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A–B. Active Living and Movement Competence · Active Living and Movement: Train with Purpose, Play with Strategy

Active Living and Movement: Train with Purpose, Play with Strategy: Unit Review

A1.1 A1.2 A1.3 A2.1 A2.2 A2.3 A2.4 A3.1 A3.2 B1.1 B1.2 B1.3 B1.4 B2.1 B2.2 B2.3 1.1 1.2 1.3 1.4 1.5About 40 minutes
Learning goals
  • I can explain active participation, motivation, leadership and inclusion.
  • I can design sustained activity, explain the factors that shape fitness, monitor my fitness and run a personal plan.
  • I can apply safety practices and identify emergency equipment.
  • I can combine and refine movement skills, follow rules and etiquette in many settings, use tactics, and explain how competence builds confidence.

Words to know

activity portfolio
Your personal mix of activities across different groups.
if-then plan
A plan linking a specific situation to a specific action.
session load
Effort (0 to 10) × minutes.
impulse
Force × time.
transfer
Using what you learned in one activity to help in another.

Let's review!

In this unit you built a balanced activity portfolio, used motivation science and if-then plans to stay active for life, and practised leading and including others. You designed continuous circuits and intervals, explained the factors that shape fitness, monitored your fitness with session load and heart-rate recovery, and ran a 6-week plan with a mid-point review. You kept yourself and others safe on trails, in bike lanes and in the water, and identified emergency equipment. Then you moved: smooth sequences, moving with objects, technique and physics, etiquette in every setting, tactics in all five categories, and how competence builds confidence.

This review has a few questions from every lesson. Try each one, then press "Show answer" to check.

The unit at a glanceA1 Active participationAll InWhy I MoveLead and IncludeA2 Physical fitnessKeep It GoingWhat Shapes Fitness? / Beyond Your GenesTrack ItPlan, Do, ReviewA3 SafetySafe Out ThereReady for AnythingB1 Movement skillsFlow and ReactMove With the ObjectTechnique LabB2 Movement strategiesKnow the SettingSmart PlaySkill, Confidence and the Will to PlayLiving skills 1.1 to 1.5self-awareness, coping, communication,relationships, critical thinking:in every lesson
The unit's lessons, grouped by curriculum expectation. Living skills 1.1 to 1.5 run through every lesson.

All In: Active Participation and Your Activity Portfolio

1

Name the kinds of activities A1.1 asks you to choose from.

2

What is the stretch zone?

3

Give one way an economic factor might shape activity choices, and a low-cost option.

Why I Move: Enjoyment, Motivation and Lifelong Activity

1

Name the three needs that support lasting motivation.

2

Write an if-then plan for "It's too cold to go outside."

3

Why can finishing high school make staying active harder?

Lead and Include: Leadership, Fair Play and Adapting Activities

1

What do RAMP and STEP stand for?

2

What should you do before modifying an activity for a classmate with a disability?

3

Give a specific appreciation for a teammate.

Keep It Going: Continuous, Interval and Circuit Training

1

Name the four Grade 10 examples of sustained MVPA.

2

A circuit has 9 stations of 50 s work + 10 s transition. How many rounds give at least 20 minutes?

3

Find the work-to-rest ratio for 90 s work and 30 s recovery.

What Shapes Fitness? Heredity, Growth and Nutrition

1

List the six factors that influence personal fitness in A2.2.

2

Which muscle fibres suit endurance?

3

Describe the Canada's Food Guide plate.

Beyond Your Genes: Access, Limitations and Training That Works

1

Which three training principles does A2.2 name?

2

Doing crunches to improve a 1.6 km run breaks which principle?

3

Give two benefits of developing personal fitness.

Track It: Assessing Fitness During Activity and Monitoring Change

1

Find the session load for 35 minutes at effort 6.

2

Weekly load rises from 900 to 990. Find the percent change.

3

A heart-rate recovery goes from 19 to 27 bpm over 6 weeks. What does that suggest?

Plan, Do, Review: A Personal Fitness Plan That Adapts

1

Classify: "Finish the 5 km community run." / "Run 3 times a week." / "1.6 km under 9:30 by week 6."

2

At the mid-point review you're behind schedule. What do you check first?

3

Why is week 4 a lighter week?

Key numbers and formulas from this unitSession loadeffort (0 to 10) × minutesPercent change(new − old) ÷ old × 100Heart-rate recoveryend heart rate − heart rate 1 minute laterWork-to-rest ratiowork time : recovery timeImpulseforce × timePacing splitgoal time ÷ number of laps (or km)
The formulas you used in this unit. If one feels shaky, go back to the lesson where it was taught (see the notes for parents).

Safe Out There: Contact, Intensity, Gear, Buddies and Bike Lanes

1

Describe the hand signals for a left turn and a stop.

2

Who must wear a bicycle helmet in Ontario?

3

Name the three activities for which A3.1 mentions the buddy system.

Ready for Anything: Emergency Equipment for Physical Activity

1

List four pieces of emergency equipment from A3.2.

2

What does "reach or throw, don't go" mean?

3

What safety equipment does a canoe need?

Flow and React: Linking Stability and Locomotor Skills

1

Name the three Grade 10 examples for B1.1.

2

How long is a 32-count routine at 120 bpm?

3

Give two keys to smooth transitions.

Move With the Object: Locomotor and Manipulation Skills Together

1

When should a split step land?

2

What must happen to the ring at a blue line in ringette?

3

A runner is on second. Where should a ground ball go to help her advance?

Technique Lab: Phase Checkpoints and the Physics of Movement

1

Which principle produces maximum force in a serve?

2

Impulse 360 N·s, stopping time 0.06 s vs 0.36 s. Find the forces.

3

How do wrestlers increase stability?

Know the Setting: Components, Rules and Etiquette Everywhere You Play

1

List the components of an activity in B2.1.

2

How do you ask to pass in lane swimming?

3

Where should snowshoers walk on a groomed ski trail?

Smart Play: Tactics in All Five Activity Categories

1

A 1600 m goal is 6:40. What is the split for each 400 m lap?

2

Maya runs 6 min/km on trails and 12 min/km over hills. Route A: 500 m over a hill; Route B: 800 m trail. Which is faster?

3

What should territory players do right after losing possession?

Skill, Confidence and the Will to Play

1

Name the four sources of confidence.

2

Which practice usually leads to better learning later: blocked or random?

3

Give an example of transfer between territory activities.

Just for fun

Unit review riddle: what has a portfolio, a ready stance, a heart-rate recovery and never carries the ring over the blue line?

You, after this unit.

How to use this review

  • Do one or two lessons' questions at a time, out loud or in writing.
  • Mark any question you missed and go back to that lesson's worked example.
  • For the math (session load, percent change, ratios, splits, impulse), show every step.
  • Repeat the physical activities: skills are learned by doing, not just reading.
  • Finish with the 10-question quiz.
Check your understanding

Quiz

1.

Which is one of the kinds of activities A1.1 asks you to choose from?

2.

"If it rains after school, then I'll do my basement circuit" is a(n):

3.

A circuit of 8 stations of 1 minute each needs how many rounds for at least 20 minutes?

4.

Copying a pro athlete's training plan most ignores:

5.

Session load for 40 minutes at effort 7 is:

6.

"Complete 3 runs every week" is a(n):

7.

Which equipment removes water from a canoe?

8.

Bending your knees when you land reduces force because it:

9.

In ringette, the ring crosses a blue line by being:

10.

Which source of confidence is usually strongest?

For parents and teachers

How to use the results: match mistakes to lessons.

  • Participation, portfolio, background reflection → All In.
  • Motivation, barriers, if-then plans → Why I Move.
  • Warm-ups, cool-downs, modifications, inclusion → Lead and Include.
  • Circuits, intervals, work-to-rest ratios → Keep It Going.
  • Heredity, growth, nutrition → What Shapes Fitness?
  • Social, economic and cultural factors, limitations, overload/individuality/specificity → Beyond Your Genes.
  • Session load, percent change, heart-rate recovery, moving averages → Track It.
  • Goals, lighter weeks, mid-point review → Plan, Do, Review.
  • Contact, intensity, helmets, hand signals, bike lanes, buddies → Safe Out There.
  • AEDs, first-aid kits, communication, GPS, canoe equipment → Ready for Anything.
  • Transitions, tempo, flip turns → Flow and React.
  • Placement, split step, ringette, throw-turn-catch → Move With the Object.
  • Phase checkpoints, joint extension, stability, impulse → Technique Lab.
  • Components, etiquette, fair-play conventions → Know the Setting.
  • Pacing, route choice, bank shots, shifts, transitions → Smart Play.
  • Confidence sources, blocked vs random practice, transfer → Skill, Confidence and the Will to Play.

Physical skills improve with practice: encourage your teen to repeat the home activities, and consider a certified first-aid course or a community program (swimming, skating, climbing, cross-country skiing) as a next step.