The physical education program emphasizes active living, with a focus on physical activity that is valued and integrated into daily life.

Active living through physical education:

• creates a desire to participate
• focuses on lifetime activities promoting health-related fitness for life
• is about physical activity; and the nature, form, frequency and intensity of the activity are relative to each person’s ability, needs aspirations and environment
• places physical activity within a broader perspective of total fitness and well-being that encompasses the entire experience of movement—physical, mental, emotional and social dimensions
• is enhanced through opportunities to participate in such activities as intramural and interschool athletics and community-based sport and recreation activities
• is centred around learner needs; inclusive, individual and varied
• is supported when opportunities for making choices are provided
• is supportive of the relevance of physical activity within the community.

Strong evidence exists that physical activity contributes to the overall well-being of individuals. People of all ages can substantially improve their health and quality of life by including a moderate amount of physical activity into their daily routines. Participation in physical activity contributes to physical, mental and social well-being providing benefits to the individual and the community. Below are some reasons why students need physical education on a regular basis.

• Health
• Participation in physical activity can improve fitness—muscular strength, flexibility, muscular endurance, body composition and cardiovascular endurance—and reduce the risk factors related to heart disease, including obesity and high blood pressure. Regular physical activity increases bone density to create a stronger skeleton. It can be an outlet for releasing tensions and anxieties in the promotion of mental health.
• Active Lifestyle
• Physical activity, over time, is beneficial to personal well-being. Physical education promotes personal responsibility for health and fitness and for students to develop a desire to participate for life.
• Skill Development
• Physical education develops physical skills that allow for enjoyable and successful participation in movement activities. Students perceived competence is a key determinant for future involvement in physical activity.
• Positive Interactions
• Interaction with others is an important aspect of most physical activities. Physical education provides a natural learning environment in which to develop cooperation and fair play skills. For example, students have opportunities to assume leadership, develop teamwork skills, officiate and take responsibility for their actions while playing.
• Self-confidence and Self-esteem
• Physical activity can instill a strong sense of self-worth in students. They can become more confident, assertive and independent.
• Goal Setting
• Physical education provides opportunities for students to practise goal setting as they participate.
• Economic
• Physical activity can improve health, which reduces the cost of health care for individuals and the community.
• Academic Achievement
• Time allocation for physical education programs does not limit academic achievement; in fact, it can contribute to increased achievement levels; i.e., active bodies/active minds.

Students will meet the aim of the physical education program, to lead an active, healthy lifestyle, if they have developed a desire to participate regularly in physical activity. The aim can only be achieved by addressing the prescribed outcomes within an environment wherein students are emotionally and physically safe, the climate is positive, and a variety of developmentally appropriate skill-building experiences are provided.

Curriculum experiences provide students with opportunities to develop the habit of being active daily, the skills to enjoy successful participation, and to realize the benefits resulting from activity. This is the focus of an “active living” approach.

There are many factors to be considered in providing a context wherein students can achieve. Planning will help to determine ways in which to provide a program that addresses the outcomes and meets the diverse needs of learners. Some of the factors to consider when planning include:

• activity that is relevant, meaningful and enjoyable
• student equity and diversity
• alignment of learning outcomes, instructional and assessment practices
• practices that apply the principles of learning
• experiences from all movement dimensions
• opportunities to practise and demonstrate growth and achievement
• elements of risk and challenge provided in a safe environment
• consideration of, and for, past related experiences
• time allocation
• teacher willingness and expertise
• diversity of instructional strategies
• focus on outcomes rather than dimensions
• facilities and equipment resources
• use of community resources
• use of technology
• assessment, evaluation and communication of student learning
• transference to lifelong participation in physical activity.

To meet the aim of the program it is recommended that a variety of movement experiences be provided in all the dimensions. In the following specified circumstances; however, exemptions may be warranted from one or more dimensions and/or a physical education course.

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A7-1 demonstrate ways to improve and refine the functional and expressive quality of locomotor skills to improve personal performance
• A7-2 demonstrate locomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A7-3 demonstrate ways to improve and refine the functional and expressive quality of nonlocomotor skills to improve personal performance
• A7-4 demonstrate nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A7-5 demonstrate ways to receive, retain and send an object with varying speeds and accuracy in skills specific to an activity
• A7-6 demonstrate manipulative skills by using elements of space awareness, effort and relationships, with and without objects, to improve performance

Application of Basic Skills in an Alternative Environment

Students will:

• A7-7 demonstrate activity-specific skills in a variety of environments and using various equipment; e.g., orienteering

Application of Basic Skills in Dance

Students will:

• A7-8 refine and present a variety of dance sequences; e.g., folk, square, social and novelty, alone and with others
• A7-9 choreograph and perform dance sequences, using the elements of movement and basic dance steps and patterns

Application of Basic Skills in Games

Students will:

• A7-10 demonstrate activity-specific basic skills in a variety of games
• A7-11 demonstrate more challenging strategies and tactics that coordinate effort with others; e.g., team/fair play, in order to achieve a common goal activity

Application of Basic Skills in Types of Gymnastics

Students will:

• A7-12 demonstrate ways to improve and refine the functional and expressive qualities of movements that combine basic skills in a variety of gymnastic experiences individually, with a partner, or in a group; e.g., educational, rhythmic and artistic

Application of Basic Skills in Individual Activities

Students will:

• A7-13 demonstrate activity-specific skills in a variety of individual pursuits; e.g., power walk

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B7-1 analyze personal nutritional habits and how they relate to performance in physical activity
• B7-2 demonstrate and evaluate ways to achieve a personal functional level of physical fitness
• B7-3 explain the components of fitness; e.g., strength, endurance, flexibility, cardio-respiratory activity; analyze individual abilities and formulate an individual plan for growth

Body Image

Students will:

• B7-4 identify different body types and how all types can contribute to, or participate positively in, physical activity
• B7-5 discuss performance-enhancing substances as a part of the negative effect on physical activity

Well-being

Students will:

• B7-6 identify and explain the effects of exercise on the body systems before, during and after exercise
• B7-7 interpret personal fitness changes as a result of physical activity
• B7-8 understand the connection between physical activity, stress management and relaxation

Students will interact positively with others.

Communication

Students will:

• C7-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C7-2 identify positive active living role models

Fair Play

Students will:

• C7-3 demonstrate etiquette and fair play

Leadership

Students will:

• C7-4 identify and then take responsibility for various roles while participating in physical activity; and, identify the leadership and followership skills used while participating in physical education

Teamwork

Students will:

• C7-5 select and apply practices that contribute to teamwork
• C7-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D7-1 participate regularly in, and identify the benefits of, an active lifestyle
• D7-2 identify and demonstrate strategies that encourage participation and continued motivation

Safety

Students will:

• D7-3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities in all dimensions
• D7-4 explain the benefits of, and demonstrate safe, warm-up and cool-down activities
• D7-5 recommend safe movement experiences that promote an active, healthy lifestyle; e.g., protective equipment for in-line skating, ball hockey

Goal Setting/Personal Challenge

Students will:

• D7-6 record and analyze personal goals based on interests and abilities
• D7-7 evaluate different ways to achieve an activity goal, and determine a personal approach that is challenging

Active Living in the Community

Students will:

• D7-8 identify local community programs that promote physically active lifestyles
• D7-9 identify factors that affect choices of daily physical activity for life, and create personal strategies to overcome barriers

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A8-1 select, combine and perform specific locomotor skills in a variety of activities to improve personal performance
• A8-2 select, combine and perform locomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A8-3 select, combine and perform specific nonlocomotor skills in a variety of activities to improve personal performance
• A8-4 select, combine and perform nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A8-5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy and distance in skills specific to an activity
• A8-6 select, combine and perform manipulative skills by using elements of space awareness, effort and relationships, with and without objects, to improve performance

Application of Basic Skills in an Alternative Environment

Students will:

• A8-7 apply activity-specific skills in a variety of environments and using various equipment; e.g., cross-country skiing, skating

Application of Basic Skills in Dance

Students will:

• A8-8 select, refine and present a variety of dance sequences; e.g., jazz, square, social and novelty, alone and with others
• A8-9 choreograph and perform dance sequences, using the elements of movement and basic dance steps and patterns

Application of Basic Skills in Games

Students will:

• A8-10 select, combine and perform activity-specific basic skills in a variety of games
• A8-11 be able to identify and evaluate specific strategies and tactics that coordinate effort with others; e.g., team/fair play, in order to achieve a common activity goal

Application of Basic Skills in Types of Gymnastics

Students will:

• A8-12 select and perform ways to improve the functional and expressive qualities of movements, that combine basic skills in a variety of gymnastic experiences individually, with a partner, or in a group; e.g., educational, rhythmic and artistic

Application of Basic Skills in Individual Activities

Students will:

• A8-13 select, perform and refine activity-specific skills in a variety of individual pursuits; e.g. wrestling

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B8-1 monitor and analyze a personal nutrition plan that affects physical performance
• B8-2 demonstrate and monitor ways to achieve a personal functional level of physical fitness
• B8-3 explain fitness components and principles of training, and formulate individual plans for personal physical fitness

Body Image

Students will:

• B8-4 acknowledge the perceptions that occur as a result of media influence on body types in relation to physically active images
• B8-5 discuss performance-enhancing substances and how they can affect body type in relation to physical activity

Well-being

Students will:

• B8-6 analyze the personal effects of exercise on the body systems before, during and after exercise
• B8-7 monitor, analyze and assess fitness changes as a result of physical activity
• B8-8 describe and perform appropriate physical activities for personal stress management and relaxation

Students will interact positively with others.

Communication

Students will:

• C8-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C8-2 discuss positive active living role models

Fair Play

Students will:

• C8-3 demonstrate etiquette and fair play

Leadership

Students will:

• C8-4 describe, apply and practise leadership and followership skills related to physical activity

Teamwork

Students will:

• C8-5 recommend practices that contribute to teamwork
• C8-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D8-1 participate regularly in, and identify and describe the benefits of, an active lifestyle
• D8-2 develop a personal plan that encourages participation and continued motivation

Safety

Students will:

• D8-3 select and apply rules, routines and procedures for safety in a variety of activities
• D8-4 design and perform warm-up and cool-down activities
• D8-5 appraise or judge movement experiences for safety that promote an active, healthy lifestyle; e.g., safe use of equipment

Goal Setting/Personal Challenge

Students will:

• D8-6 monitor, revise and refine personal goals based on interests and abilities
• D8-7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group

Active Living in the Community

Students will:

• D8-8 analyze community programs that promote a physically active lifestyle
• D8-9 analyze factors that affect choices of physical activity for life, and create personal strategies to overcome barriers

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A9-1 apply and refine locomotor skills and concepts to a variety of activities with increased control to improve personal performance
• A9-2 apply and refine locomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A9-3 apply and refine nonlocomotor skills and concepts to a variety of activities with increased control to improve personal performance
• A9-4 apply and refine nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A9-5 apply and refine ways to receive, retain and send an object with increased speed, accuracy and distance in skills specific to an activity
• A9-6 apply and refine manipulative skills by using elements of space awareness, effort and relationships, with and without objects, to improve performance

Application of Basic Skills in an Alternative Environment

Students will:

• A9-7 apply and refine activity-specific skills in a variety of environments; e.g., hiking, wall climbing

Application of Basic Skills in Dance

Students will:

• A9-8 create, refine and present a variety of dance sequences; e.g., jazz, square, social and novelty, alone and with others
• A9-9 choreograph and perform dance sequences, using the elements of movement and basic dance steps and patterns

Application of Basic Skills in Games

Students will:

• A9-10 apply and refine activity-specific basic skills in a variety of games
• A9-11 create and plan activities that emphasize specific strategies and tactics that coordinate effort with others; e.g., team/fair play, in order to achieve a common activity goal

Application of Basic Skills in Types of Gymnastics

Students will:

• A9-12 apply and refine ways to improve the functional and expressive qualities of movements, that combine basic skills in a variety of gymnastic experiences individually, with a partner, or in a group; e.g., educational, rhythmic and artistic

Application of Basic Skills in Individual Activities

Students will:

• A9-13 apply and refine activity-specific skills in a variety of individual pursuits; e.g., fitness activities

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B9-1 design, monitor and personally analyze nutrition programs that will affect physical performance
• B9-2 demonstrate, monitor and analyze ways to achieve a personal functional level of physical fitness
• B9-3 design and implement a personal fitness and activity plan, using the principles of training: frequency, intensity, duration

Body Image

Students will:

• B9-4 acknowledge and analyze the media and peer influences on body image
• B9-5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

Well-being

Students will:

• B9-6 analyze and explain the effects that nutrition, fitness and physical activity have on body systems before, during and after exercise
• B9-7 monitor, analyze and assess fitness changes as a result of physical activity
• B9-8 select and perform appropriate physical activities for personal stress management and relaxation

Students will interact positively with others.

Communication

Students will:

• C9-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C9-2 identify and discuss the positive behaviours that are demonstrated by active living role models

Fair Play

Students will:

• C9-3 demonstrate etiquette and fair play

Leadership

Students will:

• C9-4 describe, apply, monitor and practise leadership and followership skills related to physical activity

Teamwork

Students will:

• C9-5 develop practices that contribute to teamwork
• C9-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D9-1 participate regularly in, and realize the benefits of, an active lifestyle
• D9-2 develop a personal plan that encourages participation and continued motivation

Safety

Students will:

• D9-3 select and apply rules, routines and procedures for safety in a variety of activities from all movement dimensions
• D9-4 analyze, design and perform warm-up and cool-down activities
• D9-5 design safe movement experiences that promote an active, healthy lifestyle; e.g., student-created games

Goal Setting/Personal Challenge

Students will:

• D9-6 determine and articulate challenging personal and team goals based on interests and abilities
• D9-7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group

Active Living in the Community

Students will:

• D9-8 evaluate community programs that promote physically active lifestyles and how they meet local needs
• D9-9 develop strategies to counteract influences that limit involvement in physical activity

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A10-1 apply and refine locomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A10-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A10-3 apply and refine nonlocomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A10-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A10-5 apply and refine manipulative skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A10-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A10-7 adapt and improve activity-specific skills in a variety of environments; e.g., camping, canoeing, survival skills

Application of Basic Skills in Dance

Students will:

• A10-8 apply the principles of dance to improve performance
• A10-9 choreograph and perform dances for self and others; e.g., jazz, social and novelty

Application of Basic Skills in Games

Students will:

• A10-10 adapt and improve activity-specific skills in a variety of games
• A10-11 select, plan and create games that incorporate simple and more challenging strategies and tactics

Application of Basic Skills in Types of Gymnastics

Students will:

• A10-12 apply the basic skills in combination with each other with personal proficiency in a variety of gymnastic experiences individually, with a partner, or in a group; e.g., educational, rhythmic and artistic

Application of Basic Skills in Individual Activities

Students will:

• A10-13 adapt and improve activity-specific skills in a variety of individual pursuits; e.g., resistance training, aerobics

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B10-1 design, analyze and modify nutrition programs that will positively affect performance in physical activity
• B10-2 demonstrate, monitor, analyze and reflect upon ways to achieve a personal functional level of physical fitness
• B10-3 plan, assess and maintain personal fitness, using the principles of training: frequency, intensity, duration

Body Image

Students will:

• B10-4 acknowledge and analyze the media and peer influences on body image
• B10-5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

Well-being

Students will:

• B10-6 clarify the positive benefits that occur as a result of participation in physical activity
• B10-7 understand the consequences and risks associated with an inactive lifestyle; e.g., the benefits of a healthy heart versus the need for emergency cardiac care (CPR) [Revised 2001]
• B10-8 select and perform appropriate physical activities for personal stress management and relaxation

Students will interact positively with others.

Communication

Students will:

• C10-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C10-2 discuss issues related to positive athletic/active living role models

Fair Play

Students will:

• C10-3 demonstrate etiquette and fair play

Leadership

Students will:

• C10-4 describe, apply, monitor and assess leadership and followership skills related to physical activity

Teamwork

Students will:

• C10-5 develop and apply practices that contribute to teamwork
• C10-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D10-1 demonstrate a commitment to an active lifestyle through participation in and out of class
• D10-2 develop a personal plan that is self-motivating and encourages ongoing participation

Safety

Students will:

• D10-3 select and apply rules, routines and procedures of safety in a variety of activities
• D10-4 analyze, design and assess warm-up and cool-down activities
• D10-5 define and understand first aid principles and survival skills, including cardiopulmonary resuscitation (CPR), as they relate to physical activity; e.g., aquatics; and, demonstrate responsibility for actions taken to address immediate and potential hazards that might affect self and others [Revised 2001]

Goal Setting/Personal Challenge

Students will:

• D10-6 analyze current physical activity lifestyles and establish personally challenging goals to maintain participation for life
• D10-7 N/A

Active Living in the Community

Students will:

• D10-8 investigate participation in community activity programs for all ages and the influences that affect participation
• D10-9 demonstrate decision-making skills that reflect choices for daily activity within the school and the community

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A20-1 analyze, evaluate and modify performance of locomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A20-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A20-3 analyze, evaluate and modify performance of nonlocomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A20-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A20-5 analyze, evaluate and modify performance of manipulative skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A20-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A20-7 develop and combine more challenging activity-specific skills in a variety of environments; e.g., snorkelling progressing to scuba diving

Application of Basic Skills in Dance

Students will:

• A20-8 develop and perform more complex dances
• A20-9 choreograph, perform and interpret dance for self and others; e.g., jazz, social and novelty

Application of Basic Skills in Games

Students will:

• A20-10 develop and refine activity-specific skills in a variety of games
• A20-11 apply the relationship among skills, rules and strategies in the creation and playing of games

Application of Basic Skills in Types of Gymnastics

Students will:

• A20-12 apply a combination of the basic skills in a variety of gymnastic and movement experiences individually, with a partner, or in a group

Application of Basic Skills in Individual Activities

Students will:

• A20-13 develop and combine more challenging activity-specific skills in a variety of individual pursuits; e.g., self-defense

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B20-1 compare and contrast different nutrition programs that will positively affect performance in physical activity; e.g., pre- and post-competition
• B20-2 add to the variety of ways for achieving a personal functional fitness level
• B20-3 plan, assess and maintain personal fitness, using the principles of training: progression, overload and specificity

Body Image

Students will:

• B20-4 interpret the impact of the media and peer influences on body image
• B20-5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

Well-being

Students will:

• B20-6 analyze the positive benefits gained from physical activity
• B20-7 understand the consequences and risks associated with an inactive lifestyle
• B20-8 design and implement a plan for personal stress management

Students will interact positively with others.

Communication

Students will:

• C20-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C20-2 demonstrate an understanding of behaviour appropriate to positive active living role modelling

Fair Play

Students will:

• C20-3 demonstrate etiquette and fair play

Leadership

Students will:

• C20-4 apply, monitor and assess leadership and followership skills related to physical activities, and demonstrate an understanding of leadership skills related to implementing physical activity events or programs in the school and/or community

Teamwork

Students will:

• C20-5 develop and apply practices that contribute to teamwork
• C20-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D20-1 model an active lifestyle
• D20-2 refine a personal plan that is self-motivating and encourages ongoing participation

Safety

Students will:

• D20-3 develop and apply safety standards and rules in a variety of activities
• D20-4 analyze, design and assess warm-up and cool-down activities
• D20-5 demonstrate first aid principles and survival skills as they relate to physical activity; e.g., camping; and, identify and analyze potential hazards that might affect self and others

Goal Setting/Personal Challenge

Students will:

• D20-6 determine short- and long-term activity goals and a timeline for their attainment that will continue to provide personal challenges
• D20-7 N/A

Active Living in the Community

Students will:

• D20-8 perform service, leadership and volunteer work related to physical activity, in the school and/or community
• D20-9 evaluate the issues that affect decision making in relation to being active daily

Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, sliding, propulsion through water

Students will:

• A30-1 analyze, evaluate and adapt performance of locomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A30-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A30-3 analyze, evaluate and adapt performance of nonlocomotor skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A30-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing, trapping: sending; e.g., throwing, kicking, striking

Students will:

• A30-5 analyze, evaluate and adapt performance of manipulative skills and concepts—effort, space and relationships—to perform and create a variety of activities to improve personal performance
• A30-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A30-7 recommend and relate a choice of activity-specific skills in an alternative environment to meet activity goal; e.g., river canoeing versus flat water canoeing

Application of Basic Skills in Dance

Students will:

• A30-8 develop, refine and perform more complex dances
• A30-9 choreograph, perform and critique dance for self and others; e.g., jazz, social and novelty

Application of Basic Skills in Games

Students will:

• A30-10 develop and further refine activity-specific skills in a variety of games
• A30-11 apply and analyze the relationship among skills, rules and strategies in the creation and playing of games

Application of Basic Skills in Types of Gymnastics

Students will:

• A30-12 refine and transfer the basic skills in a variety of gymnastic and movement experiences individually, with a partner, or in a group

Application of Basic Skills in Individual Activities

Students will:

• A30-13 recommend a choice of activity-specific skills in pursuing lifelong individual activities; e.g., cycling

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B30-1 design and justify nutrition plans that will positively affect performance for a variety of physical activities; e.g., triathlon training versus fitness maintenance
• B30-2 appraise different activities and their effects on a personal functional level of fitness
• B30-3 evaluate, monitor and adapt fitness plans for self and others, applying the principles of training

Body Image

Students will:

• B30-4 interpret and evaluate the impact of the media and peer influences on body image
• B30-5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

Well-being

Students will:

• B30-6 predict the positive benefits gained from physical activity
• B30-7 understand the consequences and risks associated with an inactive lifestyle
• B30-8 monitor and evaluate the plan for personal stress management

Students will interact positively with others.

Communication

Students will:

• C30-1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity
• C30-2 discuss issues related to active living

Fair Play

Students will:

• C30-3 demonstrate etiquette and fair play

Leadership

Students will:

• C30-4 apply, monitor and assess leadership and followership skills related to physical activities, and demonstrate an understanding of leadership skills related to implementing physical activity events or programs in the school and/or community

Teamwork

Students will:

• C30-5 develop and apply practices that contribute to teamwork
• C30-6 identify and demonstrate positive behaviours that show respect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D30-1 model an active lifestyle
• D30-2 recommend future changes and modifications to one’s personal plan to maintain a healthy, active lifestyle

Safety

Students will:

• D30-3 develop and apply safety standards and rules in a variety of activities
• D30-4 analyze, design and assess warm-up and cool-down activities
• D30-5 apply the use of first aid principles and survival skills as they relate to physical activity; e.g., athletic training; and, recommend actions that will minimize potential hazards to self and others

Goal Setting/Personal Challenge

Students will:

• D30-6 evaluate and revise short- and long-term activity goals that will continue to provide personal challenges
• D30-7 N/A

Active Living in the Community

Students will:

• D30-8 perform service, leadership and volunteer work related to physical activity, in the school and/or community
• D30-9 develop strategies to offset influences that limit involvement in physical activity

All outcomes are achieved through active and safe participation in physical education.