B. Active Living / C. Movement Competence · Active Living and Movement: Train Smart, Respond Well, Play with Purpose

Active for Life: Enjoyment, Motivation and Influencing Others

B1 A1.3 A1.4About 40 minutes

Learning goals

I can take part in a wide variety of indoor and outdoor activities and explain what makes an activity enjoyable for me.
I can explain factors that motivate me to be active every day, now and as I get older.
I can describe how family, friends, media and community influence how active people are.
I can use my own actions to influence others to be active in a respectful, inclusive way.

Words to know

enjoyment factor
Something about an activity that makes it fun or satisfying for you, like choice, challenge, friends, feeling skilled or being outdoors.

motivation
The reasons that get you started and keep you going. It can come from inside you (intrinsic) or from outside (extrinsic).

influence
The effect people, places and messages have on what we choose to do.

social support
Help and encouragement from others, like a friend who walks with you or a parent who drives you to practice.

role model
Someone whose actions others notice and copy, for good or for bad.

inclusive
Planned so that everyone can take part and feel welcome, whatever their skill, body, background or ability.

Remember from Grade 7

In Grade 7 you sorted factors into motivators and barriers, solved barriers with four steps (Name, Brainstorm, Pick, Check), and used the Canadian 24-Hour Movement Guidelines: at least 60 minutes of moderate to vigorous activity a day, 9 to 11 hours of sleep (ages 5 to 13), and no more than 2 hours of recreational screen time.

In Grade 8 you go a step further. You will look at why some activities feel great to you, how to stay active for life, and how you can influence the people around you.

Hook: the last year before high school

Next year you start Grade 9. In high school, you choose more of your own activities: school teams, clubs, intramurals, community programs, or none at all.

Many teens become less active as they get older. The ones who stay active usually have found activities they truly enjoy, have people who move with them, and see activity as part of who they are.

So the big question for this lesson is: What will keep you moving when no one is making you?

A group of four teenagers, seen from behind, riding bicycles along a gravel trail through a bright red and orange autumn forest beside a lake. — Cycling a trail with friends packs in several things that make activity enjoyable: connection, nature, a little challenge and the freedom to choose your own route. Which of the five reasons would keep you coming back? AI-generated image

What makes an activity enjoyable?

People enjoy activity for different reasons. Here are five common ones. Which matter most to you?

Choice: you picked it, so it feels like yours.
Feeling skilled: you can see yourself getting better.
Challenge: it is hard enough to be interesting, but not so hard you give up.
Connection: you do it with friends, family, a team or your community.
Fun and freedom: music, nature, play, creativity, laughing.

When an activity has several of these, you are much more likely to keep doing it. If an activity has none, it is hard to stick with, even if it is "good for you".

The best challenge is just right for your skill. As your skill grows, raise the challenge so the activity stays in the middle band, where it feels fun instead of boring or scary.

Who or what	Positive influence (example)	Negative influence (example)
Family	Family walks, skating at the outdoor rink on weekends	A family routine of screens every evening
Friends	A friend who says, "Come play pickup basketball with us"	Friends who tease people who aren't "sporty"
Coaches and teachers	Praise for effort and improvement	Only paying attention to the best players
Media and social media	Videos showing people of all ages and abilities enjoying activity	Ads that suggest you need expensive gear or one body type
Community	Free drop-in programs, safe trails, lit rinks, accessible facilities	No safe place to play nearby
Culture and traditions	Dancing at a family celebration, playing traditional games	Feeling that a sport "isn't for people like me"

Influences can push activity up or down. Notice them, then choose the influences you want in your life.

Culture and community

Activity is often part of culture and family life. Many First Nations, Métis and Inuit communities today connect being active with the land, family and culture: for example, paddling and harvesting on the land, traditional games, and dances such as powwow dancing and Métis jigging. Many other cultures in Canada also have dances, games and sports that bring families together.

When you learn about the activities that matter to your own family or to friends from other backgrounds, you add more ways to move, and you build respect for others.

You are an influence too

You may not feel like a role model, but younger siblings, cousins, friends and teammates notice what you do. You can influence others to be active when you:

Invite: "Want to come shoot some hoops?" A personal invitation works better than a lecture.
Include: choose games where everyone gets a turn and can succeed. Adapt rules so all skill levels and abilities can join.
Encourage: praise effort ("Nice hustle!"), not just results.
Model: take the stairs, walk when you can, show you enjoy it.
Organize: plan a family walk, a park game or a snowshoe outing.

Influence works best when it is respectful. Pressure, guilt or comments about someone's body push people away from activity.

Your example ripples outward: first to the people closest to you, then to friends, teammates and your community. The five actions on the right are how you start the ripple.

Encourage, don't pressure

Before you invite someone, think about how they might feel. Someone who is nervous about their skills may say yes to a relaxed game of catch but no to a competitive match. Matching the activity to the person shows empathy and builds a stronger friendship.

Worked example

Let's plan an invitation that works

Amira (13) wants her grandfather (70) and her cousin Leo (8) to be more active with her on winter weekends. Grandpa likes nature and stories; Leo loves games and gets bored easily. Plan an activity that motivates all three.

List each person's enjoyment factors. Grandpa: nature, a calm pace, connection. Leo: games, fun, short challenges. Amira: being outside, spending time together.
Look for overlap. All three enjoy being outdoors together.
Choose an activity: a snowshoe or winter walk on a trail at a local park or conservation area, at Grandpa's pace.
Add something for Leo: a scavenger hunt (find animal tracks, a pine cone, a red berry bush, a bird) and a race to the next trail marker.
Make it easy to say yes: Amira checks the weather, packs warm drinks, and plans a short route with a place to rest. She invites them personally.

A winter trail walk with a scavenger hunt. It matches all three people's enjoyment factors, so they are likely to want to do it again.

Hands-on activity

Be the spark: plan and lead an active hour

You need: a notebook, comfortable clothes and running shoes, and one to four people from your family or friends.

Warm up together first (5 to 10 minutes): walk briskly, then march with high knees, arm circles, side steps, and a few gentle jumping jacks.

Interview each person: "What kinds of activity do you enjoy? What would make it more fun?" Write down their enjoyment factors.
Plan a 45 to 60 minute active hour that matches the group. Include a warm-up, a main activity, and a cool-down. Ideas: a park game, a hike, a dance party, a backyard obstacle course, a family skate.
Adapt so everyone can take part: shorter distances, softer balls, more turns, a seated version, or partner jobs.
Lead the hour. Encourage effort and keep it fun.
Reflect: Did everyone enjoy it? What would you change next time?

Safety: Choose a space a grown-up agrees is safe and away from traffic. Dress for the weather. Bring water. Anyone who feels pain or dizziness should stop and rest.

Just for fun

Intrinsic motivation: you play because you love it.

Extrinsic motivation: you play because someone promised pizza afterwards.

Both count, but only one still works when the pizza place is closed.

Your turn

Name the five common enjoyment factors from this lesson.

Sort each influence as positive or negative: (a) a coach who praises effort; (b) friends who laugh at people who miss shots; (c) a free drop-in skate at the community centre; (d) ads that say you need expensive shoes to run.

Explain the difference between intrinsic and extrinsic motivation, with an example of each.

Give one indoor and one outdoor activity you have never tried but would like to.

Your friend says, "I'm terrible at sports, so I just won't go." Write a respectful invitation that might change their mind.

Why does an activity with several enjoyment factors last longer in your life than one with none?

Name two ways a community can help people be active.

More practice: warm-up

What is a role model?

True or false: Only adults can influence other people to be active.

Name one dance that is part of Métis culture.

What does inclusive mean in a game?

Which is a better way to influence someone: a personal invitation or a lecture about health?

More practice: on your own

Jordan quit hockey because the coach only played the best players. Which enjoyment factors did Jordan lose?

Explain why comments about someone's body push people away from activity.

You want your younger brother (7) to play outside instead of on a tablet. Suggest a plan using invite, include, encourage.

How can social media be a positive influence on activity? Give two examples.

Give two reasons why lifelong activities (like walking, cycling, swimming or dancing) are worth learning now.

Challenge

A school's lunchtime intramurals are only attended by the same 15 athletic students. As a student leader, design two changes that would motivate more students. Explain which enjoyment factor each change targets.

Your friend says, "My family is too busy to be active." Use the four steps (Name, Brainstorm, Pick, Check) to help them.

Compare how you were influenced to be active when you were 7 with how you are influenced now. Which influences got stronger, and which got weaker? What does that mean for high school?

Check your understanding

Quiz

Which is an intrinsic motivator?

Which is the most respectful way to influence a friend to be active?

Which is a negative influence on activity?

An activity that is too hard for you is likely to:

Which describes an inclusive game?

Why do people who enjoy their activities tend to stay active as adults?

For parents and teachers

Big idea: In Grade 8, students take part in many activities, explain what makes activity enjoyable for them, and identify factors that motivate daily activity, including how people and messages influence others to be active. Students also learn that they can be a positive influence.

How to help at home:

Ask your child what they enjoy about moving, and offer real choices.
Let your child plan and lead a family active hour; follow their plan, even if it's not what you would choose.
Model activity yourself: walk when you can, try new things, talk positively about your own movement.
Look into free or low-cost local options together (community centres, outdoor rinks, trails, library equipment loans).

Common difficulties:

Thinking only sports count. Dance, walking, active chores, outdoor play and cultural activities all count.
Pressuring others. Help your child see the difference between inviting and pushing.
Comparing bodies. Keep conversations about health, energy and fun, never about appearance or weight.

Social-emotional learning: Finding what keeps them motivated builds positive motivation and perseverance (A1.3). Inviting and including others with empathy builds healthy relationships (A1.4).