Grade by Grade
B. Active Living / C. Movement Competence · Active Living and Movement: Fit, Safe and Game Smart

Active Living and Movement: Fit, Safe and Game Smart: 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 motivates me, how activities build fitness, and how to set and track a SMART goal.
  • I can judge risk and respond when someone might be hurt or have a concussion.
  • I can perform routines, send and receive with control, and protect the object with both sides.
  • I can explain etiquette, officiate fairly, design games and use tactics that transfer.

Words to know

intrinsic motivation
Wanting to do something because of what happens inside you.
progression
Making activity a little harder, gradually.
interval activity
Switching between harder work and easier recovery.
SMART goal
Specific, Measurable, Achievable, Relevant, Time-bound.
risk
The chance someone could get hurt, and how badly.
lead pass
A pass sent ahead of a moving teammate.
convention
An unwritten custom most players follow.
transition
The moment offence becomes defence, or defence becomes offence.

Let's review!

In this unit you explored what motivates you, learned how activities build each part of fitness with smart training principles, compared continuous and interval activity, and worked toward a SMART fitness goal. You practised being a safety leader. You built routines, refined sending, striking and receiving, kept control with both sides under pressure, learned the etiquette and roles of games, designed your own game, and used tactics that transfer between games.

This review has a few questions from every lesson. Try each one, then check your answer. If a part feels tricky, go back to that lesson.

Fit, Safe andGame SmartActive livingmotivation, training,intervals, SMART goalsSafetyrisk grid, helping,concussion recoveryMovement skillsroutines, sending,dribbling, fakingGamesetiquette, officiating,design, tactics
The four big parts of this unit. Each review question below comes from one of them.

Fuel My Fire: Motivation and Being Active for Life

1

Intrinsic or extrinsic? "I skate because gliding makes me feel free."

2

Write a habit plan for walking more.

3

Name two lifelong activities you could do in a Canadian winter.

4

A week's log: 40, 60, 30, 90, 50, 70, 80 minutes. What is the daily average?

Train Smart: How Activities Build Each Part of Fitness

1

Which training principle says you improve the part of fitness you train?

2

Which part of fitness does skipping for 15 minutes mostly build?

3

Explain overload and progression together in one sentence.

4

What is reversibility?

Keep It Going: Continuous and Interval Activity for 20 Minutes

1

Is a game of tag continuous or interval activity?

2

A workout is 20 seconds work, 40 seconds recovery for 8 minutes. How many seconds of work in total?

3

You count 36 beats in 15 seconds. What is your heart rate?

4

Name one coping strategy for a tough workout.

SMART Fitness Goals: Assess, Plan, Track and Revise

1

What does SMART stand for?

2

Make SMART: "I want to do more push-ups." Baseline: 5.

3

Results: 30, 34, 34, 33, 40 seconds. Find the total improvement and name the pattern in the middle.

4

Why compare fitness results only with yourself?

Safety Leader: Spotting Risks, Responding and Supporting Recovery

1

What two things do you think about to judge risk?

2

Name three signs of a possible concussion.

3

A friend may have a concussion but says she feels fine. Can she keep playing today?

4

Give one way to support a friend recovering from a concussion.

Routine Builder: Balance, Travel and Rhythm Together

1

Is walking heel-to-toe along a line a static or dynamic balance?

2

Name the three pathways and three levels.

3

What is canon?

4

A routine is 5 groups of 8. How many beats?

Send, Strike, Receive: Force, Accuracy and the Lead Pass

1

Your teammate is sprinting. Should your lead pass go farther ahead or closer?

2

Where should the ball touch in a forearm pass?

3

What does it mean to absorb when catching?

4

Name the four accuracy checkpoints.

Keep It: Dribbling, Shielding and Faking with Both Sides

1

What does shielding mean?

2

Why practise with your non-dominant side?

3

You're trapped by two defenders and a teammate is open. What should you do?

4

Describe a fake.

Rules, Roles and Respect: Etiquette, Officiating and Designing Games

1

What is the difference between a rule and a convention?

2

Give one example of etiquette.

3

List the six main components of a game.

4

Give two things a good official does.

Game Sense: Offence, Defence and Tactics That Transfer

1

What is a support triangle?

2

After every shot in a net/wall game, where should you go?

3

Your team keeps getting scored on right after losing the ball. What tactic is missing?

4

Which category: badminton, kickball, ultimate, bocce?

1. Notice"What is going wrong?"2. Choose"What will we try?"3. Try"Play it for a while."4. Check"Did it help?"Works for fitness plans,safety and game tactics
Notice, Choose, Try, Check is a problem-solving loop you can use all through this unit: revising a fitness plan, making a space safer, or changing a game tactic.
Joke break

Why did the coach bring a pencil to the field?

To draw up some new plays!

How to use this review

  • Try each question before opening the answer.
  • For movement questions, get up and do it, then compare with the answer.
  • Mark any question you missed, then go back to that lesson's examples and practice.
  • Do the quiz at the end. If you get 8 or more right, you're ready to move on!
Check your understanding

Quiz

1.

Which is intrinsic motivation?

2.

Which principle means adding a little more, gradually?

3.

Which activity mostly builds flexibility?

4.

A 10-minute workout of 30 seconds on, 30 seconds off is an example of...

5.

Which goal is time-bound?

6.

Someone may have a concussion. What should happen?

7.

Partners doing the same moves at the same time are moving in...

8.

A lead pass is sent...

9.

Kicking the ball out when a player is hurt is an example of...

10.

In badminton, your opponent is at the net. Where should you send the birdie?

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:

  • Mixing up intrinsic and extrinsic reasons, or making a habit plan: Fuel My Fire: Motivation and Being Active for Life.
  • Matching activities to parts of fitness, or training principles: Train Smart: How Activities Build Each Part of Fitness.
  • Continuous vs. interval, interval arithmetic, or heart rate (× 4): Keep It Going: Continuous and Interval Activity for 20 Minutes.
  • Writing SMART goals or reading a progress graph: SMART Fitness Goals: Assess, Plan, Track and Revise.
  • Risk, concussion signs, or what to do when someone is hurt: Safety Leader: Spotting Risks, Responding and Supporting Recovery.
  • Balances, pathways, levels, 8-counts or unison/canon: Routine Builder: Balance, Travel and Rhythm Together.
  • Force, accuracy, lead passes, bumps or catching: Send, Strike, Receive: Force, Accuracy and the Lead Pass.
  • Shielding, fakes, or using the weaker side: Keep It: Dribbling, Shielding and Faking with Both Sides.
  • Rules vs. conventions, etiquette, officiating, or game components: Rules, Roles and Respect: Etiquette, Officiating and Designing Games.
  • Game categories and tactics (transition, support, base position): Game Sense: Offence, Defence and Tactics That Transfer.

For movement questions, watch your child do the skill and compare with the "look for" points in the answer. Praise effort and improvement, and keep fitness results private and positive.