B3. Safety
Specific Expectations
Safety
B3.1
demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity (e.g., demonstrating personal responsibility for safety, using proper stretching techniques during cool-down activities, ensuring that their actions promote a positive emotional experience for themselves and others, reporting any equipment that is not in good working condition) [A1.4 Relationships, 1.5 Self]
- Teacher prompt: “What safety considerations do you need to remember when playing flag football with your friends?”
- Student: “We need to be in control when we pull the flag and we shouldn’t tackle or push.”
- Teacher prompt: “If a peer is trying a new skill for the first time, what can you do to help that person feel safe or more comfortable in performing the skill in front of the group?”
- Student: “I can try to be supportive by making encouraging comments and not being disruptive. I can also be a role model by trying new and challenging things myself.”
- Teacher prompt: “If you are playing in a soccer game, and you witness your teammate getting hit in the head and then notice them acting differently, what should you do?”
- Student: “I would tell the coach or another adult, because a change in behaviour or emotions may be a sign of a concussion, and my teammate may not recognize that they have suffered a brain injury.”
B3.2
demonstrate an understanding of proactive measures that should be taken to minimize environmental health risks that may interfere with their safe participation in and enjoyment of outdoor physical activities (e.g., drinking fluids to avoid dehydration, before, during, and after vigorous activities; applying sunscreen and wearing a hat and sunglasses to protect the skin and eyes from sun damage; checking weather reports for the humidex, wind chill, air quality index, and UV index to determine what preparations may be needed to be safe and comfortable outdoors; bringing inhalers and epinephrine autoinjectors if needed; reading warning signs posted in recreational areas) [A1.6 Thinking]
- Teacher prompt: “Using ‘active transportation’ means using muscle power instead of vehicles to get ourselves around. It helps to reduce air pollution. When using active transportation, what can you do to keep yourself safe?”
- Student: “I can travel with a buddy or a group because there’s safety in numbers. When I’m biking, walking, or skateboarding, I can follow the rules of the road and also use trails or side streets instead of the main roads whenever I can. That way, I avoid the dangers of travelling in traffic and I don’t have to breathe in the exhaust from cars.”