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pson Educational Publishing, Inc.36

Kinesiology: An Introduction to Exercise Science—

Teacher’s Manual

OVERALL EXPECTATION: Social Change and Current Issues Page

A1 Demonstrate an understanding of how the social and cultural significance of physical activity and sport has evolved historically, and analyse current social issues relating to physical activity and sport

Chapter 1: Introducing Kinesiology: Physical Activity and Sport Today 2

Chapter 2: The History of Physical Activity and Sport 34

Chapter 3: Business, Physical Activity, and Sport 66

Chapter 4: Ethical Issues, Physical Activity, and Sport 90

Specific Expectations

A1.1 Describe how the role of physical activity and sport in society has evolved historically, with reference to key events and trends, changing views of the social role and value of physical activity and sport (e.g., physical activity as a requirement for meeting basic survival needs, sport as military training, athletic competition as an end in itself, emergence of health and physical education as part of the school curriculum, recognition of physical activity and/or sport as an essential foundation for personal lifelong fitness, recognition of physical literacy as an essential foundation for living a healthy active life), and the contributions of individuals, including prominent Canadians

1.1 A Sound Mind in a Healthy Body 4

1.4 Physical Literacy—The Role of Schools and Communities 18

Special Feature: Long-Term Athlete Development (LTAD) 22

1.5 The Study of Kinesiology and Its Benefits 24

Prominent Canadians: Clara Hughes: “Let’s talk about mental health” 30

2.1 The Early History of Physical Activity and Sport 36

Special Feature: Aboriginal Peoples in the Americas 41

2.2 The Revival of the Olympic Games 42

Special Feature: The Paralympics and the Special Olympics 46

2.3 The Rise of Professional Sport and Athletic Competition 48

Special Feature: Terry Fox: A Canadian Hero 53

2.4 Women’s Gains in Physical Activity and Sport 54

Special Feature: Overcoming Racial Barriers in Sport 58

2.5 Government Initiatives to Promote Active, Healthy Living 60

Prominent Canadians: The Edmonton Grads 64

3.1 Professionals Versus Amateurs 68

3.2 Sport for Profit 70

Careers in Focus: Brenda Irving, CBC Sports Broadcaster 88

4.1 Gender-Based Inequities in Sport 92

4.5 Championing the Concept of “Fair Play” 108

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Special Feature: The International Committee for Fair Play (ICFP) 112

Prominent Canadians: Dr. Robert Jackson, Orthopedic Surgeon 160

Special Feature: Why Are East African Distance Runners So Dominant? 222

Prominent Canadians: Angela James, Hockey Superstar and Role Model 266

9.5 The Long-Term Athlete Development Model—Sport and Physical Activity for Life

288

Prominent Canadians: The 2012 Olympic Women’s Soccer Team 316

Prominent Canadians: Rick Hansen—“Man in Motion” 354

Prominent Canadians: Dr. David Lau, Endocrinologist 400

A1.2 Analyse selected social issues of current significance relating to physical activity and sport (e.g., more sedentary lifestyles, rising obesity rates, increased health care costs, violence in sport, cheating in sport, cost as a barrier to participation in physical activity and sports programs, early specialization versus participation in multiple sports for children and youth, inclusive versus specialized sports programs for persons with special needs)

1.1 A Sound Mind in a Healthy Body 4

Special Feature: Physical Inactivity, Worldwide 6

1.2 The Soaring Health-Care Costs of Inactivity 8

Special Feature: Overweight and Obese Populations, Worldwide 10

1.3 Overcoming Barriers to Physical Activity 12

Special Feature: “Lifestyle Diseases”—A Time for Change 16


Prominent Canadians: Clara Hughes: “Let’s talk about mental health” 30



Special Feature: Gender Identity and Sexual Orientation 96

4.2 The Ethics of Sponsorship and Advertising 98

4.3 Violence and Aggression in Sport 100

Special Feature: Spinal Cord Injuries and Concussions 102

4.4 Cheating in Sport 104

Special Feature: Do Athletes Who Cheat Deserve a Second Chance? 106

4.5 Championing the Concept of “Fair Play” 108

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Teacher’s Manual

Special Feature: The International Committee for Fair Play (ICFP) 112

Special Feature: Coronary Circulation and Coronary Disease 240

Special Feature: The Social Costs of Unhealthy Behaviours 389

Prominent Canadians: Dr. David Lau, Endocrinologist 400

Special Feature: The World Anti-Doping Agency (WADA) 450

A1.3 Describe the scope of physical activity and sport in today’s economy (e.g., economic activity related to professional or recreational sports, tourism, sporting goods and outdoor activity equipment, media, instructional services, facilities), and identify a wide range of career opportunities in related fields (e.g., fitness instructor, health and physical education teacher, health promotion specialist, kinesiologist, physiotherapist, athletic therapist, sports professional, outdoor recreation instructor, wilderness guide, event organizer, dancer, choreographer, sports marketing specialist, fitness trainer, community recreation programmer or leader, holistic health practitioner)




Special Feature: Sport Spin-Offs 75

3.3 Owner, Athlete, Agent, and Fans 76

Special Feature: Playing Sport for Money 78

3.4 The Influence of Media on Sport 80

Careers in Focus: Sarah Newman, Athletic Therapist 206

Careers in Focus: Trent Stellingwerff, Sports Physiologist 228

Careers in Focus: Geena Lee, YMCA Youth Leadership Advisor 292

11.4 Applying Knowledge of Biomechanics 332

Special Feature: Forensic Biomechanics 370

Careers in Focus: Daryl Devonish, Trainer and Wellness Coach 430

A1.4 Analyse the impacts on individuals and society of business involvement in physical activity and sport (e.g., sponsorship of amateur teams and events, professionalization of sport, increased/decreased participation, changes in availability of facilities, dependence on advertising and sponsorship money, influence of endorsements by professional athletes, need for consumer awareness)



3.3 Owner, Athlete, Agent, and Fans 76

Special Feature: Playing Sport for Money 78

3.4 The Influence of Media on Sport 80

3.5 Consumer Awareness Related to Physical Activity and Sport 84

4.2 The Ethics of Sponsorship and Advertising 98

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OVERALL EXPECTATION: Participation—Influences and Benefits Page

A2 Demonstrate an understanding of the individual and social benefits of participation in physical activity and sport and the factors that enable and constrain participation.

Chapter 1: Introducing Kinesiology: Physical Activity and Sport Today 2

Chapter 2: The History of Physical Activity and Sport 34

Chapter 3: Business, Physical Activity, and Sport 66

Chapter 4: Ethical Issues, Physical Activity, and Sport 90


A2.1 Describe factors that influence participation in physical activity and sport (e.g., built environment, demographics, technology, social trends, social and cultural norms, role models, environmental conditions, personal perceptions of physical activity, motivation and perceptions of one’s own capabilities, physical and health literacy)

Special Feature: Physical Inactivity, Worldwide 6

1.2 The Soaring Health-Care Costs of Inactivity 8

1.3 Overcoming Barriers to Physical Activity 12


Special Feature: Innovative Equipment Designs and the Paralympics 334

Prominent Canadians: Rick Hansen—“Man in Motion” 354

A2.2 Analyse the role of social and cultural factors (e.g., sex, racial and ethnic background, socioeconomic status, age distribution, range of abilities within the population) in determining access to physical activity and sports programs


Special Feature: Terry Fox: A Canadian Hero 53

2.4 Women’s Gains in Physical Activity and Sport 54

Special Feature: Overcoming Racial Barriers in Sport 58


Prominent Canadians: The Edmonton Grads 64

Careers in Focus: Brenda Irving, CBC Sports Broadcaster 88

4.1 Gender-Based Inequities in Sport 92

Prominent Canadians: Dr. Robert Jackson, Orthopedic Surgeon 160


Prominent Canadians: Angela James, Hockey Superstar and Role Model 266


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Teacher’s Manual

A2.3 Describe the benefits of school and community physical activity and sports programs for themselves and for society (e.g., increased opportunity for participation; increased fitness and better overall health; decreased stress, higher self-esteem, better mood, and generally improved mental health and well-being; better cognitive functioning; better school spirit; increased community cohesion; lower crime rates; lower health care costs; better workplace performance; decreased absenteeism)

1.1 A Sound Mind in A Healthy Body 4

1.4 Physical Literacy—The Role of Schools and Communities 18

Special Feature: Factors Affecting Physical Growth and Development 280

9.3 Cognitive Development 282

9.4 Stages of Social and Emotional Development 286


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OVERALL EXPECTATION: Anatomy and Physiology Page

B1 Describe the structure and function of major body systems involved in human movement, and demonstrate an understanding of related anatomical and physiological concepts and theories

Chapter 5: The Skeletal and Articular Systems 116

Chapter 6: The Muscular System 162

Chapter 7: Energy Systems and Physical Activity 208

Chapter 8: The Cardiovascular and Respiratory Systems 230


B1.1 Use correct anatomical terminology to describe human movement (e.g., anatomical position, body planes and axes, basic movement terms such as flexion and extension, terms pertaining to body position such as anterior and superior)

5.1 Using Anatomical Terminology 118

Special Feature: Describing Movement at Joints 122

B1.2 Identify the major muscles and bones of the musculoskeletal system (e.g., according to their location, origin and insertion, structure, function), and describe the ways in which they interact to create movement (e.g., flexion, extension, adduction, abduction)

5.2 The Human Skeleton 124

5.3 The Structure of the Skeleton 126

5.4 Bone Injuries and Bone Disease 128

Special Feature: Gray’s Anatomy, 1858 144

6.1 The Musculoskeletal System 164

6.2 The Anatomy of Skeletal Muscle 170

Special Feature: The Nervous System and the Control of Movement 175

6.3 Muscle and Tendon Injuries 176

B1.3 Demonstrate an understanding of the articular system (e.g., function, components, types of joints and their advantages and disadvantages, joint mechanics), and explain the role of different kinds of joints in facilitating movement (e.g., the elbow as a hinge joint allows for flexion and extension as seen in a biceps curl or a chest pass in basketball; the shoulder as a ball-and-socket joint allows for various movements such as abduction and adduction as seen in a butterfly stroke, flexion and extension as seen in bowling a bocce ball, and medial and lateral rotation as seen in a forearm tennis stroke)

5.5 The Different Types of Human Joints 146

5.6 Types of Synovial Joints 148

5.7 Characteristics of Synovial Joints 150

5.8 Joint-Related Injuries 152

Special Feature: Shoulder Joint 254

Special Feature: Knee Joint 256

Special Feature: Ankle Joint 258

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Teacher’s Manual

B1.4 Explain the chemical and physical processes involved in muscle contraction, as described by the excitation-contraction coupling theory and the sliding filament theory (e.g., the role of neurotransmitters and calcium ions in stimulating contraction, of adenosine triphosphate [ATP] in providing energy for contraction, and of myosin and actin in producing contraction), and describe how skeletal muscles work to create movement (e.g., the role of agonistic and antagonistic muscle pairs and concentric and eccentric contractions in controlling movement; the role of differences in muscle fibre types and recruitment sequence in controlling contraction strength)

6.1 The Musculoskeletal System 164

6.2 The Anatomy of Skeletal Muscle 170

6.4 The Sliding Filament Theory of Muscle Contraction 178

Special Feature: Excitation-Contraction Coupling 180

6.5 Reflexes, Proprioception, and Movement 182

Special Feature: The Stretch Reflex 187

B1.5 Describe the three energy systems (ATP-PC [adenosine triphosphate phosphocreatine], anaerobic, and aerobic), and explain their contribution to muscle contraction and energy production during physical activity of different intensity and/or duration (e.g., the ATP-PC system is used for high intensity activities of very short duration [up to approximately ten seconds] that require short bursts of energy; the anaerobic system is used for moderate to high intensity activities of moderate duration [up to thirty to fifty seconds]; and the aerobic system is used for lower intensity activities of longer duration [more than two minutes])

7.2 ATP—The Common Energy Molecule 212

7.3 Pathway 1: ATP-PC (Anaerobic Alactic) 214

7.4 Pathway 2: Glycolysis (Anaerobic Lactic) 216

7.5 Pathway 3: Cellular Respiration (Aerobic) 218

7.7 Muscle Fibre Types and Energy Systems 224

7.8 Muscle Fibre Types and Athletic Performance 226

B1.6 Explain how the cardiorespiratory system contributes to the functioning of working muscles (e.g., blood transports oxygen and energy-providing nutrients, like glucose, to working muscles and removes waste products, heat, and carbon dioxide from them; enhanced ability of cardiorespiratory system to transport oxygen helps to raise the anaerobic threshold and increases aerobic capacity, thus increasing muscular endurance)

8.1 The Heart 232

8.2 The Vascular System and Blood Flow 236

Special Feature: Coronary Circulation and Coronary Disease 240

8.3 Cardiovascular Dynamics 242

8.4 The Respiratory System 248

Special Feature: The Mechanisms of Breathing 250

8.6 Respiratory Dynamics 256

8.7 The Integration of Cardiovascular and Respiratory Functions 260

8.8 The Rest-to-Exercise Transition 262

8.5 Gas Exchange and O2 and CO2 Transport 252

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B1.7 Describe the acute and chronic effects of physical activity on the human body (e.g., acute: increased endorphin levels, increased heart rate and breathing frequency, increased stroke volume and cardiac output; chronic: muscular hypertrophy, increased cardiorespiratory endurance, increased muscle strength)

8.3 Cardiovascular Dynamics 242

Special Feature: The Cardiovascular Effects of Training 246

Special Feature: The Mechanisms of Breathing 250

8.6 Respiratory Dynamics 256

8.7 The Integration of Cardiovascular and Respiratory Functions 260

8.8 The Rest-to-Exercise Transition 262

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Teacher’s Manual

OVERALL EXPECTATION: Human Performance Page

B2 Demonstrate an understanding of and assess factors that affect performance during human movement.

Chapter 14: Nutrition for Human Performance 374

Chapter 15: Training and Human Performance 402

Chapter 16: Ergogenic Substances and Techniques 432


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 (e.g., identifying and applying the training methods and principles that are best suited to achieving specific fitness, health, or physical activity goals; avoiding overtraining and ensuring proper recovery to prevent injury)

15.1 The F.I.T.T. Principle 404

Special Feature: Training Principles that Complement F.I.T.T. 408

15.2 Training Methods 410

Special Feature: Yoga and Pilates: Improving the Core 416

Special Feature: Factors Affecting Long-Term Athlete Development 422

15.4 Developing an Individualized Training Program 424

15.5 Fitness Appraisals and Training Programs 426

Special Feature: The CSEP-PATH to Personalized Training 428

B2.2 Describe intrinsic and extrinsic factors that can affect performance during physical activity (e.g., intrinsic: motivation, experience, self-efficacy, imagery/visualization, fatigue, goal-setting; extrinsic: environmental conditions such as altitude and weather)

10.3 The Psychological Component of Skill Acquisition 302

10.4 Psychological Skills Training 304

10.5 LTAD Stages and Mental Fitness Development 308

Special Feature: Constraints Affecting Skill Development 310

10.6 The Role of the Coach 312

Prominent Canadians: The 2012 Olympic Women’s Soccer Team 316

15.3 Environmental Factors and Training 418

Special Feature: Factors Affecting Long-Term Athlete Development 422

15.4 Developing an Individualized Training Program 424

15.5 Fitness Appraisals and Training Programs 426

Special Feature: The CSEP-PATH to Personalized Training 428

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B2.3 Describe the role of nutrition in supporting physical activity (e.g., healthy nutrition maintains the nutrient balance needed to meet daily activity requirements; macronutrients provide energy and build muscle; micronutrients and hydration help the body function effectively), and assess the nutritional needs of individuals or specific groups within the population in relation to their activity levels

7.1 Three Key Energy Nutrients 210

7.6 Fats and Protein as Energy Sources 220

14.1 Macronutrients 376

14.2 Micronutrients 380

Special Feature: Canada’s Food Guide and Regulated Food Labelling 383

14.3 Energy Balance and Body Weight 384

14.4 Estimating Daily Caloric Need Based on RMR 386

14.5 Effect of Exercise on Fat Loss and Muscle Gain 390

Special Feature: The Female Athlete Triad 392

14.6 Nutrition for Optimal Performance 394

14.7 Hydration and Fluid Intake 396

B2.4 Assess the effects of various ergogenic (performance-enhancing) methods, substances, and equipment on human performance (e.g., nutritional aids, such as caffeine or herbal supplements; pharmacological aids, such as anabolic steroids or pain-masking drugs; physiological aids, such as blood doping; psychological aids, such as relaxation or meditation; mechanical aids, such as performance-enhancing equipment)

10.3 The Psychological Component of Skill Acquisition 302

10.4 Psychological Skills Training 304

10.5 LTAD Stages and Mental Fitness Development 308

Special Feature: Constraints Affecting Skill Development 310


16.1 Nutritional Aids and Human Performance 434

Special Feature: Sport Foods and Energy Drinks 438

16.2 Pharmacological and Physiological Aids 440

16.3 Technological Innovation and Ergogenic Aids 444

Special Feature: The World Anti-Doping Agency (WADA) 450

© Copyright. Thom



Teacher’s Manual

OVERALL EXPECTATION: The Mechanics of Movement Page

C1 Demonstrate an understanding of the phases of movement and of physical laws and biomechanical principles related to improving movement

Chapter 11: Biomechanical Theory and Concepts 318

Chapter 12: The Seven Principles of Biomechanics 336

Chapter 13: Analyzing the Efficiency of Human Movement 356


C1.1 Explain basic laws and concepts of physics that relate to human movement (e.g., the concept of force and its relationship to motion, Newton’s three laws of motion, types of motion, levers and the law of levers)

11.1 The Study of Biomechanics 320

11.2 Newton’s Three Laws of Motion 322

Special Feature: Levers in the Human Body 326

11.3 The Laws of Physics and Types of Motion 328

Special Feature: What Makes Usain Bolt Run So Fast? 344

C1.2 Describe the biomechanical principles that govern stability and human movement (e.g., stability, maximization of force, linear motion, angular motion), and explain how they can be applied to improve a movement or skill

12.1 Static and Dynamic Systems 338

12.2 Stability (Principle 1) 340

12.3 Maximum Effort (Principles 2 and 3) 342


12.4 Linear Motion (Principles 4 and 5) 346

12.5 Angular Motion (Principles 6 and 7) 350

C1.3 Use appropriate laws of physics and/or biomechanical principles (e.g., Newton’s third law of motion, principles of maximization of force and angular motion) to analyse and improve the effectiveness or quality of a movement pattern used in a physical activity (e.g., sprint start in track or swimming, overhead pass in volleyball, pirouette in a dance sequence)

11.4 Applying Knowledge of Biomechanics 332


13.1 Analyzing Functional Movement 358

13.2 Qualitative Analysis of Human Movement 360

13.3 Quantitative Analysis of Human Movement 362

Special Feature: Own the Podium—Quantitative Analysis Pays Off 364

13.4 Analyzing Human Movement: Four Examples 366

C1.4 Apply their knowledge of the phases of movement to analyse movement patterns and enhance skill development in a variety of physical activities

10.2 Skills Development and Analysis 298

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OVERALL EXPECTATION: Growth and Motor Development Page

C2 Demonstrate an understanding of human growth and motor development, and apply it to the design of age-appropriate movement activities and to the enhancement of movement skills.

Chapter 9: Human Growth and Development 270

Chapter 10: Motor Learning and Skill Acquisition 294


C2.1 Identify the stages of human growth and development from infancy to adulthood, and describe the factors (e.g., heredity, nutrition, physical activity, physical and social environment) that affect physical growth and motor development

9.1 Change, Growth, and Development 272

9.2 The Stages of Human Development 276

Special Feature: Factors Affecting Physical Growth and Development 280

9.3 Cognitive Development 282

9.4 Stages of Social and Emotional Development 286

9.5 The Long-Term Athlete Development Model—Sport and Physical Activity for Life

288


C2.2 Demonstrate the ability to design a movement-based activity appropriate to a particular age and stage of development

9.6 Designing Movement-Based Activities for Different Ages, Stages, and Ability Levels

290

C2.3 Describe the stages of psychomotor learning (i.e., cognitive, associative, autonomous) and the role of feedback and transferability (e.g., similarity of the ready position in basketball to that in cricket and field hockey) in facilitating skill acquisition

10.1 Basic Principles of Motor Learning and Skill Acquisition 296

10.2 Skills Development and Analysis 298

Special Feature: Fundamental Movement Skills and Skill Transferability 300

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