The following information is for a Health-Related Fitness unit developed for Grade 12 students in a Health & Physical Education class: Nutrition and Fitness Elective.  For the purpose of this blog, I will be focusing on the below standard from The Ontario Curriculum:

“The Basic Movement: Human Performance: B2.1 describe basic training principles (e.g., specificity, overload, progression, reversibility), and explain how various training methods (e.g., circuit training, cross-training, strength training, fartlek training, interval training) can be used to enhance individual health-related fitness or athletic performance.”

I chose this particular standard because it directly deals with one of the teaching objectives that our Curriculum Coordinator and Department Head have set out for the course.  The standard specifies that students need to know what individual health-related fitness is and it mandates that students examine many different ways that individuals can achieve it.

Proficiencies That Students Should Achieve to Meet This Standard

Proficiency 1: Students must understand and be able to easily define individual health-related fitness and athletic performance.

Proficiency 2: Students are aware of the basic training principles that can be used to enhance individual health-related fitness or athletic performance.

Proficiency 3: Students must be able to perform various training methods and be able to explain how they can be used to enhance individual health-related fitness or athletic performance.

Assessments That Will Help Me Know That Students Have Met the Standard

Assessment 1: Students will choose from a variety of different presentation methods (poster, electronic presentation, video, speech, etc.) to display their understanding of both health-related fitness and athletic performance.

Assessment 2: Students must create a one year overview of a fitness plan for athletic performance in a Competitive Sport of their choice.  This plan must highlight at least three different training principles and describe in depth how each training principle will enhance the athlete’s overall performance.

Assessment 3: Students will collaborate with a group assigned to a particular training method.  Student groups will display understanding of the training method by developing a training session for the entire class.

Learning Experiences To Help Students Develop the Knowledge and Skills to Meet the Standard

Activity 1: In order to understand individual health-related fitness and athletic performance, students will conduct in-class research directed by the teacher in order to prepare for their assessment.  The teacher will be primarily responsible for delivering the “big picture” while students will ultimately be responsible for collecting the specific details.

Activity 2: The teacher will define a fitness plan (identifying in season and off season training) and discuss the appropriate loads and lengths of training for different types of training.  A class discussion over short readings identifying training principles will familiarize students with the main types of training principles.  Lastly, the teacher will show examples of fitness plans developed by other teachers in the school as well as for some of the students’ favorite professional athletes – comparing the difference between individual health-related fitness and athletic performance trainings.  Students will assemble in pairs and choose one fitness plan that they must attempt to complete in class.

Activity 3: The teacher will design in class activities (incorporating fun contests and goals) that allow students to experience first-hand the many different types of training methods.  Students will actively participate in each of the training method activities in order to fully understand the benefits each method has in relation to the overall effect on individual health-related fitness or athletic performance.


The Ontario Curriculum: Grades 9 to 12 – Health and Physical Education. (2015). Ontario, Canada. The Ontario Public Service. Retrieved March 29, 2017 from