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

When Something Goes Wrong: Responding to Emergencies and Suspected Concussions

B3 A1.1 A1.2About 45 minutes

Learning goals

I can use Check, Call, Care to respond to an emergency during physical activity.
I can make a clear 911 call and give the information responders need.
I can recognize a suspected concussion, remove the person from activity, and get help.
I can stay calm and help others stay calm in an emergency.

Words to know

emergency
A sudden, serious situation where someone needs help right away.

Check, Call, Care
Three steps for emergencies: check the scene and the person, call for help, give care until help arrives.

first aid
The first help given to someone who is hurt or ill, until medical help takes over.

red flag
A sign of a possibly serious injury that needs emergency help (call 911).

AED
Automated external defibrillator: a device found in many public places that can help restart a heart. It gives spoken instructions.

return-to-sport
A step-by-step process, cleared by a doctor or nurse practitioner, for safely going back to activity after a concussion.

Remember from earlier grades

You already know the signs and symptoms of a concussion, that anyone with a suspected concussion must stop and not return to activity that day, and that red-flag signs mean calling 911. In Grade 7 you also practised responding to outdoor hazards.

In Grade 8 you'll put it all together into a clear plan you can use in any emergency during physical activity.

Hook: what would you do?

You're at the park with your cousin. He climbs a play structure, slips and lands hard on his back. He's not getting up.

Your heart pounds. Your mind races. What do you do first?

In an emergency, having steps you know by heart helps you think clearly. This lesson is not a first aid certificate, but it gives you a plan.

Check, Call, Care

Check the scene: Is it safe for you to go near? (Traffic, water, ice, falling objects, lightning.) Never become a second person who needs help. Then check the person: Are they awake? Breathing? Bleeding? Where does it hurt?
Call for help: shout for an adult. For a serious emergency, call 911 (or send someone to call and come back to tell you).
Care until help arrives: keep the person calm, still and comfortable; give only care you know how to give; stay with them.

Making a 911 call

Say what's wrong: "My cousin fell and can't move. He's awake."
Give the location: address, park name, nearest street or a landmark.
Answer questions and follow instructions. Don't hang up until the call-taker says you can.
Send someone to meet the ambulance at the entrance if you can.

Check, Call, Care in order: make sure the scene is safe and check the person, call for help, then give care you know how to give until help arrives.

Situation	What to do
Possible head, neck or back injury (a hard fall, can't move, neck pain)	Call 911. Don't move them unless they're in danger. Keep their head and neck still; keep them calm.
Suspected concussion	Recognize, remove, refer: stop their activity right away, don't leave them alone, tell an adult, get them checked by a doctor or nurse practitioner. Call 911 for red flags.
Bleeding cut or scrape	Use gloves if you have them. Press firmly on the wound with a clean cloth. Get an adult.
Nosebleed	Sit up, lean forward (not back), pinch the soft part of the nose for about 10 minutes.
Twisted ankle or other sprain	Stop activity, rest it, apply a cold pack wrapped in a cloth (never ice straight on skin) for about 15 to 20 minutes, raise it if comfortable, get it checked.
Heat exhaustion (heavy sweating, weak, dizzy, headache)	Move to shade or a cool place, sip water, loosen clothing, cool with damp cloths. Call 911 if they become confused or stop sweating while very hot.
Asthma attack	Help them sit up and use their own reliever inhaler. Call 911 if it doesn't help or breathing is very hard.
Severe allergic reaction (swelling, trouble breathing)	Help them use their own epinephrine auto-injector, call 911, keep them lying down (or sitting if breathing is hard).
Unresponsive and not breathing normally	Call 911 and get an AED. Follow the call-taker's instructions. The AED gives spoken instructions.

Common emergencies during physical activity. Always get an adult and follow emergency instructions.

Suspected concussion: red flags

Call 911 right away if someone has any of these after a hit:

Neck pain or tenderness
Double vision
Weakness or tingling or burning in arms or legs
Severe or increasing headache
Seizure or convulsion
Loss of consciousness (even briefly)
Getting more confused, drowsy, restless or agitated
Repeated vomiting

Even without red flags, a person with any concussion signs must stop, must not go back to play that day, should not be left alone at first, and needs a medical assessment. Return to school and sport happens step by step with clearance from a doctor or nurse practitioner.

What to do for a suspected concussion: recognize and remove first, then check for red flags. Red flags mean call 911; otherwise refer to a doctor or nurse practitioner (NP). Return to activity always happens step by step.

Calm is contagious

In an emergency, take one slow breath before you act. Speak in a calm voice: "Help is coming. I'm staying with you." A calm helper helps the injured person stay calm too. Afterwards, it's normal to feel shaky or upset: talk to someone you trust about it.

Worked example

Let's respond together

During a park soccer game, Mia and another player bump heads. Mia sits down, holds her head and says she feels "foggy" and sick to her stomach. She wants to keep playing. Walk through the response.

Check: the game is stopped, so the scene is safe. Mia is awake and talking. She has concussion signs: feeling foggy and nauseous.
Remove: Mia stops playing for the rest of the day, even though she wants to continue. "When in doubt, sit them out."
Check for red flags: Ask about neck pain, double vision, tingling, a headache that's getting worse, vomiting. If any appear, call 911.
Call: tell the adult in charge and contact Mia's parent or guardian. Someone stays with her; she shouldn't be left alone or ride a bike home.
Refer: Mia sees a doctor or nurse practitioner. She follows return-to-school and return-to-sport steps.
Check the other player too: they also bumped heads and may have symptoms.

Recognize, remove, refer, watch for red flags, don't leave her alone, and check both players.

Hands-on activity

Emergency ready: scenario practice and info card

You need: an index card or paper, a pen, a phone (turned off or in pretend mode, never actually call 911 for practice), a clean cloth and a family member to role-play.

Warm up (5 minutes): walk around your home or yard and point out where the first aid kit is, where the phone is, and the address or nearest landmark.

Make an emergency info card for your activity bag: your full name, emergency contacts, allergies or medical conditions (like asthma), and medication you carry. Ask a grown-up to check it.
Role-play three scenarios with a family member. Practise Check, Call, Care out loud: (a) a friend falls off a skateboard and has neck pain; (b) a cousin gets a nosebleed playing basketball; (c) your sister twists her ankle on a hike.
Practise a 911 call out loud (pretend only): what happened, where, how many people, and what you see.
Find the AED in a building you visit often (school, arena, community centre, pool). Many have a sign with a heart and a lightning bolt.
Ask a grown-up about taking a youth first aid course (for example from the Canadian Red Cross or St. John Ambulance).

Safety: Never call 911 to practise; only call for real emergencies. If you call by mistake, stay on the line and explain.

Just for fun

Q: Why is the first aid kit everyone's favourite hiking buddy?

A: It always knows how to patch things up.

Your turn

What do the three steps Check, Call, Care mean?

Why must you check the scene before helping?

Name four things to say on a 911 call.

What should you do for a nosebleed?

Name four concussion red flags.

Someone has a possible neck injury but is lying on a safe, flat field. Should you move them?

What do recognize, remove, refer mean for a suspected concussion?

More practice: warm-up

What number do you call for an emergency in Canada?

What does AED stand for?

True or false: You should put ice directly on bare skin.

Can a person with a suspected concussion return to the game later that day if they feel better?

What should you do before you act in an emergency to stay calm?

More practice: on your own

A teammate is wheezing and can't catch their breath after running. They have asthma. What do you do?

On a hot day, your friend is sweating heavily, dizzy and has a headache. What could this be and what do you do?

Why shouldn't someone with a suspected concussion be left alone or bike home?

You call 911 from a big park. You don't know the address. What can you say?

Explain why it's important to check on both players after a head bump.

Challenge

You're on a winter hike with your family. Your uncle slips on ice, hits his head, and is now confused and repeating questions. There's no cell signal where you are. Make a plan.

Design an emergency action plan for a neighbourhood park soccer game you're organizing for younger kids. Include at least four parts.

After a scary emergency, why might a person feel upset for a while? Name two healthy ways to cope.

Check your understanding

Quiz

What is the first thing to do in an emergency?

For a nosebleed, the person should:

Which is a concussion red flag that means call 911?

Someone may have a neck injury after a fall. You should:

On a 911 call, you should:

A player with a suspected concussion feels better after 15 minutes. They:

An AED is:

For parents and teachers

Big idea: In Grade 8, students show a basic understanding of how to respond to emergency situations during physical activity, including suspected concussions. This lesson teaches Check, Call, Care, how to make a 911 call, basic care for common situations, and concussion recognize, remove, refer with red flags.

How to help at home:

Help your child make an emergency info card and check it for accuracy.
Role-play scenarios; practise saying your address and nearby landmarks.
Show where your first aid kit is. Point out AEDs in arenas, pools and community centres.
Consider a youth first aid course (Canadian Red Cross and St. John Ambulance offer courses).

Common difficulties:

Freezing under stress. Practising the steps out loud makes them automatic.
Tipping the head back for nosebleeds. Teach "lean forward".
Thinking a concussion only counts if someone is knocked out. Most concussions don't involve losing consciousness.

Important: This lesson is not a first aid certification. Students should give only the care they've been trained to give and always get an adult. Never practise by calling 911.

Social-emotional learning: Staying calm and coping after a stressful event builds stress management (A1.2) and emotion management (A1.1).