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., following appropriate procedures and guidelines, demonstrating social responsibility, checking that they have their puffers and/or epinephrine autoinjectors, checking for hazards such as pencils or other objects on the floor or potholes on the field before beginning activities, using mouth guards when necessary during recreational activities in the community, avoiding pressuring a peer to participate in unsafe activities, being respectful of others who may be hesitant to try new skills) in a variety of physical activity settings (e.g., school, community recreational facilities, outdoor recreational venues) [A1.2 Coping, 1.5 Self, 1.6 Thinking]
- Teacher prompt: “What does all safe behaviour in physical activity have in common, whether you are participating in activities at school or in the community?”
- Student: “Wherever you are participating, you need to be aware of yourself and others in your surroundings. Also, depending on the activity, you need to apply appropriate safety procedures. Using good judgement, thinking for yourself, and thinking before you act are good general guidelines.”
B3.2
demonstrate an understanding of procedures for anticipating and responding to hazards that may lead to sickness or injury, including concussion, while participating in physical activity outdoors (e.g., be aware of common hazards that could be encountered and take appropriate precautions; apply systems thinking to risk assessment by making connections between possible hazards and their outcomes; recognize unexpected hazards, assess the risk, and control the hazard by telling someone about it, removing it, or removing themselves from the danger) [A1.1 Emotions, 1.2 Coping, 1.6 Thinking]
- Teacher prompt: “Being safe helps you enjoy your time outdoors. When cycling on a forest trail, what do you need to be mindful of?”
- Student: “I need to make sure to wear a helmet, follow trail etiquette, and stay in control, so that if there is a fallen tree or another unexpected object on the trail I can avoid it and not be hurt. By following trail etiquette, I am less likely to get into situations where I can hurt myself or somebody else, or damage the environment.”
- Teacher prompt: “What can you do to protect yourself from the sun’s UV radiation outdoors?”
- Student: “I need to be aware of the UV index for the day and limit my time in the sun during peak periods. I can protect myself by wearing sunglasses and a hat and applying sunscreen.”
- Teacher prompt: “What should you do if you find a pothole on the playing field?”
- Student: “I should do something to warn everyone of the danger – for example, I could put a pylon on the pothole and tell an adult.”
- Teacher prompt: “After a school soccer game, you notice a teammate who is not ‘acting right’, seems very angry, is complaining that the lights are too bright, and says that she has a headache. She is scheduled to play again the next day. What would you do?”
- Student: “Our teacher taught us about the school board concussion protocol. I would tell the teacher, because I think my teammate may have suffered a concussion that was not recognized at the time. Reported symptoms such as light sensitivity and headaches, and observed signs such as heightened emotions, may be caused by a concussion. She needs to get checked. If she has a concussion, it’s a hazard for her to play again tomorrow, because if she’s hit again, the consequences could be very serious.”