Grade by Grade
B. Active Living / C. Movement Competence · Active Living and Movement: Train, Plan, Stay Safe and Play Smart

Active Living and Movement: Train, Plan, Stay Safe and Play Smart: Unit Review

A1.1 A1.2 A1.3 A1.4 A1.5 A1.6 B1 B2 B3 C1 C2About 40 minutes
Learning goals
  • I can explain how to be active every day, get past barriers, and use warm-ups and cool-downs.
  • I can apply training principles, assess my fitness fairly, and build and revise a fitness plan.
  • I can lower the risk of concussion and plan for outdoor hazards.
  • I can link balances, send, receive and retain objects, read and react to opponents, and use rules and tactics in many games.

Words to know

MVPA
Moderate to vigorous physical activity.
FITT
Frequency, Intensity, Time, Type.
fair test
A test done the same way each time.
concussion
A brain injury from a hit that makes the head move quickly.
phases of movement
Preparation, execution, follow-through.
transition
The switch between offence and defence.

Let's review!

In this unit you found activities you enjoy and solved barriers, designed and led warm-ups and cool-downs, explored factors that affect fitness and applied the training principles, assessed and monitored your fitness with fair tests, built a fitness plan, learned to lower the risk of concussion, planned for outdoor hazards, linked balances smoothly, broke skills into three phases and adjusted to conditions, read and reacted to opponents, learned the rules of many activities, and compared game categories to find tactics that transfer.

This review has a few questions from every lesson. Try each one, then press Show answer to check. For movement questions, do the move and compare it with what a good attempt looks like.

Targetsend it to a targete.g. bocce, curling, disc golfNet/wallopponent can't return ite.g. badminton, volleyballStriking/fieldinghit, run, scoree.g. softball, kickball, cricketTerritoryinvade and scoree.g. soccer, basketball, ultimate
The four game categories. Games in the same category share tactical problems, so tactics transfer between them.
FFrequencyhow oftenIIntensityhow hardTTimehow longTTypewhich activityProgression: change ONE letter at a time, in small steps.
FITT is how you describe and adjust any workout. Increase only one part at a time.

What Moves You? Enjoying Activity and Breaking Down Barriers

1

How many minutes of moderate to vigorous activity do the Canadian guidelines recommend each day for youth?

2

Name one motivator and one barrier to being active.

3

Your barrier is "It's too dark after school in December." Give two solutions.

Twenty Minutes Strong: Designing a Warm-Up, Main Part and Cool-Down

1

Name the four steps of a well-designed warm-up.

2

Dynamic or static: which stretches belong in a warm-up?

3

Your 15-second pulse count is 36. What is your heart rate?

4

A DPA main part is 3 rounds of (5 minutes work + 1 minute walk). Does it reach 20 minutes?

What Affects Fitness? Applying the Training Principles

1

Name two factors that affect fitness that you can change.

2

Which training principle says you improve the kind of fitness you train?

3

You can do 20 wall push-ups easily. What's a good progression?

4

Why can a growth spurt affect fitness results?

Check Your Fitness: Assessing and Monitoring Over Time

1

Name a home test for muscular endurance.

2

Name two things to keep the same so a retest is fair.

3

Heart rate after skipping: 160. One minute later: 118. What's the drop, and what would a bigger drop next month suggest?

My Fitness Plan: Goal, Plan, Do, Review

1

List the five steps of a fitness plan.

2

Write an if-then plan for a rainy day.

3

Your goal: plank from 40 s to 60 s in 5 weeks. How many seconds per week on average?

Play Safe: Lowering the Risk of Concussion

1

Can a hit to the body cause a concussion?

2

Name three ways to lower the risk of concussion.

3

A teammate hit their head, feels foggy and says "Don't tell." What do you do?

Outdoor Smarts: Anticipating and Responding to Hazards

1

What should you do when you hear thunder?

2

You're lost on a trail. What do you do?

3

Explain "reach or throw, don't go."

4

At what UV index should you protect your skin?

Flow: Linking Balances with Weight Transfers and Rotations

1

Which is more stable: a low, wide position or a high, narrow one?

2

Name one weight transfer and one rotation you could use to link balances.

3

What is countertension?

4

Perform: one-foot balance (3 s) → step into a lunge → kneeling balance (3 s). What should a good attempt look like?

Send, Receive, Retain: Three Phases and Changing Conditions

1

Name the three phases of a movement.

2

You're throwing into a strong wind. What two changes help?

3

Which way should your fingers point to catch a ball above your waist?

4

A right-handed thrower steps with their right foot. What should they change?

Read and React: Dodging, Faking and Placing Shots Away from Opponents

1

To dodge right, which foot do you push off?

2

Your net-game opponent is far back. Where should you send it?

3

What makes a fake work?

Know the Game: Rules, Skills and Fair Play Across Many Activities

1

In volleyball, can the same player touch the ball twice in a row?

2

In ultimate, what happens if a pass is dropped?

3

Name an adapted sport and one way it's adapted.

4

You can't agree on a call in a self-officiated game. What's a fair solution?

Same Problem, Same Solution: Comparing Game Categories and Fast Transitions

1

Which category is volleyball? Which is softball?

2

What should players do right after their team loses the ball in a territory game?

3

Explain why the give-and-go transfers from basketball to soccer.

Just for fun

Riddle: I have a warm-up, a main part and a cool-down, but I'm not a car engine on a January morning. What am I?

A DPA session!

How to use this review

Do one or two sections a day rather than all at once. If you miss a question, reread that lesson's explanation and do its More practice questions. For the movement questions, warm up first, use a safe, clear space, and ask a grown-up to watch for the "look for" points.

Check your understanding

Quiz

1.

How many minutes of moderate to vigorous activity do the Canadian guidelines recommend each day for youth?

2.

Which belongs in a cool-down?

3.

Which is an example of progression?

4.

To make a fitness retest fair, you should:

5.

Which is an if-then plan?

6.

A player bumps heads and feels dizzy. They should:

7.

You hear thunder at the park. You should:

8.

Which position is the most stable?

9.

In net/wall games, your opponent is close to the net. Where should you send it?

10.

Why do tactics transfer between soccer and ultimate?

For parents and teachers

How to use this review: Each section matches one lesson. If your child has trouble with a kind of question, revisit that lesson:

  • Motivators, barriers, or the 24-Hour Movement Guidelines: What Moves You? Enjoying Activity and Breaking Down Barriers.
  • Warm-up steps, dynamic vs. static stretches, the talk test, or heart rate (× 4): Twenty Minutes Strong: Designing a Warm-Up, Main Part and Cool-Down.
  • Factors that affect fitness, FITT, or training principles: What Affects Fitness? Applying the Training Principles.
  • Choosing tests, fair testing, or reading a fitness log: Check Your Fitness: Assessing and Monitoring Over Time.
  • SMART goals, weekly plans, if-then plans, or revising: My Fitness Plan: Goal, Plan, Do, Review.
  • How concussions happen, prevention, or reporting under pressure: Play Safe: Lowering the Risk of Concussion.
  • Lightning, heat, cold, water, ice, ticks or getting lost: Outdoor Smarts: Anticipating and Responding to Hazards.
  • Base of support, centre of gravity, weight transfers, rotations or partner balances: Flow: Linking Balances with Weight Transfers and Rotations.
  • Phases of movement, catching hands, or adjusting to wind and conditions: Send, Receive, Retain: Three Phases and Changing Conditions.
  • Dodging, fakes, reading cues, or placing shots: Read and React: Dodging, Faking and Placing Shots Away from Opponents.
  • Rules of ultimate, volleyball, badminton, disc golf or soccer, fair play, or adapted sports: Know the Game: Rules, Skills and Fair Play Across Many Activities.
  • Game categories, transitions, or transferring tactics: Same Problem, Same Solution: Comparing Game Categories and Fast Transitions.

For movement questions, watch your child do the skill and compare with the "look for" points in the answer. Keep fitness results private and positive, and praise effort and improvement.