Grade 12, Introductory Kinesiology, University Preparation
| Course Title | Grade 12, Introductory Kinesiology, University Preparation |
| Course Code | PSK4U |
| Grade | 12 |
| Course Type | University Preparation |
| Credit Value | 1.0 |
| Prerequisite | Any Grade 11 university or university/college preparation course in science, or any Grade 11 or 12 course in health and physical education. |
| Co requisite | None |
| Department | Science |
| Name of the Department Head | Colleen McMillan (B.Sc.,B.Ed.,OCT) |
| Course Developer or Teacher | Colleen McMillan (B.Sc.,B.Ed.,OCT) |
| Curriculum Policy Document | Health and Physical Education, The Ontario Curriculum, Grades 11 & 12, 2015 (Revised)
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| Course development date | March 2026 |
| Most recent revision date | July 2026 |
| Course reviser | Colleen McMillan (B.Sc.,B.Ed.,OCT) |
This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sport, and the physiological, psychological, and social factors that influence an individual’s participation in physical activity and sport. The course prepares students for university programs in physical education and health, kinesiology, health sciences, health studies, recreation, and sports administration.
By the end of this course, students will:
| 1. Physical Activity and Sport in Society | |
| 1.1 | Social Change and Current Issues: 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. |
| 1.2 | Participation – Influences and Benefits: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields. Demonstrate an understanding of the individual and social benefits of participation in physical activity and sport and the factors that enable and constrain participation. |
| 2. The Basis of Movement | |
| 2.1 | Anatomy and Physiology: 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. |
| 2.2 | Human Performance: investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems. |
| 3. Biomechanics and Motor Development | |
| 3.1 | The Mechanics of Movement: demonstrate an understanding of the phases of movement and of physical laws and biomechanical principles related to improving movement. |
| 3.2 | Growth and Motor Development: 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. |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. Society, Physical Activity and Sport | |||
In this unit, students will explore the evolving role of physical activity and sport in society, examining key historical events, changing societal values, and the contributions of notable individuals, including Canadians. They will analyze current social issues related to physical activity, such as inclusivity, health challenges, and access barriers, while considering the broader economic scope of sport and the diverse career opportunities it offers. The unit also investigates how business involvement and social and cultural factors influence participation and access. Students will reflect on the benefits of physical activity and community programs for individual well-being and societal development, including improved health, social cohesion, and economic outcomes. | 20 hours | (10 hrs online / 10 hrs offline) | A1.1, A1.2, A2.1, A2.2, A2.3 |
| 2. Anatomy and Physiology | |||
In this unit, students will gain a foundational understanding of human movement through the study of anatomical terminology, the musculoskeletal and articular systems, and the physiology of muscle function. They will learn to identify major bones and muscles, describe joint types and mechanics, and explain how the body produces and controls movement through muscle contractions and interactions. The unit also explores the body’s energy systems and their roles in supporting different intensities and durations of physical activity. Additionally, students will examine how the cardiorespiratory system supports working muscles and analyze both the immediate (acute) and long-term (chronic) effects of physical activity on the body.
| 20 hours | (10 hrs online / 10 hrs offline) | B1.1, B1.2 |
| 3. Anatomy and Physiology | |||
In this unit, students will gain a foundational understanding of human movement through the study of anatomical terminology, the musculoskeletal and articular systems, and the physiology of muscle function. They will learn to identify major bones and muscles, describe joint types and mechanics, and explain how the body produces and controls movement through muscle contractions and interactions. The unit also explores the body’s energy systems and their roles in supporting different intensities and durations of physical activity. Additionally, students will examine how the cardiorespiratory system supports working muscles and analyze both the immediate (acute) and long-term (chronic) effects of physical activity on the body.
| 18 hours | (9 hrs online / 9 hrs offline) | B1.3 |
| 4. Human Performance and Biomechanics | |||
In this unit, students will explore the physics and biomechanics behind human movement, including key concepts such as force, motion, stability, and levers. They will apply these principles to analyze and improve physical skills and techniques across a range of activities. Students will also study the phases of movement and psychomotor learning, gaining insight into how motor skills are developed and refined. Additionally, the unit will cover stages of human growth and development, emphasizing the influence of factors such as heredity, environment, and physical activity. This knowledge will be used to design age-appropriate movement activities and enhance skill development through effective feedback and transfer of learning. | 25 hours | (13 hrs online / 12 hrs offline) | C1.1, C1.2, C2.1, C2.2, C2.3 |
| 5. Nutrition, Training, and Ergogenic Aids | |||
Students will examine the principles of training and how various methods can be used to improve fitness and athletic performance. They will explore how factors such as motivation, fatigue, environment, and experience impact physical activity, and learn to design training programs that align with individual goals while promoting safety and recovery. The unit also emphasizes the critical role of nutrition in supporting physical activity, with attention to macronutrients, micronutrients, and hydration. Students will assess nutritional needs for different populations and activity levels and evaluate the effectiveness and ethical considerations of ergogenic aids, including supplements, drugs, equipment, and psychological strategies.
| 24 hours | (12 hrs online / 12 hrs offline) | B2.1, B2.2, B2.3 |
| 6. Final Exam | |||
| 3 hours | (3 hrs online) | — | |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Studying lesson presentations | Reading materials of the course |
| Communicating with the instructor | Researching topics on the internet |
| Contributing to forums | Completing assignments |
| Watching instructional videos | Completing practice activities |
| Watching additional resource videos | Reviewing for tests and exams |
| Practicing through online quizzes | |
| Reviewing peer submissions | |
| Completing online timed exam |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback, including descriptive feedback on students’ practice activities
- Self-assessment
- Peer assessment
- Student/Teacher Communication on a regular basis to:
- ask questions
- clarify understanding
Evidence of student achievement (assessment of learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 30%
- Thinking Inquiry – 25%
- Application – 25%
- Communication – 20%
A final grade will be determined as follows:
- Term Work – 65%
- Exam – 25%
- Attendance and Participation – 10%
| Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
Online simulations and Interactives Learning goals will be discussed at the beginning of each assignment and success criteria will be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics. The over-riding aim of this course is to help students use the language of human physiology and apply biomechanics skillfully, confidently and flexibly. A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests, and ability levels. The following processes are used throughout the course as strategies for teaching and learning the concepts presented. |
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| Personal Skills | Self-awareness and Self-monitoring Skills
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| Interpersonal Skills | Communication Skills (verbal/non-verbal)
Relationship and Social Skills
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| Critical and Creative Thinking | Planning
Processing
Drawing Conclusions/ Presenting Results
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Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
Scientific calculator, common items for at home labs.
- Activities and lesson presentations
- On-Line resources
- Links to simulations and interactives
- Links to extra support material