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

Active Living and Movement: Train Smart, Respond Well, Play with Purpose: 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 what keeps me and others active, and train at the right intensity.
  • I can tell health-related from skill-related fitness, assess and track my fitness, and plan for the long term.
  • I can manage risks, prevent concussion, and respond to emergencies.
  • I can shift between balances, send and receive under pressure, refine skills, navigate with a map, and use tactics.

Words to know

MVPA
Moderate to vigorous physical activity.
maximum heart rate
Estimated as 220 − age.
skill-related fitness
Agility, balance, coordination, power, reaction time, speed.
percent change
(new − old) ÷ old × 100.
Check, Call, Care
Three steps in an emergency.
lead pass
A pass into the space ahead of a moving teammate.
tactic
A plan or action that solves a problem in a game.

Let's review!

In this unit you explored what makes activity enjoyable and how to influence others, found your heart-rate zones, sorted fitness into health-related and skill-related components, tested and graphed your fitness, built a long-term plan, rated and controlled risks, practised responding to emergencies, linked balances with smooth shifts, sent and received under pressure, refined skills with the feedback loop, navigated with a map, and used tactics to win the space.

This review has a few questions from every lesson. Try each one, then press Show answer to check. For movement questions, warm up first, and compare your move with the "look for" points.

Active for Life: Enjoyment, Motivation and Influencing Others

1

Name three of the five common enjoyment factors.

2

Give one positive and one negative influence on how active people are.

3

Write a respectful invitation to get a nervous friend to play.

lightmoderatevigorous13215715919220642 beats in 15 s × 4 = 168Age 14: maximum ≈ 220 − 14 = 206 beats per minutemoderate ≈ 64% to 76% of 206 • vigorous ≈ 77% to 93% of 206
Estimated heart-rate zones for a 14-year-old, in beats per minute. A count of 42 beats in 15 seconds (168 bpm) lands in the vigorous zone. All of these numbers are estimates.

Find Your Zone: Heart Rate, Intensity and Daily Activity

1

Estimate the maximum heart rate of a 14-year-old.

2

You count 42 beats in 15 seconds. What's your heart rate?

3

What percentage range of maximum heart rate is vigorous in this unit's guideline?

4

Name the three parts of a daily activity session.

Two Kinds of Fitness: Health-Related and Skill-Related Components

1

Sort into health-related or skill-related: flexibility, agility, muscular endurance, reaction time.

2

Which component does a standing long jump use most?

3

Why do speed and agility drills go right after the warm-up?

Measure, Track, Reflect: Assessing Fitness and Monitoring Change

1

A sit-and-reach goes from 20 cm to 23 cm. What's the percent change?

2

For the ruler-drop test, is a smaller or bigger number better?

3

What makes a test reliable?

The Long Game: Short- and Long-Term Fitness Plans

1

Label as process or outcome: "I'll jog 3 times a week."

2

Last week you trained 50 minutes. Using the 10% rule of thumb, what's the most for this week?

3

You were sick for a week. How should you restart your plan?

Minorbruise, scrapeModeratesprain, cutSeriousconcussion, fractureLikelyMediumHIGHHIGHPossibleLowMediumHIGHUnlikelyLowLowMediumHow serious would the harm be? →How likely?
The risk rating chart from Safe Play as a grid. Find the row (how likely) and the column (how serious). Any HIGH box means stop or change the activity before it goes ahead.

Safe Play for Everyone: Managing Risk and Preventing Concussion

1

Name the four ways to lower risk.

2

Something is possible and the harm would be serious. What's the risk level on the chart?

3

Explain the 2V1 helmet check.

When Something Goes Wrong: Responding to Emergencies and Suspected Concussions

1

What are the three steps for an emergency?

2

What do you do for a nosebleed?

3

Name three concussion red flags.

4

A player with a suspected concussion says they feel fine 10 minutes later. Can they return that day?

Shift and Hold: Smooth Transitions Between Balance Positions

1

During a balance shift, what moves first: your base or your weight?

2

Describe a safe landing.

3

Do a stork stand, shift to an airplane, then crouch and sit into a V-sit. What should a grown-up look for?

Under Pressure: Sending, Receiving and Retaining Around Others

1

A teammate runs at 5 m/s and your pass takes 1.2 s. How far ahead should you aim?

2

Where should your first touch go when a defender is close?

3

What is shielding?

Fix It with Phases: Analysing and Refining Your Skills

1

List the five steps of the feedback loop.

2

Which principle explains using legs, hips, trunk, then arm in a throw?

3

Your shots keep going high. Which phase and principle might be the problem?

Map It, Move It: Orienteering and Outdoor Activities

1

On a 1:5 000 map, how far is 5 cm on the ground?

2

What is an attack point?

3

Name the six components of an activity.

Win the Space: Common Features and Tactical Solutions

1

Name two offensive tactics in territory games.

2

Your opponent in a net game is close to the net. Where do you aim?

3

Tactic A: 5 out of 10. Tactic B: 12 out of 16. Which success rate is higher?

Just for fun

You can now take a pulse, rate a risk, read a map and draw a defender. That's basically a superhero skill set, minus the cape, which would fail the safety check anyway.

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 try its More practice questions. For movement questions, warm up, use a safe, clear space, and ask a grown-up to watch for the "look for" points.

Check your understanding

Quiz

1.

The estimated maximum heart rate of a 13-year-old is:

2.

Which is a skill-related component of fitness?

3.

A plank goes from 40 s to 50 s. What's the percent change?

4.

Which is a process goal?

5.

Wearing a properly fitted helmet is which type of risk control?

6.

The first step in an emergency is to:

7.

To move smoothly between balances, you should:

8.

A lead pass is aimed:

9.

On a 1:10 000 map, 2 cm stands for:

10.

Spreading out side to side to stretch the defence is called:

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:

  • Enjoyment factors, influences, or inviting others: Active for Life: Enjoyment, Motivation and Influencing Others.
  • Maximum heart rate, zones, pulse counts, or session structure: Find Your Zone: Heart Rate, Intensity and Daily Activity.
  • Health- vs skill-related components or training principles: Two Kinds of Fitness: Health-Related and Skill-Related Components.
  • Choosing tests, reliability, graphs, or percent change: Measure, Track, Reflect: Assessing Fitness and Monitoring Change.
  • Long- and short-term goals, process goals, the 10% rule of thumb, or revising: The Long Game: Short- and Long-Term Fitness Plans.
  • Hazards, risk ratings, controls, helmet fit, or concussion prevention: Safe Play for Everyone: Managing Risk and Preventing Concussion.
  • Check, Call, Care, 911 calls, first response, or concussion red flags: When Something Goes Wrong: Responding to Emergencies and Suspected Concussions.
  • Balance shifts, landings, base of support or centre of gravity: Shift and Hold: Smooth Transitions Between Balance Positions.
  • Lead passes, first touch, shielding, or scanning: Under Pressure: Sending, Receiving and Retaining Around Others.
  • Phases, movement principles, cues, or feedback: Fix It with Phases: Analysing and Refining Your Skills.
  • Map scale, orienting, handrails, attack points, or activity components: Map It, Move It: Orienteering and Outdoor Activities.
  • Offensive and defensive tactics, categories, or success rates: Win the Space: Common Features and Tactical Solutions.

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.