Grade by Grade
A–B. Active Living and Movement Competence · Active Living and Movement: Move Well, Train Smart, Stay Safe

Active Living and Movement: Move Well, Train Smart, Stay Safe: Unit Review

A1.1 A1.2 A1.3 A2.1 A2.2 A2.3 A2.4 A3.1 A3.2 A3.3 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, lifelong activity, fair play and leadership.
  • I can calculate heart-rate zones, explain fitness benefits and training principles, assess my fitness and plan for improvement.
  • I can apply safety practices, respond to emergencies, and explain CPR and AED use.
  • I can combine and refine movement skills, understand activity components, and use tactics that build my confidence.

Words to know

active participation
Coming prepared, staying engaged, doing your personal best, adapting and tracking progress.
heart-rate reserve
Maximum heart rate minus resting heart rate.
progressive overload
Gradually increasing frequency, intensity or time so the body adapts.
SMART goal
Specific, Measurable, Achievable, Relevant, Time-bound.
AED
Automated external defibrillator: checks the heart rhythm and gives a shock if needed.
phases of movement
Preparation, execution, follow-through.
physical literacy
The motivation, confidence, competence, knowledge and understanding to be active for life.

Let's review!

In this unit you learned to participate actively and fairly, found what keeps you active for life, and practised leadership. You worked in your heart-rate zones for 20 minutes or more, learned the benefits of fitness and the training principles, assessed your fitness and wrote a personal fitness plan. You practised safety, emergency response and CPR and AED knowledge. Then you moved: balance with external stimuli, combining skills while reading the play, refining technique with phases and movement principles, understanding the components of many activities, and using tactics, while seeing how better skills build confidence.

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

A. Active LivingB. Movement CompetenceA1participation,fair playA2fitness,plansA3safety, CPR,emergenciesB1balance, skills,techniqueB2rules, tactics,confidenceLiving skills 1.1 to 1.5 (in every lesson)self-awareness · coping and time management · communicationrelationships · critical and creative thinking
The whole unit at a glance: strand A (Active Living: A1, A2, A3) and strand B (Movement Competence: B1, B2), with the living skills running underneath every lesson.

Show Up, Gear Up, Try It: Active Participation

1

Name three parts of active participation.

2

Which activity group does sepak takraw belong to?

3

How does tracking successes help you try new activities?

Active for Life: Enjoyment, Barriers and Solutions

1

How many minutes of MVPA per day do the Canadian guidelines recommend for youth?

2

Give one barrier and a strategy to overcome it.

3

Which kind of motivation usually lasts longer, intrinsic or extrinsic? Why?

Fair Play, Teamwork and Leadership

1

A peer official makes a call you disagree with. What do you do?

2

Rewrite as assertive: "You never pass to me!"

3

Name two leadership roles in physical activity.

Twenty Minutes Strong: Sustained Moderate to Vigorous Activity

1

A 15-year-old has a resting heart rate of 65. Find their heart-rate reserve.

2

Using HRR 140 and resting 65, find the target heart rate at 60%.

3

You count 27 beats in 10 seconds. What's your heart rate?

4

Give one curriculum example of sustained MVPA.

Karvonen method: age 15, resting heart rate 65 bpm1. MaximumMHR = 220 − age220 − 15 = 2052. ReserveHRR = MHR − RHR205 − 65 = 1403. Target (60%)THR = HRR × % + RHR0.60 × 140 + 65 = 149Moderate ≈ 40% to 59% of HRR · Vigorous ≈ 60% to 89% of HRRDon't forget to add the resting heart rate back at the end.
The three Karvonen steps, using the review question numbers: a 15-year-old with a resting heart rate of 65 bpm has a target of 149 bpm at 60% of heart-rate reserve.

Why Fitness Matters: Components and Their Benefits

1

Name the six skill-related components.

2

Give one short-term and one long-term benefit of activity.

3

Which component: holding a wall sit for 60 seconds?

Train Smarter: Applying the Training Principles

1

What is progressive overload?

2

Which principle says you should skateboard or in-line skate to improve balance and agility?

3

Increase a 30-minute bike ride by about 10%. What's the new time?

Know Your Numbers: Assessing and Monitoring Health-Related Fitness

1

Name a fair home test for flexibility.

2

A plank goes from 40 s to 50 s. Find the percent change.

3

A step-test recovery heart rate drops from 112 to 104 bpm. Is that an improvement?

My Personal Fitness Plan: Design, Do, Revise

1

What does SMART stand for?

2

What should a fitness plan start from?

3

You reach your goal early. What do you do?

Safe and Ready: Safety Practices in Every Setting

1

Describe the 2-V-1 helmet check.

2

Name two medical devices students should keep on hand.

3

What is the lightning rule?

When It Counts: Responding to Emergencies

1

List three signs of shock.

2

A player is dizzy and confused after a hit to the head. What must happen?

3

Who is the recovery position for?

Hands That Help: CPR and AEDs

1

Give the depth and rate of chest compressions for a teen or adult.

2

What should you do as soon as an AED arrives?

3

How many compressions are in 2 minutes at 105 per minute?

Balance on the Move: Responding to What's Around You

1

Give two ways to make a lunge more stable.

2

Name an external stimulus in orienteering.

3

What is the difference between static and dynamic balance?

Send, Receive, React: Combining Movement and Object Skills

1

What are the three steps of read, choose, execute?

2

Which needs more weight in curling: a draw or a takeout?

3

Why does an ultimate thrower pivot?

Technique Lab: Phases of Movement and Movement Principles

1

Name the three phases of movement.

2

Why does extending the arm at release add power?

3

In a jump turn, what should your arms do to spin faster?

4

Describe a stable ready position.

Know the Game: Components, Rules and Etiquette

1

Name the four components of an activity.

2

Which category is lacrosse?

3

On a shared trail, who yields to hikers?

Game Plans: Tactics, Problem Solving and Confidence

1

List the five steps of tactical problem solving.

2

Give the curriculum's net/wall tactic.

3

Explain how competence affects motivation.

Just for fun

Unit review riddle: what has a heart rate, a fitness plan, a helmet that passes 2-V-1, and a give-and-go?

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 maths (heart-rate reserve, percent change, compressions), show every step.
  • Try the physical activities again: skills are learned by doing, not just reading.
  • Finish with the 10-question quiz.
Check your understanding

Quiz

1.

Ava is 14 with a resting heart rate of 70 (HRR 136). Her target heart rate at 40% is:

2.

Which is a skill-related component of fitness?

3.

Adding 2 minutes a week to your run is an example of:

4.

A push-up score goes from 15 to 18. The percent change is:

5.

Which goal is SMART?

6.

A person collapses, doesn't respond and is gasping. You should:

7.

Which is a sign of an asthma attack?

8.

To lower your centre of gravity for a stable ready position, you:

9.

The give-and-go is a tactic for which category?

10.

Which statement best describes B2.3?

For parents and teachers

How to use the results: match mistakes to lessons.

  • Participation, barriers, fair play or leadership → Show Up, Gear Up, Try It, Active for Life and Fair Play, Teamwork and Leadership.
  • Heart-rate reserve and pulse maths → Twenty Minutes Strong.
  • Mixing up fitness components or benefits → Why Fitness Matters.
  • FITT, overload, specificity or reversibility → Train Smarter.
  • Percent change and trends → Know Your Numbers.
  • SMART goals and revising plans → My Personal Fitness Plan.
  • Helmet fit, medical devices, settings → Safe and Ready.
  • Asthma, concussion, shock, recovery position → When It Counts.
  • Compression depth and rate, AED steps → Hands That Help.
  • Balance and external stimuli → Balance on the Move.
  • Read-choose-execute, curling weight, pivoting → Send, Receive, React.
  • Phases and movement principles → Technique Lab.
  • Activity categories, rules and etiquette → Know the Game.
  • Tactics and confidence → Game Plans.

Physical skills improve with practice: encourage your teen to repeat the home activities, and consider a certified first-aid and CPR course.