up that begins to introduce the key components that are to be the focus for the activity: landings, springs, rotation, swings, and static positions. The warm-up should review and incorporate some of the additional elements that make basic movement skills more complex, such as: effort, relationships, body awareness and space awareness. It is best to have a set circuit that includes the key gymnastics components that students use everyday to warm-up.

Introduce landings to students. Include controlled (for safety and style) and uncontrolled (for safety) landings. Demonstrate (or ask a student to demonstrate) the two types of landings, focussing on what the four body parts are doing: feet, knees, trunk and arms. Try to have students active and trying the landings as soon as possible. Stop the class to add to the instruction or identify safety issues.

Have students work in partners or groups of three. Distribute a worksheet that outlines the types of landings students should try and the appropriate pieces of equipment for each.

Example:

Part A - Controlled Landings (for style and safety)

a) Try a controlled landing from the following pieces of equipment, facing forward and then facing backward.

Equipment: bench, chair, table, beam, uneven LB, uneven HB, parallel bars, pommels, box horse, vault, ladder, rings, high bar

b) Do a controlled landing from a chair with your eyes closed. What makes this more difficult?

c) Try a controlled landing after jumping over the following pieces of equipment.

Equipment: chair, bench, beam, pommels, table

Do a series of jumps consecutively over various levels of equipment. Set up an obstacle course that the rest of the class can try. The challenge is to always land on two feet and in complete control.

Part B - Uncontrolled Landings (for safety)

a) Try the four different types of falls on a mat first.

Forward Fall (prone fall) - from a squat position

- from knees

- from crouch position

- from stand

- from stand raised slightly off floor

- from a jump to a front fall

- do a Swedish Fall

Fall Backwards - Karate fall to break the force of the fall

Rotating Fall Forward - shoulder roll to any position

Rotating Fall Backwards - shoulder roll to any position ensuring fingers are

always pointing forward

b) Try any of the above falls on any of the following pieces of equipment:

floor, ropes, bars, beam, pommels, rings, box horse, vault, table, chair, ladder, bench, rolled mats

c) Make up a routine that includes you and your partner demonstrating five different types of landings. Consider a theme approach to tell a story.

Introduce springs to students. Include springs from one foot (leaps) and springs from two feet (jumps). Demonstrate (or ask a student to demonstrate) the two types of springs, focussing on what the four body parts are doing: feet, knees, trunk, and arms. Try to get students active and trying the springs as soon as possible. Stop the class to add to the instruction or identify safety issues when required.

Have students work in partners or groups of three. Post a task sheet with a diagram by each piece of equipment to outline the types of springs students can learn and practise.

Example:

Equipment	Spring: One foot	Spring: Two feet	Spring: Hands
Floor/Beam/ Box Horse	run on toes gallup series cat leap scissors leap split leap	changement step together step jump ½ turn jump full turn tuck jump squat straight jump to squat
Beam	Mounts run on side (1 hand) run on side (no hands) straight run on Dismounts leap from one leg of beam and land on two feet On Beam stag leap split leap scissors leap cat leap	Mounts straddle squat wolf Dismounts straight jump star jump tuck jump Russian jump On Beam squat jump Russian jump star jump jump ½ turn jump ¼ turn jump full turn	Dismounts front support and push off cartwheel roundoff handspring
Floor	stag leap split leap scissors leap cat leap	squat jump Russian jump star jump jump ½ turn jump ¼ turn jump full turn	front handspring back handspring
Mounts on or Vaults over Box Horse, Pommels, Vault, Uneven Bars, Table	leap up onto equipment thief vault fence vault	squat vault straddle vault side vault wolf vault flank vault jump to front support jump to single leg cut on stag jump star jump Russian jump tuck jump split jump stoop jumps to cross support jump to upper arm support jump to front support single leg cut on to cross support	cross support hopping cross support swing to a hop
Ropes, Rings		jump up and grab onto ropes or rings jump up as high as you can and grab rope

Day Two

14. Have students follow a set warm-up circuit that continues to introduce/review the key gymnastic components for the activity: landings, springs, rotations, swings and static positions.

Introduce rotations to students. Include forward, backward, side and long rotations. Demonstrate (or ask a student to demonstrate) the different types of rotations, focussing on what the four body parts are doing: feet, knees, trunk and arms. Reinforce movements that connect to rotations that have already been learned (e.g., springs, landings).

Try to have students active and trying the rotations as soon as possible. Stop the class to add to the instruction or identify safety issues when required.

Students work in partners or groups of three. Distribute a worksheet that outlines the equipment and types of rotations students should try.

Example

Task: What kind of rotations can you do on the following pieces of equipment? Name the move beside the appropriate piece of equipment and under each type of rotation listed.

Equipment	Forward/Backward	Side	Long
Mats
Beam
Bench
Uneven Bars
Parallel Bars
Box Horse
Ropes
Rings
Chair
Wall Climber
Vaulting Horse
Crash Mat

Note supervision guidelines. Team teaching with other school staff or using community staff support may increase the options.

Ask students to begin thinking about creating a routine that demonstrates the three types of gymnastics movements they have learned to date (e.g., landings, springs, rotations).

Day Three

15. Have students follow a set warm-up circuit that continues to introduce/review the key gymnastic components for the activity: landings, springs, rotations, swings, and static positions.

Introduce swings to students. Include inactive and active. Demonstrate (or ask a student to demonstrate) the two types of swings, focussing on what the body parts are doing: hands, arms, shoulders, trunk and legs. Reinforce movement principles that have already been learned.

Introduce static positions to students. Include hangs, supports and balances. Demonstrate (or ask a student to demonstrate) the biomechanical principles that make static positions more stable.

Example:

Demonstrate and discuss the impact of:

· a larger base of support (e.g., headstand compared to a handstand)

· the centre of gravity over the base of support (e.g., standing straight vs. bending over)

· a lower centre of gravity (e.g., stretching tall on balance beam vs. squatting low)

· the body parts all lined up (e.g., tight body position on beam vs. doing a body wave on beam)

Reinforce movement principles that have already been learned in previous lessons by making comparisons (e.g., body alignment on landings for safety/style, centre of gravity in rotations).

Try to have students active and trying the swings and static positions as soon as possible. Stop the class to add to the instruction or identify safety issues when required.

Students work in partners or groups of three. Post task cards at each piece of equipment that outlines the types of swings or static positions students should try.

Note supervision guidelines. Team teaching with other school staff or using community staff support may increase the options.

Outline the gymnastic routine requirements.

Example: Each routine must:

· include more than one person performing;

· have each person demonstrate each of the following movement patterns…two types of landings, three types of springs, three types of rotations, one type of swing and three types of swings;

· include three pieces of equipment (e.g., floor, wall climber and box horse);

· be between 1 and 2 minutes in length;

· demonstrate creative flow from one piece of equipment to the next.

Day Four

16. Provide time for students to complete the warm-up circuit.

Instruct students to use the time to focus on creating their gymnastics routine. Review routine criteria.

As students work, rotate from group to group and provide feedback (related to the criteria) to improve the quality of the gymnastics routine.

Day Five

17. Provide time for students to complete the warm-up circuit.

Instruct students to use the time to focus on making final adjustments to their gymnastics routine.

Have students present their routine to at least two other groups for feedback and peer-assessment. Provide groups with a checklist/rubric (related to the criteria) to assist them in providing the group with valuable feedback.

Rotate from group to group and provide feedback to groups (related to the criteria) to improve the quality of the routine.

Day Six

18. Presentation and assessment/evaluation of group gymnastics routine.

Assessment and Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist that is consistent with the criteria set out for the development of the gymnastics routine

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in the routines they have participated in are similar and how they are different to other physical activities

· a summative evaluation at the end of the Activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 4: Combatives

Time: 500 minutes

Description

Students actively and safely practise, develop, and refine their movement skills and build their level of fitness through wrestling activities that teach body management and basic strategies.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1.04X - demonstrate movement in their skills;

AL1.01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL1.03X - identify the factors that affect choices of activities with potential for lifelong participation and enjoyment.

Planning Notes

· The focus of this activity is Wrestling.

· To ensure wrestling is a safe activity, be aware of emergency procedures and safety guidelines (e.g., student clothing, nails clipped, clean and secure mats).

· Set up lessons to include warm-up, a wrestling experience, building/improving skills opportunity, skill application and cool-down.

· Develop a repertoire of warm-up activities, modified games, and mini tournaments appropriate to the skill level of the class.

· Develop a working knowledge of wrestling rules, ground (down) wrestling and stand up wrestling skills and supportive activities (e.g., knowing that it is not appropriate at this level to permit moves like the chicken-wing).

· Recognize that students should wrestle against partners of similar weight, strength, and ability.

· Develop an understanding of the scoring system in wrestling.

Prior Knowledge Required

· understanding of the concepts of warm-up and cool-down in relationship to wrestling

· some ability to relate the commonalties of the movement skills to wrestling moves from previous experiences

· understanding of safe practices related to wrestling

· understanding of the basic strategies of wrestling and control of personal space/territory

· ability to work with a partner

Teaching/Learning Strategies

The previously described lesson format (warm-up, experience, building/improving, application and cool-down) should been used to develop the lessons for this activity.

19. Lead an appropriate warm-up activity and identify key components that should be included in every wrestling warm-up.

Engage students in warm-up activities that provide the teacher with an opportunity to get a sense of the skill level of the students. Spend a majority of class time on ground wrestling activity challenges.

Examples:

‘Clear the Deck’ - with small or a large group on the mat area, students on hands and knees knock each other off balance until the mat has been cleared

Hand-fighting - in push-up position pull opponent’s wrist to drop them to the ground

Leg Wrestling - students lay on their backs, side by side, facing opposite directions, hook legs and try to force their partner to do a shoulder roll

Arm Wrestling - laying down, grasping hands and elbows down on mat

Knee Soccer - students on their knees on the mat using floor hockey goals as nets

Bulldog - one wrestler in the middle as bulldog, opponents cross mats on all fours, bulldog wrestles the student down on his/her back, the defeated wrestler joins the bulldog until all others are down

Focus on developing good strong ground wrestling skills. The “table” principle (four-point stance) should be enforced, demonstrated and practised.

Demonstrate “tilts” (half-nelson, cross-face, bow and arrow cradle, half-nelson reversal). Explain how, why and when the moves should be used in wrestling. Identify key movement principles that help make the movement more effective and efficient.

Match up students into groups based on weight, height, and ability.

Begin with appropriate amounts of time for bouts (e.g., 10 second and 15 second bouts). Identify key components of the lesson that students should demonstrate in each bout (e.g., put weight on opponent, get down flat, put on a tilt).

Set up mini-competitions with students in common weight categories.

Assessment and Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist that is consistent with the criteria set out for the development of wrestling skills

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in wrestling are similar and different to other physical activities

· a summative evaluation at the end of the Activity using the Movement Skills/Principles Achievement Chart - Appendix D

Activity 5: Recreation/Leisure Activities

Time: 500 minutes

Description

Students actively and safely participate in a balanced selection of activities from the Recreation/Leisure category. They practise basic skills in the selected activities that may lead to long-term participation, enjoyment, fitness and skills development.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA2.02X - identify the requirements including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements) and specific safety issues that maximize performance and participation in recreation and sport activities;

AL1.01X - participate regularly in physical activities, choosing a wide range of activities (e.g., individual, small and large group, outdoor, and aquatic activities);

AL103X - identify the factors that affect choices of activities with potential for lifelong participation and enjoyment;

AL3.02X - demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in heat up and cool-down exercises, checking ice conditions prior to skating, spotting for weight training).

Planning Notes

· Select activities based on the availability of facilities, transportation, equipment, student preference, teacher expertise and that have lifelong participation possibilities.

· Develop a working knowledge of safety procedures, safety guidelines and basic skills involved in the selected activities.

· Develop a basic understanding of the skills to be taught and the terms used in the selected activities.

· Set up lessons to include the following: warm-up, an experience, building/improving skills opportunity, skill application and cool-down.

· Consider integrating this activity into other aspects of the program (e.g., using X-country Running or Orienteering as part of the warm-up for other activities).

· Consider/investigate the background (e.g., formal training, cultural interests) students bring to this activity and draw on their expertise.

· Consider/investigate the availability of school/community resources to support the program.

· Recreation/Leisure activities can be scheduled throughout the semester/year to take advantage of available facilities and equipment, appropriate weather or timetable considerations.

Prior Knowledge Required

· understanding of the concepts of warm-up and cool-down in relationship to recreation/leisure activities

· some ability to relate the commonalties of the movement skills in recreation/leisure activities from their previous experiences

· understanding of safe practices related to recreation/leisure

· knowledge of group work skills

Teaching/Learning Strategies

The activity chosen for recreation/leisure activities is cycling. The previously described lesson format (warm-up, experience, building/improving, application, and cool-down) should been used to develop the lessons for this activity.

20. Introduce the activity with some kind of experience that will motivate the students to want to do more (e.g., video clip of mountain biking).

Have students bring their bikes to class in order to investigate different types available and to become familiar with the parts of a bike. Identify:

· types of cycling related to bike design

· pros and cons of types of cycling

· how to fit a bike properly

· equipment related to safety and comfort (e.g., helmets, water bottles, toe clips, other clothing)

· tools needed for maintenance

Consider bringing in a guest speaker for this portion of the activity.

Explain the safety guidelines and procedures related to the activity. Have students use their own bikes to complete a safety checklist. Provide a diagram of the bike parts and a checklist.

Outline the safety considerations necessary in group or individual cycling in the city, country, trails, etc. Have class develop a list to post in the gym/changeroom/adjoining hall that outlines Cycling Ethics. (e.g., dismount and walk across heavy traffic, slow down and look and listen at all intersections and driveways)

Use initial cycling activity to assess the skill level of the students to determine next steps and build future lessons (e.g., cycling on the school track where a teacher can observe or within the school neighbourhood).

Start students on short routes and gradually build up to more lengthy rides. Use maps to outline routes and set up rallies that have students explore the school neighbourhood.

Use a worksheet and group discussion to identify the motivators and barriers of selecting cycling as a lifelong activity. Have students reflect on the factors that contribute to their choosing this activity and factors that impede them from selecting the activity as a lifelong activity.

Consider different recreation/leisure activities to reinforce social skills, living skills and conflict resolution skills.

Assessment/Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 1- Appendix B)

- skill improvement - use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in the physical activity they have participated in are similar and how they are different from other physical activities

Activity 6: Track and Field

Time: 500 minutes

Description

Students actively and safely practise, develop, and refine their movement skills experiencing basic Track and Field activities. Students are given an opportunity to participate in sprints, distance, relays, and hurdle races, high, triple and long jumps and throwing events.

Strand(s) and Expectations

Strand(s): Physical Activity, Active Living

Overall Expectations:

PAV.01X - demonstrate personal competence in applying movement skills and principles;

PAV.02X - demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities;

ALV.01X - participate regularly in a balanced program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02X - demonstrate improvement of personal health-related physical fitness;

ALV.03X - demonstrate safe practices regarding the safety of themselves and others.

Specific Expectations:

PA1.01X - use and combine movement skills in a variety of physical activities (e.g., apply locomotion/travelling, manipulation, and stability skills to a specific activity);

PA1.04X - demonstrate improvement in their skills;

PA2.03X - explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., passing versus dribbling a basketball against a defender, shifting gears in cycling to adjust to changing conditions).

Planning Notes

· Build a repertoire of different types of activities for students to learn, practise, and demonstrate movement skills related to track and field.

· Consider/investigate the background (e.g., formal training) students bring to this activity and draw on their expertise.

· Set up lessons to include the following: warm-up, an experience, building/improving skills opportunity, skill application and cool-down.

· Review the Physical Education: Ontario Safety Guidelines (Secondary Curricular Guidelines) for appropriate events/activities and supervision.

· Organize a mini track meet with a point scale created for various levels of success in each event.

· Consider/investigate the availability of school/community resources to support the program.

Prior Knowledge Required

· understanding the concepts of warm-up and cool-down in relationship to track and field

· some ability to relate the commonalties of the movement skills in track and field to their previous experiences

· understanding of safe practices related to Track and Field

· knowledge of group work skills

Teaching/Learning Strategies

The previously described lesson format (warm-up, experience, building/improving, application and cool-down) has been used to outline the teaching/learning strategies.

Day One

21. Review safety procedures for running (including hurdling) events.

Lead an appropriate warm-up incorporating movement skills related to running and hurdling events.

Teach the skills related to running races (e.g., start, stride, body position, etc.). Students practise starts, striding , hurdling, baton passing in small groups and rotate through various stations around the track. Each station includes a task card with information to help students learn and improve their movement. Move from station to station focussing on the biomechanical principles to correct the students’ skills.

Day Two

22. Review safety procedures for jumping events.

Lead an appropriate warm-up incorporating movement skills related to jumping events.

Review the basic principles of jumping events in a large group setting. In small groups, students rotate through standing long jump, running long jump, high jump and triple jump stations. Using task cards students assist peers in improving jumping skills. Note supervision guidelines. Team teaching with other school staff or using community staff support may increase the options.

Day Three

23. Review safety procedures for throwing events.

Lead an appropriate warm-up incorporating movement skills related to throwing events.

Review the basic principles of throwing events in a large group setting.

Teach the skills of putting the shot and review safe retrieving practices. Note supervision guidelines. Ensure students put the shot from the hub to the outside of the wheel. Have students work with a partner. Using a worksheet, students assist their partner with the key components of putting the shot.

Teach the skills of throwing the discus and review safe retrieving practices (e.g., no spinning beyond 90 degrees). Note supervision guidelines. Have students work with a partner. Using a worksheet, students assist their partner with the key components of throwing the discus.

Days Four and Five

24. Organize a mini track meet that runs over a period of two days.

Divide the class into teams of six. Have each team represent a country and run the meet as a team competition. Each student should choose a specific number of events to participate in (e.g., three to five). When the student is not a competitor he/she acts as an official. Consider adding non-traditional events (e.g., water balloon toss, obstacle course run or relay, walking race, medley relays, softball throw) that are fun for all students. Include the points from these events in the team totals.

Provide fun awards for winning and losing teams. Use the meet as an opportunity for students to demonstrate self-directed participation, leadership, social skills, and safety procedures/guidelines.

Students complete an assignment that demonstrates an understanding of event rules and knowledge or movement skills/principles used in track and field events.

Assessment and Evaluation

The teacher and students gather evidence of the specific expectations outlined for this activity.

· a formative self- and teacher-assessment using a Movement Skills Observation Checklist that is consistent with the criteria set out for the development of track and field skills

· a formative self-assessment entered into the student’s Healthy Active Living Profile based on their reflections related to:

- participation - use Participation Rubric (see Unit 1- Appendix A)

- safety - use sentence stems to focus the student’s thinking and Safety Rubric (see Unit 2- Appendix B)

- skill improvement- use a written response to chart progress and next steps

- movement skills and principles - complete a chart comparing how the movements/principles in the track and field events they have participated in are similar and how they are different from other physical activities

· a summative evaluation at the end of the activity using the Movement Skills/Principles Achievement Chart - Appendix D

Appendix D

Movement Skills/Principles Achievement Chart

Phases	Examples	Level 1	Level 2	Level 3	Level 4
Preliminary Movements - movements performed to get ready for a skill · footwork · body positioning movements · centre of gravity · base of support · mass	Ready Position (Defensive Stance) · knees bent · wide stance · low centre of gravity · torso facing appropriately (e.g., net, wall) · even distribution of weight on both feet · ready to move (e.g., weight on balls of feet) · anticipation…to react · eye contact/focus	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movements skills with considerable competence	- performs movement skills with a high degree of competence
Backswing or Recovery - movement prior to the force producing movements · transfer of weight · positioning and preparation of levers	· move into position (e.g., step back and position shoulder to the net/wall)eye on the ball, bird, target · weight transfer to back leg · equipment moving backwards · implement as extension of lever	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movements skills with considerable competence	- performs movement skills with a high degree of competence
Force Producing Movements - execute to produce force for impact or propulsion · summation of joints (e.g., number and order of joints used) · force, velocity and torque	· use joints in order, from largest to smallest · use all the joints - more muscles contract - greater the force (e.g., slapshot in hockey - legs, hips, shoulders and stick)the harder you hit it the farther it goes and the transfer of speed to the final joint segments or implement affects velocity · application of torque to produce changes in angular momentum (e.g., paddler who bends arm and bring paddle closer to body uses less energy in recovery movement producing greater angular momentum)	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movements skills with considerable competence	- performs movement skills with a high degree of competence
Critical Instant - the instant of contact, release or take-off · velocity applied force and direction of reaction	· eye on the ball, bird, or frisbee · contact and application of torque will determine trajectory (pathway) and direction · connection is determined by previous movement	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movements skills with considerable competence	- performs movement skills with a high degree of competence
Follow Through - the movement after the critical instant · transfer of weight · slow down body movements · recover stability	· implement and body continues in the direction of hit · weight transfers forward· · body movement controlled · maintain balance · gather body to prepare for ready position quickly	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movements skills with considerable competence	- performs movement skills with a high degree of competence

Appendix E: Student Recording Sheet

Movement Skills, Principles, and Sport/Game Strategies

Name: __________________________________________

Date	Sport/Game	Level	Evidence of Learning
			Movement Skills/Principles/Sport/Game Strategies
			Movement Skills/Principles/Sport/Game Strategies
			Movement Skills/Principles/Sport/Game Strategies
			Movement Skills/Principles/Sport/Game Strategies
			Movement Skills/Principles/Sport/Game Strategies
			Movement Skills/Principles/Sport/Game Strategies

Learning Expectations	Level One	Level Two	Level Three	Level Four
Skills/Principles	- performs movement skills with limited competence	- performs movement skills with moderate competence	- performs movement skills with considerable competence	- performs movement skills with a high degree of competence
Strategies	- infrequently demonstrates appropriate strategies and tactics in games/sports	- sometimes demonstrates appropriate strategies and tactics in games/sports	- frequently demonstrates appropriate strategies and tactics in games/sports	- routinely demonstrates appropriate strategies and tactics in games/sports

Appendix F

Decision-making, Goal-setting, Strategies Achievement Chart

Categories	Level 1	Level 2	Level 3	Level 4
Application Category Decision-making Skills
Identify	- inaccurately describes the decision to be made	- partially describes the decision to be made	- describes the decision to be made	- precisely describes the decision to be made
Discuss	- identifies a limited number of relevant alternatives and influential factors related to the situation - identifies a limited number of relevant personal strengths - inaccurately identifies areas for relevant personal growth	identifies some relevant alternatives and influential factors related to the situation - identifies some relevant personal strengths - partially identifies areas for relevant personal growth	identifies many relevant alternatives and influential factors related to the situation - identifies many relevant personal strengths - identifies areas for relevant personal growth	identifies a full range of relevant alternatives and influential factors related to the situation - identifies a full range of relevant personal strengths - precisely identifies areas for relevant personal growth
Evaluate	- identifies a few consequences for each alternative, not always realistic and sometimes omitting obvious consequences	- identifies a few realistic consequences for each alternative	- identifies many realistic consequences for each alternative	- identifies an extensive list of realistic consequences for each alternative
Act	- randomly makes a decision with no connection to the influential factors and consequences	- makes a decision with some connection to the influential factors and consequences	- makes a decision that directly relates to the decision statement, alternatives, influential factors and consequences	- makes a decision that directly relates to the decision statement, alternatives, prioritized influential factors and consequences
Learn	- infrequently assesses the appropriateness and effectiveness of the decision-making process related to personal goals	- sometimes assesses the appropriateness and effectiveness of the decision-making process related to personal goals	- regularly assesses the appropriateness and effectiveness of the decision-making process related to personal goals	- always or almost always assesses the appropriateness and effectiveness of the decision-making process related to personal goals
Application Category Goal-setting Skills
SMART Specific Measurable Attainable Realistic Time	- demonstrates limited understanding of setting goals that are specific, measurable, attainable, realistic, and within an appropriate time frame	- demonstrates some understanding of setting goals that are specific, measurable, attainable, realistic, and within an appropriate time frame	- demonstrates considerable understanding of setting goals that are specific, measurable, attainable, realistic, and within an appropriate time frame	- demonstrates thorough understanding of setting goals that are specific, measurable, attainable, realistic, and within an appropriate time frame
Application Category Personal Strategies
Strategies	- infrequently uses appropriate strategies to deal effectively with social influences	- sometimes uses appropriate strategies to deal effectively with social influences	- regularly uses appropriate strategies to deal effectively with social influences	- always or almost always uses appropriate strategies to deal effectively with social influences

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