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Activity/Sport

Activity/Sport
Category
ID
Outcome
Strand
0

Basic Movement

Sub-Strand
Basic Movement
Skills

Code

SLO Description

K.1.K.A.1 Develop a movement vocabulary (e.g., running, hopping,

jumping, overhand throwing, catching, balancing,


underhand throwing...) by responding to verbal and visual
cues with the corresponding body movements

Movement
Development

Skill Development K.1.K.B.1


Process

Discuss movement skill development as requiring good


practice and patience in learning (e.g., to make and
correct mistakes is part of the learning process; try, try
again...)

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.K.B.2

Introductory Stage - Show an understanding that balance


is affected by the amount of force (i.e., speed, weight)
and body position (i.e., bent knees, feet apart in direction
of movement, arms spread) in stopping and landing
activities (e.g., stops and starts, jumping from low heights,
movement exploration...)

Movement
Development

Movement
Concepts (space
awareness)

K.1.K.B.3a Recognize the terms "personal space" (i.e., space around

Movement
Development

Movement
Concepts (body
awareness)

K.1.K.B.3b Recognize names of body parts (i.e., head, neck,

Movement
Development

Movement
K.1.K.B.3c Explore, through movement, the difference between slow
Concepts
and fast speeds (e.g., walking and running...)
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

own body) and "general space" (i.e., space available to


move in) associated with space awareness

shoulders, arms, hands, elbows, wrists, legs, knees,


ankles, feet, chest, waist, hips, back) when following
instructions for physical activity (e.g., bend your knees,
hands on hips, balance on one foot...)

K.1.K.B.3d Explore moving in relation to objects (i.e., around, under,

over, near, far, in, out, through, on, off)

Unit Content

Assessment

0
0

K.1.K.C.1 Follow the fundamental rules (e.g., boundaries, roles,

Activity Specific
Movement

Rules

Activity Specific
Movement

Terminology

Activity Specific
Movement

Game Strategies

Activity Specific
Movement

Teamwork and
Fair Play

K.1.K.C.4 Discuss ways to play cooperatively and safely (e.g., share

Acquisition of
Movement Skills

Transport

S.1.K.A.1 Travel safely using the basic transport skills (i.e., running,

Acquisition of
Movement Skills

Manipulation

Acquisition of
Movement Skills

Balance

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

actions, verbal cues for stop, go, switch...) used in simple


games and activities (e.g., cooperative tag games...)
K.1.K.C.2 Introductory Stage - Recognize movement vocabulary

(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)


when following directions related to simple games and
activities (e.g., obstacle courses...)
K.1.K.C.3 Recognize the fundamental strategies of simple

games/station activities (e.g., aiming at a target, fleeing in


a tag game, hitting an object with an implement, staying in
boundaries...)
equipment, follow directions, help others, be
considerate...)
hopping, galloping, jumping) in general space (e.g., gallop
freely without bumping into others or falling...)
S.1.K.A.2 Explore the basic manipulation skills (i.e., rolling,

underhand throwing, catching, striking, bouncing, kicking)


in a variety of simple movement experiences (e.g., throw
a ball or beanbag underhand to an open space, strike a
balloon with the hand...)
S.1.K.A.3 Explore static and dynamic balance (i.e., stopping,

starting) in response to signals/cues/commands


S.1.K.B.1 Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e., body
awareness, space awareness) in simple individual/dual
activities (e.g., use transport skills while moving in relation
with another student as in "follow the leader"...)

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.K.B.2 Explore basic movement skills (i.e., transport,

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.K.B.3 Introductory Stage - Set up and manage own games

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

manipulation, balance) and concepts (i.e., body


awareness, space awareness) in simple group activities
(e.g., chasing/fleeing-type games...)
(e.g., skipping games, target games, hopscotch...)
S.1.K.C.1 Experience different ways of moving (e.g., climbing,

running, hopping...) in a variety of play areas on the


school grounds (e.g., on playground equipment, hardtop
area, grassy fields...)

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.K.D.1 Experience moving to different rhythms (e.g., quick,

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.K.D.2 Explore the gymnastic movement patterns (e.g., landings,

Fitness Components

Fitness
Components

K.2.K.A.1 Introductory Stage - Discuss exercises and physical

Fitness Benefits

K.2.K.B.1 Discuss the fact that daily physical activity makes muscles

slow...), applying movement concepts (e.g., body


awareness, space awareness...) in simple rhythmic
activities (e.g., creative movement, action
songs/games)
statics, springs, rotations, locomotion, swings...) in
activities using large and/or small apparatus (e.g.,
educational gymnastics, rhythmic sportive gymnastics...)

activities associated with health-related fitness


components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)

Fitness Benefits

Fitness Development Exercise


Physiology
(structure and
function)

K.2.K.C.1a Introductory Stage - Show an understanding of the

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.K.C.1b Introductory Stage - Recognize the physical changes in

strong, including the heart

location of main internal body parts affected by exercise


(i.e., heart, lungs, bones, muscles)

the body during physical activity (i.e., heart beats faster,


body gets warmer, breathing accelerates, perspiration
increases)

Fitness Development Training


Principles

K.2.K.C.2 Introductory Stage - Show an understanding of the factors

Fitness Development Warm-up/Cooldown

K.2.K.C.3 Introductory Stage - Recognize that proper warm-up

Fitness Development Motivational


Factors

K.2.K.C.4 Introductory Stage - Identify personal factors (e.g.,

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.K.A.1a Participate in a wide variety of physical activities that

(e.g., planning, regular participation, effort, adequate


information, motivation, commitment, regular
monitoring...) affecting personal fitness development.

activities (i.e., light aerobic activity, stretching exercises)


prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of
muscles and ligaments...)
interests, personal success, previous experiences, type of
activities, developmental rates...) that influence physical
activity participation and build self-confidence

contribute to skill/ fitness development and enjoyment

Acquisition /
Active
S.2.K.A.1b Sustain participation in moderate to vigorous activity for
Application of Fitness Participation
short periods of time, based on functional capacity
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.K.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.K.A.1 Recognize safe and controlled movement while

Physical Activity Risk


Management

Exercise Safety

K.3.K.A.2 Show an understanding that physical or medical

Introductory Stage - Determine own degree of exertion


through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
participating in physical activity (e.g., stop and start on
signal, move without interfering with others, enter and exit
in a safe manner, land softly...)
conditions (e.g., injury, illness, asthma, physical
disabilities, low fitness levels...) may affect degree and
type of participation

K.3.K.A.3 Distinguish between appropriate and inappropriate

Physical Activity Risk


Management

Dress/Footwear

Physical Activity Risk


Management

Equipment and
Facilities

Physical Activity Risk


Management

Alternative
K.3.K.A.5a Discuss common safety rules for physical activity on the
Pursuits (selected
playground and school play areas (e.g., climbing
activities)
equipment, play fields, baseball backstops, fences, hard

footwear for indoor and outdoor activities (e.g., running


shoes for indoor physical activities, winter boots for
outdoor winter activities...)
K.3.K.A.4 Show an understanding of general safety rules in the

gymnasium (e.g., safe and unsafe areas and fixtures,


entrances and exits, storage of equipment, use of mats...)
for active play (e.g., sports/games,
rhythmics/gymnastics...)

surfaces, sandpits...)
0

Safety of Self &


Others

Community
Safety Awareness

K.3.K.B.1 Identify safety symbols, hazards, and risks in everyday

Safety of Self &


Others

Environmental
Safety Awareness

K.3.K.B.2 Introductory Stage - Identify unsafe situations related to

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.K.B.3 Identify practices (i.e., follow rules and instructions, play in

Safety of Self &


Others

Community
Supports and
Services

K.3.K.B.4 Recognize safety helpers in the community (e.g.,

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.K.B.6a K.3.1.B.6a Identify unsafe situations (e.g., involves

living (i.e., traffic, school bus ridership, waterfront,


poisons, chemicals, stoves/ovens, sharp utensils,
bathtubs)
the environment (i.e., forest fires, floods, tornadoes,
lightning) and safety rules for own protection

supervised areas, dress appropriately) to prevent injuries


related to indoor and outdoor play (e.g., sunburn,
frostbite, burns, bruises, bumps, cuts...)

parent/guardian, family member, babysitter, teacher,


principal, doctor, police officer, bus driver, block parent,
lifeguard...)
sexual exploitation, unsafe persons, unsafe Internet
sites...) and safety rules for child protection (e.g., follow
parents' advice, never agree to go anywhere with a
stranger, avoid walking alone, recognize and avoid
enticements...)

S.3.K.A.1 Follow simple rules and routines for safe, active

Acquisition /
Application of Safe
Practices

Physical Activity

Personal
Development

Self-Awareness /
Self-Esteem

K.4.K.A.1 Identify characteristics that describe self as special and

Personal
Development

Goal-Setting
(process)

K.4.K.A.2a Introductory Stage - Recognize that it takes time, effort,

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.K.A.2b Introductory Stage - Discuss behaviours that demonstrate

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.K.A.3 Identify daily decisions and/or choices (e.g., what to wear,

Social Development

Social
K.4.K.B.1a Identify examples of responsible social behaviours (e.g.,
Responsibility
contributing by listening, following rules, taking turns,
(responsible
sharing equipment, speaking kindly, being courteous...)
social behaviours)
for getting along with others in school and schoolyard.

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.K.B.1b Introductory Stage - Discuss how feelings and

Relationships
(communication
skills and styles)

K.4.K.B.2a Identify ways (e.g., focus attention on the speaker, do not

Social Development

participation and use of equipment (e.g., follow


instructions, stop on signal, cooperate with others, care
for and share equipment, tag lightly...) in selected
activities.
unique (e.g., physical characteristics, abilities, gender...)

and cooperation to achieve simple individual tasks/goals


(e.g., tying own shoelaces...) and group tasks/goals (e.g.,
deciding what to play in a group setting...)

personal responsibility and irresponsibility in a classroom


(e.g., paying attention versus disrupting, sharing versus
monopolizing equipment, staying on task...)

eat, play; what is safe...) and how choices are made for
healtH and well-being

experiences associated with participation in physical


activities/sports, and/or social events can be the same or
different from person to person (e.g., may feel excited,
happy, angry, fearful, uncomfortable, frustrated)

talk at the same time as the speaker, nod, keep still...) to


show a person is listening attentively when
communicating

Social Development

Social Development

Social Development

Relationships
(developing
relationships)

K.4.K.B.2b Identify activities that friends do together (e.g.,

Conflict
Resolution
Process (anger
management)

K.4.K.B.3a Introductory Stage - Identify what can happen when

communicate with each other, play games, share toys...)

someone becomes angry (e.g., red face, tense muscles,


loud voice, physical aggression...) and healthy ways to
deal with anger (e.g., take time to think about it, talk to the
person who made you angry, ask an adult for help, go for
a supervised walk/run...)

Conflict
K.4.K.B.3b Introductory Stage - Identify several causes of conflicts
Resolution
that may occur in class or play situations (e.g.,
Process (process)
disagreeing over who to play with, what to do, what to

play with; not taking turns; not sharing; not being fair;
wanting to be first...)
0

Conflict
Resolution
Process
(solutions)

K.4.K.B.3c Introductory Stage - Identify ways (e.g., be calm, seek

Avoidance and
Refusal
Strategies

K.4.K.B.4 Recognize appropriate response (e.g., avoid the danger,

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.K.C.1a Identify a range of feelings and emotions (i.e., happy, sad,

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.K.C.1b Recognize ways emotions are expressed by others (e.g.,

Mental-Emotional
Development

Elements of
Stress

K.4.K.C.2 Identify situations (e.g., first day of school, going into a

Social Development

Social Development

adult help, take turns, follow rules, apologize...) to avoid


or reduce potential conflict situations (i.e., in class, at
play)
do not touch, seek out safe adult help, say "no"
assertively...) in potentially dangerous situations
angry, scared, surprised, anxious, excited) in a range of
contexts (e.g., in new places, big spaces, dark spaces,
while sharing, during physical activities, holidays,
birthdays, during agreements or disagreements...)

laughter, teary-eyed, smile, frown, body language...)

large gymnasium, going on a school bus, trying something


new...) that cause feelings of anxiety or stress

K.4.K.C.4a Identify the people (e.g., parents, siblings, teachers, block

Mental-Emotional
Development

Stress
Management
Strategies

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.K.A.1 Introductory Stage - Set simple short-term goals and

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.K.A.2 Sort decisions and/or choices that are made daily, based

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.K.A.3 Demonstrate behaviours that show social responsibility in

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.K.A.5 Experience activities for relaxation (e.g., have a nap or

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.K.A.1 Identify daily habits for leading a physically active and

Personal Health
Practices

Illness/Disease
Prevention

K.5.K.A.2 Introductory Stage - Identify common communicable

Personal Health
Practices

Dental Health

K.5.K.A.3 Show an understanding of the changes (i.e., shedding of

parent, religious leader...) who can provide support in


stressful situations
participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)

on their positive or negative consequences (e.g., healthenhancing/unhealthy, safe/unsafe, helpful/harmful...)

class activities (e.g., listen attentively, speak kindly,


share...)

quiet time, play outside, read a book, hold a plush toy,


listen to music, watch television...)

healthy life (i.e., daily physical activity, healthy eating,


adequate sleep and rest, effective dental and hygiene
practices)
diseases/illness/conditions (e.g., colds, flu, pink-eye, head
lice...) in the classroom and home, and ways to prevent
the spread of disease/illness/ conditions (e.g., cover
mouth when sneezing or coughing, wash hands regularly,
share food appropriately, use own hair utensils and
headwear...)
primary teeth, eruption of permanent teeth) related to
growth and development of teeth, and proper dental care

Active Living

Active Living

Active Living

Nutrition

Benefits of
Physical Activity

K.5.K.B.1 Introductory Stage - Identify the health benefits (i.e.,

Physical Activity
Choices

K.5.K.B.2 Identify physical activities that are enjoyable and fun

Influence of
Technology on
Physical Activity

K.5.K.B.3 Discuss how automation has an impact on daily physical

Healthy Eating
(choosing food)

K.5.K.C.1a Recognize the food guide rainbow and a variety of foods

better health, posture, balance, self-esteem, healthy


weight, stronger muscles and bones) of participating in
regular physical activity (e.g., accumulating more than 60
minutes and up to several hours a day of physical
activity...)
through a variety of strategies (e.g., pictorial
representations, mime, admit/exit slips...)
activity (e.g., increased need for planned, daily physical
activity due to overuse of video games, television,
computers...)
in Canada's Food Guide to Healthy Eating (CFGHE)

Nutrition

Healthy Eating
(growth and
development)

K.5.K.C.1b Recognize that you need food to grow and feel good.

Nutrition

Food and Fluid


for Active Bodies

K.5.K.C.2 Introductory Stage - Identify the need for daily food and

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.K.D.1 Identify helpful and harmful substances found in the home

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.K.D.2 Introductory Stage - Identify helpful and/or harmful

fluid to support physical activity


and school (i.e., medications, vitamins, cough syrup,
substances that may cause allergies, household products
with danger symbols, tobacco products)

substances (i.e., vitamins, medicines, tobacco, alcohol)


and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the
body or causes death...)

Human Sexuality

Biological Growth K.5.K.E.1a Identify the major parts of the body by their appropriate
and Development
names (e.g., head, arms, shoulders, elbows, wrists,
(anatomy and
fingers, thumbs, legs, knees, ankles, feet, toes, chest,
physiology)
waist, hips, penis, vagina, breasts...)

Human Sexuality

Sociological
Factors (social
factors)

K.5.K.E.3a Show the understanding that people have a right to

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.K.A.1 Record, with assistance, daily practices for personal

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.K.A.2 Introductory Stage - Record, with assistance, daily

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.K.A.3a Match a variety of healthy snacks to food groups and

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.K.A.3b Experience a variety of foods in each food group,

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.K.A.4 Demonstrate appropriate healthy choices in case

privacy (e.g., in reading corners, time-out zones,


washrooms...)
health (i.e., dental and hygiene practices)

physical activities that are enjoyable for families to do

"other foods"

respecting individual diversity, cultural traditions, and


allergies

scenarios related to substance use (i.e., do not touch


unknown substances, do not eat or drink anything without
permission)

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

Basic Movement
Skills

K.1.1.A.1 Recognize the basic movement skills (i.e., transport,

Movement
Development

Skill Development
Process

K.1.1.B.1 Maintenance Stage - Discuss movement skill

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.1.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.1.B.3a Recognize the terms associated with moving in various

Movement
Development

Movement
Concepts (body
awareness)

K.1.1.B.3b Recognize terms describing different body shapes (i.e.,

Movement
Development

Movement
K.1.1.B.3c Recognize time (e.g., fast or slow...), force (e.g., strong or
Concepts
light...), and flow (e.g., free and bound...) as qualities of
(qualities of effort)
effort inmovement

Movement
Development

Movement
Concepts
(relationships)

K.1.1.B.3d Recognize terms for moving in relation to others (i.e.,

Activity Specific
Movement

Rules

K.1.1.C.1 Demonstrate knowledge of fundamental rules (e.g.,

Basic Movement

manipulation, balance) used in different physical activities

development as requiring good practice and patience in


learning (e.g., to make and correct mistakes is part of the
learning process; try, try again...)
Show an understanding that balance is affected by the
amount of force (i.e., speed, weight) and body position
(i.e., bent knees, feet apart in direction of movement,
arms spread) in stopping and landing activities (e.g.,
stops and starts, jumping from low heights, movement
exploration...)
directions (i.e., forward, backward, up, down, sideways)
and at different levels (i.e., high, middle, low)

curled, stretched, narrow, wide, twisted)

lead, follow, chase, move with, flee, dodge)


boundaries, safety...) used in simple games and activities
(e.g., partner tag games...) designed by self or others

Unit Content

Assessment

Activity Specific
Movement

Terminology

Activity Specific
Movement

Game Strategies

Activity Specific
Movement

Teamwork and
Fair Play

K.1.1.C.2 Introductory Stage - Recognize movement vocabulary

(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)


when following directions related to simple games and
activities (e.g., obstacle courses...)
K.1.1.C.3 Identify the factors (i.e., target distance, size of target,

weight or shape of projectile) affecting the level of


difficulty of target games/activities
K.1.1.C.4 Discuss the meaning of sharing, honesty, respect, and

other social behaviours related to physical activity


participation (e.g., honesty means acknowledging that
you have been tagged in a tag game...)

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.1.D.2 Maintenance Stage - Explore the gymnastic movement

Acquisition of
Movement Skills

Transport

S.1.1.A.1 Demonstrate the basic transport skills (i.e., running,

Acquisition of
Movement Skills

Manipulation

Acquisition of
Movement Skills

Balance

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

patterns (e.g., landings, statics, springs, rotations,


locomotion, swings...) in activities using large and/or
small apparatus (e.g., educational gymnastics, rhythmic
sportive gymnastics...)
hopping, galloping, jumping) in a variety of movement
experiences (e.g., run/hop around a hoop, jump
consecutively in a forward direction...)
S.1.1.A.2 Demonstrate the basic manipulation skills (i.e., rolling,

underhand throwing, catching, striking, bouncing, kicking)


in a variety of simple movement experiences (e.g., roll a
ball to a partner; toss a ball and catch it before it bounces
twice; kick a stationary ball...)
S.1.1.A.3 Explore static and/or dynamic balance, using different

movement concepts (e.g., using different shapes, levels,


body parts...)
S.1.1.B.1 Maintenance Stage - Explore basic movement skills (i.e.,

transport, manipulation, balance) and concepts (i.e., body


awareness, space awareness) in simple individual/dual
activities (e.g., use transport skills while moving in
relation with another student as in "follow the leader"...)

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.1.B.2 Maintenance Stage - Explore basic movement skills (i.e.,

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.1.B.3 Introductory Stage - Set up and manage own games

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.1.D.1 Demonstrate transport skills (e.g., running, hopping,

Fitness Components

Fitness
Components

K.2.1.A.1 Introductory Stage - Discuss exercises and physical

Fitness Benefits

K.2.1.B.1 Recognize that vigorous physical activity is important for

Fitness Benefits

transport, manipulation, balance) and concepts (i.e., body


awareness, space awareness) in simple group activities
(e.g., chasing/fleeing-type games...)
(e.g., skipping games, target games, hopscotch...)
S.1.1.C.1

Demonstrate functional use of basic movement skills


(e.g., hopping, jumping, kicking...) and equipment in
outdoor activities and/or special events (e.g., hopscotch,
rope skipping, snow soccer, tabloids, cultural theme days,
Aboriginal games...)
sliding/galloping, jumping...), applying movement
concepts (i.e., body and space awareness) while
responding to a variety of stimuli (e.g., beat of a drum,
music, action words, poem...)
activities associated with health-related fitness
components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)
health and fitness development (i.e., vigorous aerobic
activity makes the heart, muscles, bones stronger)

Fitness Development Exercise


Physiology
(structure and
function)

K.2.1.C.1a Show an understanding of the location of main internal

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.1.C.1b Recognize the physical changes in the body during

body parts affected by exercise (i.e., heart, lungs, bones,


muscles)

physical activity (i.e., heart beats faster, body gets


warmer, breathing accelerates, perspiration increases)

Fitness Development Training


Principles

K.2.1.C.2 Introductory Stage - Show an understanding of the

Fitness Development Warm-up/Cooldown

K.2.1.C.3 Introductory Stage - Recognize that proper warm-up

Fitness Development Motivational


Factors

K.2.1.C.4 Introductory Stage - Identify personal factors (e.g.,

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.1.A.1a Participate in a wide variety of physical activities using

factors (e.g., planning, regular participation, effort,


adequate information, motivation, commitment, regular
monitoring...) affecting personal fitness development.

activities (i.e., light aerobic activity, stretching exercises)


prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of
muscles and ligaments...)
interests, personal success, previous experiences, type
of activities, developmental rates...) that influence
physical activity participation and build self-confidence

basic movement skills (i.e., transport, manipulation,


balance) that contribute to skill/fitness development and
enjoyment

Acquisition /
Active
S.2.1.A.1b Sustain participation in moderate to vigorous activity to
Application of Fitness Participation
experience physical changes in the body
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.1.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.1.A.1 Maintenance Stage - Recognize safe and controlled

Physical Activity Risk


Management

Exercise Safety

K.3.1.A.2 Identify how weather conditions may affect safe

Introductory Stage - Determine own degree of exertion


through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
movement while participating in physical activity (e.g.,
stop and start on signal, move without interfering with
others, enter and exit in a safe manner, land softly...)
exercising (e.g., ice/rain makes a running surface
slippery, hot weather requires fluid replacement, danger
of frostbite...)

K.3.1.A.3 Recognize the importance of proper, secure footwear

Physical Activity Risk


Management

Dress/Footwear

Physical Activity Risk


Management

Equipment and
Facilities

Physical Activity Risk


Management

Alternative
K.3.1.A.5a Identify common playground and physical activity
Pursuits (selected
hazards at school (e.g., on playing surfaces, slides,
activities)
swings, ditches,parking lots...)

Safety of Self &


Others

Community
Safety Awareness

K.3.1.B.1 Identify potential safety risks in community related to

Safety of Self &


Others

Environmental
Safety Awareness

K.3.1.B.2 Identify unsafe situations related to the environment (i.e.,

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.1.B.3 Maintenance Stage - Identify practices (i.e., follow rules

Safety of Self &


Others

Community
Supports and
Services

K.3.1.B.4 Recognize community helpers (e.g., safe adult, police

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.1.B.5a Identify types of physical and verbal violence (e.g.,

(e.g., for keeping feet and ankles safe, warm, dry, and
comfortable...) in physical activity on different surfaces
(e.g., gymnasium floor, icy or wet surfaces, balance
beams, climbing frames, mats...)
K.3.1.A.4 Show an understanding of the general rules for safe use

of equipment (e.g., distributing, setting up, reporting


unsafe conditions and situations, putting away...) and
facilities (e.g., boundaries, special rules pertaining to a
facility...) for selected activities (e.g., ball activities,
circuits...)

toys, clothing, road and vehicles, bus ridership,


unsupervised situations, fire/burns (e.g., lack of smoke
detectors, matches, lighters, candles, cigarettes...), and
holidays (e.g., Hallowe'en, Christmas, Hanukkah...), and
ways to avoid injury
forest fires, floods, tornadoes, lightning) and safety rules
for own protection
and instructions, play in supervised areas, dress
appropriately) to prevent injuries related to indoor and
outdoor play (e.g., sunburn, frostbite, burns, bruises,
bumps, cuts...)
officer, bus driver, teacher, block parent, babysitter...) and
how to seek help (e.g., know emergency telephone
numbers, ask a safe adult or teenager for help, use a
telephone, dial emergency telephone number, report
what happened...)
hitting, bullying, biting, kicking, name calling...)

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.1.B.5b Discuss ways to be safe away from home (e.g., stay

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.1.B.6a Identify unsafe situations (e.g., involves sexual

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.1.A.1 Maintenance Stage - Follow simple rules and routines for

Personal
Development

Self-Awareness /
Self-Esteem

Personal
Development

Goal-Setting
(process)

K.4.1.A.2a Recognize that it takes time, effort, and cooperation to

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.1.A.2b Discuss behaviours that demonstrate personal

Personal
Development

Decision-Making /
Problem-Solving
Process

Social Development

Social
K.4.1.B.1a Maintenance Stage - Identify examples of responsible
Responsibility
social behaviours (e.g., contributing by listening, following
(responsible
rules, taking turns, sharing equipment, speaking kindly,
social behaviours)
being courteous...) for getting along with others in school

away from unsafe situations, move quickly away from


dangerous situations, ask for help, know your parents'
telephone numbers...)
exploitation, unsafe persons, unsafe Internet sites...) and
safety rules for child protection (e.g., follow parents'
advice, never agree to go anywhere with a stranger,
avoid walking alone, recognize and avoid enticements...)

safe, active participation and use of equipment (e.g.,


follow instructions, stop on signal, cooperate with others,
care for and share equipment, tag lightly...) in selected
activities.
K.4.1.A.1 Recognize positive attributes of self, family, and

classmates (e.g., physical characteristics, abilities,


qualities, culture, accomplishments, highlights...)
achieve simple individual tasks/goals (e.g., tying own
shoelaces...) and group tasks/goals (e.g., deciding what
to play in a group setting...)
responsibility and irresponsibility in a classroom (e.g.,
paying attention versus disrupting, sharing versus
monopolizing equipment, staying on task...)
K.4.1.A.3 Identify initial steps (e.g., extending knowledge, stop and

think, ask opinions of others, check rules, check


options...) for making simple personal and/or guided
decisions regarding home and classroom situations (e.g.,
follow class rules, use substances safely, wear protective
equipment during play...)

and schoolyard.

Social Development

Social Development

Social Development

Social Development

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.1.B.1b Discuss how feelings and experiences associated with

Relationships
(communication
skills and styles)

K.4.1.B.2a Identify different ways (e.g., not interrupting, waiting for

Relationships
(developing
relationships)

K.4.1.B.2b Identify ways (e.g., show consideration, take turns, share

Conflict
Resolution
Process (anger
management)

K.4.1.B.3a Identify what can happen when someone becomes angry

participation in physical activities/sports, and/or social


events can be the same or different from person to
person (e.g., may feel excited, happy, angry, fearful,
uncomfortable, frustrated)
appropriate time, not hurting feelings of others, asking for
a time out, avoiding tantrums...) of expressing feelings
and emotions that contribute to getting along with others

equipment, help others, be inclusive, show respect...) to


get along with others for developing healthy relationships

(e.g., red face, tense muscles, loud voice, physical


aggression...) and healthy ways to deal with anger (e.g.,
take time to think about it, talk to the person who made
you angry, ask an adult for help, go for a supervised
walk/run...)

Conflict
K.4.1.B.3b Identify several causes of conflicts that may occur in
Resolution
class or play situations (e.g., disagreeing over who to
Process (process)
play with, what to do, what to play with; not taking turns;

not sharing; not being fair; wanting to be first...)


Social Development

Conflict
Resolution
Process
(solutions)

Social Development

Avoidance and
Refusal
Strategies

K.4.1.B.4 Identify ways to exercise caution, avoidance, and/or

Goal-Setting /
Planning

S.4.1.A.1

Acquisition of
Personal and Social
Management Skills

K.4.1.B.3c

Identify ways (e.g., be calm, seek adult help, take turns,


follow rules, apologize...) to avoid or reduce potential
conflict situations (i.e., in class, at play)

refusal (e.g., look for danger symbol on labels, ask safe


adult for help, say "no" and walk away...) in potentially
dangerous situations
Set simple short-term goals and participate in strategies
for goal attainment (e.g., running without stopping for one
minute, listening attentively to the teacher reading a
book, completing a task...)

Demonstrate ways (e.g., ask a knowledgeable person,


participate in discussion groups or brainstorming
activities...) to expand knowledge (e.g., stop and think
before reacting...) and explore different options for
making informed and health-enhancing decisions

Acquisition of
Personal and Social
Management Skills

Decision-Making / S.4.1.A.2
Problem-Solving

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.1.A.3 Demonstrate behaviours that show social responsibility

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.1.A.4 Demonstrate ways (e.g., using "I" messages,

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.1.A.1 Maintenance Stage - Record, with assistance, daily

Personal Health
Practices

Illness/Disease
Prevention

K.5.1.A.2 Introductory Stage - Identify common communicable

Personal Health
Practices

Dental Health

K.5.1.A.3 Identify daily dental hygiene practices (e.g., regular

Active Living

Benefits of
Physical Activity

K.5.1.B.1 Introductory Stage - Identify the health benefits (i.e.,

Physical Activity
Choices

K.5.1.B.2 Maintenance Stage - Identify physical activities that are

Active Living

(e.g., look after belongings, follow directions, encourage


others, express feelings in an appropriate manner,
work/play cooperatively with others...) in daily routines

compromising, admitting responsibility, saying "I'm


sorry"...) to resolve conflict in a peaceful manner with
limited teacher input
practices for personal health (i.e., dental and hygiene
practices)

diseases/illness/conditions (e.g., colds, flu, pink-eye,


head lice...) in the classroom and home, and ways to
prevent the spread of disease/illness/ conditions (e.g.,
cover mouth when sneezing or coughing, wash hands
regularly, share food appropriately, use own hair utensils
and headwear...)
brushing and flossing, healthy food choices...) for care of
primary and permanent teeth
better health, posture, balance, self-esteem, healthy
weight, stronger muscles and bones) of participating in
regular physical activity (e.g., accumulating more than 60
minutes and up to several hours a day of physical
activity...)
enjoyable and fun through a variety of strategies (e.g.,
pictorial representations, mime, admit/exit slips...)

Active Living

Nutrition

Nutrition

Influence of
Technology on
Physical Activity

K.5.1.B.3 K.5.K.B.3 Discuss how automation has an impact on

daily physical activity (e.g., increased need for planned,


daily physical activity due to overuse of video games,
television, computers...)

Healthy Eating
(choosing food)

K.5.1.C.1a Maintenance Stage - Recognize the food guide rainbow

Healthy Eating
(growth and
development)

K.5.1.C.1b Maintenance Stage - Recognize that you need food to

and a variety of foods in Canada's Food Guide to Healthy


Eating (CFGHE)
grow and feel good.

Nutrition

Food and Fluid


for Active Bodies

K.5.1.C.2 Introductory Stage - Identify the need for daily food and

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.1.D.1 Identify safe and unsafe substances found in the home,

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.1.D.2

Human Sexuality

Sociological
Factors
(responsibilities)

K.5.1.E.3c Discuss the responsibilities (e.g., respect private spaces

Active Living

S.5.1.A.2 Maintenance Stage - Record, with assistance, daily

Application of
Decision-Making /
Problem-Solving
Skills

fluid to support physical activity


school, and community that can help (i.e., healthy foods
and drink, medicinal products as prescribed by a doctor)
or harm the body (i.e., food or medicinal products with a
broken seal, foul-smelling substances, items with the
poison symbol)
Introductory Stage - Identify helpful and/or harmful
substances (i.e., vitamins, medicines, tobacco, alcohol)
and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the
body or causes death...)

and private parts...) associated with gender differences

physical activities that are enjoyable for families to do

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.1.A.4 Demonstrate ways of exercising caution, avoidance,

and/or refusal in case scenarios involving unknown


substances (i.e., avoiding substances with a danger
symbol, foods that cause allergies and opened
Hallowe'en candy; taking proper dosage of prescribed
medication)

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

Basic Movement

Basic Movement
Skills

K.1.2.A.1

Movement
Development

Skill Development
Process

K.1.2.B.1

Movement
Development

Mechanical
Principles of
Human Movement

K.1.2.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.2.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.2.B.3b

Movement
Development

Movement
K.1.2.B.3c
Concepts
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

K.1.2.B.3d

Activity Specific
Movement

Rules

K.1.2.C.1

Activity Specific
Movement

Terminology

K.1.2.C.2

Activity Specific
Movement

Game Strategies

K.1.2.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.2.C.4

Acquisition of
Movement Skills

Transport

S.1.2.A.1

Acquisition of
Movement Skills

Manipulation

S.1.2.A.2

Acquisition of
Movement Skills

Balance

S.1.2.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.2.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.2.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.2.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.2.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.2.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.2.D.2

Fitness Components

Fitness
Components

K.2.2.A.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.2.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.2.C.1b

Fitness Development Training Principles

K.2.2.C.2

Fitness Development Warm-up/Cooldown

K.2.2.C.3

Fitness Development Motivational


Factors

K.2.2.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.2.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.2.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.2.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.2.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.2.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.2.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.2.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.2.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.2.A.5b

Safety of Self &


Others

Community Safety
Awareness

K.3.2.B.1

Safety of Self &


Others

Environmental
Safety Awareness

K.3.2.B.2

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.2.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.2.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.2.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.2.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.2.A.1

Personal
Development

Goal-Setting
(process)

K.4.2.A.2a

Personal
Development

Goal-Setting
K.4.2.A.2b
(personal planning
and responsibility)

Personal
Development

Decision-Making /
Problem-Solving
Process

Social Development

Social
K.4.2.B.1a
Responsibility
(responsible
social behaviours)

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.2.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.2.B.2a

Social Development

Relationships
(developing
relationships)

K.4.2.B.2b

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.2.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.2.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.2.C.2

Mental-Emotional
Development

Effects of Stress

K.4.2.C.3

Mental-Emotional
Development

Stress
Management

K.4.2.C.4a

K.4.2.A.3

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.2.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.2.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.2.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.2.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.2.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.2.A.2

Personal Health
Practices

Dental Health

K.5.2.A.3

Active Living

Benefits of
Physical Activity

K.5.2.B.1

Active Living

Physical Activity
Choices

K.5.2.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.2.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.2.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.2.C.1b

Nutrition

Food and Fluid for K.5.2.C.2


Active Bodies

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.2.D.2

Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)

K.5.2.E.1a

Human Sexuality

Biological Growth
and Development
(human
reproduction)

K.5.2.E.1b

Human Sexuality

Biological Growth
and Development
(growth and
development)

K.5.2.E.1c

Human Sexuality

Psychological
Factors (mental
and emotional
factors)

K.5.2.E.2a

Human Sexuality

Sociological
Factors (social
factors)

K.5.2.E.3a

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.2.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.2.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.2.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.2.A.3b

Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.2.A.5

SLO Description
Observe and name the basic movement patterns
performed by other students (i.e., running, galloping,
hopping, jumping, skipping, rolling, throwing, catching,
kicking, striking, bouncing, balancing)
Show an understanding that personal attitudes (e.g.,
willingness to try, level of involvement, desire to learn...)
affect skill development and success
Recognize different ways to maintain static and dynamic
balance (i.e., increase base of support by widening stance,
lower centre of gravity by bending knees, keeping head
level) in physical activities (e.g., walking on a low beam,
changing directions while travelling...)
Recognize the terms associated with pathways (i.e.,
straight, curved, zigzag), directions (i.e., up, down, right,
left, forward, backward, sideways, clockwise, counterclockwise), and planes (i.e., frontal, horizontal, sagittal)
Recognize and use body shapes in expressive movement
(e.g., show three different body shapes in a movement
sequence)
Recognize the different qualities of effort (i.e., time, force,
flow) in own movement (e.g., respond to different beats
and rhythms of a drum, move to music, walk and move like
various animals...)
Recognize the different ways to move in relation to a
partner (e.g., lead, follow, mirror, match, dodge...) and
objects or equipment (e.g., obstacle course, climbing
frame...)
Demonstrate knowledge of fundamental rules related to
different aspects (e.g., purpose, number of players, role of
each player, equipment, scoring...) of simple games and
activities (e.g., grid activities...) designed by self and/or
others
Introductory Stage - Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Recognize and discuss simple strategies (e.g., dodging,
varying speed, changing directions, funnelling in tag
games...) used in chasing/fleeing games/ activities

Unit Content

Assessment

Identify activity situations that require sharing, respect,


honesty, and other positive social behaviours (e.g., explain
how the "tagger's rule" helps improve the game of tag...)
Demonstrate competency in basic transport skills (i.e.,
running, hopping, galloping, jumping, skipping), moving in
different directions (e.g., hop consecutively in a forward
direction on the right and on the left foot; jump and land
using a two-foot take-off and a two-foot landing...)
Demonstrate the basic manipulation skills (i.e., rolling,
underhand throwing, overhand throwing, catching, striking,
bouncing, kicking) in a variety of activities to challenge
different levels of ability (e.g., catch a ball from different
distances; strike a ball using a short-handled implement;
kick a slow-rolling ball along the ground...)
Demonstrate balancing in different ways (i.e., showing
symmetrical and asymmetrical shapes, balancing on
different parts/number of parts of the body) at different
levels and/or heights
Use basic movement skills (e.g., hopping, rolling,
underhand throwing...) and concepts (i.e., body and space
awareness, relationships) in creating cooperative and/or
low-competitive games with partners or in small groups
(e.g., hopscotch, playing catch with a partner, simple target
games...)
Use basic movement skills (e.g., running, catching...) and
concepts in cooperative and/or low-competitive group
games (e.g., dodging activities, tag games...)
Set up and manage own games (e.g., skipping games,
target games, hopscotch...)
Maintenance Stage - Demonstrate functional use of basic
movement skills (e.g., hopping, jumping, kicking...) and
equipment in outdoor activities and/or special events (e.g.,
hopscotch, rope skipping, snow soccer, tabloids, cultural
theme days, Aboriginal games...)
Demonstrate basic rhythmic steps and patterns (e.g., walk/
clap, skip, slide, stamp...), applying movement concepts
(e.g., body awareness, qualities of effort...) alone and with
others in simple and/or creative rhythmic activities (e.g.,
creative movement, multicultural activities such as folk
dances, round dances...)
Demonstrate functional use of basic movement skills (i.e.,
transport, manipulation, balance), applying movement
concepts (e.g., body and space awareness...) to
gymnastic-type activities (e.g., balancing on different body
parts, swinging and circling small hand apparatus...)

Introductory Stage - Discuss exercises and physical


activities associated with health-related fitness
components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)
Maintenance Stage - Show an understanding of the
location of main internal body parts affected by exercise
(i.e., heart, lungs, bones, muscles)
Maintenance Stage - Recognize the physical changes in
the body during physical activity (i.e., heart beats faster,
body gets warmer, breathing accelerates, perspiration
increases)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Recognize that proper warm-up activities (i.e., light aerobic
activity, stretching exercises) prepare muscles for vigorous
activities (e.g., warm-up activities increase blood circulation
and elasticity of muscles and ligaments...)
Introductory Stage - Identify personal factors (e.g.,
interests, personal success, previous experiences, type of
activities, developmental rates...) that influence physical
activity participation and build self-confidence
Participate in cooperative and/or low competitive-type
physical activities (e.g., with partners, in small groups...)
that contribute to skill/fitness development and enjoyment
Sustain participation in moderate to vigorous activity, using
basic movement skills

Determine own degree of exertion through simple methods


(e.g., put hand on chest to feel increase in heart rate, "talk
test"...) while participating in physical activities.
Recognize the importance of practising safe behaviours
(e.g., following directions, performing within own limits,
understanding safety rules for using large equipment)
along and / or with others
Recognize safe range of motion of joints (e.g., neck
rotations, knee bends...) in common exercises
Identify the reasons for appropriate clothing and footwear
for participation in physical activity (e.g., change of clothing
for safety, support, comfort, and freedom of movement;
removal of jewellery for physical activities; personal
hygiene

Show an understanding of general and specific safety


guidelines and behaviours (e.g., change-room routines,
appropriate permitted heights on climbing frame, carrying
heavy equipment such as benches, size of equipment...)
that are appropriate for own age and ability
Identify the basic safety rules for selected physical activity
settings (e.g., school field trips,Terry Fox walk/run, skating
activity, pow wows, winter festivals...)
Identify safety rules, signals, and practices to follow when
riding a bicycle (e.g., obeying traffic signs, right/left/ stop
signals, helmet use, mechanical workings...)
Identify safety rules to be followed related to the home,
school, and community (i.e., road, vehicles such as
tractors and boats, bus ridership, electricity, weather,
seasons, stairs/balconies, tools, Internet use)
Identify ways to avoid potentially dangerous situations
related to water (e.g., floods, bath-tubs, ice conditions, big
waves, lightning...) and unsupervised situations (e.g.,
waterfront...) for self and/or others
Identify practices to assist an injured person (i.e., get help,
explain what you saw, avoid contact with body fluids of
others, do not try to move the injured person)
Maintenance Stage - Recognize community helpers (e.g.,
safe adult, police officer, bus driver, teacher, block parent,
babysitter...) and how to seek help (e.g., know emergency
telephone numbers, ask a safe adult or teenager for help,
use a telephone, dial emergency telephone number, report
what happened...)
Maintenance Stage - Follow simple rules and routines for
safe, active participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.
Introductory Stage - Demonstrate practices to assist an
injured person (i.e., get help, explain what you saw, avoid
contact with body fluids of others, do not try to move the
injured person)
Recognize that everyone is special, unique, and able to
succeed (i.e., families, interests, talents, feelings, desires)
Identify examples of simple, realistic goals for healthy living
that are short term (e.g., bringing a healthy snack, helping
a friend, playing actively as a group at recess...) and long
term (e.g., running faster, increasing strength, developing a
healthy heart, having no cavities...)

List ways to show personal responsibility at home and


school (e.g., keep room tidy, put away belongings, follow
directions, practise daily health habits, complete
homework, respect others, play safely, learn to set
boundaries, ask for help, offer to help...)
Discuss the concept of consequences (e.g., cause-andeffect relationships...) of behaviours as part of the decisionmaking/ problem-solving process for health and well-being
(e.g., touching a very hot surface will cause burns...)
Identify responsible and respectful behaviours (e.g.,
following directions, completing tasks, being honest,
displaying etiquette, playing fairly, cooperating, sharing,
keeping promises, speaking kindly...) for developing
positive relationships
Talk about similarities and differences (e.g., likes/dislikes,
cultural connections...) of responses of self and responses
of others related to situations involving sports/physical
activities and/or social events
Identify positive communication skills (e.g., focus on
speaker, repeat back information, use appropriate body
language, ask relevant questions, include everyone,
disagree politely, show self-control, take turns, work
cooperatively...) for listening with attention in small-group
settings
Identify situations (e.g., carrying something heavy,
contributing to a project...) in which friends may be helpful
and ways (e.g., saying thank you, returning the favour...) to
show appreciation
Identify appropriate ways for sharing and expressing
feelings and emotions related to different situations (e.g.,
cooperative-type activities, competitive-type activities, at
home, in public...)
Discuss ways (e.g., show empathy when others are
suffering, help rather than hurt or neglect others, respect
rather than belittle, support and protect rather than
dominate or ignore...) to communicate with someone who
is feeling different emotions (e.g., sad, happy, hurt,
angry...)
Identify and sort causes of anxiety or stress (e.g., facing
new and/or unfamiliar situations; feeling out of control;
experiencing loud voices/ noises, competition,
disagreements, heights, performing in front of others; being
apart from family; health problems...) for self and others as
they relate to school, home, and community
Identify feelings and emotions associated with anxiety
(e.g., feeling anxious, scared, nervous, timid...)
Discuss ways and activities (e.g., play, deep breathing,
progressive relaxation, family walk, talk with safe adult,
healing circles...) to reduce personal stress

Maintenance Stage - Set simple short-term goals and


participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)
List possible options and consequences for specific
behaviours and/or health habits (e.g., brushing your
teeth...) for the promotion of physically active and healthy
lifestyles
Demonstrate appropriate behaviours for getting along with
others (e.g., wait for one's turn, share equipment, help
others, invite others to play, show respect for individual
differences...) in partner activities
Explore ways to relax the mind and body (e.g., progressive
relaxation, deep-breathing exercises, visualization, quiet
time, light cool-down activities...)
Identify the daily habits and responsibilities for leading a
physically active and healthy life (e.g., self-regulation
relative to practising daily health routines for cleanliness,
rest, healthy eating, good posture...)
Identify common communicable diseases/illness/conditions
(e.g., colds, flu, pink-eye, head lice...) in the classroom and
home, and ways to prevent the spread of disease/illness/
conditions (e.g., cover mouth when sneezing or coughing,
wash hands regularly, share food appropriately, use own
hair utensils and headwear...)
Assess personal dental care habits and identify ways to
promote dental health for self and/or others
Identify the health benefits (i.e., better health, posture,
balance, self-esteem, healthy weight, stronger muscles
and bones) of participating in regular physical activity (e.g.,
accumulating more than 60 minutes and up to several
hours a day of physical activity...)
Identify opportunities (e.g., during physical education class,
recess, lunch hour, before/after school, on weekends...) to
be active daily, alone or with family and others.
Identify how automation and information technology (e.g.,
computers, video games, television, telecommunications...)
have an impact on participation in physical activity
Differentiate between "everyday" and "sometime" foods in
Canada's Food Guide to Healthy Eating
Identify the function of a variety of food groups for growth
and development (e.g., foods that help the body go, glow,
and grow...)
Identify the need for daily food and fluid to support physical
activity

Introductory Stage - Identify helpful and/or harmful


substances (i.e., vitamins, medicines, tobacco, alcohol)
and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the body
or causes death...)

Identify basic changes in growth and development from


birth to childhood (e.g., changes to teeth, brain, height,
body weight, clothes size...)

Describe how living things produce their offspring and care


for their young (e.g., animal mating; providing food,
warmth, shelter, and protection for babies; union of egg
and sperm...)
Determine the differences and similarities between self and
others (e.g., body build, hair colour, eyes, skin colour,
features, gender, body parts, fitness, interests, culture,
beliefs and values...)
Describe how human beings express their emotions for
people about whom they care (e.g., showing love and
affection by caring, sharing, being kind and gentle,
speaking affectionately, hugging, kissing...)
Identify ways family or caregivers provide support and
nurturing for personal growth and development (e.g.,
provide food and warmth, express encouragement, listen
attentively, provide advice, hugs...)
Use a decision-making/problem- solving process, with
guidance, to determine consequences of good and poor
daily health habits
Record, with assistance, daily physical activities that are
enjoyable for families to do

Sort/classify a variety of foods into the food groups


according to Canada's Food Guide to Healthy Eating

Choose foods for healthy breakfasts/ snacks based on


Canada's Food Guide to Healthy Eating

Use appropriate language regarding private and sensitive


issues (e.g., no foul language, hurtful teasing, name
calling, offensive gestures or signs...)

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

Basic Movement

Basic Movement
Skills

K.1.3.A.1

Movement
Development

Skill Development
Process

K.1.3.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.3.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.3.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.3.B.3b

Movement
Development

Movement
K.1.3.B.3c
Concepts
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

K.1.3.B.3d

Activity Specific
Movement

Rules

K.1.3.C.1

Activity Specific
Movement

Terminology

K.1.3.C.2

Activity Specific
Movement

Game Strategies

K.1.3.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.3.C.4

Acquisition of
Movement Skills

Transport

S.1.3.A.1

Acquisition of
Movement Skills

Manipulation

S.1.3.A.2

Acquisition of
Movement Skills

Balance

S.1.3.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.3.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.3.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.3.B.3

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.3.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.3.D.2

Fitness Components

Fitness
Components

K.2.3.A.1

Fitness Benefits

Fitness Benefits

K.2.3.B.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.3.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.3.C.1b

Fitness Development Training


Principles

K.2.3.C.2

Fitness Development Warm-up/Cooldown

K.2.3.C.3

Fitness Development Motivational


Factors

K.2.3.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.3.A.1a

Acquisition /
Active
S.2.3.A.1b
Application of Fitness Participation
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.3.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.3.A.3a

Physical Activity Risk


Management

Physical Activity
Safety

K.3.3.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.3.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.3.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.3.A.4

Physical Activity Risk


Management

Alternative
K.3.3.A.5a
Pursuits (selected
activities)

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.3.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.3.B.1

Safety of Self &


Others

Community
Supports and
Services

K.3.3.B.4

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.3.B.5a

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.3.B.5b

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.3.B.6a

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.3.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.3.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.3.A.1

Personal
Development

Goal-Setting
(process)

K.4.3.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.3.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.3.A.3

Social Development

Social
K.4.3.B.1a
Responsibility
(responsible
social behaviours)

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.3.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.3.B.2a

Social Development

Relationships
(developing
relationships)

K.4.3.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.3.B.3a

Social Development

Conflict
K.4.3.B.3b
Resolution
Process (process)

Social Development

Conflict
Resolution
Process
(solutions)

Social Development

Avoidance and
Refusal
Strategies

K.4.3.B.4

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.3.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.3.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.3.A.3

K.4.3.B.3c

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.3.A.4

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.3.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.3.A.2

Personal Health
Practices

Dental Health

K.5.3.A.3

Active Living

Benefits of
Physical Activity

K.5.3.B.1

Active Living

Physical Activity
Choices

K.5.3.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.3.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.3.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.3.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.3.C.2

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.3.D.1

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.3.D.2

Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.3.D.3

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.3.A.4

SLO Description
Show an understanding of how the movement patterns
should be performed (e.g., opposite foot forward to throwing
hand; two-foot take-off and landing in jumping...)
Maintenance Stage - Show an understanding that personal
attitudes (e.g., willingness to try, level of involvement, desire
to learn...) affect skill development and success
Recognize concepts relating to force (i.e., body alignment,
application of force, addition of forces) in pulling, pushing,
and carrying activities(e.g., carrying a mat together, ropepulling...)
Design a movement sequence (e.g., run/jump/land/roll
sequence...) incorporating directions, levels, pathways, and
planes (e.g., creative gymnastics, hoop gymnastics...)
Balance objects (e.g., beanbags, balls...) using different body
parts (e.g., hands, shoulders, foot...) while travelling alone
and/or in partner activities
Show an understanding of the qualities of speed (e.g., fast
and slow...), force (e.g., strong and light...), and flow (e.g.,
free and bound...) in movement
Show an understanding for mirroring and matching
movements with a partner in a stationary position and/or
while moving (e.g., "follow the leader"...)
Show an understanding of fundamental rules used in
individual or partner games and activities (e.g., make up a
game and share it with a partner...)
Recognize movement vocabulary (e.g., hop, skip, spin, deke,
dodge, counter-clockwise...) when following directions related
to simple games and activities (e.g., obstacle courses...)
Recognize the basic concepts (e.g., invading, getting
possession, keeping possession, scoring...) of simple
territory/invasion games/activities
Demonstrate an understanding of how positive and negative
social behaviours (e.g., sharing, showing respect, fairness,
honesty, cheating, lying...) may affect the outcome of an
activity
Demonstrate proficiency in basic transport skills (i.e.,
running, hopping, galloping, jumping, skipping)
Demonstrate competency in basic manipulation skills (i.e.,
rolling, underhand and overhand throwing, catching,
bouncing, striking, kicking, dribbling a ball using feet)

Unit Content

Assessment

Demonstrate competency in soft and balanced landings from


developmentally appropriate heights (e.g., floor, bench, low
beam, jumping box...)
Maintenance Stage - Use basic movement skills (e.g.,
hopping, rolling, underhand throwing...) and concepts (i.e.,
body and space awareness, relationships) in creating
cooperative and/or low-competitive games with partners or in
small groups (e.g., hopscotch, playing catch with a partner,
simple target games...)
Maintenance Stage - Use basic movement skills (e.g.,
running, catching...) and concepts in cooperative and/or lowcompetitive group games (e.g., dodging activities, tag
games...)
Maintenance Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Create rhythmic sequences using transport skills (e.g., walk,
jump, step-hop, stamp, slide...) alone and/or with others
(e.g., jump-rope activities, aerobics, creative movement...)
Maintenance Stage - Demonstrate functional use of basic
movement skills (i.e., transport, manipulation, balance),
applying movement concepts (e.g., body and space
awareness...) to gymnastic-type activities (e.g., balancing on
different body parts, swinging and circling small hand
apparatus...)
Discuss exercises and physical activities associated with
health-related fitness components (e.g., running develops
endurance of the heart, jumping activities develop muscular
strength and endurance of the leg muscles...)
Recognize that the body needs sustained or intermittent
vigorous physical activity to improve the strength of the heart
and lungs (e.g., running, skipping, cycling, swimming, soccer
to accumulate at least 10 to 15 minutes of vigorous activity
each day...)
Show an understanding of the location, size, and function of
the heart (e.g., in the chest area, size of a fist, pumps
blood...)
Identify short-term effects of exercise/physical activity on the
body (e.g., pulse rate increases, shortness of breath, body
temperature increases, perspiration occurs, fatigue sets in...)

Introductory Stage - Show an understanding of the factors


(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.

Maintenance Stage - Recognize that proper warm-up


activities (i.e., light aerobic activity, stretching exercises)
prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of muscles
and ligaments...)
Identify personal factors (e.g., interests, personal success,
previous experiences, type of activities, developmental
rates...) that influence physical activity participation and build
self-confidence
Participate in exercises/activities that increase flexibility,
muscular strength, and muscular endurance

Maintain participation in moderate to vigorous activity that


contributes to aerobic capacity for short (e.g., intermittent...)
and longer periods of time (e.g., sustained...)
Maintenance Stage - Determine own degree of exertion
through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
Record participation in daily physical activities (e.g., at home,
at school, in the community...) over a period of time (e.g., a
week, a day...) to determine level of physical activity
participation
Show an understanding of risk factors and safe practices
associated with selected physical activities, including leadup-type territorial/invasion- type games (e.g., no body contact
in lead-up games such as soccer, no slapshots or highsticking in floor hockey...)
Recognize appropriate body alignment during specific
activities (e.g., lifting, carrying, pushing, pulling...)
Maintenance Stage - Identify the reasons for appropriate
clothing and footwear for participation in physical activity
(e.g., change of clothing for safety, support, comfort, and
freedom of movement; removal of jewellery for physical
activities; personal hygiene
Maintenance Stage - Show an understanding of general and
specific safety guidelines and behaviours (e.g., change-room
routines, appropriate permitted heights on climbing frame,
carrying heavy equipment such as benches, size of
equipment...) that are appropriate for own age and ability
Maintenance Stage - Identify the basic safety rules for
selected physical activity settings (e.g., school field
trips,Terry Fox walk/run, skating activity, pow wows, winter
festivals...)
Maintenance Stage - Identify safety rules, signals, and
practices to follow when riding a bicycle (e.g., obeying traffic
signs, right/left/ stop signals, helmet use, mechanical
workings...)

Identify general safety procedures related to safety in the


community (i.e., fire drills, stop/drop/roll, bus loading and
evacuating, crosswalk procedures, wearing seatbelts, railway
crossings, train tracks, firearms, wearing floatation devices)
Recognize roles of individuals in school and community who
provide safety services (e.g., school staff, cross-walk patrols,
police officers, block parents, firefighters, doctors, nurses,
elders, ski patrols, snowmobile patrols, forest rangers, coast
guards...)
Identify examples of real violence (e.g., schoolyard fights,
shaking baby, bullying...) and fictional violence (e.g.,
cartoons, movies, television, wrestling, video games...), and
their influence on well-being
Identify strategies (e.g., say "no" assertively, seek adult help,
choose good friends, follow safe routes home, communicate
whereabouts, get away/stay away, conflict resolution skills...)
to avoid being bullied in different case scenarios
Identify ways to avoid dangerous and/or inappropriate
situations for self and/or others in a variety of contexts
(e.g.,unwanted touching of the private parts, sex-related
Internet sites, exploitative advertisements...)
Maintenance Stage - Follow simple rules and routines for
safe, active participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.
Introductory Stage - Demonstrate practices to assist an
injured person (i.e., get help, explain what you saw, avoid
contact with body fluids of others, do not try to move the
injured person)
Identify the importance of showing consideration for self and
others, and for individual differences (i.e., language, ideas,
abilities, physical characteristics)
Differentiate between long-term goals (e.g., strong bones,
class projects...) and short- term goals (e.g., meet
recommended daily requirements of milk/milk products, daily
homework assignments...)
Discuss how attributes (i.e., determination, being
responsible, staying on task) and desires (i.e., willingness to
help, motivation to participate or contribute) affect personal
progress and achievement
Explore the steps in the decison-making/ problem-solving
process (e.g., define topic or issue, explore alternatives,
check and consider health knowledge and values, identify
possible solutions, decide, evaluate...)

Describe the behaviours (e.g., accepting everyone into the


group, inviting others to play or participate, no put-downs,
recognizing feelings of others...) that show respect for the
abilities and feelings of others
Talk about personal participation and responsibility in
cooperative play and teamwork for appreciation of diversity
(e.g., willingness to play and work with others, acceptance of
individual differences, motivation to contribute, dealing with
rejection...)
Identify appropriate and inappropriate ways (e.g.,
talking/crying, calm voice/loud voice, acceptable
language/offensive language, cheering/booing...) of
communicating emotions
Recognize the importance (e.g., feeling of belonging,
affiliation, learn from each other...) of friends and groups that
are safe and dependable
Recognize anger triggers for self and others (e.g., namecalling, feeling inadequate, being reprimanded...), and
strategies to reduce, control, or avoid anger (e.g., seek
someone to talk to, take timeout, participate in a diversion
activity, engage in physical exercise...) in emotional situations
Show an understanding of the steps in a conflict-resolution
process (i.e., identify the goal; identify constraints, limiting
conditions, and possible options; choose best option;
evaluate for effectiveness)
Identify mediation skills (e.g., allow person to express
opinions, summarize other person's point of view, recognize
feelings of others...) that can be used as part of the conflictresolution process
Recognize verbal and non-verbal behaviours associated with
assertiveness (e.g., saying "no" with a firm voice...)
Maintenance Stage - Set simple short-term goals and
participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)
Use the steps in the decision-making/ problem-solving
process, with emphasis on seeking relevant knowledge
related to simple and everyday-living topics or issues (e.g.,
choosing to play an active, safe game at recess; including
everyone in a game; following class rules...)
Demonstrate behaviours (e.g.,use appropriate body
language, make encouraging remarks, ask questions, help
others, include others in conversation or play...) that show
respect for the abilities and feelings of others in small-group
class activities

Demonstrate the use of mediation strategies as part of a


conflict-resolution process in different case scenarios (e.g.,
recess play, class disagreements, calling own fouls in a
game...)
Maintenance Stage - Use a decision-making/problemsolving process, with guidance, to determine consequences
of good and poor daily health habits
Maintenance Stage - Identify common communicable
diseases/illness/conditions (e.g., colds, flu, pink-eye, head
lice...) in the classroom and home, and ways to prevent the
spread of disease/illness/ conditions (e.g., cover mouth when
sneezing or coughing, wash hands regularly, share food
appropriately, use own hair utensils and headwear...)
Maintenance Stage - Assess personal dental care habits and
identify ways to promote dental health for self and/or others
Maintenance Stage - Identify the health benefits (i.e., better
health, posture, balance, self-esteem, healthy weight,
stronger muscles and bones) of participating in regular
physical activity (e.g., accumulating more than 60 minutes
and up to several hours a day of physical activity...)
Maintenance Stage - Identify opportunities (e.g., during
physical education class, recess, lunch hour, before/after
school, on weekends...) to be active daily, alone or with
family and others.
Maintenance Stage - Identify how automation and
information technology (e.g., computers, video games,
television, telecommunications...) have an impact on
participation in physical activity
Maintenance Stage - Differentiate between "everyday" and
"sometime" foods in Canada's Food Guide to Healthy Eating
Maintenance Stage - Identify the function of a variety of food
groups for growth and development (e.g., foods that help the
body go, glow, and grow...)
Maintenance Stage - Identify the need for daily food and fluid
to support physical activity
Identify and describe the potential dangers associated with
substance use (e.g., medicines, vitamins, tobacco, alcohol,
solvents, gasoline, cleaning supplies, glue, street drugs...) in
the community

Identify helpful and/or harmful substances (i.e., vitamins,


medicines, tobacco, alcohol) and their effects on a healthy
body (e.g., vitamins help build body tissues; medicines fight
germs and/or reduce pain; nicotine in tobacco affects
circulatory system and nervous system; first- and secondhand tobacco smoke affects lungs and may cause cancer;
consuming or inhaling vapours from dangerous products
harms the body or causes death...)
Recognize the factors (e.g., peer pressure, media
influence...) that can influence making decisions regarding
substance use (i.e., smoking)
Use avoidance and assertiveness skills (e.g., avoid taking
medicines or non- medicinal products without supervision; do
not touch or play with harmful substances such as poisons,
medicines, cigarettes, solvents; say "no" to use of harmful
substances...) in scenarios related to potentially dangerous
situations

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

Basic Movement

Basic Movement
Skills

K.1.4.A.1

Movement
Development

Skill Development
Process

K.1.4.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.4.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.4.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.4.B.3b

Movement
Development

Movement
K.1.4.B.3c
Concepts
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

K.1.4.B.3d

Activity Specific
Movement

Rules

K.1.4.C.1

Activity Specific
Movement

Terminology

K.1.4.C.2

Activity Specific
Movement

Game Strategies

K.1.4.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.4.C.4

Acquisition of
Movement Skills

Transport

S.1.4.A.1

Acquisition of
Movement Skills

Manipulation

S.1.4.A.2

Acquisition of
Movement Skills

Balance

S.1.4.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.4.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.4.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.4.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.4.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.4.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.4.D.2

Fitness Components

K.2.4.A.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.4.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.4.C.1b

Fitness Development Training


Principles

K.2.4.C.2

Fitness
Components

Fitness Development Warm-up/Cooldown

K.2.4.C.3

Fitness Development Motivational


Factors

K.2.4.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.4.A.1a

Acquisition /
Active
S.2.4.A.1b
Application of Fitness Participation
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.4.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.4.A.3a

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.4.A.3b

Physical Activity Risk


Management

Physical Activity
Safety

K.3.4.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.4.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.4.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.4.A.4

Physical Activity Risk


Management

Alternative
K.3.4.A.5a
Pursuits (selected
activities)

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.4.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.4.B.1

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.4.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.4.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.4.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.4.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.4.A.1

Personal
Development

Goal-Setting
(process)

K.4.4.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.4.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.4.A.3

Social Development

Social
K.4.4.B.1a
Responsibility
(responsible
social behaviours)

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.4.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.4.B.2a

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.4.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.4.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.4.C.2

Mental-Emotional
Development

Effects of Stress

K.4.4.C.3

Mental-Emotional
Development

Stress
Management
Strategies

K.4.4.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.4.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.4.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.4.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.4.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.4.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.4.A.2

Personal Health
Practices

Dental Health

K.5.4.A.3

Active Living

Benefits of
Physical Activity

K.5.4.B.1

Active Living

Physical Activity
Choices

K.5.4.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.4.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.4.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.4.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.4.C.2

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.4.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.4.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.4.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.4.A.3b

SLO Description
Show an understanding of the main characteristics of the
mature patterns of the basic movement skills from the
three categories (i.e., transport, manipulation, and
balance) in self and in others
Demonstrate an understanding that rate, method, and
extent of learning movement skills are unique to each
person (e.g., accept own and others' different
developmental processes...)
Show an understanding of the concepts of force and
motion (i.e., absorption of force) when receiving an object
(i.e., "give"with the object to absorb the force in catching
and receiving skills; use as many joints as possible over
greatest range of movement possible)
Recognize the qualities of space awareness (i.e., levels,
pathways, directions) in a variety of activities (e.g., tag
game, obstacle course...)
Show different ways to propel or move (e.g., kick, strike,
roll...) objects using different body parts (e.g., head, arms,
hands, feet...)
Differentiate between qualities of effort (e.g., fast and slow,
strong and light, free and bound...) in movement
sequences performed by others
Identify characteristics (e.g., identical and contrasting
movements and/or rhythms...) that enhance choreography
of movement sequences with a partner and in small groups
Explain simple rules used in lead-up games and activities
that are suitable for recess (e.g., four-square, hopscotch,
jump-rope activities, game of own design)
Maintenance Stage - Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Recognize the basic concepts (e.g., accuracy, body
positioning, object placement...) of simple net/wall and
striking/fielding games/activities
Identify the five fair-play ideals (i.e., respect for rules,
officials, and opponents, self-control, equitable playing
time)
Demonstrate proficiency in basic transport skills and other
locomotor variations and extensions (e.g., slide, leap,
grapevine...)

Unit Content

Assessment

Demonstrate proficiency in selected manipulation skills in a


variety of individual activities (i.e., rolling, underhand and
overhand throwing, catching, striking, bouncing, kicking,
dribbling a ball using feet)
Demonstrate competency in static and dynamic balance on
apparatus at a low level (e.g., on a line, bench, low
beam...)
Demonstrate functional use of basic movement skills (e.g.,
jumping, hopping, throwing, catching...) in sport-related
lead-up individual/dual games and physical activities (e.g.,
juggling, rope jumping...)
Demonstrate functional use of basic movement skills (e.g.,
kicking, striking...) in large-group/mass-participation
activities (e.g., invasion and striking/fielding-type
activities...)
Maintenance Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Demonstrate functional use of basic movement skills (e.g.,
striking a ball with the hand and/or implement, balancing...)
in outdoor activities on the school grounds and/or special
events (e.g., four-square ball, T-ball, skating, snowshoeing,
tabloids, mini-olympics, multicultural games...)
Demonstrate functional use of basic rhythmic steps and
patterns (e.g., grapevine, walk/turn, slide, stamp, run...),
applying movement concepts alone and with others in a
variety of rhythmic activities (e.g., multicultural activities to
reflect different styles such as folk, country, novelty...)
Demonstrate functional use of basic movement skills using
two or more gymnastic movement patterns in a gymnastic
sequence/routine with small hand apparatus (e.g., hoops,
scarves, ropes...), or on large apparatus (e.g., mats,
balance beam...), alone or with others
Recognize the health-related fitness components (e.g.,
cardiovascular endurance, muscular strength, muscular
endurance, flexibility)
Maintenance Stage - Show an understanding of the
location, size, and function of the heart (e.g., in the chest
area, size of a fist, pumps blood...)
Maintenance Stage - Identify short-term effects of
exercise/physical activity on the body (e.g., pulse rate
increases, shortness of breath, body temperature
increases, perspiration occurs, fatigue sets in...)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.

Recognize the importance of light aerobic activities and


stretching as part of cool-down following a vigorous activity
(e.g., decrease blood flow and body temperature
gradually...)
Discuss how setting realistic goals and developing
strategies (e.g., positive thinking, regular practice,
participating with others...) can contribute to personal
achievement (e.g., sense of enjoyment, self-confidence...)
Participate regularly in a variety of purposeful and
individually challenging fitness activities that develop
health-related and/or skill-related fitness components (e.g.,
activities that increase heart rate, lung capacity, strength,
muscular endurance, flexibility, coordination...)
Maintain continuous aerobic activity for a set period of
time, based on functional capacity

Demonstrate efficient ways (e.g., pulse point location and


proper finger positions on wrist and neck, use of heart
monitors...) to determine heart rate before and after
exercise
Determine own performance level for health-related fitness
components (i.e., cardiovascular endurance, muscular
strength, muscular endurance, flexibility), using simple
tests or tasks (e.g., sit and reach, modified curl-up, 1600metre run...)
Record own fitness results and physical activity
participation over a period of time (e.g., beginning, middle,
end of school year...) for personal progress
Show an understanding of safe practices and risk factors
associated with selected physical activities, including
simple lead-up-type net/wall and striking/fielding-type
games (e.g., positioning self at a safe distance in
batting/striking in baseball and/or paddleball...)
Recognize safe and unsafe characteristics of performing
common exercises (e.g., curl-ups, neck rotations, back
bends or bridges, knee bends...)
Maintenance Stage - Identify the reasons for appropriate
clothing and footwear for participation in physical activity
(e.g., change of clothing for safety, support, comfort, and
freedom of movement; removal of jewellery for physical
activities; personal hygiene

Maintenance Stage - Show an understanding of general


and specific safety guidelines and behaviours (e.g.,
change-room routines, appropriate permitted heights on
climbing frame, carrying heavy equipment such as
benches, size of equipment...) that are appropriate for own
age and ability
Maintenance Stage - Identify the basic safety rules for
selected physical activity settings (e.g., school field
trips,Terry Fox walk/run, skating activity, pow wows, winter
festivals...)
Identify water safety rules, hazards, and practices (e.g.,
wearing floatation devices, importance of swimming
lessons, recognizing safety symbols, steps in an
emergency...) related to aquatic activities (e.g., swimming,
boating...)
Identify responsibilities for prevention, protection, and
persuasion in the areas of fire safety, bus ridership, and
road and vehicle safety (e.g., autos, boats, snowmobiles,
farm equipment...)
Identify common injuries (e.g., cuts, bruises, scrapes,
burns, bumps, fractures, insect bites and stings, frostbite...)
in everyday living, and ways to help (e.g., seek adult help,
get ice, locate first-aid kit, avoid contact with body fluids of
others...)
Maintenance Stage - Recognize roles of individuals in
school and community who provide safety services (e.g.,
school staff, cross-walk patrols, police officers, block
parents, firefighters, doctors, nurses, elders, ski patrols,
snowmobile patrols, forest rangers, coast guards...)
Follow set rules and routines for safe participation and use
of equipment in selected specific physical activities (e.g.,
fair-play rules, change-room routines, equipment
distribution, sharing space...)
Demonstrate practices to assist an injured person (i.e., get
help, explain what you saw, avoid contact with body fluids
of others, do not try to move the injured person)
Demonstrate an awareness of factors (e.g., personal
attitudes, supportive environment, accomplishments,
positive thinking, genetics, media stereotyping...) that
influence self-esteem and self-confidence
Identify a goal-setting process (e.g., assess attributes, set
goals, visualize, practise, monitor, automate, enjoy...) for
establishing personal goals
Describe the factors (e.g., success/failure, attitude, support
from others, commitment, intrinsic and extrinsic rewards...)
that affect personal motivation and achievement of goals

Identify the steps of the decision-making/ problem-solving


process with an emphasis on the final steps (e.g., making
the decision, taking action, evaluating results...)
Identify appropriate social behaviours (e.g., speaking
kindly, acknowledging others' ideas and opinions, offering
to help...) toward others in small-group situations

Discuss connections or representations of cultures in


different physical and recreational activities (e.g., lacrosse
from Aboriginal culture, tinikling from Philippines, voyageur
games from French-Canadian culture...)
Identify positive communication skills (e.g., encouraging
remarks, using appropriate etiquette, using appropriate
body language...) and behaviours (i.e., fair play code of
conduct) for getting along with others in competitive
situations (i.e., as a participant, player, or spectator)
Identify characteristics of and/or behaviours associated
with different emotions (e.g., fear, helplessness, anger,
affection, excitement, frustration, disappointment,
enthusiasm...) in self and/or others
Identify different strategies (e.g., talk with family, supportive
friends, religious leader...) for coping with loss and grief
Recognize that people have different reactions (e.g.,
excitement, fear, motivation, inhibition...) to stressors
Identify the physical responses the body may experience
as a result of stress (e.g., heart-rate increase, blushing,
muscles tighten, pupils of eyes widen, knots in stomach,
butterflies, dry mouth...)
Identify the stress management skills (e.g., relaxation
skills, stress-control skills, positive thinking, guided
imagery, use of humour, talking with others...) that may be
useful in coping with stress
Set goals (e.g., improve fitness score, improve dietary
intake, increase participation in daily physical activity,
improve academic achievement...) to enhance health and
physical well-being
Design, implement, evaluate, and revise an action plan for
making a group decision (e.g., classroom rules and
routines, planning a class or group activity...)
Demonstrate interpersonal skills (i.e., ability to
communicate verbally and non-verbally with others, work
cooperatively and collaboratively, show respect and
consideration for rights and feelings of others, be
responsible for self and others) for getting along with
others in class activities

Demonstrate use of stress-management strategies (e.g.,


talking to supportive others, using guided imagery to
visualize positive outcomes, using positive self-talk, going
for recess or family walk...) by oneself and/or with others in
a variety of contexts (e.g., discussion groups, sharing
circle, games...)
Identify the importance of taking responsibility for personal
hygiene practices on a regular basis (i.e., bath/shower,
wash hair, wash hands, change clothes, brush teeth,
engage in physical activity)
Identify ways (e.g., avoid loud sounds, don't drink or swim
in contaminated water, avoid second-hand smoke, avoid
plants and food that cause allergic reactions, wear a hat,
wear sunscreen...) to prevent reactions to various
environmental conditions (e.g., noise, water, sun, air,
plants...)
Identify the function (i.e., biting, chewing) and structure
(i.e., number, names, parts) of primary and permanent
teeth
Describe feelings (e.g., enjoyment, sense of exploration,
self- satisfaction, self-confidence, sense of belonging,
relaxation...) associated with participation in physical
activities as these feelings contribute to personal health
and well-being
Identify ways (e.g., play time, joining local teams/clubs,
family events, community events...) to be physically active
indoors and outdoors in own community on a daily and/or
regular basis
Determine how much personal time is spent in active and
sedentary activity for a set period of time (e.g., daily,
weekly, monthly...)
Demonstrate an understanding of food groups, serving
sizes, and serving numbers that support good health
Maintenance Stage - Identify the function of a variety of
food groups for growth and development (e.g., foods that
help the body go, glow, and grow...)
Describe the best type and quantities of fluid to consume
during various physical activities under different conditions
(e.g., indoor, outdoor, humid, long/short duration...)
Develop a personal action plan for daily personal health
practices

Develop a personal action plan for daily active living,


including reasons for choice of activities

Assess personal food intake for a period of one to three


days, and identify factors (e.g., culture, religions,
availability, peers, television advertising, age...) that may
influence food choices
Use problem-solving strategies to reduce barriers to
healthy eating, and improve food choices, if appropriate

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

Basic Movement
Skills

K.1.5.A.1 Detect, analyze, and correct errors in personal movement

Movement
Development

Skill Development
Process

K.1.5.B.1 Identify personal and controllable factors (i.e., time, effort,

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.5.B.2 Identify biomechanical concepts for controlled movement,

Movement
Development

Movement
Concepts (space
awareness)

K.1.5.B.3a Design movement sequences that show contrast in levels,

Movement
Development

Movement
Concepts (body
awareness)

K.1.5.B.3b Show an understanding of the terms that describe the

Movement
Development

Movement
K.1.5.B.3c Recognize the qualities of effort (e.g., force, time, flow...) in
Concepts
a movement sequence performed with others (e.g., Inuit
(qualities of effort)
partner activities...).

Movement
Development

Movement
Concepts
(relationships)

K.1.5.B.3d Describe the concept of relationships as it applies to a

Activity Specific
Movement

Rules

K.1.5.C.1 Apply the rules of lead-up games (i.e., low-organized

Activity Specific
Movement

Terminology

Activity Specific
Movement

Game Strategies

Activity Specific
Movement

Teamwork and
Fair Play

Basic Movement

patterns (i.e., transport, manipulation, and balance skills).

interest, attitude, good practice habits) that may affect


movement skill development.
including balance activities (i.e., lower centre of gravity,
increase base of support, keep line of centre of gravity in
the middle of base of support).
planes, pathways, and directions (e.g., gymnastic floor
exercise routine...).

action of the muscles and joints (e.g., flexion, extension,


rotation...).

moving object and/or person (e.g., passing a ball in front of


a person while running...).
games of own design) while participating and/or officiating.
K.1.5.C.2 Use the general terminology (e.g., offence, defence,

crease, pacing...) associated with lead-up games and


activities.
K.1.5.C.3 Determine effective game strategies in group activities

using a problem-solving approach (e.g., devise an


attacking and a defending strategy in a mass participation
game...).
K.1.5.C.4 Show an understanding of teamwork and fair play while

participating in different physical activities (e.g., suggest


rule changes to improve fairness of the game...).

Unit Content

Assessment

S.1.5.A.1 Perform transport skills for control, applying mechanical

Acquisition of
Movement Skills

Transport

Acquisition of
Movement Skills

Manipulation

Acquisition of
Movement Skills

Balance

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.5.B.1 Combine selected movement skills (i.e., extensions or

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.5.B.2 Combine selected movement skills (e.g., extensions,

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.5.B.3 Perform simple officiating duties (e.g., refereeing, score

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

principles (e.g., angle of projection, gravity, absorption...)


while travelling alone and/or with others, with or without
obstacles.
S.1.5.A.2 Perform manipulation skills for control (e.g., hand dribbling

and foot dribbling a ball for maintaining control...), applying


mechanical principles (e.g., body alignment, application of
force, addition of forces...) while travelling alone and/or
with others.
S.1.5.A.3 Demonstrate static balance showing different body shapes

(e.g., tuck, straddle, pike, straight...), applying mechanical


principles (i.e., lower centre of gravity, increase base of
support, keep line of centre of gravity within base of
support), using a variety of equipment (e.g., mats, balance
boards, skates, scooters...).
variations of basic movement skills) in a variety of
individual and dual-type lead-up activities/games, including
innovative activities (e.g., rallying, two-on-two activities...).

variations...) in a variety of group/team activities/games,


including innovative activities (e.g., modified soccer,
cooperative challenges...).
keeping, timekeeping, making line calls for "out of
bounds"...) in class physical activities.

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.5.C.1 Demonstrate functional use of basic movement skills (e.g.,

striking a ball with the hand and/or implement, balancing...)


in outdoor activities on the school grounds and/or special
events (e.g., four-square ball, T-ball, skating, snowshoeing,
tabloids, mini-olympics, multicultural games...)
S.1.5.D.1 Demonstrate functional use of basic rhythmic steps,

positions, and patterns in repeatable sequences (e.g.,


aerobics, jump rope, creative dance, folk dances...),
showing two or more different styles/traditions.

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.5.D.2 Demonstrate functional use of combining two or more

Fitness Components

Fitness
Components

K.2.5.A.1 Identify health- related fitness components (e.g.,

Fitness Benefits

K.2.5.B.1 Identify the fitness benefits (i.e., muscle and bone

Fitness Benefits

selected movement skills and applying movement


concepts (e.g.,combine travelling, rolling, balancing, and
weight transfer into smooth flowing sequences; showing
contrast in direction, speed, flow...) in gymnastic-type
sequences/routines (e.g., ball gymnastics, stuntastics,
pyramids, creative hand apparatus...).

cardiovascular endurance, muscular endurance, muscular


strength, flexibility,body composition...) and one example of
an appropriate exercise/ activity for each component (e.g.,
skip rope for cardiovascular endurance development...).

development, decreased susceptibility to stress, positive


self-esteem, faster heart-rate recovery) of moderate to
vigorous fitness-type activities over time.
Fitness Development Exercise
Physiology
(structure and
function)

K.2.5.C.1a Recognize the terms associated with the function of the

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.5.C.1b Describe the effects of aerobic activities and inactivity on

Fitness Development Training


Principles

K.2.5.C.2

Fitness Development Warm-up/Cooldown

K.2.5.C.3 Show an understanding that stretching exercises for the

Fitness Development Motivational


Factors

K.2.5.C.4 Determine the intrinsic (e.g., enjoyment, enhanced health,

cardiovascular system (i.e., resting heart rate, maximum


heart rate, target heart rate, blood pressure, recovery heart
rate) in the context of exercise and physical activity.

the cardiovascular system (i.e., lower/raised resting heart


rate, increased / decreased heart size, increased /
decreased stroke volume).
Show an understanding of the factors (e.g., planning,
regular participation, effort, adequate information,
motivation, commitment, regular monitoring...) affecting
personal fitness development.
major muscle groups should be held for a minimum length
of time to be effective (e.g., as long as a stretch feels
comfortable, which is usually 10 to 30 seconds with three
to five repetitions...).
level of success, increased energy level, affiliation...) and
extrinsic (e.g., awards, media, sport heroes, family,
peers...) factors that motivate participation for fitness
development.

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.5.A.1a Demonstrate correct execution of exercises (e.g., keeping

body straight for push-ups, keeping legs bent for curlups...)designed to improve and maintain personal fitness
associated with health-related fitness components.

Acquisition /
Active
S.2.5.A.1b Participate in continuous aerobic activity for a sustained
Application of Fitness Participation
period of time, while maintaining the target heart rate.
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.5.A.2 Demonstrate use of short-cut methods (e.g., 6-second

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.5.A.3a Determine own performance level for health-related fitness

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.5.A.3b Compare own fitness results and physical activity

Physical Activity Risk


Management

Physical Activity
Safety

K.3.5.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.5.A.2 Show an understanding of safe stretching technique (e.g.,

Physical Activity Risk


Management

Dress/Footwear

Physical Activity Risk


Management

Equipment and
Facilities

count x 10; 10-second count x 6...) and/or technology


(e.g.,heart-rate monitors...) for monitoring heart-rate counts
before, during, and after activities, and relate to target
heart-rate zones (e.g., general health, basic fitness,
healthy heart...).
components (i.e., cardiovascular endurance, muscular
strength, muscular endurance, flexibility), using simple
tests or tasks (e.g., sit and reach, modified curl-up,1600metre run...).
participation over a period of time (e.g., beginning, middle,
end of school year...) to check and revise personal goals.
Show an understanding of safe practices (e.g., take turns,
position self at a safe distance, be respectful of varying
ability levels...) when helping others while practising in
regular or modified physical activities.
sustained rather than "bounce" stretching, proper body
alignment, keeping within the joints' normal range of
motion...) of selected exercises (e.g., calf stretch, modified
hurdle stretch, arm circles...) in warm-up and cool-down
routines.
K.3.5.A.3 Identify the reasons for appropriate clothing and footwear

for participation in physical activity (e.g., change of clothing


for safety, support, comfort, and freedom of movement;
removal of jewellery for physical activities; personal
hygiene
K.3.5.A.4

Develop guidelines and behaviours for safety related to


potential hazards and risks regarding equipment and
facility use(e.g., protruding objects, condition of the floor,
mats in jumping/ landing activities...).

Physical Activity Risk


Management

Alternative
K.3.5.A.5a Show an understanding of potential safety risks related to
Pursuits (selected
environments for selected alternative pursuits (e.g.,
activities)
jogging, cycling, tobogganing/ sliding, snowboarding,

skiing, in-line skating...).


5

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.5.A.5b Identify water safety rules, hazards, and practices (e.g.,

Safety of Self &


Others

Community
Safety Awareness

K.3.5.B.1 Investigate safety concerns in the community and/or the

Safety of Self &


Others

Environmental
Safety Awareness

K.3.5.B.2 Describe ways to respond appropriately to potentially

Safety of Self &


Others

Community
Supports and
Services

K.3.5.B.4 Identify available community supports that promote safety

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.5.B.5a Describe examples of problems (e.g., schoolyard/street

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.5.B.5b Describe safety guidelines (e.g., play in supervised areas,

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.5.B.6a Identify safety guidelines to protect self and others in

Safety of Self &


Others

Personal Safety
(behaviour /
strategies)

K.3.5.B.6b Describe indicators of abusive relationships (e.g.,

wearing floatation devices, importance of swimming


lessons, recognizing safety symbols, steps in an
emergency...) related to aquatic activities (e.g., swimming,
boating...).
media related to roads, traffic, bus transportation,
recreational vehicles, and unsupervised areas.
dangerous situations related to environmental conditions
(e.g.,floods, fires, extreme weather conditions, icy
conditions, lightning...) relevant to self and others.

and community health (e.g., help lines, dentists, doctors,


nurses, police officers, social workers, security guards,
lifeguards, natural healing modalities, physiotherapists,
Block Parents...).
fight, sibling conflicts, bullying, harassment, ridiculing,
excessive teasing, baby shaking...) related to physical and
verbal abuse with regard to safety of others.
follow code of conduct...) and the use of strategies
(i.e.,conflict-resolution skills) to deal with bullies and
harassment in a variety of situations (e.g., classroom,
sports, playground...).
potential sexually abusive situations (e.g., exploitative
behaviour; sex-related Internet sites, television, and
videos; flashers; secluded places; alone on streets late at
night...).
behaviours that are threatening, harassing, secretive, or
cause physical and/or mental injury, pain, or discomfort...).

S.3.5.A.1 Follow set rules and routines for safe participation and use

Acquisition /
Application of Safe
Practices

Physical Activity

Personal
Development

Self-Awareness /
Self-Esteem

K.4.5.A.1 Identify how one's self-concept and feelings are affected

Personal
Development

Goal-Setting
(process)

K.4.5.A.2a Identify ways of setting group goals (e.g., by consensus, by

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.5.A.2b Describe the importance of self-regulation and taking

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.5.A.3 Identify the influence of self (e.g., personal goals,

Social Development

Social
K.4.5.B.1a Describe behaviours (e.g., listen without interrupting, avoid
Responsibility
ridicule or teasing, use inclusive language and actions...)
(responsible
that show respect for the rights and feelings of others.
social behaviours)

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.5.B.1b Recognize the role of activities and events (e.g., games,

Relationships
(communication
skills and styles)

K.4.5.B.2a Review verbal and non-verbal behaviours that help (e.g.,

Relationships
(developing
relationships)

K.4.5.B.2b Identify qualities (e.g., honesty, support, reliability, common

Conflict
Resolution
Process (anger
management)

K.4.5.B.3a Identify components (e.g., personal triggers, anger cues,

Social Development

Social Development

Social Development

of equipment in selected physical activities (e.g.,fair-play


rules, change-room routines, equipment distribution,
sharing space...).
by others (e.g., praise/success/ encouragement build
confidence, ridicule/insults hurt feelings...).
arbitrary decision, by taking turns...) for cooperative
learning and team building.
responsibility for one's own actions (e.g., gain the respect
of others, personal achievement, quality of life, active
participation, being a good team player...) for personal
success.
emotions...) and others (e.g., expectations of family,
teachers, friends; values and beliefs of home, religion,
culture, community, society in general...) on setting
priorities and making responsible personal decisions (e.g.,
academic achievement, leisure activities...).

sports, dances, social events, cultural events...) in getting


to know and understand others of similar and different
cultures.
listening, keeping secrets, smiling...) and hinder (e.g.,
betraying loyalty, making fun of, not listening, interrupting,
using inappropriate body language...) communication for
building positive relationships.
interests, loyalty, fairness...) that are important in
establishing and maintaining a friendship.
hidden anger...) of anger management and strategies (e.g.,
be aware, back off, check out choices and consequences,
decide and do...) for self-control in different contexts.

Social Development

Conflict
K.4.5.B.3b Identify misunderstandings and/or miscommunications
Resolution
(e.g., portrayal of violence; ethnic, gender, and racial
Process (process)
bias...) related to messages in the media that could cause

or affect conflict.
5

Conflict
Resolution
Process
(solutions)

K.4.5.B.3c Show an understanding of the steps in a conflict-resolution

Avoidance and
Refusal
Strategies

K.4.5.B.4 Identify and assess strategies (e.g., using decision-making/

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.5.A.1 Use a goal-setting process to set and monitor progress for

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.5.A.2 Demonstrate the ability to set priorities for possible

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.5.A.3 Demonstrate functional use of interpersonal skills (e.g.,

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.5.A.4 Demonstrate ways (e.g., compromising, accommodating,

Social Development

Social Development

process (i.e., identify the goal; identify constraints and


limiting conditions, and possible options; choose best
option; evaluate for effectiveness) and conflict-resolution
strategies (e.g.,admit mistakes, apologize when
appropriate, calm self when upset, verbalize what
happened, look at things from another perspective, show
empathy...) to negotiate disputes and de-escalate conflicts.

problem-solving process, saying "no" assertively, walking


away/staying away, using conflict-resolution skills...) for
preventing or avoiding uncomfortable or dangerous
situations.
a group goal (e.g., project work, gymnastic routine,
prediction run...).

solutions that show responsible decision making for


physically active and healthy living choices.

listen attentively, summarize information, clarify feelings,


abstain from put-downs, be encouraging, play fairly, be
inclusive, show non-aggressive behaviour, resist negative
influences...) forgetting along with others in making group
decisions while participating in class activities.

reaching consensus, recognizing who holds the


power/authority, developing an understanding of issues,
forecasting positive long- term results...) to turn conflict into
a win-win situation indifferent case scenarios (e.g.,
disagreement with a friend or classmate...).

K.5.5.A.3 Examine dental hygiene practices and dental services

Personal Health
Practices

Dental Health

Substance Use &


Abuse Prevention

Healthful and
Harmful
Substances

K.5.5.D.1 Distinguish between medicinal and non-medicinal

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.5.D.2 Describe effects and consequences of substance use

Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.5.D.3 Identify peer, cultural, media, and social influences related

Human Sexuality

Biological Growth K.5.5.E.1a Describe the structure and function of the reproductive and
and Development
endocrine systems of human beings (e.g., pituitary gland,
(anatomy and
estrogen, testosterone, progesterone, menstruation and
physiology)
sperm atogenesis, fertilization, sexual intercourse...).

Human Sexuality

Biological Growth K.5.5.E.1b Identify the physical changes associated with puberty and
and Development
the importance of personal hygiene practices (e.g., growth
(human
of body hair, changes in body shape, hormones, acne,
reproduction)
body odour, menstruation, erection, ejaculation, emissions,

(e.g., cleaning, fillings, root canals, fluoride treatment,


braces, extractions...) for the prevention of plaque buildup,
bad breath, tooth decay, and/or dental disease.

substances and their appropriate use (e.g., prescription


drugs from a doctor to treat an illness rather than drugs
obtained illegally; vitamins to meet daily requirements,
ventilators/ puffers for asthma, EpiPens for allergies; overthe-counter drugs used for health reasons rather than for
performance enhancement ...).
(e.g., alcohol and tobacco, street drugs...) on body
systems (e.g.,alcohol affects the brain, liver, and nervous
system; alcohol affects fetal development in a pregnant
woman; tobacco and smoke affect the respiratory and
circulatory systems; street drugs change a person's
behaviour and cause harmful physical effects and may
cause death...).
to substance use and abuse (e.g., dares from friends;
pressure to belong to a group; attractive portrayals through
advertisements/television/videos; family/cultural/religious
values; peer pressure from groups and gangs; alcoholics
or smokers in the family...).

use of sanitary products...).


5

Human Sexuality

Biological Growth K.5.5.E.1c Describe how heredity (e.g., chromosomes, DNA...)


and Development
influences growth and characteristics that contribute to
(growth and
personal identity (e.g., height, eye colour, bone structure,
development)
hair colour, body build, individual growth patterns, features,

fraternal and identical twins...).

Psychological
Factors (mental
and emotional
factors)

K.5.5.E.2a Identify the social- emotional changes associated with

Sociological
Factors (social
factors)

K.5.5.E.3a Identify influences (e.g., family, friends, role models,

Sociological
Factors (effects)

K.5.5.E.3b Identify how social and cultural influences affect sexuality

Sociological
Factors
(responsibilities)

K.5.5.E.3c Identify the responsibilities (e.g., change clothing for

Health Issues
(HIV and Aids)

K.5.5.E.4a Identify characteristics (e.g., transmitted through sexual

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.5.A.4 Apply strategies (i.e., using the decision-making model,

Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.5.A.5 Apply a decision-making process in case scenarios related

Human Sexuality

Human Sexuality

Human Sexuality

Human Sexuality

Human Sexuality

puberty (e.g., sexual attraction, fluctuation of moods,


insecurities...).

religion, culture, media, advertising and videos, social


trends, fashion...) on sexuality and gender roles.
and gender roles (i.e., similarities and differences, such as
cultural rituals and traditions).
physical activities, bathe frequently, use deodorant, use
sanitary products, respect private spaces, keep personal
matters private, show consideration for others, respect
differences, do not ridicule...) associated with physical,
social, and emotional changes during puberty (e.g., body
odour, menstruation, erections, emissions, peer pressure,
social etiquette, insecurity...).
activity and contact with body fluids; may be fatal...) and
effects of HIV and AIDS on the immune system (e.g.,
destroys specific white cells...).
practising saying no, walking away, getting help from a safe
adult)for preventing or avoiding substance use and abuse
(e.g., tobacco, alcohol, street drugs, performanceenhancing drugs, sniffing...) in different case scenarios.

to issues associated with puberty (e.g., timing of physical


changes, teasing related to different developmental rates,
being discreet, respecting privacy of others, being sexually
active, showing affection...).

Resources

ID
6

Activity/Sport
Activity/Sport
Category
Outcome
Strand

Sub-Strand

Code

SLO Description

Basic Movement
Skills

K.1.6.A.1 Recognize that there are different applications of the basic

Movement
Development

Skill Development
Process

K.1.6.B.1 Determine personal and uncontrollable factors (i.e., body

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.6.B.2 Identify biomechanical concepts (i.e., application and

Movement
Development

Movement
Concepts

K.1.6.B.3 Design movement sequences (e.g., group routine in

Activity Specific
Movement

Rules

K.1.6.C.1 Adapt the rules of lead-up games based on criteria

Activity Specific
Movement

Terminology

Activity Specific
Movement

Game Strategies

Activity Specific
Movement

Teamwork and
Fair Play

Basic Movement

movement skills to different physical activities (e.g., striking


skill used in baseball, hockey, paddleball...).

type and physical attributes, hereditary influences, varying


rates in growth and development) that may affect
movement skill development.
amount of force, range of motion, number of body
segments) related to applying force in sending and
receiving activities (e.g., overhead throwing with
preparatory steps, full backswing, full trunk rotation, followthrough...).
rhythmic gymnastics...) that show contrast in qualities of
movement (e.g., levels, pathways, directions...) and
formations (e.g., circles, lines, scattered...) performed in a
group.
predetermined through problem-solving activities (e.g.,
suggest rule changes for enhanced activity, inclusivity,
safety...).
K.1.6.C.2 Use activity-specific terminology (e.g., bump, volley, free

throw, serve...) associated with selected lead-up games


and physical activities.
K.1.6.C.3 Identify simple offensive and defensive strategies (e.g.,

"give and go", marking an opponent, formations...)


employed in lead-up games of different sports.
K.1.6.C.4 Identify examples of fair play and good teamwork by others

(e.g., showing respect for all players, making encouraging


remarks to other players...) in different physical activities.

Unit Content Assessment

S.1.6.A.1 Perform extensions and/or variations of transport skills

Acquisition of
Movement Skills

Transport

Acquisition of
Movement Skills

Manipulation

Acquisition of
Movement Skills

Balance

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.6.B.1 Apply functional use of selected movement skills (e.g.,

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.6.B.2 Apply functional use of selected movement skills (e.g.,

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.6.B.3 Demonstrate the ability to work

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

(e.g., sprinting, jumping, springing, rotating...), applying


mechanical principles (e.g., speed is affected by body
weight, range of motion, number of involved body
segments, application of force...) for speed, height, and/or
distance.
S.1.6.A.2 Perform manipulation skills (e.g., throwing, kicking,

catching...), applying mechanical principles (e.g., range of


motion, number of body segments, application of force,
absorption of force...) for accuracy and distance.
S.1.6.A.3 Demonstrate dynamic balance (e.g., doing cartwheels,

running backwards, kicking...), applying mechanical


principles (i.e., lower centre of gravity, increase base of
support, keep the line of centre of gravity at the edge of the
base of support in the direction of force application) for
stability.
leaping, rolling, striking a ball with or without an
implement...) to a variety of individual/dual games/sports,
including multicultural games (e.g., Inuit games,
gymnastics, paddleball, handball...).
batting, dribbling, throwing and catching with an
implement... ) to a variety of team games/sports, including
multicultural games (e.g., modified lacrosse, kanga ball,
modified basketball...).
cooperatively/collaboratively in planning, organizing, and/or
officiating physical activities.

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.6.C.1 Apply functional use of selected movement skills and

variations (i.e., transport and balance skills), using various


equipment and in a variety of environments (e.g., skating,
swimming, cross-country skiing, snow soccer...).
S.1.6.D.1 Maintenance Stage - Demonstrate functional use of basic

rhythmic steps, positions, and patterns in repeatable


sequences (e.g., aerobics, jump rope, creative dance, folk
dances...), showing two or more different styles/traditions.

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.6.D.2 Maintenance Stage - Demonstrate functional use of

Fitness Components

K.2.6.A.1 Recognize the health- and skill-related fitness components

Fitness
Components

combining two or more selected movement skills and


applying movement concepts (e.g.,combine travelling,
rolling, balancing, and weight transfer into smooth flowing
sequences; showing contrast in direction, speed, flow...) in
gymnastic-type sequences/routines (e.g., ball gymnastics,
stuntastics, pyramids, creative hand apparatus...).

(e.g., agility, power, reaction time, speed, coordination...)


that contribute to skill development.

Fitness Development Exercise


Physiology
(structure and
function)

K.2.6.C.1a Identify the names of the main bones (e.g., humerus, ulna,

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.6.C.1b Describe the effects of exercise and inactivity on the

Fitness Development Training


Principles

K.2.6.C.2 Maintenance Stage - Show an understanding of the factors

Fitness Development Warm-up/Cooldown

K.2.6.C.3 Identify the proper techniques (e.g., slow and sustained,

Fitness Development Motivational


Factors

K.2.6.C.4 Review behaviours (e.g., make positive remarks, cheer for

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.6.A.1a Participate in exercises/activities (e.g., juggling for

radius, femur, tibia, fibula, scapula, clavicle, ribs, pelvis,


skull...) and function (i.e., shape, support, protection) of the
human skeletal system in the context of exercise and
physical activity.
human skeletal system (i.e., increased/decreased bone
density, increased/decreased bone mass).

(e.g., planning, regular participation, effort, adequate


information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
within comfort zone, focusing on target muscles and
minimizing other body parts, stretching to the limit of the
movement, slow and rhythmical breathing...) and harmful
techniques (e.g., bouncing, swinging, stretching too hard...)
in stretching exercises.
others, make encouraging gestures...) that encourage
effort and participation of others.
developing coordination, moving through an obstacle
course for agility...) designed to improve and maintain
personal fitness associated with health-related and skillrelated fitness components.

Acquisition /
Active
S.2.6.A.1b Demonstrate proper technique (i.e., pacing) while
Application of Fitness Participation
participating in continuous aerobic activity for a sustained
Management Skills
(aerobic capacity)
period of time, while maintaining target heart rate.

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.6.A.2 Compare own heart rate during aerobic activity to the

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.6.A.3a Demonstrate the use of assessment strategies (e.g.,

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.6.A.3b Maintenance Stage - Compare own fitness results and

general target heart-rate zones (e.g., general health, basic


fitness, healthy heart...).

activity log, activity calendar, stopwatch, computer


database program, heart-rate monitor...) to determine,
organize, and record fitness results and physical activity
participation.
physical activity participation over a period of time (e.g.,
beginning, middle, end of school year...) to check and
revise personal goals.

Physical Activity Risk


Management

Physical Activity
Safety

K.3.6.A.1 Maintenance Stage - Show an understanding of safe

Physical Activity Risk


Management

Exercise Safety

K.3.6.A.2 Determine how environmental conditions can influence

Physical Activity Risk


Management

Dress/Footwear

Physical Activity Risk


Management

Equipment and
Facilities

Physical Activity Risk


Management

Alternative
K.3.6.A.5a Maintenance Stage - Show an understanding of potential
Pursuits (selected
safety risks related to environments for selected alternative
activities)
pursuits (e.g., jogging, cycling, tobogganing/ sliding,

practices (e.g., take turns, position self at a safe distance,


be respectful of varying ability levels...) when helping
others while practising in regular or modified physical
activities.
safety while exercising outdoors (e.g., effects of ultraviolet
rays, hot sunny weather can lead to heat exhaustion and
sunburn, cold weather and high wind-chill factors increase
risk of hypothermia and frostbite...).
K.3.6.A.3 Recognize reasons (e.g., safety, personal hygiene,

comfort, ease of movement...) for appropriate dress for


physical activities in different weather and environmental
conditions (e.g., sunny, cold, windy, wet...).
K.3.6.A.4 Maintenance Stage - Develop guidelines and behaviours

for safety related to potential hazards and risks regarding


equipment and facility use(e.g., protruding objects,
condition of the floor, mats in jumping/ landing activities...).

snowboarding, skiing, in-line skating...).


6

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.6.A.5b Outline the emergency steps (e.g., stay clear of traffic,

seek help, apply basic first aid...) related to bicycle


incidents or accidents.

Safety of Self &


Others

Community
Safety Awareness

K.3.6.B.1 Describe safe and unsafe situations at home, at school,

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.6.B.3 Show an understanding of basic injuries/conditions (i.e.,

Safety of Self &


Others

Community
Supports and
Services

K.3.6.B.4 Describe ways to seek help related to different types of

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.6.A.1 Maintenance Stage - Follow set rules and routines for safe

Acquisition /
Application of Safe
Practices

First Aid

Personal
Development

Self-Awareness /
Self-Esteem

K.4.6.A.1 Describe individual characteristics (e.g., gender, race,

Personal
Development

Goal-Setting
(process)

K.4.6.A.2a Identify and revise short- and long-term goals (e.g., using a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.6.A.2b Determine effective time-management techniques and

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.6.A.3 Describe how personal factors (e.g., emotions, time,

and in the community while caring for self and others (i.e.,
playgrounds, babysitting, Internet use, shaken baby
syndrome).
bleeding, heat exhaustion, heatstroke, frostbite,
hyperthermia, hypothermia) and basic first-aid procedures
(i.e., seek adult help, rest, apply compression, avoid
touching/handling body fluids).
accidents and/or dangerous situations (i.e., situations
involving vehicles, bicycles, water, fire, choking, thin ice,
violence, shaken baby syndrome, babysitting).
participation and use of equipment in selected physical
activities (e.g.,fair-play rules, change-room routines,
equipment distribution, sharing space...).
S.3.6.A.2 Demonstrate basic first-aid procedures (e.g., seek adult

help, get ice, locate first-aid kit, avoid contact with body
fluids...) for common injuries/conditions (e.g., nosebleeds,
cuts, bumps, asthma attacks...).
family, religion, community, appearance, interests, hobbies,
preferred learning approaches...) that contribute to the
development of personal identity, self-confidence, and selfefficacy.
student planner for school work, training for a marathon
relay team, saving money...) for personal management
(i.e., tasks, time, responsibilities).
organizational skills (e.g., making lists, setting priorities...)
for personal planning (e.g., preparing for tests,
examinations, projects, competitions...).
previous experience, prior knowledge, personal goals,
abilities, religion...) and social factors (e.g., peers, friends,
trends, society, culture, media, advertising...) influence
making responsible and health-enhancing decisions (e.g.,
participating in daily physical activity...).

Social Development

Social
K.4.6.B.1a Identify the influences (e.g., family beliefs/values, role
Responsibility
models, peers, advertising, television, movies...) that help
(responsible
or hinder responsible, social decision making (e.g.,
social behaviours)
choosing friends, choosing activities, communicating with

others...).
6

Social
Responsibility
(appreciation of
diversity)

K.4.6.B.1b Recognize personal participation and responsibility (e.g.,

Relationships
(communication
skills and styles)

K.4.6.B.2a Identify different styles of communication (i.e., passive,

Relationships
(developing
relationships)

K.4.6.B.2b Identify the behaviours (e.g., showing respect, fulfilling a

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.6.C.1a Determine strategies for sharing and expressing feelings in

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.6.C.1b Recognize the range of emotions that may be experienced

Mental-Emotional
Development

Elements of
Stress

K.4.6.C.2 Identify the personality traits (e.g., sense of humour,

Mental-Emotional
Development

Effects of Stress

K.4.6.C.3 Describe the General Adaptation Syndrome (GAS) relating

Social Development

Social Development

Social Development

respect for and acceptance of individual differences,


awareness of social norms and values, concern and
compassion for others, cooperation, motivation to solve
interpersonal problems...) in different social contexts.

aggressive, assertive) and their characteristics (e.g.,


passive is ignoring an issue, aggressive is confronting an
issue without thinking it through, assertive is addressing an
issue with tact...).
commitment, abstaining from put-downs, helping others
who are experiencing difficulty, following directions, being
encouraging...) that are important for working cooperatively
and collaboratively with others.
appropriate ways (e.g., talking out conflicts with safe adult
assistance, using self-statements or self-talk for control,
using active listening, participating in physical activities...).

when loss occurs, including the stages of grief (e.g., denial,


anger, bargaining, sadness, depression, acceptance...),
and where to go for help (e.g., family, teacher, school
counsellor, elder, religious leader...).

adaptability, patience, understanding...) that are conducive


to handling stress and showing resiliency (i.e., ability to
bounce back in a stressful situation).
to stress and the body's response at the various stages
(i.e., alarm stage, resistance stage, exhaustion stage).

Mental-Emotional
Development

Stress
Management
Strategies

K.4.6.C.4a Identify stress-management strategies (e.g., using self-

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.6.A.1 Assess and revise personal health and academic goals

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.6.A.2 Determine positive and negative consequences of possible

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.6.A.3 Demonstrate functional use of interpersonal skills (e.g., fair

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.6.A.5 Demonstrate the functional use of stress-management

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.6.A.1 Outline the importance of regular hygiene practices during

Personal Health
Practices

Illness/Disease
Prevention

K.5.6.A.2 Identify practices and policies that support healthy schools

statements or self-talk, talking to parents, keeping an


anger self-inventory, participating in physical activity,
keeping a sense of humour...) for controlling anger in
different situations (e.g., being called names, losing a
game, being pressured by parents or peers...).
(e.g., fitness goal, movement skill goal, nutrition goal,
active living goal, personal health-practice goal, academic
goal...) to enhance health and well-being.
solutions as part of the decision-making/problem-solving
process for making healthy living choices.

play, use of inclusive language and actions...) for inclusion


of others in different types of physical activities (e.g., lowcompetitive, cooperative, multicultural...).

strategies (e.g., using self-statements or positive self-talk,


talking with others, taking time out, counting to 10,
focusing, breathing deeply...) for managing stress in case
scenarios related to a variety of situations (e.g.,
competition, anger, tests, public speaking, conflict, change,
failure...).
adolescent years (i.e., effective washing helps to control
acne and body odour, use of deodorant helps to control
body odour, dental hygiene for maintaining dental health,
appearance, and fresh breath).
and communities (e.g., school code of conduct, adequate
supervision, school and community activities, labelling of
hazardous products, evacuation procedures, fluoride
treatment of drinking water, public health services...).

Active Living

Active Living

Active Living

Nutrition

Benefits of
Physical Activity

K.5.6.B.1 Recognize the physical benefits (e.g., reduced risk of heart

Physical Activity
Choices

K.5.6.B.2 Identify responsible decisions (e.g., play outside rather

Influence of
Technology on
Physical Activity

K.5.6.B.3 Identify the positive and negative influences of media and

Healthy Eating
(choosing food)

disease, obesity, diabetes II, osteoporosis, colon cancer...)


and the socio-emotional benefits (e.g., reduced anxiety
and stress, enhanced sense of belonging, positive use of
leisure time, opportunity to meet people...) of participating
in daily physical activities.

than watch television or sit at a computer, invite friends to


play, play safely, participate fully in physical education
class, play community sports...) that promote daily physical
activity.
other sources on promoting active living (e.g.,
commercials, sport and special event coverage, physical
activity promotions such as fundraising walkathons/
runs...).
K.5.6.C.1a Identify food choices and types of physical activity for a

healthy body (i.e., for bone development).


K.5.6.C.1b Demonstrate an understanding of the combined benefit of
daily healthy food choices and physical activity on a
healthy body (i.e., for bone development during
adolescence).

Nutrition

Healthy Eating
(growth and
development)

Nutrition

Food and Fluid


for Active Bodies

K.5.6.C.2 Identify daily nutrition habits and fluid intake practices to

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.6.A.1 Develop a personal action plan for daily personal health

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.6.A.2 Develop a personal action plan for daily active living,

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.6.A.3a Assess personal food intake and activity for a period of one

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.6.A.3b Use problem-solving strategies to improve personal

support healthy participation in various types of physical


activities.
practices during the adolescent years.

including ways to adhere to the plan.

to three days, based on daily recommended requirements.

nutrition and daily physical activity habits for a healthy body


(i.e., bone development).

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

Basic Movement
Skills

K.1.7.A.1 Recognize characteristics of selected movement skills and

7 Movement
Development

Skill Development
Process

K.1.7.B.1 Examine external factors (i.e., cost, facility availability,

7 Movement
Development

Mechanical
Principles of
Human
Movement

K.1.7.B.2 Identify the biomechanical concepts for efficient movement

7 Movement
Development

Movement
Concepts

K.1.7.B.3 Analyze movement concepts (i.e., body awareness, space

7 Activity Specific
Movement

Rules

K.1.7.C.1 Identify the importance of following rules (i.e., safety,

7 Activity Specific
Movement

Terminology

7 Activity Specific
Movement

Game Strategies

7 Activity Specific
Movement

Teamwork and
Fair Play

7 Basic Movement

patterns (e.g., overhead throwing pattern...) as applied in a


variety of physical activities, including territory invasiontype and striking/fielding-type activities (e.g., baseball,
football, overhand volleyball serve...).
practice opportunities outside school) that may affect
movement skill development.
(i.e., leverage) related to striking activities (e.g., shorter
radius of rotation reduces force, as in choking up on a
bat...).
awareness, qualities of effort, relationships) as they apply
to territory invasion-type activities (e.g., offensive pass to
an "open space"...) and striking/fielding-type activities (e.g.,
body position to catch fly ball or grounder in cricket...).

control, fair play, inclusion, enjoyment, entertainment) of


selected sports and games.
K.1.7.C.2 Show an understanding of the specific terminology

associated with selected sports and games, including


territory/invasion-type activities (e.g., lacrosse, soccer...)
and striking/fielding-type activities (e.g., baseball,
cricket...).
K.1.7.C.3 Determine basic offensive and defensive strategies (e.g.,

hitting to an open space, shuffle-step to maintain a


guarding position...) in games, including territory/invasiontype and striking/fielding-type activities.
K.1.7.C.4 Distinguish between fair play behaviours (e.g., showing

respect for rules, officials, and opponents...) and unethical


behaviours (e.g., cheating, arguing with an official, foul
play...) regarding participation in physical activities and/or
sports.

Unit Content

Assessment

Resources

S.1.7.A.1 Maintenance Stage - Perform extensions and/or variations

7 Acquisition of
Movement Skills

Transport

7 Acquisition of
Movement Skills

Manipulation

7 Acquisition of
Movement Skills

Balance

7 Application of
Movement Skills

Individual/Dual
Activities

S.1.7.B.1 Apply functional use of selected and/or activity-specific

7 Application of
Movement Skills

Group/Team
Activities

S.1.7.B.2 Apply functional use of selected and/or activity-specific

7 Application of
Movement Skills

Officiating Skills

S.1.7.B.3 Maintenance Stage - Demonstrate the ability to work

7 Application of
Movement Skills

Alternative
Pursuits

S.1.7.C.1 Apply functional use of selected activity-specific skills (e.g.,

7 Application of
Movement Skills

Rhythmic
Activities

S.1.7.D.1 Design and perform rhythmic sequences that use

of transport skills (e.g., sprinting, jumping, springing,


rotating...), applying mechanical principles (e.g., speed is
affected by the weight of body, range of motion, number of
involved body segments, application of force...) for speed,
height, and/or distance.
S.1.7.A.2 Perform manipulation skills (e.g., bouncing, rolling,

striking...), applying mechanical principles (e.g., length of


lever, range of motion, number of body segments,
application of force...) for consistency.
S.1.7.A.3 Demonstrate balance abilities (i.e., static, dynamic),

applying mechanical principles (i.e., lower centre of gravity,


increase base of support, keep line of centre of gravity
within base of support) for stability and strength in
cooperative-type activities (e.g., team-building activities,
rescuing activities, pulling activities...).
movement skills (e.g., drop shot, high jumping, kicking...) in
a variety of individual/ dual games/sports (e.g., badminton,
track and field activities, kick-sack...).
movement skills with a defensive and/or an offensive
component (e.g., faking out an opponent, guarding,
running for positioning to catch a ball, batting...) in a variety
of games/ sports, including territory/invasion-type activities
(e.g., basketball...) and striking/fielding-type activities (e.g.,
cricket, softball...).
cooperatively/collaboratively in planning, organizing, and/or
officiating physical activities.
care and carrying of equipment, compass and map
reading, star turn, snowplough...) in alternative pursuits
(e.g., orienteering, hiking, skiing...).
movement concepts (i.e., showing contrast in directions,
effort, leading/ following) and selected rhythmic steps,
positions, and patterns in rhythmic activities related to own
culture or culture of interest (e.g., bench-step aerobics,
square dance, novelty dance, highland dance, hoop
dance...).

7 Application of
Movement Skills

Gymnastic-type
Activities

S.1.7.D.2 Design and perform, with others, movement sequences

7 Fitness Components

Fitness
Components

K.2.7.A.1 Sort and classify physical activities/ exercises (e.g.,

Fitness Benefits

K.2.7.B.1 Promote the benefits of physical activity (e.g., greater work

7 Fitness Benefits

that use movement concepts (e.g., leading, following...)


and selected activity-specific skills, using small or large
apparatus (e.g., rhythmic sportive gymnastics, artistic
gymnastics, stuntastics, educational gymnastics...).
jogging, cycling, weight training, gymnastics...) that are
best suited to developing each of the health-related fitness
components (e.g., cardiovascular endurance, muscular
endurance, muscular strength, flexibility, body
composition...).
capacity, performance enhancement, healthy weight,
prevention of injuries, prevention of disease such as
cardiovascular and type II diabetes, prevention of
depression...) for optimal health and fitness.

7 Fitness Development Exercise


Physiology
(structure and
function)

K.2.7.C.1a Identify the names and locations of the major muscle

7 Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.7.C.1b Describe the effects of exercise and inactivity (i.e.,

7 Fitness Development Training


Principles

K.2.7.C.2 Identify and explain the FITT principle (i.e., frequency,

7 Fitness Development Warm-up/Cooldown

groups (e.g., biceps, triceps, pectorals, abdominals,


quadriceps, hamstrings...) in the context of exercise and
physical activity.
increased/decreased strength, hypertrophy/ atrophy,
increased/ decreased lean muscle, increased/decreased
elasticity, increased/ decreased muscle tone) on the
muscular system.
intensity, time, and type of activity).
K.2.7.C.3 Describe the purpose of a warm-up (e.g., increased
circulation, increased body temperature, mental
preparation, increased focus on task, prevention of injuries,
improved performance...) and a cool-down (e.g., gradual
lowering of heart rate, prevention of dizziness/blood
pooling, minimize a muscle stiffness/soreness...) for
physical activity participation.

7 Fitness Development Motivational


Factors

K.2.7.C.4 Identify personal factors and preferences for choosing

7 Acquisition /
Active
Application of Fitness Participation
Management
(general fitness
activities)

S.2.7.A.1a Demonstrate behaviours (e.g., regular participation, correct

physical activities (e.g., personal interests, influence of


friends, appreciation of the outdoors, affiliation,
competition, cooperation, fun...) for fitness and health.
and safe execution, appropriate intensity level, selfmonitoring, self-discipline...) for personal fitness-goal
attainment.

7 Acquisition /
Active
S.2.7.A.1b Participate in continuous aerobic activity for a sustained
Application of Fitness Participation
period of time related to rate of perceived exertion and
Management
(aerobic capacity)
general target heart-rate zones.
7 Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management

S.2.7.A.2 Determine the relationship between the rate of perceived

7 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(assessment)

S.2.7.A.3a Maintenance Stage - Demonstrate the use of assessment

7 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(analysis)

S.2.7.A.3b Chart own fitness results (e.g., using information

7 Physical Activity Risk


Management

Physical Activity
Safety

K.3.7.A.1 Determine safety rules, routines, and procedures related to

7 Physical Activity Risk


Management

Exercise Safety

K.3.7.A.2 Determine personal responsibilities (e.g., keep inhalator

7 Physical Activity Risk


Management

Dress/Footwear

7 Physical Activity Risk


Management

Equipment and
Facilities

7 Physical Activity Risk


Management

Alternative
K.3.7.A.5a Maintenance Stage - Show an understanding of potential
Pursuits (selected
safety risks related to environments for selected alternative
activities)
pursuits (e.g., jogging, cycling, tobogganing/ sliding,

exertion and the general target heart-rate zones (e.g., the


level of exertion is somewhat difficult but the ability to talk
remains while exercising in a healthy heart zone...).

strategies (e.g., activity log, activity calendar, stopwatch,


computer database program, heart-rate monitor...) to
determine, organize, and record fitness results and
physical activity participation.

technology...) throughout the year to determine effects of


activity participation and/or specific training on personal
progress.
selected activities, including territory/invasion-type and
striking/fielding-type activities (e.g., no blocking or tackling
in flag football...).
handy for asthmatic condition when participating in aerobic
activities...) and risk levels (e.g., low personal
strength/fitness level may result in back injury during lifting
activities...) in performing specific exercises.
K.3.7.A.3 Justify reasons (e.g., ease of movement; personal hygiene;

prevention of injury, sunburn, frostbite, hyperthermia,


hypothermia...) for appropriate dress for selected physical
activities.
K.3.7.A.4 Investigate factors related to facilities and equipment (e.g.,

eye protection for court sports, ramps for wheelchair


access, condition of field and/or court surfaces...) to
ensure the safe inclusion of all students in selected
activities.

snowboarding, skiing, in-line skating...).

7 Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.7.A.5b Outline the emergency steps (e.g., seeking help,

7 Safety of Self &


Others

Community
Safety Awareness

K.3.7.B.1 Describe ways to respond to dangerous situations in the

7 Safety of Self &


Others

Community
Supports and
Services

K.3.7.B.4 Maintenance Stage - Describe ways to seek help related to

7 Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.7.B.5a Describe scenarios that illustrate examples of physically,

7 Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.7.B.5b Develop strategies (e.g., conflict-resolution skills...) for

7 Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.7.B.6a Establish safety guidelines to protect self and others from

7 Safety of Self &


Others

Personal Safety
(behaviour /
strategies)

K.3.7.B.6b Demonstrate an understanding of skills (i.e., problem

7 Acquisition /
Application of Safe
Practices

Physical Activity

S.3.7.A.1 Maintenance Stage - Follow set rules and routines for safe

7 Personal
Development

Self-Awareness /
Self-Esteem

administering basic first aid...) related to water incidents or


accidents (e.g., hypothermia, drowning...).

community (i.e., school intruders, home invasion, hazing,


Internet use).
different types of accidents and/or dangerous situations
(i.e., situations involving vehicles, bicycles, water, fire,
choking, thin ice, violence, shaken baby syndrome,
babysitting).
verbally, and emotionally abusive behaviours in different
relationships (i.e., within families, between friends, among
peers, with employers, groups, gangs, on sports teams,
when babysitting).
avoiding situations (e.g., conflict between parents' and
peer values, with the law, in competition, within school...)
that can potentially lead to conflict and violence.

sexually abusive situations (e.g., pornography, incest,


stalking, prostitution, sexual assault...).
solving, conflict resolution, communication, assertiveness,
anger management skills) in dealing with case scenarios
related to sexually abusive situations and ways to seek
help.
participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines,
equipment distribution, sharing space...).
K.4.7.A.1 Compare attitudes and behaviours (i.e.,

inclusive/exclusive, positive acceptance/rejection,


open/discriminatory) that contribute to a sense of
belonging.

7 Personal
Development

Goal-Setting
(process)

K.4.7.A.2a Identify the obstacles (e.g., changing information, abilities,

7 Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.7.A.2b Describe the mental skills (i.e., goal setting, focusing,

7 Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.7.A.3 Explain the benefits of using the decision-making/problem-

7 Social Development

Social
K.4.7.B.1a Identify socially acceptable behaviours (e.g., keep an open
Responsibility
mind, show a willingness to try, recognize own feelings and
(responsible
emotions, step away from the situation if feeling anger...)
social behaviours)
for dealing with new situations and/or change (e.g.,

priorities, values, resources, attitudes, illness, injury,


responsibilities...) that may influence achievement of and
making revisions to personal goals and strategies (e.g.,
decision-making/ problem-solving process...).

stress management, visualization, positive thinking)


necessary to enhance performance, readiness, and
satisfaction.
solving process for making responsible and healthenhancing personal decisions (e.g., prevents impulsive
and/or negative decisions, contributes to long-term
health...).

participating in new activities, choosing friends...).


7 Social Development

7 Social Development

7 Social Development

7 Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.7.B.1b Describe conduct (e.g., personal, group, team...) and

Relationships
(communication
skills and styles)

K.4.7.B.2a Identify the characteristics (e.g., compliance/ conflict,

Relationships
(developing
relationships)

K.4.7.B.2b Identify areas within the school (e.g., staff, school teams,

Conflict
Resolution
Process (anger
management)

K.4.7.B.3a Identify anger-management skills (e.g., use self-

ethical behaviours appropriate for engaging in physical


activity and/or social events.

confidence level, tone of voice, eye contact, body


language...) associated with each of the communication
styles (e.g., passive, aggressive, assertive...) and
leadership qualities (e.g., enthusiasm, presentation skills,
reliability, organization...).
clubs...) and community (e.g., community projects...) that
offer opportunities to make new friends and belong to a
group (e.g., staff, school teams, clubs...).

statements, participate in physical activities, write letters to


express feelings...) as alternatives to aggression and
violence.

7 Social Development

Conflict
K.4.7.B.3b Describe how conflict situations (i.e., change, new
Resolution
situations, negative group influences, dishonesty) affect
Process (process)
personal behaviour and development (e.g., adapting to

new surroundings or routines, making new friends, coping


with change, being assertive...).
7 Social Development

Conflict
Resolution
Process
(solutions)

K.4.7.B.3c Review strategies (e.g., mediation, conflict resolution...),

Avoidance and
Refusal
Strategies

K.4.7.B.4 Describe appropriate use (e.g., saying "no" to negative

7 Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.7.A.1 Maintenance Stage - Assess and revise personal health

7 Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.7.A.2 Develop criteria (e.g., cost, values, expectations, long-term

7 Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.7.A.3 Demonstrate functional use of interpersonal skills (i.e.,

7 Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.7.A.4 Apply conflict-resolution strategies (e.g., role-play

7 Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.7.D.1 Differentiate between the use and abuse (i.e., prescribed/

7 Social Development

possible outcomes (i.e., win/win, win/lose, lose/win,


lose/lose), and behaviours (e.g., compromising,
negotiating, accommodating, blaming, avoiding,
collaborating, consensus building...) for conflict resolution
among friends and/or peers.
peer pressure, differentiating between situations where
assertiveness is/isn't warranted...) of avoidance/refusal
strategies when dealing with potentially dangerous
situations and/or stressful social situations.
and academic goals (e.g., fitness goal, movement skill
goal, nutrition goal, active living goal, personal healthpractice goal, academic goal...) to enhance health and
well-being.
benefits...) and a rating system for weighing the benefits of
the alternatives for making physically active and healthy
lifestyle choices in different case scenarios (e.g., choosing
to smoke, gamble, consume alcohol...).
communicate effectively, cooperate/ collaborate, be
respectful, be responsible) for dealing with new activities,
situations, and/or changes in class activities.
responses to conflict situations, participate in peer
mediation...) to different scenarios (e.g., engaging with new
classmates, moving to a new classroom, saying "no" to
negative peer-group influence...).
unprescribed drugs; own medication/someone else's
medication; correct/ incorrect dosage, addiction) of
medicinal and non-medicinal substances (e.g., medicines,
over-the-counter drugs, vitamins, alcohol, tobacco,
inhalants, street drugs...).

7 Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.7.D.2 Explain different consequences, related to different

7 Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.7.D.3 Identify the positive and negative social factors (i.e.,

7 Human Sexuality

Biological Growth K.5.7.E.1a Describe the human reproductive systems as they relate to
and Development
fertilization and fetal development (e.g., names of the
(anatomy and
genitals, union of sperm and egg, stages of fetal
physiology)
development at each trimester, sexual intercourse...).

7 Human Sexuality

Biological Growth K.5.7.E.1b Explain the human reproduction process and recognize
and Development
myths related to fertilization (e.g., can't get pregnant the
(human
first time, when intercourse is interrupted, when using
reproduction)
contraception, if douching immediately afterward, and in

variables (i.e., fair play, legalities, performance, medical,


safety, and financial implications), of taking harmful and
beneficial drugs or other substances (e.g., antibiotics, antiinflammatories, stimulants, narcotics, anabolic steroids,
marijuana, diuretics, herbs...).
influences of peers, families, role models, media, Internet,
celebrities, social occasions, parties) that may influence
avoidance and/or use of substances (e.g., tobacco,
alcohol, caffeine, street drugs, inhalants...).

certain body positions...).


7 Human Sexuality

Biological Growth K.5.7.E.1c Describe how the endocrine system regulates body
and Development
changes associated with puberty (e.g., pituitary gland
(growth and
triggers release of estrogen and progesterone,
development)
menstruation cycle...).

7 Human Sexuality

Psychological
Factors (mental
and emotional
factors)

K.5.7.E.2a Identify the emotional changes at puberty (e.g., fluctuation

Psychological
Factors
(responsibilities)

K.5.7.E.2b Identify positive ways of coping with daily moods and

Sociological
Factors (social
factors)

K.5.7.E.3a Recognize the importance of sexual abstinence as a

7 Human Sexuality

7 Human Sexuality

of moods and energy, sexual attraction...) and their effect


on personal well-being (e.g., fatigue, shyness, lower or
greater self-confidence...).
emotions associated with puberty (e.g., engaging in
physical activity, discussing emotions with
family/friends/religious leaders, listening to music,
laughing, taking part in hobbies, participating in
school/community activities, reading books...).
responsible decision for the adolescent male and female
(e.g., abstinence prevents STIs and AIDS; parenthood
entails many personal responsibilities; teenage pregnancy
puts the baby at risk, affects career choices, and can have
traumatic psychological and sociological effects...).

Sociological
Factors (effects)

K.5.7.E.3b Identify the effects of social influences (e.g., styles related

Sociological
Factors
(responsibilities)

K.5.7.E.3c Identify responsibilities (e.g., respect, abstinence...) and

Health Issues
(HIV and Aids)

K.5.7.E.4a Identify the causes, nature, methods of transmission (e.g.,

Health Issues
(STI's)

K.5.7.E.4b Identify the common STIs (e.g., genital herpes,

Application of
DecisionMaking/Problem
Solving Skills

Substance Use
and Abuse

S.5.7.A.4 Apply decision-making/problem-solving strategies in case

Application of
DecisionMaking/Problem
Solving Skills

Human Sexuality

S.5.7.A.5 Apply a decision-making/problem-solving process in case

7 Human Sexuality

7 Human Sexuality

7 Human Sexuality

7 Human Sexuality

to dress, hair, make-up, jewellery; cultural rituals; gender


equity; harassment, nudity; violence against women...) on
sexuality and gender roles.
sources of support (e.g., parents, nurses, doctors,
counsellors, helplines, community health services, religious
leaders, recommended books...) with regard to sex-related
health issues.
sexual intercourse, body fluids, contaminated needles,
number of sexual partners...) and methods of prevention of
AIDS and HIV infection (e.g., sexual abstinence,
monogamous relationship with uninfected person, use of
condoms...).
gonorrhoea, chlamydia...), their symptoms, and means of
prevention (e.g., sexual abstinence, monogamous
relationship with uninfected person, use of condoms...).
scenarios that focus on substance use and abuse (e.g.,
over-the-counter drugs, supplements, performanceenhancing drugs, tobacco, alcohol, street drugs, restricted
drugs...).
scenarios for making informed decisions regarding
responsible sexual behaviours (e.g., abstinence,
pregnancy prevention, safer sex practices...).

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

Basic Movement

Basic Movement
Skills

K.1.8.A.1

Recognize characteristics of selected movement skills and


patterns (e.g., balance/ready position...) as applied in a
variety of physical activities, including net/wall and targettype activities (e.g., badminton, paddleball, tennis,
curling...).

Movement
Development

Skill Development
Process

K.1.8.B.1

Explain the cross-training effect of different


games/activities on fitness and movement skill
development (e.g., aerobics develop coordination, agility
used for fastball; golf and hockey develop hand-eye
coordination/striking skills...).

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.8.B.2

Identify the biomechanical concepts (e.g., centre of gravity,


body alignment...) that are important for safe exercising in
lifting and carrying activities (i.e., bend knees, hold object
close to body, avoid twisted positions, keep head position
neutral).

Movement
Development

Movement
Concepts

K.1.8.B.3

Analyze movement concepts in net/wall activities (e.g.,


body awareness in ready position to receive a serve in
badminton...) and target-type activities (e.g., effort qualities
in backswing and wrist action on "out-turn" in curling...).

Activity Specific
Movement

Rules

K.1.8.C.1

Examine the reasons for rules and for adaptation of rules


related to safety and risk factors (e.g., set boundaries to
avoid contact with other players, equipment, or walls...) of
selected sports and games.

Activity Specific
Movement

Terminology

K.1.8.C.2

Show an understanding of the specific terminology


associated with selected sports and games, including
net/wall (e.g., volleyball, badminton, handball...) and targettype activities (e.g., archery, curling...).

Activity Specific
Movement

Game Strategies

K.1.8.C.3

Describe common strategies used in various games,


including net/wall and target-type activities (e.g.,
positioning for serve reception, speed, and control of
projectiles...).

Activity Specific
Movement

Teamwork and
Fair Play

K.1.8.C.4

Set and/or review expectations for personal and group


conduct (i.e., ethical behaviour) regarding participation in
physical activities and/or sports.

Unit Content

Assessment

Acquisition of
Movement Skills

Transport

S.1.8.A.1

Perform combinations of transport, manipulation, and


balance skills (e.g., moving into a ready position to contact
the ball in volleyball...), applying mechanical principles
(e.g., force, motion, balance...) for control.

Acquisition of
Movement Skills

Manipulation

S.1.8.A.2

Perform combinations of manipulation skills (e.g.,


dribbling/shooting, tossing/catching...), applying
mechanical principles on use of projectiles (e.g., increasing
relative projection height or angle tends to increase flight
time...) for control.

Acquisition of
Movement Skills

Balance

S.1.8.A.3

Maintenance Stage - Demonstrate balance abilities (i.e.,


static, dynamic), applying mechanical principles (i.e., lower
centre of gravity, increase base of support, keep line of
centre of gravity within base of support) for stability and
strength in cooperative-type activities (e.g., team-building
activities, rescuing activities, pulling activities...).

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.8.B.1

Apply functional use of selected and/or activity-specific


movement skills (e.g., rolling, forehand and backhand
strokes...) in a variety of individual/ dual games/sports,
including net/wall (e.g., table tennis...) and target-type
activities (e.g., miniature golf, bowling...).

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.8.B.2

Apply functional use of selected and/or activity-specific


movement skills (e.g., volleying, dynamic balancing...) in a
variety of physical activities, including net/wall (e.g.,
volleyball...) and target-type games (e.g., curling...).

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.8.B.3

Contribute to the organization and administration (e.g.,


schedules, team formation, rules, set-up, clean-up,
recording ofresults, promotion, announcements...) of a
tournament (e.g., round robin, ladder, double
consolation...).

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.8.C.1

Maintenance Stage - Apply functional use of selected


activity-specific skills (e.g., care and carrying of equipment,
compass and map reading, star turn, snowplough...) in
alternative pursuits (e.g., orienteering, hiking, skiing...).

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.8.D.1

Maintenance Stage - Design and perform rhythmic


sequences that use movement concepts (i.e., showing
contrast in directions, effort, leading/following) and
selected rhythmic steps, positions, and patterns in rhythmic
activities related to own culture or culture of interest (e.g.,
bench-step aerobics, square dance, novelty dance,
highland dance, hoop dance...).

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.8.D.2

Maintenance Stage - Design and perform, with others,


movement sequences that use movement concepts (e.g.,
leading, following...) and selected activity-specific skills,
using small or large apparatus (e.g., rhythmic sportive
gymnastics, artistic gymnastics, stuntastics, educational
gymnastics...).

Fitness Components

K.2.8.A.1

Identify the five health-related fitness components (e.g.,


cardiovascular endurance, muscular endurance, muscular
strength, flexibility, body composition...) and their
importance to a balanced fitness plan.

Fitness Development Exercise


Physiology
(structure and
function)

K.2.8.C.1a Identify the names of muscle groups and specific muscles

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.8.C.1b Explain the effects of exercise on use (i.e., increased size

Fitness Development Training


Principles

K.2.8.C.2

Describe ways to apply the FITT principle (i.e., frequency,


intensity, time, and type of activity) to health-related fitness
components (e.g., cardiovascular endurance, muscular
strength, muscular endurance, flexibility, body
composition...).

Fitness Development Warm-up/Cooldown

K.2.8.C.3

Identify three stages (i.e., indirect, direct, identical) of


activity-specific warm-ups and examples of each stage for
specific physical activities (e.g., a soccer warm-up could
include light running, specific leg-stretching exercises, easy
dribbling/passing drills...).

Fitness Development Motivational


Factors

K.2.8.C.4

Maintenance Stage - Identify personal factors and


preferences for choosing physical activities (e.g., personal
interests, influence of friends, appreciation of the outdoors,
affiliation, competition, cooperation, fun...) for fitness and
health.

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.8.A.1a Participate in fitness activities that use the FITT principle

Fitness
Components

(i.e., biceps, triceps, pectorals, abdominals, quadriceps,


deltoids, trapezius, latissimus dorsi, hamstrings, hip
flexors) and primary action (i.e., flexion, extension,
abduction, adduction, rotation) across the various joints
(e.g., knee, elbow, hip...).
and strength of muscles, ligaments, and tendons;
increased muscular capillary action; hypertrophy) and
overuse (i.e., fatigue, injury, muscle soreness) of muscles.

and contribute to personal health-related fitness goals.

Acquisition /
Active
S.2.8.A.1b Participate in continuous aerobic activity related to
Application of Fitness Participation
personal target heart-rate zones.
Management Skills
(aerobic capacity)

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.8.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.8.A.3a Assess the level of ability in one or more health-related

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.8.A.3b Maintenance Stage - Chart own fitness results (e.g., using

Physical Activity Risk


Management

Physical Activity
Safety

K.3.8.A.1

Determine safety rules, routines, and procedures related to


selected physical activities, including net/wall and targettype activities (e.g., not entering a racquet sport court when
play is in progress, retrieving shot- put/discus only on
signal in a group situation...).

Physical Activity Risk


Management

Exercise Safety

K.3.8.A.2

Identify the risks of contraindicated exercises (e.g., deep


knee bends, straight leg sit-ups, full neck rotations...) and
safe exercises alternatives.

Physical Activity Risk


Management

Dress/Footwear

K.3.8.A.3

Maintenance Stage - Justify reasons (e.g., ease of


movement; personal hygiene; prevention of injury, sunburn,
frostbite, hyperthermia, hypothermia...) for appropriate
dress for selected physical activities.

Physical Activity Risk


Management

Equipment and
Facilities

K.3.8.A.4

Maintenance Stage - Investigate factors related to facilities


and equipment (e.g., eye protection for court sports, ramps
for wheelchair access, condition of field and/or court
surfaces...) to ensure the safe inclusion of all students in
selected activities.

Physical Activity Risk


Management

Alternative
K.3.8.A.5a Investigate potential safety risks inherent in selected
Pursuits (selected
alternative pursuits (e.g., climbing walls, in-line skating,
activities)
downhill skiing, activities on ice...).

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

Determine personal target heart-rate zone, using simple


methods (e.g., Karvonen formula, software programs...).

fitness components (i.e., cardiovascular endurance,


muscular endurance, muscular strength, flexibility) of
physical fitness.
information technology...) throughout the year to determine
effects of activity particiation and/or specific training on
personal progress.

K.3.8.A.5b Determine safe areas and opportunities for cycling and/or

other similar activities in the community (e.g., in-line


skating, skateboarding, walking...).

Safety of Self &


Others

Community
Safety Awareness

K.3.8.B.1

Evaluate the effectiveness of laws and policies that


promote personal and community safety (e.g., driving age,
drinking/driving, boating, domestic violence, vandalism,
shaken baby syndrome...).

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.8.B.3

Identify common injuries/conditions (i.e., sprains, strains,


fractures, bleeding, cramps, shock) and basic first-aid
procedures (i.e., seek adult help, rest, apply ice,
compression, elevation, avoid touching/handling body
fluids).

Safety of Self &


Others

Community
Supports and
Services

K.3.8.B.4

Demonstrate the ability to access valid health information


and health-promoting products and services available in
the community (e.g., doctors, public health nurses, health
agencies and associations related to cancer, heart
disease, kidney disease, sexuality education, alcoholism;
youth advocates, helplines, school/community counselling
programs, friendship centres, ombudsperson, the
Internet...).

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.8.A.1

Maintenance Stage - Follow set rules and routines for safe


participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines,
equipment distribution, sharing space...).

Personal
Development

Self-Awareness /
Self-Esteem

K.4.8.A.1

Examine the effects of stereotyping based on a variety of


factors (e.g., gender, age, race, roles, media influences,
body type, sexual orientation, source of income...), and
ways (e.g., set/review personal and group norms,
standards...) to promote acceptance of self and others.

Personal
Development

Goal-Setting
(process)

K.4.8.A.2a Develop self-monitoring strategies (e.g., keep a journal,

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.8.A.2b Analyze how factors (e.g., family, peers, cultural beliefs,

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.8.A.3

participate with a friend...) and criteria (e.g., believable,


achievable, controllable, within timelines... ) in setting
individual and/or group goals.
knowledge, personal qualities, scheduling, motivation level,
degree of challenge, supports...) affect one's planning and
setting of goals.
Describe the social factors (e.g., self-esteem, interests,
opinions, abilities, interpersonal skills...) that affect the
decision-making/ problem-solving process in group
situations.

Social Development

Social
K.4.8.B.1a Describe behaviours that show social responsibility and
Responsibility
respect for diversity (e.g., showing respect toward officials
(responsible
and other players, inviting others to play, greeting others,
social behaviours)
helping others who are experiencing difficulty...) in different

contexts (e.g., sports, physical activity participation,


classroom settings...).
Social
Responsibility
(appreciation of
diversity)

K.4.8.B.1b Discuss personal participation and responsibilities in

Relationships
(communication
skills and styles)

K.4.8.B.2a Describe examples of assertive behaviours (e.g., saying no

Relationships
(developing
relationships)

K.4.8.B.2b Identify roles and responsibilities (e.g., loyalty,

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.8.C.1a Identify how self (e.g., accepting one's feelings...), peers

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.8.C.1b Identify stages of grieving (e.g., denial, anger, bargaining,

Mental-Emotional
Development

Elements of
Stress

K.4.8.C.2

Explain how stress may have positive or negative


consequences (e.g., fight or flight, productivity, illness...).

Mental-Emotional
Development

Effects of Stress

K.4.8.C.3

Examine the effects of stress (e.g., increased blood


pressure, elevated heart rate, muscle soreness, nausea...)
and relaxation (e.g., low blood pressure and heart rate...)
on body systems (e.g., digestive, cardiovascular,
endocrine...).

Mental-Emotional
Development

Stress
Management
Strategies

K.4.8.C.4a List healthy strategies (e.g., seeking support from others

Social Development

Social Development

Social Development

physical activities and/or social events for the promotion of


inclusion and cultural diversity in communities.

to something that makes you feel uncomfortable, including


others who are left out...) for resisting negative peer
pressure.
commitment, support, respect, leadership...) in developing
positive relationships (e.g., between friends, within families,
in a sports team, band/choir...).
(e.g., listening supportively...), and the community (e.g.,
providing resources for support when needed...) contribute
to the enhancement of personal health and well-being.

sadness, depression, acceptance...) for understanding and


supporting self and others.

and community resources, positive self- talk, physical


exercise...) and unhealthy strategies (e.g., smoking,
alcohol misuse, isolation, fighting...) for dealing with stress
and/or anxiety.

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.8.A.1

Develop, implement, self-monitor, and revise a plan using


predetermined criteria for active healthy living to achieve a
personal and/or group goal (e.g., participate in daily
physical activity, a healthy lifestyle behaviour, a social
behaviour, a specific academic goal...).

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.8.A.2

Apply the decision-making/problem-solving process in


making group decisions in different case scenarios (e.g.,
plan a class activity, solve a social-related problem, make a
decision in the context of an orderly meeting...).

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.8.A.3

Demonstrate functional use of interpersonal skills (i.e.,


communicate effectively, cooperate/ collaborate, be
respectful, be responsible) that promote fair play and
teamwork.

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.8.A.5

Apply stress-management strategies (e.g., progressive


relaxation, deep breathing, guided imagery, focusing,
positive thinking, self-talk, talking with others, humour...) in
case scenarios related to stressful situations (e.g., coping
with anger, sadness, defeat, loss, changes associated with
puberty, illness, environmental destruction...).

Personal Health
Practices

Personal Health
Practices

K.5.8.A.1

Examine positive and negative health habits of daily living


for self and/or others (e.g., daily physical activity, skin care,
hygiene, dental hygiene, rest, caring for others,
handling/sharing of food/beverages, tobacco use...).

Personal Health
Practices

Illness/Disease
Prevention

K.5.8.A.2

Examine lifestyle practices (e.g., physical activity habits,


nutritional habits, use of tobacco and alcohol, rest habits,
personal hygiene, stress management...) and their effects
on body systems (e.g., contribute to or prevent coronary
heart disease, diabetes, hypertension, cancer,
osteoporosis, obesity, depression...).

Active Living

Benefits of
Physical Activity

K.5.8.B.1

Identify and categorize physical activities of different


intensities (i.e., vigorous, moderate, light) and their
potential benefits (i.e., health, fitness, recreation, sport
performance).

Active Living

Physical Activity
Choices

K.5.8.B.2

Investigate different ways to increase physical activity in


daily living as it relates to sustainable development (e.g.,
using stairs, cycling/ walking to school to help the
environment and to contribute to the health of society...).

Determine the degree to which technology has had an


impact on personal health (e.g., personal fitness
equipment/aids; prolonged exposure to technological
devices and machines decreases physical activity; effect of
media messages on body image...).

Active Living

Influence of
Technology on
Physical Activity

K.5.8.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.8.C.1a Evaluate information related to healthy body weight and

body image.
K.5.8.C.1b Explain influences (i.e., healthy eating, regular activity,
media, healthy body image) on growth and development
during adolescence.

Nutrition

Healthy Eating
(growth and
development)

Nutrition

Food and Fluid


for Active Bodies

K.5.8.C.2

Apply "sport nutrition principles" to a variety of physical


activities.

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.8.A.1

Apply personal and social management skills (e.g., goal


setting, decision making/ problem solving...) in case
scenarios related to personal health practices (e.g., sleep
habits, cleanliness, nutritional practices, exercise habits...).

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.8.A.2

Use problem-solving strategies to address the barriers that


may interfere with being active daily.

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.8.A.3a Develop a personal plan that includes daily health

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.8.A.3b Implement and evaluate a personal plan for healthy eating

practices (e.g., physical activity participation, healthy food


choices, positive thinking...) to maintain a healthy body.

and activity.

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

S1 Basic Movement

Basic Movement
Skills

K.1.S1.A.1

Identify similarities and/or differences between


characteristics of basic movement skills (e.g., striking...) as
applied to different physical activities (e.g., wrist action in
the tennis forehand stroke as compared to a badminton
underhand clear...)

S1 Movement
Development

Skill Development
Process

K.1.S1.B.1

Describe how movement skill patterns transfer from one


activity to another (e.g., overhand throw and tennis
serve...)

S1 Movement
Development

Mechanical
Principles of
Human Movement

K.1.S1.B.2

Describe biomechanical principles i.e., force, motion)


related to projectiles and flight as applied in selected
physical activity performance (e.g., 200 take-off angle in
running long jump, 400 release angle for shot put...)

S1 Movement
Development

Movement
Concepts

K.1.S1.B.3

Analyze movement concepts related to game strategies in


team activities (e.g., space awareness and relationships as
applied to person-to-person defence or zone defence...)

S1 Activity Specific
Movement

Rules

K.1.S1.C.1 Demonstrate an understanding of the rules (e.g., lost serve

S1 Activity Specific
Movement

Terminology

S1 Activity Specific
Movement

Game Strategies

S1 Activity Specific
Movement

Teamwork and
Fair Play

K.1.S1.C.4 Identify the impact on youth of unethical issues (e.g., use

S1 Acquisition of
Movement Skills

Transport

S.1.S1.A.1

for serving faults in volleyball...) and etiquette (e.g., no


noise during a foul shot in basketball or while a player is
teeing off in golf, shaking hands...) associated with
selected sports and games
K.1.S1.C.2 Apply the terminology associated with the skills and rules

for selected team activities/sports (e.g., in-turn/out-turn in


curling, travelling/double dribble in basketball...)
K.1.S1.C.3 Describe the basic strategies employed in specific games

and sports, including individual and team activities (e.g.,


pacing in running, varying placement of service...)

of performance-enhancing substances, involvement of


gambling in sports, female/male-only sports teams...) in
sport as represented in the media
Select and refine transport skills, applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills

Unit Content

Assessment

S1 Acquisition of
Movement Skills

Manipulation

S.1.S1.A.2

Select and refine manipulation skills (e.g., serve, forehand


stroke, dribble, receive a pass...), applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills

S1 Acquisition of
Movement Skills

Balance

S.1.S1.A.3

Select and refine balance abilities (i.e., static, dynamic),


applying biomechanical principles (i.e., force, motion,
balance), using a variety of equipment (e.g., skates, skis,
boards, stilts, pogo sticks...) related to activity-specific
physical activity skills

S1 Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.S1.B.1

Apply and adapt activity-specific movement skills (e.g.,


serving... ) in physical activities, including individual/ dual
games/sports (e.g., badminton, tennis...)

S1 Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.S1.B.2

Apply and adapt activity-specific movement skills (e.g.,


sending a pass, receiving a pass... ) in physical activities,
including group/team- type activities (e.g., ultimate, rugby,
touch football, team handball...)

S1 Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.S1.B.3

Perform various officiating duties (e.g., refereeing,


scorekeeping, timekeeping, making line calls for "out of
bounds"...) related to a particular physical activity/ sport,
including the use of hand signals where applicable (e.g.,
signals for side out, foot fault, net ball in volleyball...)

S1 Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.S1.C.1 Apply and adapt selected activity-specific skills (e.g.,

gripping, hanging, carrying...) required in alternative


pursuits (e.g., wall climbing, back-packing...) indigenous to
the geographic area

S1 Application of
Rhythmic Activities
Movement Skills to
Rhythmic / Gymnastic
Activities

S.1.S1.D.1 Demonstrate the ability to lead and/or follow while

S1 Fitness Components

Fitness
Components

K.2.S1.A.1

Identify the skill-related fitness components (e.g., balance,


agility, power, reaction time, speed, coordination) and
relate their importance to sport/ physical activity
performance (e.g., reaction time in goal keeping...)

S1 Fitness Benefits

Fitness Benefits

K.2.S1.B.1

Differentiate between the benefits of active living and


physical fitness development, based on a health and
fitness continuum (e.g., mild activity for health benefits,
moderate to vigorous activity for fitness benefits...)

performing movement sequences, using complex rhythmic


steps and patterns representing different cultural
backgrounds and/or styles (e.g., traditional dance, jig,
modern...) in a variety of rhythmic activities (e.g., exercise
to music, jazz gymnastics, folk dances...)

S1 Fitness Development Exercise


Physiology
(structure and
function)

K.2.S1.C.1.a Explain the structure of skeletal muscle (i.e., belly, bundle,

fibre, myofibril) as it relates to muscular development

S1 Fitness Development Exercise


K.2.S1.C.1b Explain the structure of fibre types (i.e., slow-twitch, fastPhysiology (effects
twitch) as they relate to muscular development
of exercise on
body systems)
S1 Fitness Development Exercise
Physiology (?)

K.2.S1.C.1c Identify types of strength exercises (i.e., isometric,

S1 Fitness Development Training Principles

K.2.S1.C.2 Describe the principles of training and conditioning for

dynamic) and stretching exercises (i.e., static, ballistic,


passive) for personal fitness development (i.e., strength,
endurance, range of motion)
physical activities (i.e., progressive overload, specificity,
reversibility, regularity, individual variability, starting point)

S1 Fitness Development Warm-up/Cooldown

K.2.S1.C.3 Design and implement effective warm-up and cool-down

S1 Fitness Development Motivational


Factors

K.2.S1.C.4 Identify the factors related to health and fitness

S1 Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.S1.A.1a Participate in physical activities at a level that contributes

S1 Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.S1.A.1b Participate in planned and self-directed activities that

S1 Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.S1.A.2

S1 Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.S1.A.3a Assess the level of ability in one or more skill-related

routines for specific team-related physical activities (e.g.,


volleyball, soccer, rugby...)
development (e.g., health benefit, physical attributes,
interpersonal interaction, influence of family, availability of
facilities/ equipment, competition, cooperation, personal
success, time management...) that affect choices of
physical activities for self and others
to the goals of an individualized fitness plan

maintain heart-rate levels in various zones (e.g., general


health, basic fitness, healthy heart...)
Demonstrate use of heart-rate monitoring (e.g., pulse
points, heart monitors, software programs...) to compare
exertion level in a variety of activities

components (e.g., balance, agility, power, reaction time,


speed, coordination) of physical fitness

S1 Acquisition /
Fitness
S.2.S1.A.3b Analyze own fitness test results (e.g., using information
Application of Fitness Assessment &
technology...) to establish personal fitness goals
Management Skills
Analysis (analysis)
S1 Physical Activity Risk
Management

Physical Activity
Safety

K.3.S1.A.1

Review safety rules, routines, and procedures prior to


participating in each physical activity (e.g., allow space for
full backswing and follow- through in golf...)

S1 Physical Activity Risk


Management

Exercise Safety

K.3.S1.A.2

Identify the common injuries (e.g., back injuries, knee


injuries) that may occur in personal fitness programming
and how they can be prevented (e.g., using proper
stretching techniques)

S1 Physical Activity Risk


Management

Dress/Footwear

K.3.S1.A.3

Explain the reasons (e.g., maintaining proper body


temperature in rain, heat, cold, humidity...) for appropriate
dress for selected indoor and outdoor activities (e.g., light
and comfortable clothing for squash, layers and headwear
for cross-country skiing...)

S1 Physical Activity Risk


Management

Equipment and
Facilities

K.3.S1.A.4

Identify safety and risk factors for selected activities (e.g.,


cross-country skiing...) related to people (e.g., right of way,
adaptations for persons with a disability...), facilities (e.g.,
snow conditions...), and equipment (e.g., appropriate
clothing...)

S1 Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.S1.A.5a Investigate potential safety risks inherent in selected

S1 Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.S1.A.5b Relate the importance of making wise choices to prevent

S1 Safety of Self &


Others

Community Safety
Awareness

K.3.S1.B.1

Evaluate the effectiveness of laws and policies that


promote personal and community safety (e.g., driving age,
drinking/driving, boating, domestic violence, vandalism,
shaken baby syndrome)

S1 Safety of Self &


Others

Prevention and
Care of Injuries

K.3.S1.B.3

Demonstrate an understanding of basic first aid (e.g.,


emergency scene management; check airway, breathing,
circulation...) and precautions for handling body fluids (e.g.,
wear latex gloves, face shield/mask; handle sharp objects
with extra care...)

alternative pursuits (e.g., climbing walls, in-line skating,


downhill skiing, activities on ice)

injury in selected land-based (e.g., cycling, jogging...)


and/or water-based activities (e.g., aquatics, diving,
canoeing...)

Demonstrate the ability access valid health information,


and health-promoting products and services available in
the community (e.g., doctors, public health nurses, health
agencies and associations related to cancer, heart
disease, kidney disease, sexuality education, alcoholism;
youth advocates, help lines, school/community counselling
programs, friendship centres, ombudsperson, the
Internet)

S1 Safety of Self &


Others

Community
Supports and
Services

K.3.S1.B.4

S1 Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.S1.B.5a Analyze issues related to violence prevention in a variety of

S1 Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.S1.B.5b Demonstrate an understanding of the skills (i.e., problem-

S1 Safety of Self &


Others

Personal Safety
K.3.S1.B.6a Differentiate among the terms associated with abusive
(unsafe situations)
situations (i.e., physical abuse, verbal abuse, emotional

contexts (i.e., home, school, community, media, sport,


relationships)
solving, anger management, communication, conflict
resolution, assertiveness) in dealing with case scenarios
related to physically, verbally, and emotionally abusive
situations

abuse, sexual abuse, harassment, sexual exploitation)


S1 Safety of Self &
Others

Personal Safety
(behaviour /
strategies)

K.3.S1.B.6b Identify the skills (e.g., assertiveness, problem-solving

S1 Acquisition /
Application of Safe
Practices

Physical Activity

S.3.S1.A.1

Apply rules and procedures for safe and responsible


participation and use of equipment in selected, physical
activities and environments (e.g., self-regulation,
teamwork, promotion of fair play and inclusion...)

S1 Acquisition /
Application of Safe
Practices

First Aid

S.3.S1.A.2

Demonstrate the skills required to administer basic first aid


(e.g., emergency scene management, seeking help,
treating minor injuries, applying precautions for handling
body fluids...)

S1 Personal
Development

Self-Awareness /
Self-Esteem

K.4.S1.A.1

Examine personal strengths, values, and strategies (e.g.,


enhancing strengths, working on weaknesses,
restructuring negative thoughts, thinking positively,
persisting to achieve goals in spite of setbacks...) for
achieving individual success and a positive self-image

S1 Personal
Development

Goal-Setting
(process)

K.4.S1.A.2a Identify potential career choices in health education and

process...) and community resources for addressing


problems associated with sexually abusive behaviours

physical education (e.g., physical educator,


physiotherapist, athletic director, fitness leader, recreation
director, health and wellness educator, social worker,
nutritionist, medical doctor, nurse, counsellor, occupational
therapist...)

S1 Personal
Development

Goal-Setting
K.4.S1.A.2b Determine the skills for employability (i.e., academic skills,
(personal planning
personal management skills, teamwork skills)
and responsibility)

S1 Personal
Development

Decision-Making /
Problem-Solving
Process

S1 Social Development

Social
K.4.S1.B.1a Describe ways to treat others (e.g., show respect,
Responsibility
consideration, support, encouragement, affection,
(responsible social
understanding, forgiveness...) for the development of
behaviours)
healthy and meaningful relationships (e.g., between

K.4.S1.A.3

Examine factors (e.g., family, values, health knowledge,


peer influence, media, social trends, requirements, costs...)
that affect self and/or others in making decisions regarding
active healthy lifestyles and/or career-building

parent/child, siblings, best friends, romantic relationships,


marriage, at work, in the community...)
S1 Social Development

S1 Social Development

S1 Social Development

S1 Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.S1.B.1b Reflect on the factors (e.g., interest, multiple intelligences,

Relationships
(communication
skills and styles)

K.4.S1.B.2a Identify communication skills and strategies that promote

Relationships
(developing
relationships)

K.4.S1.B.2b Identify appropriate social behaviours (e.g., use inclusive

access...) that influence choice of physical activities or


sport pursuits for self and others

team/group dynamics (e.g., listen actively, encourage


others, be assertive in acceptable ways, show self-control,
stay with the group until completion of the task, develop
group consensus...)
language, treat others with respect...) for developing
meaningful interpersonal relationships

Conflict Resolution K.4.S1.B.3a Examine how to manage anger (i.e., control own anger and
Process (anger
respond to anger of others) in constructive ways (e.g., stay
management)
calm, use conflict-resolution process...) in different case

scenarios
S1 Social Development

Conflict Resolution K.4.S1.B.3b Examine effects of conflicts (e.g., broken trust, hurt
Process (process)
feelings, equity issues...) and the importance of seeing

both sides of issues in developing meaningful personal


and/or team relationships (e.g., seek understanding,
accept differences...)
S1 Social Development

Conflict Resolution K.4.S1.B.3c Assess behaviours and conflict resolution strategies (i.e.,
Process
negotiation, arbitration and adjudication) in context of final
(solutions)
outcome (i.e., win/win, win/lose, lose/lose) for settling

disputes or disagreements
S1 Social Development

Avoidance and
Refusal Strategies

K.4.S1.B.4

Identify examples of potentially dangerous situations (e.g.,


physical abuse, verbal abuse, harmful substances, peer
pressure...) and effective strategies for avoidance/refusal

S1 Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.S1.A.1

Apply a goal-setting process as part of designing a shortterm plan for a realistic personal goal related to academic
and/or healthy lifestyle practices (e.g., active living, good
nutrition, no substance use, safety...)

S1 Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.S1.A.2

Design, implement, and evaluate an action plan for making


a decision based on personal values and beliefs related to
physically active and healthy lifestyle practices (e.g., active
living, good nutrition, no substance use, safety...)

S1 Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.S1.A.3

Apply interpersonal skills (e.g., use thoughtful language,


acknowledge ideas and opinions of others, show respect,
make a commitment...) in case scenarios related to
developing close, meaningful relationships (e.g. between
parents and child, siblings, mother and father, best friends,
teammates, in romantic relationships, teammates...)

S1 Acquisition of
Personal and Social
Management Skills

Conflict Resolution
Skills

S.4.S1.A.4

Apply conflict resolution strategies (i.e., mediation and


negotiation) in different case scenarios for understanding
different perspectives and points of view (i.e., determine
the reason behind a conflict)

S1 Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.S1.D.1 Explain the meaning of addiction (i.e., gambling) and

S1 Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.S1.D.2 Examine the use and abuse of substances (e.g., caffeine,

S1 Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.S1.D.3 Identify community agencies and resources available to

substance dependence (e.g., alcoholism, nicotine street


drugs... ), and the possible effects on self and/or others

alcohol, tobacco, other stimulants and depressants,


inhalants, hallucinogens, street drugs...) and potential
consequences on personal health and well-being (e.g.,
cause behavioural changes; create social problems; cause
fetal alcohol syndrome and/or fetal alcohol effects; cause
reactions to drug interactions; affect self-esteem; has
medical implications; may result in dependency or
addictions; may affect financial status; create ethical
concerns; can cause body harm or death in case of a drug
overdose; may increase sexual activity; may cure or
provide relief to patient...)

support (e.g., addictions counselling services...) the


prevention of substance use and abuse

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

S1 Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)

K.5.S1.E.1a Review the anatomy and physiology of the reproductive

Biological Growth
and Development
(human
reproduction)

K.5.S1.E.1b Describe the potential consequences and risks associated

Biological Growth
and Development
(growth and
development)

K.5.S1.E.1c Describe responsible behaviours for a healthy pregnancy

Psychological
Factors (mental
and emotional
factors)

K.5.S1.E.2a Identify the components for building and maintaining

Psychological
Factors
(responsibilities)

K.5.S1.E.2b Examine the psychological implications of sexual activity

Sociological
Factors (social
factors)

K.5.S1.E.3a Describe social factors affecting human sexuality (e.g.,

Sociological
Factors (effects)

K.5.S1.E.3b Examine the influences (e.g., family values; culture and

Sociological
Factors
(responsibilities)

K.5.S1.E.3c Review personal responsibilities and sources of support

system of human beings

with sexual behaviour (e.g., unplanned pregnancy, STIs,


HIV, AIDS...) and different types of contraceptive methods
(e.g., abstinence, use of condoms, foams, the pill,
diaphragm, intra-uterine device...)

(e.g., receive prenatal care, avoid use of alcohol, tobacco,


and other harmful drugs; consume nutritious foods and
fluids; have regular medical check-ups; avoid sexual
intercourse with infected partners...)
healthy, close relationships (e.g., effective communication
and decision-making skills, respect, trust, love...)

and teenage pregnancy (e.g., hurt feelings, increased


responsibility, loss of reputation...), and responsibilities
regarding prevention (e.g., discussing decision with
parents/religious leaders/doctor, abstain, communicate
with partner, obtaining contraception...)
cultural, religious values, stereotyping, role models, media
influence, body image, sexual orientation...)
religion; peer pressure; media images and advertising;
substance use...) on making decisions for responsible
sexual behaviour
(e.g., parents, nurses, doctors, counsellors, helplines,
community health services, religious leaders,
recommended books...) with regard to sexual-related
health issues

Health Issues (HIV K.5.S1.E.4a Examine behaviours that may decrease the risk of
and Aids)
contracting HIV (e.g., practising abstinence, using

condoms...), and behaviours that increase the risk of


contracting HIV (e.g., having intercourse with infected
persons, using contaminated needles, using or handling
body fluids, giving birth once infected...)

Health Issues
(STI's)

K.5.S1.E.4b Describe the symptoms, effects of, and treatments for the

S1 Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.S1.A.4

Apply problem-solving strategies to respond appropriately


to issues related to substance use and/or abuse (e.g.,
over-the- counter drugs, tobacco, alcohol, street drugs,
hallucinogens, inhalants...)

S1 Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.S1.A.5

Apply a decision-making process in case scenarios related


to developing healthy relationships and responsible sexual
behaviours (e.g., abstinence; no exploitation of others;
safer sex to prevent pregnancy and STIs...)

S1 Human Sexuality

most common sexually transmitted infections (e.g.,


gonorrhea, chlamydia, syphilis, herpes...)

Resources

Activity/Sport
Activity/Sport
Category
ID
Outcome
Strand

Sub-Strand

Code

SLO Description

S2 Basic Movement

Basic Movement
Skills

K.1.S2.A.1

Analyze own level of performance of selected movement


skills according to proper form/ technique (e.g., use peercoaching or video tape to analyze tennis serve for
placement of toss, preparatory swing, transfer of weight,
contact point, and follow- through...)

S2 Movement
Development

Skill Development
Process

K.1.S2.B.1

Examine the factors (e.g., personal, environmental, prior


experiences...) that may have influenced own movement
skill development

S2 Movement
Development

Mechanical
Principles of
Human
Movement

K.1.S2.B.2

Explain biomechanical principles (i.e., force, motion) for the


improvement of specific movement skills in a physical
activity selected by self or others (e.g., keep your head
down in a golf swing, lean into the wind to reduce air
resistance while cycling, rotate trunk and hips forward in
batting...)

S2 Movement
Development

Movement
Concepts

K.1.S2.B.3

Analyze movement concepts related to strategies for


individual physical activities (e.g., body awareness in
weight training for strength, body awareness in going up an
incline in cross-country skiing...)

S2 Activity Specific
Movement

Rules

K.1.S2.C.1 Demonstrate an understanding of rules (i.e., safety rules,

S2 Activity Specific
Movement

Terminology

S2 Activity Specific
Movement

Game Strategies

S2 Activity Specific
Movement

Teamwork and
Fair Play

K.1.S2.C.4 Examine moral and ethical conduct in specific sport

S2 Acquisition of
Movement Skills

Transport

S.1.S2.A.1

game rules, etiquette, officiating signals) associated with


selected sports while participating and/or officiating
K.1.S2.C.2 Apply the terminology associated with the skills and rules

for selected individual and dual activities/ sports (e.g.,


forehand/ backhand in badminton, bogie/par/birdie/eagle in
golf...)
K.1.S2.C.3 Analyze the effectiveness of offensive and/or defensive

strategies in a variety of specific games and sport


situations (e.g., analyze a team's strategies for strengths
and weaknesses...)
situations (e.g., intentional fouls in basketball, fighting in
hockey...)
Select and refine transport skills, applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills

Unit Content

Assessment

S2 Acquisition of
Movement Skills

Manipulation

S.1.S2.A.2

Select and refine manipulation skills (e.g., serve, forehand


stroke, dribble, receive a pass), applying mechanical
bioprinciples (i.e., force, motion, balance) related to
activity-specific physical activity skills

S2 Acquisition of
Movement Skills

Balance

S.1.S2.A.3

Select and refine balance abilities (i.e., static, dynamic),


applying biomechanical principles (i.e., force, motion,
balance), using a variety of equipment (e.g., skates, skis,
boards, stilts, pogo sticks) related to activity-specific
physical activity skills

S2 Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.S2.B.1

Apply and refine selected activity-specific movement skills


and variations (e.g., running for long distance, dynamic
balancing, double-polling, lunging, chipping, putting...) in
physical activities, including individual/dual type activities
(e.g., cross-country skiing, golf, cycling...)

S2 Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.S2.B.2

Apply and refine selected activity-specific movement skills


(e.g., shooting for a goal...) in physical activities, including
team games using an implement (e.g., field hockey,
lacrosse, ice hockey, bandy...)

S2 Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.S2.B.3

Demonstrate the ability to keep score and/or officiate in


selected organized sports (e.g., scoring in bowling, golf...)

S2 Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.S2.C.1 Apply and refine selected activity-specific skills (e.g.,

balancing, turning, sculling, paddling...) required in


alternative pursuits (e.g., downhill skiing; canoeing, rowing,
inline skating...) indigenous to the geographic area

S2 Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.S2.D.1 Respond and move to selected rhythms and tempos (e.g.,

S2 Fitness Components

K.2.S2.A.1

Fitness
Components

3/4 time waltz step, 2/4 time polka step...) in a variety of


rhythmic activities (e.g., social dances, folk dances,
contemporary dances, figure skating, synchronized
swimming, aerobics, rhythmic gymnastics, juggling...)
Evaluate the contribution (i.e., associated fitness
component, muscle/muscle groups, type of benefit) of
selected physical activities and/or exercises to physical
fitness (e.g., push-ups can develop muscular strength of
arm muscles which contributes to health-related fitness...)

S2 Fitness Benefits

Fitness Benefits

K.2.S2.B.1

Investigate the contribution (e.g., strength, endurance,


energy expenditure, elasticity, longevity, healthy weight...)
of exercise/physical activity to optimal health and the
prevention of disease (e.g., cardiovascular disease, breast
cancer, type II diabetes, osteoporosis...)

S2 Fitness Development Exercise


Physiology
(structure and
function)

K.2.S2.C.1a Investigate the body's response (e.g., stimulation of

S2 Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.S2.C.1b Explain how exercise of different intensities (e.g., mild,

S2 Fitness Development Training


Principles

K.2.S2.C.2 Explain and apply the principles of training and

S2 Fitness Development Warm-up/Cooldown

K.2.S2.C.3 Design and implement effective warm-up and cool-down

S2 Fitness Development Motivational


Factors

K.2.S2.C.4 Examine factors (e.g., enjoyment, previous experiences,

S2 Acquisition /
Active
Application of Fitness Participation
Management
(general fitness
activities)

S.2.S2.A.1a Participate in different types of training and conditioning

autonomic nervous system, endocrine response,


respiration response, oxygen utilization...) to increased
activity levels
moderate, vigorous, intermittent, continuous, aerobic,
anaerobic...) affects the structure and function of the
cardiovascular system and respiratory system (e.g., lower
resting heart rate, increased heart size, increased stroke
volume, lower blood pressure, increased blood volume...)
in the context of healthy living and the prevention of
disease
conditioning for specific fitness components (e.g., develop
a stretching program for improved flexibility...)
routines for specific individual/ dual-type physical activities
(e.g., running, table tennis, cycling...)
values and attitude, social benefits, financial commitment,
medical conditions, incentives, stages of change...) that
have an impact on adherence to a personal fitness plan

activities that contribute to personal fitness development

S2 Acquisition /
Active
S.2.S2.A.1b Participate at a level consistent with planned and selfApplication of Fitness Participation
directed aerobic activities
Management
(aerobic capacity)
S2 Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management

S.2.S2.A.2

Demonstrate use of heart-rate monitoring (e.g., pulse


points, heart monitors, software programs...) in personal
fitness training

S2 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(assessment)

S.2.S2.A.3a Assess current personal physical fitness levels using

S2 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(analysis)

S.2.S2.A.3b Analyze own fitness test results (e.g., using information

S2 Physical Activity Risk


Management

Physical Activity
Safety

K.3.S2.A.1

Review safety rules, routines, and procedures prior to


participating in each physical activity (e.g., allow space for
full backswing and follow-through in golf)

S2 Physical Activity Risk


Management

Exercise Safety

K.3.S2.A.2

Explain physiological reasons (e.g., body position, physical


characteristics, degree of elasticity of muscles...) why
exercise techniques are selected to minimize the risk to
self and others (e.g., bending the knees in curl-ups
reduces back arch/strain, avoiding neck hypertension
reduces cervical strain...)

S2 Physical Activity Risk


Management

Dress/Footwear

K.3.S2.A.3

Explain the reasons (e.g., maintaining proper body


temperature in rain, heat, cold, humidity) for appropriate
dress for selected indoor and outdoor activities (e.g., light
and comfortable clothing for squash, layers and headwear
for cross-country skiing)

S2 Physical Activity Risk


Management

Equipment and
Facilities

K.3.S2.A.4

Identify safety and risk factors for selected activities (e.g.,


cross-country skiing) related to people (e.g., right of way,
adaptations for persons with a disability), facilities (e.g.,
snow conditions), and equipment (e.g., appropriate
clothing)

S2 Physical Activity Risk


Management

Alternative
K.3.S2.A.5a Determine the safety considerations in selected alternative
Pursuits (selected
pursuits (e.g., wear protective equipment, use reflective
activities)
tape for night-time visibility, have first-aid kit available,

appropriate fitness tests and information technology (e.g.,


stop- watches, heart-rate monitors, fitness-related software
programs...)
technology...) and determine the factors that contributed to
the results

watch for extreme weather conditions)


S2 Physical Activity Risk
Management

Alternative
Pursuits (bicycle
and water safety)

K.3.S2.A.5b Relate the importance of making wise choices to prevent

S2 Safety of Self &


Others

Community
Safety Awareness

K.3.S2.B.1

injury in selected land-based activities(e.g., cycling,


jogging) and/or water-based activities (e.g., aquatics,
diving, canoeing)
Determine strategies to manage identified hazards related
to community facilities and areas (e.g., playground areas,
bicycle routes, roads bordering schools, fitness and
recreational facilities, safe workplace)

S2 Safety of Self &


Others

Prevention and
Care of Injuries

K.3.S2.B.3

Demonstrate an understanding of cardiopulmonary


resuscitation (CPR) as specified in the national/provincial
certification program

S2 Safety of Self &


Others

Community
Supports and
Services

K.3.S2.B.4

Investigate the contributions self and/or others can make to


community/global health and sustainable development
(i.e., maintaining safe and healthy lifestyle practices,
volunteering, reducing, reusing, recycling)

S2 Acquisition /
Application of Safe
Practices

Physical Activity

S.3.S2.A.1

Apply rules and procedures for safe and responsible


participation and use of equipment in selected, specific
physical activities and environments (e.g., self-regulation,
teamwork, promotion of fair play and inclusion)

S2 Acquisition /
Application of Safe
Practices

First Aid

S.3.S2.A.2

Demonstrate the skills (e.g., sequential steps of


emergency scene management, artificial resuscitation...)
required to administer cardiopulmonary resuscitation
(CPR)

S2 Personal
Development

Self-Awareness /
Self-Esteem

K.4.S2.A.1

Assess personal attributes and talents across a variety of


domains (e.g., academic, athletic, musical, artistic,
interpersonal, intrapersonal...), and assess how each
contributes to self-esteem/self-confidence

S2 Personal
Development

Goal-Setting
(process)

K.4.S2.A.2a Examine the effectiveness of using a goal-setting process

S2 Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.S2.A.2b Evaluate how various internal and external factors (e.g.,

S2 Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.S2.A.3

S2 Social Development

Social
K.4.S2.B.1a Examine the contribution of games, sports, and the arts to
Responsibility
social development and cultural diversity (e.g., getting to
(responsible
know and understand others of like and different cultures,
social behaviours)
Olympics...)

for setting and achieving personal goals and/or for


changing a behaviour (e.g., evaluate application of goalsetting process to improving cardiovascular fitness, career
plan...)
availability of particular jobs versus ability to do the jobs,
making a team, improving a grade, improving fitness...)
may have an impact on the achievement of personal
and/or career goals (e.g. improving a grade, improving
fitness, getting a job...)
Analyze factors (i.e., values, beliefs, peer, media,
environmental, financial) that influence personal and/or
group decisions for active, healthy lifestyles

Social
Responsibility
(appreciation of
diversity)

K.4.S2.B.1b Discuss the historical and/or current roles of games,

Relationships
(communication
skills and styles)

K.4.S2.B.2a Evaluate the benefits of effective communication skills

Relationships
(developing
relationships)

K.4.S2.B.2b Identify potential adult roles (e.g., parent, partner,

S2 Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.S2.C.1a Describe the behaviours necessary for providing others

S2 Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.S2.C.1b Show an understanding of ways to support others (e.g.,

S2 Mental-Emotional
Development

Elements of
Stress

K.4.S2.C.2 Describe situations (e.g., presentations, competitions,

S2 Mental-Emotional
Development

Effects of Stress

K.4.S2.C.3 Examine the physiological and psychological effects of

S2 Mental-Emotional
Development

Stress
Management
Strategies

S2 Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.S2.A.1

Apply goal-setting strategies as part of designing long-term


personal plans for healthy lifestyle practices (e.g., physical
activity and/ or fitness plan, nutritional plan...)

S2 Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.S2.A.2

Design, implement, evaluate, and revise an action plan for


making a personal and/or group decision based on values
and beliefs

S2 Social Development

S2 Social Development

S2 Social Development

sports, and other physical activity pursuits for the


appreciation of different cultures

(e.g., listen actively, paraphrase, show appreciation,


criticize ideas not people...) for getting along with family,
friends, and peers in school, community and/or the
workplace
spouse...) and ways to prevent potential problems (e.g.,
domestic conflict, abuse...) in developing meaningful
relationships
with support (e.g., listen to a friend in difficulty...) and
promoting emotional health and well-being
show empathy, be available, provide comfort, join a
support organization...) who are dealing with the loss of a
friend or family member
tests, new situations, family conflicts, time constraints,
media influences, peer pressure, relationships, financial
difficulty, academic expectations, physical features,
technology, emergencies...) that cause personal stress
stress related to health and well-being (i.e., General
Adaptation Syndrome, prevention of disease)
K.4.S2.C.4a Examine the strategies (e.g., deep breathing, relaxation

exercises, guided imagery, physical exercise...) and


defense mechanisms (e.g., denial, compensation,
rationalization, day- dreaming, regression...) that can be
healthy or unhealthy ways of managing stress

S2 Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.S2.A.3

Apply communication skills and strategies (e.g., listen


actively, clarify feelings, summarize...) in case scenarios for
getting along with others in a variety of contexts (e.g., while
participating in physical activities, discussion groups,
project work, job interviews, conversations with adults in
home/school/ community...)

S2 Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.S2.A.5

Apply stress management strategies (e.g., mental imagery,


relaxation skills, rest habits, focussing...) and
communication skills (e.g., listen, comfort, seek help... ) for
stress reduction for self and/or others in case scenarios
related to stressful situations (e.g., family breakdown,
violence... )

S2 Personal Health
Practices

Illness/Disease
Prevention

K.5.S2.A.2

Demonstrate knowledge of healthy lifestyles practices that


contribute to disease/illness prevention, including mental
illness/ disorders

S2 Active Living

Benefits of
Physical Activity

K.5.S2.B.1

Determine different ways to promote active living (e.g.,


display "Canada's Physical Activity Guide to Healthy Active
Living" poster...) for different age groups (i.e., infants,
children, youth, adults, seniors)

S2 Active Living

Physical Activity
Choices

K.5.S2.B.2

Explain the concept of active living, and the factors (i.e.,


benefits of physical activity, experiences, interests, abilities;
financial, cultural, demographic, safety issues; personal
circumstances) that may affect making personal choices

S2 Active Living

Influence of
Technology on
Physical Activity

K.5.S2.B.3

Examine ways (e.g., fitness aids, improved equipment and


facilities for training...) technology may enhance and
support a physically active lifestyle

S2 Nutrition

Healthy Eating
(choosing food)

K.5.S2.C.1a Determine the nutritional value of a variety of foods (e.g.,

Healthy Eating
(growth and
development)

K.5.S2.C.1b Explain the importance of daily food choices for health

Food and Fluid


for Active Bodies

K.5.S2.C.2 Analyze factors (e.g., food and fluid intake, rest,

S2 Nutrition

S2 Nutrition

fast food, fad diets, snack foods...) using Canada's Food


Guide to Healthy Eating (CFGHE) and other resources

promotion at various life stages (e.g., fetal development,


childhood, adolescence, senior years...) and for the
prevention of chronic disease (e.g., heart disease, cancer,
type II diabetes, osteoporosis...)
supplements, ergogenic aids...) affecting optimal
performance

S2 Substance Use &


Abuse

Healthful and
Harmful
Substances

K.5.S2.D.1 Analyze issues (e.g., substance dependence, addiction,

S2 Substance Use &


Abuse

Effects of
Substance Use

K.5.S2.D.2 Evaluate the legal aspects and consequences of

S2 Substance Use &


Abuse

Factors Affecting
Substance Use

K.5.S2.D.3 Examine current statistics on substance use as it affects

S2 Human Sexuality

Biological Growth K.5.S2.E.1a Review the anatomy and physiology of the reproductive
and Development
system of human beings
(anatomy and
physiology)

S2 Human Sexuality

Biological Growth K.5.S2.E.1b Identify and assess the advantages and/or disadvantages
and Development
of different contraceptive methods (e.g., abstinence, use of
(human
condoms, foams, the pill, diaphragm, intra-uterine
reproduction)
device...)

S2 Human Sexuality

Biological Growth K.5.S2.E.1c Describe the importance of and conditions for a healthy
and Development
pregnancy (e.g., avoidance of alcohol and tobacco, poor
(growth and
nutrition...)
development)

S2 Human Sexuality

Psychological
Factors

K.5.S2.E.2

S2 Human Sexuality

Sociological
Factors (social
factors)

K.5.S2.E.3a Examine sexuality as it is portrayed in media (e.g., fashion

Sociological
Factors (effects)

K.5.S2.E.3b Examine the influences (e.g., family values; culture and

S2 Human Sexuality

medical concerns, law, ethics.,effects on


families/friends, ..) concerning the use and abuse of legal
and illegal substances (e.g., alcohol, prescription drugs,
tobacco, marijuana, steroids/ performance-enhancing
substances, street drugs...)
substance use abuse, and addiction, (e.g., drinking and
driving, street drugs, inhalants...)
healthy living, locally and nationally

Analyze the components (e.g., communication, decisionmaking, sharing, managing sexual feelings and desires...)
in different case scenarios for building and maintaining
healthy relationships (e.g., friendships, dating,
commitment, engagement, marriage, parenthood,
cohabitation...)
magazines, music videos, advertisements, movies,
songs...)
religion; peer pressure; media images and advertising;
substance use) on making decisions for responsible
sexual behaviour

Sociological
Factors
(responsibilities)

K.5.S2.E.3c Review personal responsibilities and sources of support

Health Issues
(HIV and Aids)

K.5.S2.E.4a Explain health issues related to HIV/AIDS ( e.g.,

Health Issues
(STI's)

K.5.S2.E.4b Describe ways to prevent STI's to promote the health of

S2 Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.S2.A.2

S2 Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.S2.A.3a Design a two-day menu that includes factors (e.g., daily

S2 Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.S2.A.3b Demonstrate the ability to use information on labels to

S2 Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.S2.A.4

Analyze effective responses (e.g., refusal statements,


avoidance statements...) to problems regarding substance
use and abuse (e.g., alcohol, drugs, tobacco,
steroids/performance- enhancing substances, street drugs
and inhalants...) by self or others

S2 Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.S2.A.5

Apply a decision-making/problem-solving process in case


scenarios related to effective communication for building
healthy relationships and demonstrating responsible
sexual behaviours

S2 Human Sexuality

S2 Human Sexuality

S2 Human Sexuality

(e.g., parents, nurses, doctors, counsellors, helplines,


community health services, religious leaders,
recommended books) with regard to sex-related health
issues
prostitution, intravenous drug use, unsafe sex practices,
infection transmitted at birth, use and handling of body
fluids...)
society (e.g., practising abstinence, using condoms,
avoiding intercourse with infected victims, requesting blood
test for partners, maintaining monogamous relationships...)
Design an action plan for active living on a daily basis for
self and/or others (e.g., friend, sibling, senior citizen...)

requirement, food likes/dislikes personal schedule, cost...)


for healthy eating

make daily healthy food choices

Resources

ID

Activity/Sport
Activity/Sport
Category
Outcome
Strand

Sub-Strand

Code

Basic Movement

Basic Movement
Skills

K.1.K.A.1

Movement
Development

Skill Development
Process

K.1.K.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.K.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.K.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.K.B.3b

Movement
Development

Movement
K.1.K.B.3c
Concepts
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

K.1.K.B.3d

Activity Specific
Movement

Rules

K.1.K.C.1

Activity Specific
Movement

Terminology

K.1.K.C.2

Activity Specific
Movement

Game Strategies

K.1.K.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.K.C.4

Acquisition of
Movement Skills

Transport

S.1.K.A.1

Acquisition of
Movement Skills

Manipulation

S.1.K.A.2

Acquisition of
Movement Skills

Balance

S.1.K.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.K.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.K.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.K.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.K.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.K.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.K.D.2

Fitness Components

Fitness
Components

K.2.K.A.1

Fitness Benefits

Fitness Benefits

K.2.K.B.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.K.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.K.C.1b

Fitness Development Training


Principles

K.2.K.C.2

Fitness Development Warm-up/Cooldown

K.2.K.C.3

Fitness Development Motivational


Factors

K.2.K.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.K.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.K.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.K.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.K.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.K.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.K.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.K.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.K.A.5a

Safety of Self &


Others

Community
Safety Awareness

K.3.K.B.1

Safety of Self &


Others

Environmental
Safety Awareness

K.3.K.B.2

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.K.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.K.B.4

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.K.B.6a

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.K.A.1

Personal
Development

Self-Awareness /
Self-Esteem

K.4.K.A.1

Personal
Development

Goal-Setting
(process)

K.4.K.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.K.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.K.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.K.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.K.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.K.B.2a

Social Development

Relationships
(developing
relationships)

K.4.K.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.K.B.3a

Social Development

Conflict
Resolution
Process (process)

K.4.K.B.3b

Social Development

Conflict
Resolution
Process
(solutions)

K.4.K.B.3c

Social Development

Avoidance and
Refusal
Strategies

K.4.K.B.4

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.K.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.K.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.K.C.2

Mental-Emotional
Development

Stress
Management
Strategies

K.4.K.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.K.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.K.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.K.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.K.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.K.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.K.A.2

Personal Health
Practices

Dental Health

K.5.K.A.3

Active Living

Benefits of
Physical Activity

K.5.K.B.1

Active Living

Physical Activity
Choices

K.5.K.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.K.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.K.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.K.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.K.C.2

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.K.D.1

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.K.D.2

Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)

K.5.K.E.1a

Human Sexuality

Sociological
Factors (social
factors)

K.5.K.E.3a

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.K.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.K.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.K.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.K.A.3b

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.K.A.4

Basic Movement

Basic Movement
Skills

K.1.1.A.1

Movement
Development

Skill Development
Process

K.1.1.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.1.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.1.B.3a

Movement
Development

K.1.1.B.3b

Movement
Development

Movement
Concepts (body
awareness)
Movement
Concepts
(qualities of effort)

Movement
Development

Movement
Concepts
(relationships)

K.1.1.B.3d

Activity Specific
Movement

Rules

K.1.1.C.1

Activity Specific
Movement

Terminology

K.1.1.C.2

Activity Specific
Movement

Game Strategies

K.1.1.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.1.C.4

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.1 D.2

Acquisition of
Movement Skills

Transport

S.1.1.A.1

Acquisition of
Movement Skills

Manipulation

S.1.1.A.2

Acquisition of
Movement Skills

Balance

S.1.1.A.3

K.1.1.B.3c

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.1.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.1.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.1.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.1.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.1.D.2

Fitness Components

Fitness
Components

K.2.1.A.1

Fitness Benefits

Fitness Benefits

K.2.1.B.1

Fitness Development Exercise


Physiology
(structure and
function)
Fitness Development Exercise
Physiology
(effects of
exercise on body
Fitness Development Training
Principles

S.1.1.C.1

K.2.1.C.1a

K.2.1.C.1b

K.2.1.C.2

Fitness Development Warm-up/Cooldown

K.2.1.C.3

Fitness Development Motivational


Factors

K.2.1.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.1.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.1.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.1.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.1.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.1.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.1.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.1.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.1.A.5a

Safety of Self &


Others

Community
Safety Awareness

K.3.1.B.1

Safety of Self &


Others

Environmental
Safety Awareness

K.3.1.B.2

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.1.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.1.B.4

Safety of Self &


Others

K.3.1.B.5a

Safety of Self &


Others

Violence
Prevention
(behaviours)
Violence
Prevention
(strategies)

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.1.B.6a

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.1.A.1

Personal
Development

Self-Awareness /
Self-Esteem

K.4.1.A.1

Personal
Development

Goal-Setting
(process)

K.4.1.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.1.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.3.1.B.5b

K.4.1.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.1.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.1.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.1.B.2a

Social Development

Relationships
(developing
relationships)

K.4.1.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.1.B.3a

Social Development

Conflict
K.4.1.B.3b
Resolution
Process (process)

Social Development

K.4.1.B.3c

Social Development

Conflict
Resolution
Process
(solutions)
Avoidance and
Refusal
Strategies

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.1.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.1.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.1.A.3

K.4.1.B.4

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.1.A.4

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.1.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.1.A.2

Personal Health
Practices

Dental Health

K.5.1.A.3

Active Living

Benefits of
Physical Activity

K.5.1.B.1

Active Living

Physical Activity
Choices

K.5.1.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.1.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.1.C.1a

Nutrition

K.5.1.C.1b

Nutrition

Healthy Eating
(growth and
development)
Food and Fluid
for Active Bodies

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.1.D.1

K.5.1.C.2

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.1.D.2

Human Sexuality

Sociological
Factors
(responsibilities)

K.5.1.E.3c

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.1.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.1.A.4

Basic Movement

Basic Movement
Skills

K.1.2.A.1

Movement
Development

Skill Development
Process

K.1.2.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.2.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.2.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.2.B.3b

Movement
Development

Movement
Concepts
(qualities of effort)

K.1.2.B.3c

Movement
Development

Movement
Concepts
(relationships)

K.1.2.B.3d

Activity Specific
Movement

Rules

K.1.2.C.1

Activity Specific
Movement

Terminology

K.1.2.C.2

Activity Specific
Movement

Game Strategies

K.1.2.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.2.C.4

Acquisition of
Movement Skills

Transport

S.1.2.A.1

Acquisition of
Movement Skills

Manipulation

S.1.2.A.2

Acquisition of
Movement Skills

Balance

S.1.2.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.2.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.2.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.2.B.3

Application of
Movement Skills to
Alternative Pursuits

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.2.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.2.D.2

Fitness Components

K.2.2.A.1

Fitness Development Exercise


Physiology
(structure and
function)
Fitness Development Exercise
Physiology
(effects of
exercise on body
systems)
Fitness Development Training
Principles

K.2.2.C.1a

Fitness Development Warm-up/Cooldown

K.2.2.C.3

Fitness Development Motivational


Factors

K.2.2.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.2.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.2.A.1b

Alternative
Pursuits

Fitness
Components

S.1.2.C.1

K.2.2.C.1b

K.2.2.C.2

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.2.A.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.2.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.2.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.2.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.2.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.2.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.2.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.2.B.1

Safety of Self &


Others

Environmental
Safety Awareness

K.3.2.B.2

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.2.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.2.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.2.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.2.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.2.A.1

Personal
Development

Goal-Setting
(process)

K.4.2.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.2.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.2.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.2.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.2.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.2.B.2a

Social Development

Relationships
(developing
relationships)

K.4.2.B.2b

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.2.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.2.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.2.C.2

Mental-Emotional
Development

Effects of Stress

K.4.2.C.3

Mental-Emotional
Development

Stress
Management
Strategies

K.4.2.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.2.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.2.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.2.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.2.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.2.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.2.A.2

Personal Health
Practices

Dental Health

K.5.2.A.3

Active Living

Benefits of
Physical Activity

K.5.2.B.1

Active Living

Physical Activity
Choices

K.5.2.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.2.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.2.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.2.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.2.C.2

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.2.D.2

Human Sexuality

K.5.2.E.1a

Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)
Biological Growth
and Development
(human
reproduction)

Human Sexuality

Biological Growth
and Development
(growth and
development)

K.5.2.E.1c

Human Sexuality

Psychological
Factors (mental
and emotional
factors)

K.5.2.E.2a

Human Sexuality

Sociological
Factors (social
factors)

K.5.2.E.3a

K.5.2.E.1b

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.2.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.2.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.2.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.2.A.3b

Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.2.A.5

Basic Movement

Basic Movement
Skills

K.1.3.A.1

Movement
Development

Skill Development
Process

K.1.3.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.3.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.3.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.3.B.3b

Movement
Development

Movement
Concepts
(qualities of effort)

K.1.3.B.3c

Movement
Development

Movement
Concepts
(relationships)

K.1.3.B.3d

Activity Specific
Movement

Rules

K.1.3.C.1

Activity Specific
Movement

Terminology

K.1.3.C.2

Activity Specific
Movement

Game Strategies

K.1.3.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.3.C.4

Acquisition of
Movement Skills

Transport

S.1.3.A.1

Acquisition of
Movement Skills

Manipulation

S.1.3.A.2

Acquisition of
Movement Skills

Balance

S.1.3.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.3.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.3.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.3.B.3

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.3.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.3.D.2

Fitness Components

Fitness
Components

K.2.3.A.1

Fitness Benefits

Fitness Benefits

K.2.3.B.1

Fitness Development Exercise


Physiology
(structure and
function)
Fitness Development Exercise
Physiology
(effects of
exercise on body
systems)
Fitness Development Training
Principles

K.2.3.C.1a

Fitness Development Warm-up/Cooldown

K.2.3.C.3

Fitness Development Motivational


Factors

K.2.3.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.3.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.3.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.3.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.3.A.3a

Physical Activity Risk


Management

Physical Activity
Safety

K.3.3.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.3.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.3.A.3

K.2.3.C.1b

K.2.3.C.2

Physical Activity Risk


Management

Equipment and
Facilities

K.3.3.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.3.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.3.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.3.B.1

Safety of Self &


Others

Community
Supports and
Services

K.3.3.B.4

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.3.B.5a

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.3.B.5b

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.3.B.6a

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.3.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.3.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.3.A.1

Personal
Development

Goal-Setting
(process)

K.4.3.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.3.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.3.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.3.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.3.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.3.B.2a

Social Development

Relationships
(developing
relationships)

K.4.3.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.3.B.3a

Social Development

Conflict
Resolution
Process (process)

K.4.3.B.3b

Social Development

Conflict
Resolution
Process
(solutions)

K.4.3.B.3c

Social Development

Avoidance and
Refusal
Strategies

K.4.3.B.4

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.3.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.3.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.3.A.3

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.3.A.4

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.3.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.3.A.2

Personal Health
Practices

Dental Health

K.5.3.A.3

Active Living

Benefits of
Physical Activity

K.5.3.B.1

Active Living

Physical Activity
Choices

K.5.3.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.3.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.3.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.3.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.3.C.2

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.3.D.1

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.3.D.2

Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.3.D.3

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.3.A.4

Basic Movement

Basic Movement
Skills

K.1.4.A.1

Movement
Development

Skill Development
Process

K.1.4.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.4.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.4.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.4.B.3b

Movement
Development

Movement
Concepts
(qualities of effort)

K.1.4.B.3c

Movement
Development

Movement
Concepts
(relationships)

K.1.4.B.3d

Activity Specific
Movement

Rules

K.1.4.C.1

Activity Specific
Movement

Terminology

K.1.4.C.2

Activity Specific
Movement

Game Strategies

K.1.4.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.4.C.4

Acquisition of
Movement Skills

Transport

S.1.4.A.1

Acquisition of
Movement Skills

Manipulation

S.1.4.A.2

Acquisition of
Movement Skills

Balance

S.1.4.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.4.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.4.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.4.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.4.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.4.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.4.D.2

Fitness Components

K.2.4.A.1

Fitness
Components

Fitness Development Exercise


Physiology
(structure and
function)
Fitness Development Exercise
Physiology
(effects of
exercise on body
systems)
Fitness Development Training
Principles

K.2.4.C.1a

Fitness Development Warm-up/Cooldown

K.2.4.C.3

Fitness Development Motivational


Factors

K.2.4.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.4.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.4.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.4.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.4.A.3a

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.4.A.3b

Physical Activity Risk


Management

K.3.4.A.1

Physical Activity
Safety

K.2.4.C.1b

K.2.4.C.2

Physical Activity Risk


Management

Exercise Safety

K.3.4.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.4.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.4.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.4.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.4.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.4.B.1

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.4.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.4.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.4.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.4.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.4.A.1

Personal
Development

Goal-Setting
(process)

K.4.4.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.4.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.4.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.4.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.4.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.4.B.2a

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.4.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.4.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.4.C.2

Mental-Emotional
Development

Effects of Stress

K.4.4.C.3

Mental-Emotional
Development

Stress
Management
Strategies

K.4.4.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.4.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.4.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.4.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.4.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.4.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.4.A.2

Personal Health
Practices

Dental Health

K.5.4.A.3

Active Living

Benefits of
Physical Activity

K.5.4.B.1

Active Living

Physical Activity
Choices

K.5.4.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.4.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.4.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.4.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.4.C.2

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.4.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.4.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.4.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.4.A.3b

Basic Movement

Basic Movement
Skills

K.1.5.A.1

Movement
Development

Skill Development
Process

K.1.5.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.5.B.2

Movement
Development

Movement
Concepts (space
awareness)

K.1.5.B.3a

Movement
Development

Movement
Concepts (body
awareness)

K.1.5.B.3b

Movement
Development

Movement
Concepts
(qualities of effort)

K.1.5.B.3c

Movement
Development

Movement
Concepts
(relationships)

K.1.5.B.3d

Activity Specific
Movement

Rules

K.1.5.C.1

Activity Specific
Movement

Terminology

K.1.5.C.2

Activity Specific
Movement

Game Strategies

K.1.5.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.5.C.4

Acquisition of
Movement Skills

Transport

S.1.5.A.1

Acquisition of
Movement Skills

Manipulation

S.1.5.A.2

Acquisition of
Movement Skills

Balance

S.1.5.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.5.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.5.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.5.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.5.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.5.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.5.D.2

Fitness Components

K.2.5.A.1

Fitness
Components

Fitness Benefits

Fitness Development Exercise


Physiology
(structure and
function)

K.2.5.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)
Fitness Development Training
Principles

K.2.5.C.1b

Fitness Development Warm-up/Cooldown

K.2.5.C.3

Fitness Development Motivational


Factors

K.2.5.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.5.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.5.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.5.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.5.A.3a

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.5.A.3b

Fitness Benefits

K.2.5.B.1

K.2.5.C.2

Physical Activity Risk


Management

Physical Activity
Safety

K.3.5.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.5.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.5.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.5.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.5.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.5.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.5.B.1

Safety of Self &


Others

Environmental
Safety Awareness

K.3.5.B.2

Safety of Self &


Others

Community
Supports and
Services

K.3.5.B.4

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.5.B.5a

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.5.B.5b

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.5.B.6a

Safety of Self &


Others

Personal Safety
(behaviour /
strategies)

K.3.5.B.6b

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.5.A.1

Personal
Development

Self-Awareness /
Self-Esteem

K.4.5.A.1

Personal
Development

Goal-Setting
(process)

K.4.5.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.5.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.5.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.5.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.5.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.5.B.2a

Social Development

Relationships
(developing
relationships)

K.4.5.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.5.B.3a

Social Development

Conflict
Resolution
Process (process)

K.4.5.B.3b

Social Development

Conflict
Resolution
Process
(solutions)

K.4.5.B.3c

Social Development

Avoidance and
Refusal
Strategies

K.4.5.B.4

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.5.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.5.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.5.A.3

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.5.A.4

Personal Health
Practices

Dental Health

K.5.5.A.3

Substance Use &


Abuse Prevention

Healthful and
Harmful
Substances

K.5.5.D.1

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.5.D.2

Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.5.D.3

Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)

K.5.5.E.1a

Human Sexuality

Biological Growth
and Development
(human
reproduction)

K.5.5.E.1b

Human Sexuality

Biological Growth
and Development
(growth and
development)

K.5.5.E.1c

Human Sexuality

K.5.5.E.2a

Human Sexuality

Psychological
Factors (mental
and emotional
factors)
Sociological
Factors (social
factors)

Human Sexuality

Sociological
Factors (effects)

K.5.5.E.3b

K.5.5.E.3a

Human Sexuality

Sociological
Factors
(responsibilities)

K.5.5.E.3c

Human Sexuality

Health Issues
(HIV and Aids)

K.5.5.E.4a

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.5.A.4

Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.5.A.5

Basic Movement

Basic Movement
Skills

K.1.6.A.1

Movement
Development

Skill Development
Process

K.1.6.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.6.B.2

Movement
Development

Movement
Concepts

K.1.6.B.3

Activity Specific
Movement

Rules

K.1.6.C.1

Activity Specific
Movement

Terminology

K.1.6.C.2

Activity Specific
Movement

Game Strategies

K.1.6.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.6.C.4

Acquisition of
Movement Skills

Transport

S.1.6.A.1

Acquisition of
Movement Skills

Manipulation

S.1.6.A.2

Acquisition of
Movement Skills

Balance

S.1.6.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.6.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.6.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.6.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.6.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.6.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.6.D.2

Fitness Components

K.2.6.A.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.6.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
Fitness Development Training
Principles

K.2.6.C.1b

Fitness Development Warm-up/Cooldown

K.2.6.C.3

Fitness Development Motivational


Factors

K.2.6.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.6.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.6.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.6.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.6.A.3a

Fitness
Components

K.2.6.C.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.6.A.3b

Physical Activity Risk


Management

Physical Activity
Safety

K.3.6.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.6.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.6.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.6.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.6.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.6.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.6.B.1

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.6.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.6.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.6.A.1

Acquisition /
Application of Safe
Practices

First Aid

S.3.6.A.2

Personal
Development

Self-Awareness /
Self-Esteem

K.4.6.A.1

Personal
Development

Goal-Setting
(process)

K.4.6.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.6.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.6.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.6.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.6.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.6.B.2a

Social Development

Relationships
(developing
relationships)

K.4.6.B.2b

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.6.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.6.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.6.C.2

Mental-Emotional
Development

Effects of Stress

K.4.6.C.3

Mental-Emotional
Development

Stress
Management
Strategies

K.4.6.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.6.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.6.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.6.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.6.A.5

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

K.5.6.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.6.A.2

Active Living

Benefits of
Physical Activity

K.5.6.B.1

Active Living

Physical Activity
Choices

K.5.6.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.6.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.6.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.6.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.6.C.2

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.6.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.6.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.6.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.6.A.3b

Basic Movement

Basic Movement
Skills

K.1.7.A.1

Movement
Development

Skill Development
Process

K.1.7.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.7.B.2

Movement
Development

Movement
Concepts

K.1.7.B.3

Activity Specific
Movement

Rules

K.1.7.C.1

Activity Specific
Movement

Terminology

K.1.7.C.2

Activity Specific
Movement

Game Strategies

K.1.7.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.7.C.4

Acquisition of
Movement Skills

Transport

S.1.7.A.1

Acquisition of
Movement Skills

Manipulation

S.1.7.A.2

Acquisition of
Movement Skills

Balance

S.1.7.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.7.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.7.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.7.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.7.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.7.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.7.D.2

Fitness Components

Fitness
Components

K.2.7.A.1

Fitness Benefits

Fitness Benefits

K.2.7.B.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.7.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.7.C.1b

Fitness Development Training


Principles

K.2.7.C.2

Fitness Development Warm-up/Cooldown

K.2.7.C.3

Fitness Development Motivational


Factors

K.2.7.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.7.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.7.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.7.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.7.A.3a

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.7.A.3b

Physical Activity Risk


Management

Physical Activity
Safety

K.3.7.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.7.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.7.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.7.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.7.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.7.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.7.B.1

Safety of Self &


Others

Community
Supports and
Services

K.3.7.B.4

Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.7.B.5a

Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.7.B.5b

Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.7.B.6a

Safety of Self &


Others

Personal Safety
(behaviour /
strategies)

K.3.7.B.6b

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.7.A.1

Personal
Development

Self-Awareness /
Self-Esteem

K.4.7.A.1

Personal
Development

Goal-Setting
(process)

K.4.7.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.7.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.7.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.7.B.1a

Social Development

K.4.7.B.1b

Social Development

Social
Responsibility
(appreciation of
diversity)
Relationships
(communication
skills and styles)

Social Development

Relationships
(developing
relationships)

K.4.7.B.2b

Social Development

Conflict
Resolution
Process (anger
management)

K.4.7.B.3a

Social Development

Conflict
Resolution
Process (process)

K.4.7.B.3b

Social Development

Conflict
Resolution
Process
(solutions)

K.4.7.B.3c

K.4.7.B.2a

Social Development

Avoidance and
Refusal
Strategies

K.4.7.B.4

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.7.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.7.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.7.A.3

Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.7.A.4

Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.7.D.1

Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.7.D.2

Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.7.D.3

Human Sexuality

Biological Growth
and Development
(anatomy and
physiology)

K.5.7.E.1a

Human Sexuality

Biological Growth
and Development
(human
reproduction)

K.5.7.E.1b

Human Sexuality

Biological Growth
and Development
(growth and
development)

K.5.7.E.1c

Human Sexuality

Psychological
Factors (mental
and emotional
factors)

K.5.7.E.2a

Human Sexuality

Psychological
Factors
(responsibilities)

K.5.7.E.2b

Human Sexuality

Sociological
Factors (social
factors)

K.5.7.E.3a

Human Sexuality

Sociological
Factors (effects)

K.5.7.E.3b

Human Sexuality

Sociological
Factors
(responsibilities)

K.5.7.E.3c

Human Sexuality

Health Issues
(HIV and Aids)

K.5.7.E.4a

Human Sexuality

Health Issues
(STI's)

K.5.7.E.4b

Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.7.A.4

Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.7.A.5

Basic Movement

Basic Movement
Skills

K.1.8.A.1

Movement
Development

Skill Development
Process

K.1.8.B.1

Movement
Development

Mechanical
Principles of
Human
Movement

K.1.8.B.2

Movement
Development

Movement
Concepts

K.1.8.B.3

Activity Specific
Movement

Rules

K.1.8.C.1

Activity Specific
Movement

Terminology

K.1.8.C.2

Activity Specific
Movement

Game Strategies

K.1.8.C.3

Activity Specific
Movement

Teamwork and
Fair Play

K.1.8.C.4

Acquisition of
Movement Skills

Transport

S.1.8.A.1

Acquisition of
Movement Skills

Manipulation

S.1.8.A.2

Acquisition of
Movement Skills

Balance

S.1.8.A.3

Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.8.B.1

Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.8.B.2

Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.8.B.3

Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.8.C.1

Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.8.D.1

Application of
Gymnastic-type
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.8.D.2

Fitness Components

K.2.8.A.1

Fitness Development Exercise


Physiology
(structure and
function)

K.2.8.C.1a

Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.8.C.1b

Fitness
Components

Fitness Development Training


Principles

K.2.8.C.2

Fitness Development Warm-up/Cooldown

K.2.8.C.3

Fitness Development Motivational


Factors

K.2.8.C.4

Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.8.A.1a

Acquisition /
Active
Application of Fitness Participation
Management Skills
(aerobic capacity)

S.2.8.A.1b

Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.8.A.2

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.8.A.3a

Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.8.A.3b

Physical Activity Risk


Management

Physical Activity
Safety

K.3.8.A.1

Physical Activity Risk


Management

Exercise Safety

K.3.8.A.2

Physical Activity Risk


Management

Dress/Footwear

K.3.8.A.3

Physical Activity Risk


Management

Equipment and
Facilities

K.3.8.A.4

Physical Activity Risk


Management

Alternative
Pursuits (selected
activities)

K.3.8.A.5a

Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.8.A.5b

Safety of Self &


Others

Community
Safety Awareness

K.3.8.B.1

Safety of Self &


Others

Prevention and
Care of Injuries

K.3.8.B.3

Safety of Self &


Others

Community
Supports and
Services

K.3.8.B.4

Acquisition /
Application of Safe
Practices

Physical Activity

S.3.8.A.1

Personal
Development

Self-Awareness /
Self-Esteem

K.4.8.A.1

Personal
Development

Goal-Setting
(process)

K.4.8.A.2a

Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.8.A.2b

Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.8.A.3

Social Development

Social
Responsibility
(responsible
social behaviours)

K.4.8.B.1a

Social Development

Social
Responsibility
(appreciation of
diversity)

K.4.8.B.1b

Social Development

Relationships
(communication
skills and styles)

K.4.8.B.2a

Social Development

Relationships
(developing
relationships)

K.4.8.B.2b

Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.8.C.1a

Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.8.C.1b

Mental-Emotional
Development

Elements of
Stress

K.4.8.C.2

Mental-Emotional
Development

Effects of Stress

K.4.8.C.3

Mental-Emotional
Development

Stress
Management
Strategies

K.4.8.C.4a

Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.8.A.1

Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.8.A.2

Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.8.A.3

Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.8.A.5

Personal Health
Practices

Personal Health
Practices

K.5.8.A.1

Personal Health
Practices

Illness/Disease
Prevention

K.5.8.A.2

Active Living

Benefits of
Physical Activity

K.5.8.B.1

Active Living

Physical Activity
Choices

K.5.8.B.2

Active Living

Influence of
Technology on
Physical Activity

K.5.8.B.3

Nutrition

Healthy Eating
(choosing food)

K.5.8.C.1a

Nutrition

Healthy Eating
(growth and
development)

K.5.8.C.1b

Nutrition

Food and Fluid


for Active Bodies

K.5.8.C.2

Application of
Decision-Making /
Problem-Solving
Skills

Personal Health
Practices

S.5.8.A.1

Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.8.A.2

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.8.A.3a

Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.8.A.3b

S1 Basic Movement

Basic Movement
Skills

K.1.S1.A.1

S1 Movement
Development

Skill Development
Process

K.1.S1.B.1

S1 Movement
Development

Mechanical
Principles of
Human
Movement

K.1.S1.B.2

S1 Movement
Development

Movement
Concepts

K.1.S1.B.3

S1 Activity Specific
Movement

Rules

K.1.S1.C.1

S1 Activity Specific
Movement

Terminology

K.1.S1.C.2

S1 Activity Specific
Movement

Game Strategies

K.1.S1.C.3

S1 Activity Specific
Movement

Teamwork and
Fair Play

K.1.S1.C.4

S1 Acquisition of
Movement Skills

Transport

S.1.S1.A.1

S1 Acquisition of
Movement Skills

Manipulation

S.1.S1.A.2

S1 Acquisition of
Movement Skills

Balance

S.1.S1.A.3

S1 Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.S1.B.1

S1 Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.S1.B.2

S1 Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.S1.B.3

S1 Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.S1.C.1

S1 Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.S1.D.1

S1 Fitness Components

Fitness
Components

K.2.S1.A.1

S1 Fitness Benefits

Fitness Benefits

K.2.S1.B.1

S1 Fitness Development Exercise


Physiology
(structure and
function)
S1 Fitness Development Exercise
Physiology
(effects of
S1 Fitness Development Exercise
Physiology (?)

K.2.S1.C.1.a

K.2.S1.C.1b
K.2.S1.C.1c

S1 Fitness Development Training


Principles

K.2.S1.C.2

S1 Fitness Development Warm-up/Cooldown

K.2.S1.C.3

S1 Fitness Development Motivational


Factors

K.2.S1.C.4

S1 Acquisition /
Active
Application of Fitness Participation
Management Skills
(general fitness
activities)

S.2.S1.A.1a

S1 Acquisition /
Active
S.2.S1.A.1b
Application of Fitness Participation
Management Skills
(aerobic capacity)
S1 Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management Skills

S.2.S1.A.2

S1 Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(assessment)

S.2.S1.A.3a

S1 Acquisition /
Fitness
Application of Fitness Assessment &
Management Skills
Analysis
(analysis)

S.2.S1.A.3b

S1 Physical Activity Risk


Management

Physical Activity
Safety

K.3.S1.A.1

S1 Physical Activity Risk


Management

Exercise Safety

K.3.S1.A.2

S1 Physical Activity Risk


Management

Dress/Footwear

K.3.S1.A.3

S1 Physical Activity Risk


Management

Equipment and
Facilities

K.3.S1.A.4

S1 Physical Activity Risk


Management

Alternative
K.3.S1.A.5a
Pursuits (selected
activities)

S1 Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.S1.A.5b

S1 Safety of Self &


Others

Community
Safety Awareness

K.3.S1.B.1

S1 Safety of Self &


Others

Prevention and
Care of Injuries

K.3.S1.B.3

S1 Safety of Self &


Others

Community
Supports and
Services

K.3.S1.B.4

S1 Safety of Self &


Others

Violence
Prevention
(behaviours)

K.3.S1.B.5a

S1 Safety of Self &


Others

Violence
Prevention
(strategies)

K.3.S1.B.5b

S1 Safety of Self &


Others

Personal Safety
(unsafe
situations)

K.3.S1.B.6a

S1 Safety of Self &


Others

Personal Safety
(behaviour /
strategies)

K.3.S1.B.6b

S1 Acquisition /
Application of Safe
Practices

Physical Activity

S.3.S1.A.1

S1 Acquisition /
Application of Safe
Practices

First Aid

S.3.S1.A.2

S1 Personal
Development

Self-Awareness /
Self-Esteem

K.4.S1.A.1

S1 Personal
Development

Goal-Setting
(process)

S1 Personal
Development

Goal-Setting
K.4.S1.A.2b
(personal
planning and
Decision-Making / K.4.S1.A.3
Problem-Solving
Process

S1 Personal
Development

K.4.S1.A.2a

S1 Social Development

Social
K.4.S1.B.1a
Responsibility
(responsible
social behaviours)

S1 Social Development

Social
Responsibility
(appreciation of
diversity)
Relationships
(communication
skills and styles)

K.4.S1.B.1b

S1 Social Development

Relationships
(developing
relationships)

K.4.S1.B.2b

S1 Social Development

Conflict
Resolution
Process (anger
management)

K.4.S1.B.3a

S1 Social Development

Conflict
K.4.S1.B.3b
Resolution
Process (process)

S1 Social Development

Conflict
Resolution
Process
(solutions)

K.4.S1.B.3c

S1 Social Development

Avoidance and
Refusal
Strategies

K.4.S1.B.4

S1 Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.S1.A.1

S1 Social Development

K.4.S1.B.2a

S1 Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.S1.A.2

S1 Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.S1.A.3

S1 Acquisition of
Personal and Social
Management Skills

Conflict
Resolution Skills

S.4.S1.A.4

S1 Substance Use &


Abuse Prevention

Helpful and
Harmful
Substances

K.5.S1.D.1

S1 Substance Use &


Abuse Prevention

Effects of
Substance Use

K.5.S1.D.2

S1 Substance Use &


Abuse Prevention

Factors Affecting
Substance Use

K.5.S1.D.3

S1 Human Sexuality

Biological Growth K.5.S1.E.1a


and Development
(anatomy and
Biological Growth K.5.S1.E.1b
and Development
(human
reproduction)

S1 Human Sexuality

S1 Human Sexuality

Biological Growth
and Development
(growth and
development)

K.5.S1.E.1c

S1 Human Sexuality

Psychological
Factors (mental
and emotional
factors)

K.5.S1.E.2a

S1 Human Sexuality

Psychological
Factors
(responsibilities)

K.5.S1.E.2b

S1 Human Sexuality

Sociological
Factors (social
factors)

K.5.S1.E.3a

S1 Human Sexuality

Sociological
Factors (effects)

K.5.S1.E.3b

S1 Human Sexuality

Sociological
Factors
(responsibilities)

K.5.S1.E.3c

S1 Human Sexuality

Health Issues
(HIV and Aids)

K.5.S1.E.4a

S1 Human Sexuality

Health Issues
(STI's)

K.5.S1.E.4b

S1 Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.S1.A.4

S1 Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.S1.A.5

S2 Basic Movement

Basic Movement
Skills

K.1.S2.A.1

S2 Movement
Development

Skill Development
Process

K.1.S2.B.1

S2 Movement
Development

Mechanical
Principles of
Human
Movement

K.1.S2.B.2

S2 Movement
Development

Movement
Concepts

K.1.S2.B.3

S2 Activity Specific
Movement

Rules

K.1.S2.C.1

S2 Activity Specific
Movement

Terminology

K.1.S2.C.2

S2 Activity Specific
Movement

Game Strategies

K.1.S2.C.3

S2 Activity Specific
Movement

Teamwork and
Fair Play

K.1.S2.C.4

S2 Acquisition of
Movement Skills

Transport

S.1.S2.A.1

S2 Acquisition of
Movement Skills

Manipulation

S.1.S2.A.2

S2 Acquisition of
Movement Skills

Balance

S.1.S2.A.3

S2 Application of
Movement Skills to
Sport/Games

Individual/Dual
Activities

S.1.S2.B.1

S2 Application of
Movement Skills to
Sport/Games

Group/Team
Activities

S.1.S2.B.2

S2 Application of
Movement Skills to
Sport/Games

Officiating Skills

S.1.S2.B.3

S2 Application of
Movement Skills to
Alternative Pursuits

Alternative
Pursuits

S.1.S2.C.1

S2 Application of
Rhythmic
Movement Skills to
Activities
Rhythmic / Gymnastic
Activities

S.1.S2.D.1

S2 Fitness Components

Fitness
Components

K.2.S2.A.1

S2 Fitness Benefits

Fitness Benefits

K.2.S2.B.1

S2 Fitness Development Exercise


Physiology
(structure and
function)

K.2.S2.C.1a

S2 Fitness Development Exercise


Physiology
(effects of
exercise on body
systems)

K.2.S2.C.1b

S2 Fitness Development Training


Principles

K.2.S2.C.2

S2 Fitness Development Warm-up/Cooldown

K.2.S2.C.3

S2 Fitness Development Motivational


Factors

K.2.S2.C.4

S2 Acquisition /
Active
Application of Fitness Participation
Management
(general fitness
activities)

S.2.S2.A.1a

S2 Acquisition /
Active
S.2.S2.A.1b
Application of Fitness Participation
Management
(aerobic capacity)
S2 Acquisition /
Heart-Rate
Application of Fitness Monitoring
Management

S.2.S2.A.2

S2 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(assessment)

S.2.S2.A.3a

S2 Acquisition /
Fitness
Application of Fitness Assessment &
Management
Analysis
(analysis)

S.2.S2.A.3b

S2 Physical Activity Risk


Management

Physical Activity
Safety

K.3.S2.A.1

S2 Physical Activity Risk


Management

Exercise Safety

K.3.S2.A.2

S2 Physical Activity Risk


Management

Dress/Footwear

K.3.S2.A.3

S2 Physical Activity Risk


Management

Equipment and
Facilities

K.3.S2.A.4

S2 Physical Activity Risk


Management

Alternative
K.3.S2.A.5a
Pursuits (selected
activities)

S2 Physical Activity Risk


Management

Alternative
Pursuits (bicycle
and water safety)

K.3.S2.A.5b

S2 Safety of Self &


Others

Community
Safety Awareness

K.3.S2.B.1

S2 Safety of Self &


Others

Prevention and
Care of Injuries

K.3.S2.B.3

S2 Safety of Self &


Others

Community
Supports and
Services

K.3.S2.B.4

S2 Acquisition /
Application of Safe
Practices

Physical Activity

S.3.S2.A.1

S2 Acquisition /
Application of Safe
Practices

First Aid

S.3.S2.A.2

S2 Personal
Development

Self-Awareness /
Self-Esteem

K.4.S2.A.1

S2 Personal
Development

Goal-Setting
(process)

K.4.S2.A.2a

S2 Personal
Development

Goal-Setting
(personal
planning and
responsibility)

K.4.S2.A.2b

S2 Personal
Development

Decision-Making /
Problem-Solving
Process

K.4.S2.A.3

S2 Social Development

Social
K.4.S2.B.1a
Responsibility
(responsible
social behaviours)

S2 Social Development

Social
Responsibility
(appreciation of
diversity)
Relationships
(communication
skills and styles)

K.4.S2.B.1b

Relationships
(developing
relationships)

K.4.S2.B.2b

S2 Social Development

S2 Social Development

K.4.S2.B.2a

S2 Mental-Emotional
Development

Feelings and
Emotions (selfexpression)

K.4.S2.C.1a

S2 Mental-Emotional
Development

Feelings and
Emotions (loss
and grief)

K.4.S2.C.1b

S2 Mental-Emotional
Development

Elements of
Stress

K.4.S2.C.2

S2 Mental-Emotional
Development

Effects of Stress

K.4.S2.C.3

S2 Mental-Emotional
Development

Stress
Management
Strategies

K.4.S2.C.4a

S2 Acquisition of
Personal and Social
Management Skills

Goal-Setting /
Planning

S.4.S2.A.1

S2 Acquisition of
Personal and Social
Management Skills

Decision-Making /
Problem-Solving

S.4.S2.A.2

S2 Acquisition of
Personal and Social
Management Skills

Interpersonal
Skills

S.4.S2.A.3

S2 Acquisition of
Personal and Social
Management Skills

Stress
Management
Skills

S.4.S2.A.5

S2 Personal Health
Practices

Illness/Disease
Prevention

K.5.S2.A.2

S2 Active Living

Benefits of
Physical Activity

K.5.S2.B.1

S2 Active Living

Physical Activity
Choices

K.5.S2.B.2

S2 Active Living

Influence of
Technology on
Physical Activity

K.5.S2.B.3

S2 Nutrition

Healthy Eating
(choosing food)

K.5.S2.C.1a

S2 Nutrition

Healthy Eating
(growth and
development)

K.5.S2.C.1b

S2 Nutrition

Food and Fluid


for Active Bodies

K.5.S2.C.2

S2 Substance Use &


Abuse

Healthful and
Harmful
Substances

K.5.S2.D.1

S2 Substance Use &


Abuse

Effects of
Substance Use

K.5.S2.D.2

S2 Substance Use &


Abuse

Factors Affecting
Substance Use

K.5.S2.D.3

S2 Human Sexuality

Biological Growth K.5.S2.E.1a


and Development
(anatomy and
Biological Growth K.5.S2.E.1b
and Development
(human
reproduction)

S2 Human Sexuality

S2 Human Sexuality

S2 Human Sexuality

S2 Human Sexuality

Biological Growth K.5.S2.E.1c


and Development
(growth and
development)
Psychological
K.5.S2.E.2
Factors

Sociological
Factors (social
factors)

K.5.S2.E.3a

S2 Human Sexuality

Sociological
Factors (effects)

K.5.S2.E.3b

S2 Human Sexuality

Sociological
Factors
(responsibilities)

K.5.S2.E.3c

S2 Human Sexuality

Health Issues
(HIV and Aids)

K.5.S2.E.4a

S2 Human Sexuality

Health Issues
(STI's)

K.5.S2.E.4b

S2 Application of
Decision-Making /
Problem-Solving
Skills

Active Living

S.5.S2.A.2

S2 Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices
(planning)

S.5.S2.A.3a

S2 Application of
Decision-Making /
Problem-Solving
Skills

Healthy Food
Choices (action)

S.5.S2.A.3b

S2 Application of
Decision-Making /
Problem-Solving
Skills

Substance Use
and Abuse

S.5.S2.A.4

S2 Application of
Decision-Making /
Problem-Solving
Skills

Human Sexuality

S.5.S2.A.5

SLO Description
Develop a movement vocabulary (e.g., running, hopping,
jumping, overhand throwing, catching, balancing,
underhand throwing...) by responding to verbal and visual
cues with the corresponding body movements
Discuss movement skill development as requiring good
practice and patience in learning (e.g., to make and correct
mistakes is part of the learning process; try, try again...)
Introductory Stage - Show an understanding that balance
is affected by the amount of force (i.e., speed, weight) and
body position (i.e., bent knees, feet apart in direction of
movement, arms spread) in stopping and landing activities
(e.g., stops and starts, jumping from low heights,
movement exploration...)
Recognize the terms "personal space" (i.e., space around
own body) and "general space" (i.e., space available to
move in) associated with space awareness
Recognize names of body parts (i.e., head, neck,
shoulders, arms, hands, elbows, wrists, legs, knees,
ankles, feet, chest, waist, hips, back) when following
instructions for physical activity (e.g., bend your knees,
hands on hips, balance on one foot...)
Explore, through movement, the difference between slow
and fast speeds (e.g., walking and running...)

Explore moving in relation to objects (i.e., around, under,


over, near, far, in, out, through, on, off)
Follow the fundamental rules (e.g., boundaries, roles,
actions, verbal cues for stop, go, switch...) used in simple
games and activities (e.g., cooperative tag games...)
Introductory Stage - Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Recognize the fundamental strategies of simple
games/station activities (e.g., aiming at a target, fleeing in
a tag game, hitting an object with an implement, staying in
boundaries...)
Discuss ways to play cooperatively and safely (e.g., share
equipment, follow directions, help others, be considerate...)

Unit Content

Assessment

Travel safely using the basic transport skills (i.e., running,


hopping, galloping, jumping) in general space (e.g., gallop
freely without bumping into others or falling...)
Explore the basic manipulation skills (i.e., rolling,
underhand throwing, catching, striking, bouncing, kicking)
in a variety of simple movement experiences (e.g., throw a
ball or beanbag underhand to an open space, strike a
balloon with the hand...)
Explore static and dynamic balance (i.e., stopping, starting)
in response to signals/cues/commands
Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e., body
awareness, space awareness) in simple individual/dual
activities (e.g., use transport skills while moving in relation
with another student as in "follow the leader"...)
Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e., body
awareness, space awareness) in simple group activities
(e.g., chasing/fleeing-type games...)
Introductory Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Experience different ways of moving (e.g., climbing,
running, hopping...) in a variety of play areas on the school
grounds (e.g., on playground equipment, hardtop area,
grassy fields...)
Experience moving to different rhythms (e.g., quick,
slow...), applying movement concepts (e.g., body
awareness, space awareness...) in simple rhythmic
activities (e.g., creative movement, action songs/games)
Explore the gymnastic movement patterns (e.g., landings,
statics, springs, rotations, locomotion, swings...) in
activities using large and/or small apparatus (e.g.,
educational gymnastics, rhythmic sportive gymnastics...)
Introductory Stage - Discuss exercises and physical
activities associated with health-related fitness
components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)
Discuss the fact that daily physical activity makes muscles
strong, including the heart
Introductory Stage - Show an understanding of the location
of main internal body parts affected by exercise (i.e., heart,
lungs, bones, muscles)

Introductory Stage - Recognize the physical changes in the


body during physical activity (i.e., heart beats faster, body
gets warmer, breathing accelerates, perspiration increases)

Introductory Stage - Show an understanding of the factors


(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Introductory Stage - Recognize that proper warm-up
activities (i.e., light aerobic activity, stretching exercises)
prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of
muscles and ligaments...)
Introductory Stage - Identify personal factors (e.g.,
interests, personal success, previous experiences, type of
activities, developmental rates...) that influence physical
activity participation and build self-confidence
Participate in a wide variety of physical activities that
contribute to skill/ fitness development and enjoyment

Sustain participation in moderate to vigorous activity for


short periods of time, based on functional capacity

Introductory Stage - Determine own degree of exertion


through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
Recognize safe and controlled movement while
participating in physical activity (e.g., stop and start on
signal, move without interfering with others, enter and exit
in a safe manner, land softly...)
Show an understanding that physical or medical conditions
(e.g., injury, illness, asthma, physical disabilities, low
fitness levels...) may affect degree and type of participation
Distinguish between appropriate and inappropriate
footwear for indoor and outdoor activities (e.g., running
shoes for indoor physical activities, winter boots for
outdoor winter activities...)
Show an understanding of general safety rules in the
gymnasium (e.g., safe and unsafe areas and fixtures,
entrances and exits, storage of equipment, use of mats...)
for active play (e.g., sports/games,
rhythmics/gymnastics...)
Discuss common safety rules for physical activity on the
playground and school play areas (e.g., climbing
equipment, play fields, baseball backstops, fences, hard
surfaces, sandpits...)

Identify safety symbols, hazards, and risks in everyday


living (i.e., traffic, school bus ridership, waterfront, poisons,
chemicals, stoves/ovens, sharp utensils, bathtubs)
Introductory Stage - Identify unsafe situations related to the
environment (i.e., forest fires, floods, tornadoes, lightning)
and safety rules for own protection
Identify practices (i.e., follow rules and instructions, play in
supervised areas, dress appropriately) to prevent injuries
related to indoor and outdoor play (e.g., sunburn, frostbite,
burns, bruises, bumps, cuts...)
Recognize safety helpers in the community (e.g.,
parent/guardian, family member, babysitter, teacher,
principal, doctor, police officer, bus driver, block parent,
lifeguard...)
K.3.1.B.6a Identify unsafe situations (e.g., involves sexual
exploitation, unsafe persons, unsafe Internet sites...) and
safety rules for child protection (e.g., follow parents' advice,
never agree to go anywhere with a stranger, avoid walking
alone, recognize and avoid enticements...)
Follow simple rules and routines for safe, active
participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.
Identify characteristics that describe self as special and
unique (e.g., physical characteristics, abilities, gender...)
Introductory Stage - Recognize that it takes time, effort,
and cooperation to achieve simple individual tasks/goals
(e.g., tying own shoelaces...) and group tasks/goals (e.g.,
deciding what to play in a group setting...)
Introductory Stage - Discuss behaviours that demonstrate
personal responsibility and irresponsibility in a classroom
(e.g., paying attention versus disrupting, sharing versus
monopolizing equipment, staying on task...)
Identify daily decisions and/or choices (e.g., what to wear,
eat, play; what is safe...) and how choices are made for
healtH and well-being
Identify examples of responsible social behaviours (e.g.,
contributing by listening, following rules, taking turns,
sharing equipment, speaking kindly, being courteous...) for
getting along with others in school and schoolyard.

Introductory Stage - Discuss how feelings and experiences


associated with participation in physical activities/sports,
and/or social events can be the same or different from
person to person (e.g., may feel excited, happy, angry,
fearful, uncomfortable, frustrated)
Identify ways (e.g., focus attention on the speaker, do not
talk at the same time as the speaker, nod, keep still...) to
show a person is listening attentively when communicating
Identify activities that friends do together (e.g.,
communicate with each other, play games, share toys...)
Introductory Stage - Identify what can happen when
someone becomes angry (e.g., red face, tense muscles,
loud voice, physical aggression...) and healthy ways to
deal with anger (e.g., take time to think about it, talk to the
person who made you angry, ask an adult for help, go for a
supervised walk/run...)
Introductory Stage - Identify several causes of conflicts that
may occur in class or play situations (e.g., disagreeing over
who to play with, what to do, what to play with; not taking
turns; not sharing; not being fair; wanting to be first...)
Introductory Stage - Identify ways (e.g., be calm, seek
adult help, take turns, follow rules, apologize...) to avoid or
reduce potential conflict situations (i.e., in class, at play)
Recognize appropriate response (e.g., avoid the danger,
do not touch, seek out safe adult help, say "no"
assertively...) in potentially dangerous situations
Identify a range of feelings and emotions (i.e., happy, sad,
angry, scared, surprised, anxious, excited) in a range of
contexts (e.g., in new places, big spaces, dark spaces,
while sharing, during physical activities, holidays, birthdays,
during agreements or disagreements...)
Recognize ways emotions are expressed by others (e.g.,
laughter, teary-eyed, smile, frown, body language...)
Identify situations (e.g., first day of school, going into a
large gymnasium, going on a school bus, trying something
new...) that cause feelings of anxiety or stress
Identify the people (e.g., parents, siblings, teachers, block
parent, religious leader...) who can provide support in
stressful situations

Introductory Stage - Set simple short-term goals and


participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)
Sort decisions and/or choices that are made daily, based
on their positive or negative consequences (e.g., healthenhancing/unhealthy, safe/unsafe, helpful/harmful...)
Demonstrate behaviours that show social responsibility in
class activities (e.g., listen attentively, speak kindly,
share...)
Experience activities for relaxation (e.g., have a nap or
quiet time, play outside, read a book, hold a plush toy,
listen to music, watch television...)
Identify daily habits for leading a physically active and
healthy life (i.e., daily physical activity, healthy eating,
adequate sleep and rest, effective dental and hygiene
practices)
Introductory Stage - Identify common communicable
diseases/illness/conditions (e.g., colds, flu, pink-eye, head
lice...) in the classroom and home, and ways to prevent the
spread of disease/illness/ conditions (e.g., cover mouth
when sneezing or coughing, wash hands regularly, share
food appropriately, use own hair utensils and headwear...)
Show an understanding of the changes (i.e., shedding of
primary teeth, eruption of permanent teeth) related to
growth and development of teeth, and proper dental care
Introductory Stage - Identify the health benefits (i.e., better
health, posture, balance, self-esteem, healthy weight,
stronger muscles and bones) of participating in regular
physical activity (e.g., accumulating more than 60 minutes
and up to several hours a day of physical activity...)
Identify physical activities that are enjoyable and fun
through a variety of strategies (e.g., pictorial
representations, mime, admit/exit slips...)
Discuss how automation has an impact on daily physical
activity (e.g., increased need for planned, daily physical
activity due to overuse of video games, television,
computers...)
Recognize the food guide rainbow and a variety of foods in
Canada's Food Guide to Healthy Eating (CFGHE)
Recognize that you need food to grow and feel good.

Introductory Stage - Identify the need for daily food and


fluid to support physical activity
Identify helpful and harmful substances found in the home
and school (i.e., medications, vitamins, cough syrup,
substances that may cause allergies, household products
with danger symbols, tobacco products)
Introductory Stage - Identify helpful and/or harmful
substances (i.e., vitamins, medicines, tobacco, alcohol)
and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the body
or causes death...)

Identify the major parts of the body by their appropriate


names (e.g., head, arms, shoulders, elbows, wrists,
fingers, thumbs, legs, knees, ankles, feet, toes, chest,
waist, hips, penis, vagina, breasts...)
Show the understanding that people have a right to privacy
(e.g., in reading corners, time-out zones, washrooms...)
Record, with assistance, daily practices for personal health
(i.e., dental and hygiene practices)

Introductory Stage - Record, with assistance, daily physical


activities that are enjoyable for families to do

Match a variety of healthy snacks to food groups and


"other foods"

Experience a variety of foods in each food group,


respecting individual diversity, cultural traditions, and
allergies
Demonstrate appropriate healthy choices in case
scenarios related to substance use (i.e., do not touch
unknown substances, do not eat or drink anything without
permission)
Recognize the basic movement skills (i.e., transport,
manipulation, balance) used in different physical activities
Maintenance Stage - Discuss movement skill development
as requiring good practice and patience in learning (e.g., to
make and correct mistakes is part of the learning process;
try, try again...)

Show an understanding that balance is affected by the


amount of force (i.e., speed, weight) and body position
(i.e., bent knees, feet apart in direction of movement, arms
spread) in stopping and landing activities (e.g., stops and
starts, jumping from low heights, movement exploration...)
Recognize the terms associated with moving in various
directions (i.e., forward, backward, up, down, sideways)
and at different levels (i.e., high, middle, low)
Recognize terms describing different body shapes (i.e.,
curled, stretched, narrow, wide, twisted)
Recognize time (e.g., fast or slow...), force (e.g., strong or
light...), and flow (e.g., free and bound...) as qualities of
effort inmovement
Recognize terms for moving in relation to others (i.e., lead,
follow, chase, move with, flee, dodge)
Demonstrate knowledge of fundamental rules (e.g.,
boundaries, safety...) used in simple games and activities
(e.g., partner tag games...) designed by self or others
Introductory Stage - Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Identify the factors (i.e., target distance, size of target,
weight or shape of projectile) affecting the level of difficulty
of target games/activities
Discuss the meaning of sharing, honesty, respect, and
other social behaviours related to physical activity
participation (e.g., honesty means acknowledging that you
have been tagged in a tag game...)
Maintenance Stage - Explore the gymnastic movement
patterns (e.g., landings, statics, springs, rotations,
locomotion, swings...) in activities using large and/or small
apparatus (e.g., educational gymnastics, rhythmic sportive
gymnastics...)
Demonstrate the basic transport skills (i.e., running,
hopping, galloping, jumping) in a variety of movement
experiences (e.g., run/hop around a hoop, jump
consecutively in a forward direction...)
Demonstrate the basic manipulation skills (i.e., rolling,
underhand throwing, catching, striking, bouncing, kicking)
in a variety of simple movement experiences (e.g., roll a
ball to a partner; toss a ball and catch it before it bounces
twice; kick a stationary ball...)
Explore static and/or dynamic balance, using different
movement concepts (e.g., using different shapes, levels,
body parts...)

Maintenance Stage - Explore basic movement skills (i.e.,


transport, manipulation, balance) and concepts (i.e., body
awareness, space awareness) in simple individual/dual
activities (e.g., use transport skills while moving in relation
with another student as in "follow the leader"...)
Maintenance Stage - Explore basic movement skills (i.e.,
transport, manipulation, balance) and concepts (i.e., body
awareness, space awareness) in simple group activities
(e.g., chasing/fleeing-type games...)
Introductory Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Demonstrate functional use of basic movement skills (e.g.,
hopping, jumping, kicking...) and equipment in outdoor
activities and/or special events (e.g., hopscotch, rope
skipping, snow soccer, tabloids, cultural theme days,
Aboriginal games...)
Demonstrate transport skills (e.g., running, hopping,
sliding/galloping, jumping...), applying movement concepts
(i.e., body and space awareness) while responding to a
variety of stimuli (e.g., beat of a drum, music, action words,
poem...)
Maintenance Stage - Explore the gymnastic movement
patterns (e.g., landings, statics, springs, rotations,
locomotion, swings...) in activities using large and/or small
apparatus (e.g., educational gymnastics, rhythmic sportive
gymnastics...)
Introductory Stage - Discuss exercises and physical
activities associated with health-related fitness
components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)
Recognize that vigorous physical activity is important for
health and fitness development (i.e., vigorous aerobic
activity makes the heart, muscles, bones stronger)
Show an understanding of the location of main internal
body parts affected by exercise (i.e., heart, lungs, bones,
muscles)
Recognize the physical changes in the body during
physical activity (i.e., heart beats faster, body gets warmer,
breathing accelerates, perspiration increases)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.

Introductory Stage - Recognize that proper warm-up


activities (i.e., light aerobic activity, stretching exercises)
prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of
muscles and ligaments...)
Introductory Stage - Identify personal factors (e.g.,
interests, personal success, previous experiences, type of
activities, developmental rates...) that influence physical
activity participation and build self-confidence
Participate in a wide variety of physical activities using
basic movement skills (i.e., transport, manipulation,
balance) that contribute to skill/fitness development and
enjoyment
Sustain participation in moderate to vigorous activity to
experience physical changes in the body

Introductory Stage - Determine own degree of exertion


through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
Maintenance Stage - Recognize safe and controlled
movement while participating in physical activity (e.g., stop
and start on signal, move without interfering with others,
enter and exit in a safe manner, land softly...)
Identify how weather conditions may affect safe exercising
(e.g., ice/rain makes a running surface slippery, hot
weather requires fluid replacement, danger of frostbite...)
Recognize the importance of proper, secure footwear (e.g.,
for keeping feet and ankles safe, warm, dry, and
comfortable...) in physical activity on different surfaces
(e.g., gymnasium floor, icy or wet surfaces, balance
beams, climbing frames, mats...)
Show an understanding of the general rules for safe use of
equipment (e.g., distributing, setting up, reporting unsafe
conditions and situations, putting away...) and facilities
(e.g., boundaries, special rules pertaining to a facility...) for
selected activities (e.g., ball activities, circuits...)
Identify common playground and physical activity hazards
at school (e.g., on playing surfaces, slides, swings,
ditches,parking lots...)
Identify potential safety risks in community related to toys,
clothing, road and vehicles, bus ridership, unsupervised
situations, fire/burns (e.g., lack of smoke detectors,
matches, lighters, candles, cigarettes...), and holidays
(e.g., Hallowe'en, Christmas, Hanukkah...), and ways to
avoid injury

Identify unsafe situations related to the environment (i.e.,


forest fires, floods, tornadoes, lightning) and safety rules
for own protection
Maintenance Stage - Identify practices (i.e., follow rules
and instructions, play in supervised areas, dress
appropriately) to prevent injuries related to indoor and
outdoor play (e.g., sunburn, frostbite, burns, bruises,
bumps, cuts...)
Recognize community helpers (e.g., safe adult, police
officer, bus driver, teacher, block parent, babysitter...) and
how to seek help (e.g., know emergency telephone
numbers, ask a safe adult or teenager for help, use a
telephone, dial emergency telephone number, report what
happened...)
Identify types of physical and verbal violence (e.g., hitting,
bullying, biting, kicking, name calling...)
Discuss ways to be safe away from home (e.g., stay away
from unsafe situations, move quickly away from dangerous
situations, ask for help, know your parents' telephone
numbers...)
Identify unsafe situations (e.g., involves sexual exploitation,
unsafe persons, unsafe Internet sites...) and safety rules
for child protection (e.g., follow parents' advice, never
agree to go anywhere with a stranger, avoid walking alone,
recognize and avoid enticements...)
Maintenance Stage - Follow simple rules and routines for
safe, active participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.
Recognize positive attributes of self, family, and
classmates (e.g., physical characteristics, abilities,
qualities, culture, accomplishments, highlights...)
Recognize that it takes time, effort, and cooperation to
achieve simple individual tasks/goals (e.g., tying own
shoelaces...) and group tasks/goals (e.g., deciding what to
play in a group setting...)
Discuss behaviours that demonstrate personal
responsibility and irresponsibility in a classroom (e.g.,
paying attention versus disrupting, sharing versus
monopolizing equipment, staying on task...)
Identify initial steps (e.g., extending knowledge, stop and
think, ask opinions of others, check rules, check options...)
for making simple personal and/or guided decisions
regarding home and classroom situations (e.g., follow class
rules, use substances safely, wear protective equipment
during play...)

Maintenance Stage - Identify examples of responsible


social behaviours (e.g., contributing by listening, following
rules, taking turns, sharing equipment, speaking kindly,
being courteous...) for getting along with others in school
and schoolyard.
Discuss how feelings and experiences associated with
participation in physical activities/sports, and/or social
events can be the same or different from person to person
(e.g., may feel excited, happy, angry, fearful,
uncomfortable, frustrated)
Identify different ways (e.g., not interrupting, waiting for
appropriate time, not hurting feelings of others, asking for a
time out, avoiding tantrums...) of expressing feelings and
emotions that contribute to getting along with others
Identify ways (e.g., show consideration, take turns, share
equipment, help others, be inclusive, show respect...) to
get along with others for developing healthy relationships
Identify what can happen when someone becomes angry
(e.g., red face, tense muscles, loud voice, physical
aggression...) and healthy ways to deal with anger (e.g.,
take time to think about it, talk to the person who made you
angry, ask an adult for help, go for a supervised walk/run...)
Identify several causes of conflicts that may occur in class
or play situations (e.g., disagreeing over who to play with,
what to do, what to play with; not taking turns; not sharing;
not being fair; wanting to be first...)
Identify ways (e.g., be calm, seek adult help, take turns,
follow rules, apologize...) to avoid or reduce potential
conflict situations (i.e., in class, at play)
Identify ways to exercise caution, avoidance, and/or refusal
(e.g., look for danger symbol on labels, ask safe adult for
help, say "no" and walk away...) in potentially dangerous
situations
Set simple short-term goals and participate in strategies
for goal attainment (e.g., running without stopping for one
minute, listening attentively to the teacher reading a book,
completing a task...)
Demonstrate ways (e.g., ask a knowledgeable person,
participate in discussion groups or brainstorming
activities...) to expand knowledge (e.g., stop and think
before reacting...) and explore different options for making
informed and health-enhancing decisions
Demonstrate behaviours that show social responsibility
(e.g., look after belongings, follow directions, encourage
others, express feelings in an appropriate manner,
work/play cooperatively with others...) in daily routines

Demonstrate ways (e.g., using "I" messages,


compromising, admitting responsibility, saying "I'm sorry"...)
to resolve conflict in a peaceful manner with limited teacher
input
Maintenance Stage - Record, with assistance, daily
practices for personal health (i.e., dental and hygiene
practices)
Introductory Stage - Identify common communicable
diseases/illness/conditions (e.g., colds, flu, pink-eye, head
lice...) in the classroom and home, and ways to prevent the
spread of disease/illness/ conditions (e.g., cover mouth
when sneezing or coughing, wash hands regularly, share
food appropriately, use own hair utensils and headwear...)
Identify daily dental hygiene practices (e.g., regular
brushing and flossing, healthy food choices...) for care of
primary and permanent teeth
Introductory Stage - Identify the health benefits (i.e., better
health, posture, balance, self-esteem, healthy weight,
stronger muscles and bones) of participating in regular
physical activity (e.g., accumulating more than 60 minutes
and up to several hours a day of physical activity...)
Maintenance Stage - Identify physical activities that are
enjoyable and fun through a variety of strategies (e.g.,
pictorial representations, mime, admit/exit slips...)
Discuss how automation has an impact on daily physical
activity (e.g., increased need for planned, daily physical
activity due to overuse of video games, television,
computers...)
Maintenance Stage - Recognize the food guide rainbow
and a variety of foods in Canada's Food Guide to Healthy
Eating (CFGHE)
Maintenance Stage - Recognize that you need food to
grow and feel good.
Introductory Stage - Identify the need for daily food and
fluid to support physical activity
Identify safe and unsafe substances found in the home,
school, and community that can help (i.e., healthy foods
and drink, medicinal products as prescribed by a doctor) or
harm the body (i.e., food or medicinal products with a
broken seal, foul-smelling substances, items with the
poison symbol)

Introductory Stage - Identify helpful and/or harmful


substances (i.e., vitamins, medicines, tobacco, alcohol)
and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the body
or causes death...)

Discuss the responsibilities (e.g., respect private spaces


and private parts...) associated with gender differences
Maintenance Stage - Record, with assistance, daily
physical activities that are enjoyable for families to do

Demonstrate ways of exercising caution, avoidance, and/or


refusal in case scenarios involving unknown substances
(i.e., avoiding substances with a danger symbol, foods that
cause allergies and opened Hallowe'en candy; taking
proper dosage of prescribed medication)
Observe and name the basic movement patterns
performed by other students (i.e., running, galloping,
hopping, jumping, skipping, rolling, throwing, catching,
kicking, striking, bouncing, balancing)
Show an understanding that personal attitudes (e.g.,
willingness to try, level of involvement, desire to learn...)
affect skill development and success
Recognize different ways to maintain static and dynamic
balance (i.e., increase base of support by widening stance,
lower centre of gravity by bending knees, keeping head
level) in physical activities (e.g., walking on a low beam,
changing directions while travelling...)
Recognize the terms associated with pathways (i.e.,
straight, curved, zigzag), directions (i.e., up, down, right,
left, forward, backward, sideways, clockwise, counterclockwise), and planes (i.e., frontal, horizontal, sagittal)
Recognize and use body shapes in expressive movement
(e.g., show three different body shapes in a movement
sequence)
Recognize the different qualities of effort (i.e., time, force,
flow) in own movement (e.g., respond to different beats
and rhythms of a drum, move to music, walk and move like
various animals...)

Recognize the different ways to move in relation to a


partner (e.g., lead, follow, mirror, match, dodge...) and
objects or equipment (e.g., obstacle course, climbing
frame...)
Demonstrate knowledge of fundamental rules related to
different aspects (e.g., purpose, number of players, role of
each player, equipment, scoring...) of simple games and
activities (e.g., grid activities...) designed by self and/or
others
Introductory Stage - Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Recognize and discuss simple strategies (e.g., dodging,
varying speed, changing directions, funnelling in tag
games...) used in chasing/fleeing games/ activities
Identify activity situations that require sharing, respect,
honesty, and other positive social behaviours (e.g., explain
how the "tagger's rule" helps improve the game of tag...)
Demonstrate competency in basic transport skills (i.e.,
running, hopping, galloping, jumping, skipping), moving in
different directions (e.g., hop consecutively in a forward
direction on the right and on the left foot; jump and land
using a two-foot take-off and a two-foot landing...)
Demonstrate the basic manipulation skills (i.e., rolling,
underhand throwing, overhand throwing, catching, striking,
bouncing, kicking) in a variety of activities to challenge
different levels of ability (e.g., catch a ball from different
distances; strike a ball using a short-handled implement;
kick a slow-rolling ball along the ground...)
Demonstrate balancing in different ways (i.e., showing
symmetrical and asymmetrical shapes, balancing on
different parts/number of parts of the body) at different
levels and/or heights
Use basic movement skills (e.g., hopping, rolling,
underhand throwing...) and concepts (i.e., body and space
awareness, relationships) in creating cooperative and/or
low-competitive games with partners or in small groups
(e.g., hopscotch, playing catch with a partner, simple target
games...)
Use basic movement skills (e.g., running, catching...) and
concepts in cooperative and/or low-competitive group
games (e.g., dodging activities, tag games...)
Set up and manage own games (e.g., skipping games,
target games, hopscotch...)

Maintenance Stage - Demonstrate functional use of basic


movement skills (e.g., hopping, jumping, kicking...) and
equipment in outdoor activities and/or special events (e.g.,
hopscotch, rope skipping, snow soccer, tabloids, cultural
theme days, Aboriginal games...)
Demonstrate basic rhythmic steps and patterns (e.g., walk/
clap, skip, slide, stamp...), applying movement concepts
(e.g., body awareness, qualities of effort...) alone and with
others in simple and/or creative rhythmic activities (e.g.,
creative movement, multicultural activities such as folk
dances, round dances...)
Demonstrate functional use of basic movement skills (i.e.,
transport, manipulation, balance), applying movement
concepts (e.g., body and space awareness...) to
gymnastic-type activities (e.g., balancing on different body
parts, swinging and circling small hand apparatus...)
Introductory Stage - Discuss exercises and physical
activities associated with health-related fitness
components (e.g., running develops endurance of the
heart, jumping activities develop muscular strength and
endurance of the leg muscles...)
Maintenance Stage - Show an understanding of the
location of main internal body parts affected by exercise
(i.e., heart, lungs, bones, muscles)
Maintenance Stage - Recognize the physical changes in
the body during physical activity (i.e., heart beats faster,
body gets warmer, breathing accelerates, perspiration
increases)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Recognize that proper warm-up activities (i.e., light aerobic
activity, stretching exercises) prepare muscles for vigorous
activities (e.g., warm-up activities increase blood circulation
and elasticity of muscles and ligaments...)
Introductory Stage - Identify personal factors (e.g.,
interests, personal success, previous experiences, type of
activities, developmental rates...) that influence physical
activity participation and build self-confidence
Participate in cooperative and/or low competitive-type
physical activities (e.g., with partners, in small groups...)
that contribute to skill/fitness development and enjoyment
Sustain participation in moderate to vigorous activity, using
basic movement skills

Determine own degree of exertion through simple methods


(e.g., put hand on chest to feel increase in heart rate, "talk
test"...) while participating in physical activities.
Recognize the importance of practising safe behaviours
(e.g., following directions, performing within own limits,
understanding safety rules for using large equipment)
along and / or with others
Recognize safe range of motion of joints (e.g., neck
rotations, knee bends...) in common exercises
Identify the reasons for appropriate clothing and footwear
for participation in physical activity (e.g., change of clothing
for safety, support, comfort, and freedom of movement;
removal of jewellery for physical activities; personal
hygiene
Show an understanding of general and specific safety
guidelines and behaviours (e.g., change-room routines,
appropriate permitted heights on climbing frame, carrying
heavy equipment such as benches, size of equipment...)
that are appropriate for own age and ability
Identify the basic safety rules for selected physical activity
settings (e.g., school field trips,Terry Fox walk/run, skating
activity, pow wows, winter festivals...)
Identify safety rules, signals, and practices to follow when
riding a bicycle (e.g., obeying traffic signs, right/left/ stop
signals, helmet use, mechanical workings...)
Identify safety rules to be followed related to the home,
school, and community (i.e., road, vehicles such as
tractors and boats, bus ridership, electricity, weather,
seasons, stairs/balconies, tools, Internet use)
Identify ways to avoid potentially dangerous situations
related to water (e.g., floods, bath-tubs, ice conditions, big
waves, lightning...) and unsupervised situations (e.g.,
waterfront...) for self and/or others
Identify practices to assist an injured person (i.e., get help,
explain what you saw, avoid contact with body fluids of
others, do not try to move the injured person)
Maintenance Stage - Recognize community helpers (e.g.,
safe adult, police officer, bus driver, teacher, block parent,
babysitter...) and how to seek help (e.g., know emergency
telephone numbers, ask a safe adult or teenager for help,
use a telephone, dial emergency telephone number, report
what happened...)
Maintenance Stage - Follow simple rules and routines for
safe, active participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.

Introductory Stage - Demonstrate practices to assist an


injured person (i.e., get help, explain what you saw, avoid
contact with body fluids of others, do not try to move the
injured person)
Recognize that everyone is special, unique, and able to
succeed (i.e., families, interests, talents, feelings, desires)
Identify examples of simple, realistic goals for healthy living
that are short term (e.g., bringing a healthy snack, helping
a friend, playing actively as a group at recess...) and long
term (e.g., running faster, increasing strength, developing a
healthy heart, having no cavities...)
List ways to show personal responsibility at home and
school (e.g., keep room tidy, put away belongings, follow
directions, practise daily health habits, complete
homework, respect others, play safely, learn to set
boundaries, ask for help, offer to help...)
Discuss the concept of consequences (e.g., cause-andeffect relationships...) of behaviours as part of the decisionmaking/ problem-solving process for health and well-being
(e.g., touching a very hot surface will cause burns...)
Identify responsible and respectful behaviours (e.g.,
following directions, completing tasks, being honest,
displaying etiquette, playing fairly, cooperating, sharing,
keeping promises, speaking kindly...) for developing
positive relationships
Talk about similarities and differences (e.g., likes/dislikes,
cultural connections...) of responses of self and responses
of others related to situations involving sports/physical
activities and/or social events
Identify positive communication skills (e.g., focus on
speaker, repeat back information, use appropriate body
language, ask relevant questions, include everyone,
disagree politely, show self-control, take turns, work
cooperatively...) for listening with attention in small-group
settings
Identify situations (e.g., carrying something heavy,
contributing to a project...) in which friends may be helpful
and ways (e.g., saying thank you, returning the favour...) to
show appreciation
Identify appropriate ways for sharing and expressing
feelings and emotions related to different situations (e.g.,
cooperative-type activities, competitive-type activities, at
home, in public...)

Discuss ways (e.g., show empathy when others are


suffering, help rather than hurt or neglect others, respect
rather than belittle, support and protect rather than
dominate or ignore...) to communicate with someone who
is feeling different emotions (e.g., sad, happy, hurt,
angry...)
Identify and sort causes of anxiety or stress (e.g., facing
new and/or unfamiliar situations; feeling out of control;
experiencing loud voices/ noises, competition,
disagreements, heights, performing in front of others; being
apart from family; health problems...) for self and others as
they relate to school, home, and community
Identify feelings and emotions associated with anxiety
(e.g., feeling anxious, scared, nervous, timid...)
Discuss ways and activities (e.g., play, deep breathing,
progressive relaxation, family walk, talk with safe adult,
healing circles...) to reduce personal stress
Maintenance Stage - Set simple short-term goals and
participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)
List possible options and consequences for specific
behaviours and/or health habits (e.g., brushing your
teeth...) for the promotion of physically active and healthy
lifestyles
Demonstrate appropriate behaviours for getting along with
others (e.g., wait for one's turn, share equipment, help
others, invite others to play, show respect for individual
differences...) in partner activities
Explore ways to relax the mind and body (e.g., progressive
relaxation, deep-breathing exercises, visualization, quiet
time, light cool-down activities...)
Identify the daily habits and responsibilities for leading a
physically active and healthy life (e.g., self-regulation
relative to practising daily health routines for cleanliness,
rest, healthy eating, good posture...)
Identify common communicable diseases/illness/conditions
(e.g., colds, flu, pink-eye, head lice...) in the classroom and
home, and ways to prevent the spread of disease/illness/
conditions (e.g., cover mouth when sneezing or coughing,
wash hands regularly, share food appropriately, use own
hair utensils and headwear...)
Assess personal dental care habits and identify ways to
promote dental health for self and/or others

Identify the health benefits (i.e., better health, posture,


balance, self-esteem, healthy weight, stronger muscles
and bones) of participating in regular physical activity (e.g.,
accumulating more than 60 minutes and up to several
hours a day of physical activity...)
Identify opportunities (e.g., during physical education class,
recess, lunch hour, before/after school, on weekends...) to
be active daily, alone or with family and others.
Identify how automation and information technology (e.g.,
computers, video games, television, telecommunications...)
have an impact on participation in physical activity
Differentiate between "everyday" and "sometime" foods in
Canada's Food Guide to Healthy Eating
Identify the function of a variety of food groups for growth
and development (e.g., foods that help the body go, glow,
and grow...)
Identify the need for daily food and fluid to support physical
activity
Introductory Stage - Identify helpful and/or harmful
substances (i.e., vitamins, medicines, tobacco, alcohol)
and their effects on a healthy body (e.g., vitamins help
build body tissues; medicines fight germs and/or reduce
pain; nicotine in tobacco affects circulatory system and
nervous system; first-and second-hand tobacco smoke
affects lungs and may cause cancer; consuming or
inhaling vapours from dangerous products harms the body
or causes death...)

Identify basic changes in growth and development from


birth to childhood (e.g., changes to teeth, brain, height,
body weight, clothes size...)
Describe how living things produce their offspring and care
for their young (e.g., animal mating; providing food,
warmth, shelter, and protection for babies; union of egg
and sperm...)
Determine the differences and similarities between self and
others (e.g., body build, hair colour, eyes, skin colour,
features, gender, body parts, fitness, interests, culture,
beliefs and values...)
Describe how human beings express their emotions for
people about whom they care (e.g., showing love and
affection by caring, sharing, being kind and gentle,
speaking affectionately, hugging, kissing...)
Identify ways family or caregivers provide support and
nurturing for personal growth and development (e.g.,
provide food and warmth, express encouragement, listen
attentively, provide advice, hugs...)

Use a decision-making/problem- solving process, with


guidance, to determine consequences of good and poor
daily health habits
Record, with assistance, daily physical activities that are
enjoyable for families to do

Sort/classify a variety of foods into the food groups


according to Canada's Food Guide to Healthy Eating

Choose foods for healthy breakfasts/ snacks based on


Canada's Food Guide to Healthy Eating

Use appropriate language regarding private and sensitive


issues (e.g., no foul language, hurtful teasing, name
calling, offensive gestures or signs...)
Show an understanding of how the movement patterns
should be performed (e.g., opposite foot forward to
throwing hand; two-foot take-off and landing in jumping...)
K.1.3.B.1
Maintenance Stage - Show an understanding that personal
attitudes (e.g., willingness to try, level of involvement,
desire to learn...) affect skill development and success
Recognize concepts relating to force (i.e., body alignment,
application of force, addition of forces) in pulling, pushing,
and carrying activities(e.g., carrying a mat together, ropepulling...)
Design a movement sequence (e.g., run/jump/land/roll
sequence...) incorporating directions, levels, pathways, and
planes (e.g., creative gymnastics, hoop gymnastics...)
Balance objects (e.g., beanbags, balls...) using different
body parts (e.g., hands, shoulders, foot...) while travelling
alone and/or in partner activities
Show an understanding of the qualities of speed (e.g., fast
and slow...), force (e.g., strong and light...), and flow (e.g.,
free and bound...) in movement
Show an understanding for mirroring and matching
movements with a partner in a stationary position and/or
while moving (e.g., "follow the leader"...)
Show an understanding of fundamental rules used in
individual or partner games and activities (e.g., make up a
game and share it with a partner...)
Recognize movement vocabulary (e.g., hop, skip, spin,
deke, dodge, counter-clockwise...) when following
directions related to simple games and activities (e.g.,
obstacle courses...)

Recognize the basic concepts (e.g., invading, getting


possession, keeping possession, scoring...) of simple
territory/invasion games/activities
Demonstrate an understanding of how positive and
negative social behaviours (e.g., sharing, showing respect,
fairness, honesty, cheating, lying...) may affect the
outcome of an activity
Demonstrate proficiency in basic transport skills (i.e.,
running, hopping, galloping, jumping, skipping)
Demonstrate competency in basic manipulation skills (i.e.,
rolling, underhand and overhand throwing, catching,
bouncing, striking, kicking, dribbling a ball using feet)
Demonstrate competency in soft and balanced landings
from developmentally appropriate heights (e.g., floor,
bench, low beam, jumping box...)
Maintenance Stage - Use basic movement skills (e.g.,
hopping, rolling, underhand throwing...) and concepts (i.e.,
body and space awareness, relationships) in creating
cooperative and/or low-competitive games with partners or
in small groups (e.g., hopscotch, playing catch with a
partner, simple target games...)
Maintenance Stage - Use basic movement skills (e.g.,
running, catching...) and concepts in cooperative and/or
low-competitive group games (e.g., dodging activities, tag
games...)
Maintenance Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Create rhythmic sequences using transport skills (e.g.,
walk, jump, step-hop, stamp, slide...) alone and/or with
others (e.g., jump-rope activities, aerobics, creative
movement...)
Maintenance Stage - Demonstrate functional use of basic
movement skills (i.e., transport, manipulation, balance),
applying movement concepts (e.g., body and space
awareness...) to gymnastic-type activities (e.g., balancing
on different body parts, swinging and circling small hand
apparatus...)
Discuss exercises and physical activities associated with
health-related fitness components (e.g., running develops
endurance of the heart, jumping activities develop
muscular strength and endurance of the leg muscles...)
Recognize that the body needs sustained or intermittent
vigorous physical activity to improve the strength of the
heart and lungs (e.g., running, skipping, cycling, swimming,
soccer to accumulate at least 10 to 15 minutes of vigorous
activity each day...)

Show an understanding of the location, size, and function


of the heart (e.g., in the chest area, size of a fist, pumps
blood...)
Identify short-term effects of exercise/physical activity on
the body (e.g., pulse rate increases, shortness of breath,
body temperature increases, perspiration occurs, fatigue
sets in...)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Maintenance Stage - Recognize that proper warm-up
activities (i.e., light aerobic activity, stretching exercises)
prepare muscles for vigorous activities (e.g., warm-up
activities increase blood circulation and elasticity of
muscles and ligaments...)
Identify personal factors (e.g., interests, personal success,
previous experiences, type of activities, developmental
rates...) that influence physical activity participation and
build self-confidence
Participate in exercises/activities that increase flexibility,
muscular strength, and muscular endurance

Maintain participation in moderate to vigorous activity that


contributes to aerobic capacity for short (e.g.,
intermittent...) and longer periods of time (e.g.,
sustained...)
Maintenance Stage - Determine own degree of exertion
through simple methods (e.g., put hand on chest to feel
increase in heart rate, "talk test"...) while participating in
physical activities.
Record participation in daily physical activities (e.g., at
home, at school, in the community...) over a period of time
(e.g., a week, a day...) to determine level of physical
activity participation
Show an understanding of risk factors and safe practices
associated with selected physical activities, including leadup-type territorial/invasion- type games (e.g., no body
contact in lead-up games such as soccer, no slapshots or
high-sticking in floor hockey...)
Recognize appropriate body alignment during specific
activities (e.g., lifting, carrying, pushing, pulling...)
Maintenance Stage - Identify the reasons for appropriate
clothing and footwear for participation in physical activity
(e.g., change of clothing for safety, support, comfort, and
freedom of movement; removal of jewellery for physical
activities; personal hygiene

Maintenance Stage - Show an understanding of general


and specific safety guidelines and behaviours (e.g.,
change-room routines, appropriate permitted heights on
climbing frame, carrying heavy equipment such as
benches, size of equipment...) that are appropriate for own
age and ability
Maintenance Stage - Identify the basic safety rules for
selected physical activity settings (e.g., school field
trips,Terry Fox walk/run, skating activity, pow wows, winter
festivals...)
Maintenance Stage - Identify safety rules, signals, and
practices to follow when riding a bicycle (e.g., obeying
traffic signs, right/left/ stop signals, helmet use, mechanical
workings...)
Identify general safety procedures related to safety in the
community (i.e., fire drills, stop/drop/roll, bus loading and
evacuating, crosswalk procedures, wearing seatbelts,
railway crossings, train tracks, firearms, wearing floatation
devices)
Recognize roles of individuals in school and community
who provide safety services (e.g., school staff, cross-walk
patrols, police officers, block parents, firefighters, doctors,
nurses, elders, ski patrols, snowmobile patrols, forest
rangers, coast guards...)
Identify examples of real violence (e.g., schoolyard fights,
shaking baby, bullying...) and fictional violence (e.g.,
cartoons, movies, television, wrestling, video games...),
and their influence on well-being
Identify strategies (e.g., say "no" assertively, seek adult
help, choose good friends, follow safe routes home,
communicate whereabouts, get away/stay away, conflict
resolution skills...) to avoid being bullied in different case
scenarios
Identify ways to avoid dangerous and/or inappropriate
situations for self and/or others in a variety of contexts
(e.g.,unwanted touching of the private parts, sex-related
Internet sites, exploitative advertisements...)
Maintenance Stage - Follow simple rules and routines for
safe, active participation and use of equipment (e.g., follow
instructions, stop on signal, cooperate with others, care for
and share equipment, tag lightly...) in selected activities.
Introductory Stage - Demonstrate practices to assist an
injured person (i.e., get help, explain what you saw, avoid
contact with body fluids of others, do not try to move the
injured person)
Identify the importance of showing consideration for self
and others, and for individual differences (i.e., language,
ideas, abilities, physical characteristics)

Differentiate between long-term goals (e.g., strong bones,


class projects...) and short- term goals (e.g., meet
recommended daily requirements of milk/milk products,
daily homework assignments...)
Discuss how attributes (i.e., determination, being
responsible, staying on task) and desires (i.e., willingness
to help, motivation to participate or contribute) affect
personal progress and achievement
Explore the steps in the decison-making/ problem-solving
process (e.g., define topic or issue, explore alternatives,
check and consider health knowledge and values, identify
possible solutions, decide, evaluate...)
Describe the behaviours (e.g., accepting everyone into the
group, inviting others to play or participate, no put-downs,
recognizing feelings of others...) that show respect for the
abilities and feelings of others
Talk about personal participation and responsibility in
cooperative play and teamwork for appreciation of diversity
(e.g., willingness to play and work with others, acceptance
of individual differences, motivation to contribute, dealing
with rejection...)
Identify appropriate and inappropriate ways (e.g.,
talking/crying, calm voice/loud voice, acceptable
language/offensive language, cheering/booing...) of
communicating emotions
Recognize the importance (e.g., feeling of belonging,
affiliation, learn from each other...) of friends and groups
that are safe and dependable
Recognize anger triggers for self and others (e.g., namecalling, feeling inadequate, being reprimanded...), and
strategies to reduce, control, or avoid anger (e.g., seek
someone to talk to, take timeout, participate in a diversion
activity, engage in physical exercise...) in emotional
situations
Show an understanding of the steps in a conflict-resolution
process (i.e., identify the goal; identify constraints, limiting
conditions, and possible options; choose best option;
evaluate for effectiveness)
Identify mediation skills (e.g., allow person to express
opinions, summarize other person's point of view,
recognize feelings of others...) that can be used as part of
the conflict-resolution process
Recognize verbal and non-verbal behaviours associated
with assertiveness (e.g., saying "no" with a firm voice...)
Maintenance Stage - Set simple short-term goals and
participate in strategies for goal attainment (e.g., running
without stopping for one minute, listening attentively to the
teacher reading a book, completing a task...)

Use the steps in the decision-making/ problem-solving


process, with emphasis on seeking relevant knowledge
related to simple and everyday-living topics or issues (e.g.,
choosing to play an active, safe game at recess; including
everyone in a game; following class rules...)
Demonstrate behaviours (e.g.,use appropriate body
language, make encouraging remarks, ask questions, help
others, include others in conversation or play...) that show
respect for the abilities and feelings of others in smallgroup class activities
Demonstrate the use of mediation strategies as part of a
conflict-resolution process in different case scenarios (e.g.,
recess play, class disagreements, calling own fouls in a
game...)
Maintenance Stage - Use a decision-making/problemsolving process, with guidance, to determine
consequences of good and poor daily health habits
Maintenance Stage - Identify common communicable
diseases/illness/conditions (e.g., colds, flu, pink-eye, head
lice...) in the classroom and home, and ways to prevent the
spread of disease/illness/ conditions (e.g., cover mouth
when sneezing or coughing, wash hands regularly, share
food appropriately, use own hair utensils and headwear...)
Maintenance Stage - Assess personal dental care habits
and identify ways to promote dental health for self and/or
others
Maintenance Stage - Identify the health benefits (i.e.,
better health, posture, balance, self-esteem, healthy
weight, stronger muscles and bones) of participating in
regular physical activity (e.g., accumulating more than 60
minutes and up to several hours a day of physical
activity...)
Maintenance Stage - Identify opportunities (e.g., during
physical education class, recess, lunch hour, before/after
school, on weekends...) to be active daily, alone or with
family and others.
Maintenance Stage - Identify how automation and
information technology (e.g., computers, video games,
television, telecommunications...) have an impact on
participation in physical activity
Maintenance Stage - Differentiate between "everyday" and
"sometime" foods in Canada's Food Guide to Healthy
Eating
Maintenance Stage - Identify the function of a variety of
food groups for growth and development (e.g., foods that
help the body go, glow, and grow...)
Maintenance Stage - Identify the need for daily food and
fluid to support physical activity

Identify and describe the potential dangers associated with


substance use (e.g., medicines, vitamins, tobacco, alcohol,
solvents, gasoline, cleaning supplies, glue, street drugs...)
in the community
Identify helpful and/or harmful substances (i.e., vitamins,
medicines, tobacco, alcohol) and their effects on a healthy
body (e.g., vitamins help build body tissues; medicines
fight germs and/or reduce pain; nicotine in tobacco affects
circulatory system and nervous system; first- and secondhand tobacco smoke affects lungs and may cause cancer;
consuming or inhaling vapours from dangerous products
harms the body or causes death...)
Recognize the factors (e.g., peer pressure, media
influence...) that can influence making decisions regarding
substance use (i.e., smoking)
Use avoidance and assertiveness skills (e.g., avoid taking
medicines or non- medicinal products without supervision;
do not touch or play with harmful substances such as
poisons, medicines, cigarettes, solvents; say "no" to use of
harmful substances...) in scenarios related to potentially
dangerous situations
Show an understanding of the main characteristics of the
mature patterns of the basic movement skills from the
three categories (i.e., transport, manipulation, and
balance) in self and in others
Demonstrate an understanding that rate, method, and
extent of learning movement skills are unique to each
person (e.g., accept own and others' different
developmental processes...)
Show an understanding of the concepts of force and
motion (i.e., absorption of force) when receiving an object
(i.e., "give"with the object to absorb the force in catching
and receiving skills; use as many joints as possible over
greatest range of movement possible)
Recognize the qualities of space awareness (i.e., levels,
pathways, directions) in a variety of activities (e.g., tag
game, obstacle course...)
Show different ways to propel or move (e.g., kick, strike,
roll...) objects using different body parts (e.g., head, arms,
hands, feet...)
Differentiate between qualities of effort (e.g., fast and slow,
strong and light, free and bound...) in movement
sequences performed by others
Identify characteristics (e.g., identical and contrasting
movements and/or rhythms...) that enhance choreography
of movement sequences with a partner and in small groups
Explain simple rules used in lead-up games and activities
that are suitable for recess (e.g., four-square, hopscotch,
jump-rope activities, game of own design)

Maintenance Stage - Recognize movement vocabulary


(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple games and
activities (e.g., obstacle courses...)
Recognize the basic concepts (e.g., accuracy, body
positioning, object placement...) of simple net/wall and
striking/fielding games/activities
Identify the five fair-play ideals (i.e., respect for rules,
officials, and opponents, self-control, equitable playing
time)
Demonstrate proficiency in basic transport skills and other
locomotor variations and extensions (e.g., slide, leap,
grapevine...)
Demonstrate proficiency in selected manipulation skills in a
variety of individual activities (i.e., rolling, underhand and
overhand throwing, catching, striking, bouncing, kicking,
dribbling a ball using feet)
Demonstrate competency in static and dynamic balance on
apparatus at a low level (e.g., on a line, bench, low
beam...)
Demonstrate functional use of basic movement skills (e.g.,
jumping, hopping, throwing, catching...) in sport-related
lead-up individual/dual games and physical activities (e.g.,
juggling, rope jumping...)
Demonstrate functional use of basic movement skills (e.g.,
kicking, striking...) in large-group/mass-participation
activities (e.g., invasion and striking/fielding-type
activities...)
Maintenance Stage - Set up and manage own games (e.g.,
skipping games, target games, hopscotch...)
Demonstrate functional use of basic movement skills (e.g.,
striking a ball with the hand and/or implement, balancing...)
in outdoor activities on the school grounds and/or special
events (e.g., four-square ball, T-ball, skating, snowshoeing,
tabloids, mini-olympics, multicultural games...)
Demonstrate functional use of basic rhythmic steps and
patterns (e.g., grapevine, walk/turn, slide, stamp, run...),
applying movement concepts alone and with others in a
variety of rhythmic activities (e.g., multicultural activities to
reflect different styles such as folk, country, novelty...)
Demonstrate functional use of basic movement skills using
two or more gymnastic movement patterns in a gymnastic
sequence/routine with small hand apparatus (e.g., hoops,
scarves, ropes...), or on large apparatus (e.g., mats,
balance beam...), alone or with others
Recognize the health-related fitness components (e.g.,
cardiovascular endurance, muscular strength, muscular
endurance, flexibility)

Maintenance Stage - Show an understanding of the


location, size, and function of the heart (e.g., in the chest
area, size of a fist, pumps blood...)
Maintenance Stage - Identify short-term effects of
exercise/physical activity on the body (e.g., pulse rate
increases, shortness of breath, body temperature
increases, perspiration occurs, fatigue sets in...)
Introductory Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Recognize the importance of light aerobic activities and
stretching as part of cool-down following a vigorous activity
(e.g., decrease blood flow and body temperature
gradually...)
Discuss how setting realistic goals and developing
strategies (e.g., positive thinking, regular practice,
participating with others...) can contribute to personal
achievement (e.g., sense of enjoyment, self-confidence...)
Participate regularly in a variety of purposeful and
individually challenging fitness activities that develop
health-related and/or skill-related fitness components (e.g.,
activities that increase heart rate, lung capacity, strength,
muscular endurance, flexibility, coordination...)
Maintain continuous aerobic activity for a set period of
time, based on functional capacity

Demonstrate efficient ways (e.g., pulse point location and


proper finger positions on wrist and neck, use of heart
monitors...) to determine heart rate before and after
exercise
Determine own performance level for health-related fitness
components (i.e., cardiovascular endurance, muscular
strength, muscular endurance, flexibility), using simple
tests or tasks (e.g., sit and reach, modified curl-up, 1600metre run...)
Record own fitness results and physical activity
participation over a period of time (e.g., beginning, middle,
end of school year...) for personal progress
Show an understanding of safe practices and risk factors
associated with selected physical activities, including
simple lead-up-type net/wall and striking/fielding-type
games (e.g., positioning self at a safe distance in
batting/striking in baseball and/or paddleball...)

Recognize safe and unsafe characteristics of performing


common exercises (e.g., curl-ups, neck rotations, back
bends or bridges, knee bends...)
Maintenance Stage - Identify the reasons for appropriate
clothing and footwear for participation in physical activity
(e.g., change of clothing for safety, support, comfort, and
freedom of movement; removal of jewellery for physical
activities; personal hygiene
Maintenance Stage - Show an understanding of general
and specific safety guidelines and behaviours (e.g.,
change-room routines, appropriate permitted heights on
climbing frame, carrying heavy equipment such as
benches, size of equipment...) that are appropriate for own
age and ability
Maintenance Stage - Identify the basic safety rules for
selected physical activity settings (e.g., school field
trips,Terry Fox walk/run, skating activity, pow wows, winter
festivals...)
Identify water safety rules, hazards, and practices (e.g.,
wearing floatation devices, importance of swimming
lessons, recognizing safety symbols, steps in an
emergency...) related to aquatic activities (e.g., swimming,
boating...)
Identify responsibilities for prevention, protection, and
persuasion in the areas of fire safety, bus ridership, and
road and vehicle safety (e.g., autos, boats, snowmobiles,
farm equipment...)
Identify common injuries (e.g., cuts, bruises, scrapes,
burns, bumps, fractures, insect bites and stings, frostbite...)
in everyday living, and ways to help (e.g., seek adult help,
get ice, locate first-aid kit, avoid contact with body fluids of
others...)
Maintenance Stage - Recognize roles of individuals in
school and community who provide safety services (e.g.,
school staff, cross-walk patrols, police officers, block
parents, firefighters, doctors, nurses, elders, ski patrols,
snowmobile patrols, forest rangers, coast guards...)
Follow set rules and routines for safe participation and use
of equipment in selected specific physical activities (e.g.,
fair-play rules, change-room routines, equipment
distribution, sharing space...)
Demonstrate practices to assist an injured person (i.e., get
help, explain what you saw, avoid contact with body fluids
of others, do not try to move the injured person)
Demonstrate an awareness of factors (e.g., personal
attitudes, supportive environment, accomplishments,
positive thinking, genetics, media stereotyping...) that
influence self-esteem and self-confidence

Identify a goal-setting process (e.g., assess attributes, set


goals, visualize, practise, monitor, automate, enjoy...) for
establishing personal goals
Describe the factors (e.g., success/failure, attitude, support
from others, commitment, intrinsic and extrinsic rewards...)
that affect personal motivation and achievement of goals
Identify the steps of the decision-making/ problem-solving
process with an emphasis on the final steps (e.g., making
the decision, taking action, evaluating results...)
Identify appropriate social behaviours (e.g., speaking
kindly, acknowledging others' ideas and opinions, offering
to help...) toward others in small-group situations
Discuss connections or representations of cultures in
different physical and recreational activities (e.g., lacrosse
from Aboriginal culture, tinikling from Philippines, voyageur
games from French-Canadian culture...)
Identify positive communication skills (e.g., encouraging
remarks, using appropriate etiquette, using appropriate
body language...) and behaviours (i.e., fair play code of
conduct) for getting along with others in competitive
situations (i.e., as a participant, player, or spectator)
Identify characteristics of and/or behaviours associated
with different emotions (e.g., fear, helplessness, anger,
affection, excitement, frustration, disappointment,
enthusiasm...) in self and/or others
Identify different strategies (e.g., talk with family, supportive
friends, religious leader...) for coping with loss and grief
Recognize that people have different reactions (e.g.,
excitement, fear, motivation, inhibition...) to stressors
Identify the physical responses the body may experience
as a result of stress (e.g., heart-rate increase, blushing,
muscles tighten, pupils of eyes widen, knots in stomach,
butterflies, dry mouth...)
Identify the stress management skills (e.g., relaxation
skills, stress-control skills, positive thinking, guided
imagery, use of humour, talking with others...) that may be
useful in coping with stress
Set goals (e.g., improve fitness score, improve dietary
intake, increase participation in daily physical activity,
improve academic achievement...) to enhance health and
physical well-being
Design, implement, evaluate, and revise an action plan for
making a group decision (e.g., classroom rules and
routines, planning a class or group activity...)

Demonstrate interpersonal skills (i.e., ability to


communicate verbally and non-verbally with others, work
cooperatively and collaboratively, show respect and
consideration for rights and feelings of others, be
responsible for self and others) for getting along with
others in class activities
Demonstrate use of stress-management strategies (e.g.,
talking to supportive others, using guided imagery to
visualize positive outcomes, using positive self-talk, going
for recess or family walk...) by oneself and/or with others in
a variety of contexts (e.g., discussion groups, sharing
circle, games...)
Identify the importance of taking responsibility for personal
hygiene practices on a regular basis (i.e., bath/shower,
wash hair, wash hands, change clothes, brush teeth,
engage in physical activity)
Identify ways (e.g., avoid loud sounds, don't drink or swim
in contaminated water, avoid second-hand smoke, avoid
plants and food that cause allergic reactions, wear a hat,
wear sunscreen...) to prevent reactions to various
environmental conditions (e.g., noise, water, sun, air,
plants...)
Identify the function (i.e., biting, chewing) and structure
(i.e., number, names, parts) of primary and permanent
teeth
Describe feelings (e.g., enjoyment, sense of exploration,
self- satisfaction, self-confidence, sense of belonging,
relaxation...) associated with participation in physical
activities as these feelings contribute to personal health
and well-being
Identify ways (e.g., play time, joining local teams/clubs,
family events, community events...) to be physically active
indoors and outdoors in own community on a daily and/or
regular basis
Determine how much personal time is spent in active and
sedentary activity for a set period of time (e.g., daily,
weekly, monthly...)
Demonstrate an understanding of food groups, serving
sizes, and serving numbers that support good health
Maintenance Stage - Identify the function of a variety of
food groups for growth and development (e.g., foods that
help the body go, glow, and grow...)
Describe the best type and quantities of fluid to consume
during various physical activities under different conditions
(e.g., indoor, outdoor, humid, long/short duration...)
Develop a personal action plan for daily personal health
practices

Develop a personal action plan for daily active living,


including reasons for choice of activities

Assess personal food intake for a period of one to three


days, and identify factors (e.g., culture, religions,
availability, peers, television advertising, age...) that may
influence food choices
Use problem-solving strategies to reduce barriers to
healthy eating, and improve food choices, if appropriate

Detect, analyze, and correct errors in personal movement


patterns (i.e., transport, manipulation, and balance skills).
Identify personal and controllable factors (i.e., time, effort,
interest, attitude, good practice habits) that may affect
movement skill development.
Identify biomechanical concepts for controlled movement,
including balance activities (i.e., lower centre of gravity,
increase base of support, keep line of centre of gravity in
the middle of base of support).
Design movement sequences that show contrast in levels,
planes, pathways, and directions (e.g., gymnastic floor
exercise routine...).
Show an understanding of the terms that describe the
action of the muscles and joints (e.g., flexion, extension,
rotation...).
Recognize the qualities of effort (e.g., force, time, flow...) in
a movement sequence performed with others (e.g., Inuit
partner activities...).
Describe the concept of relationships as it applies to a
moving object and/or person (e.g., passing a ball in front of
a person while running...).
Apply the rules of lead-up games (i.e., low-organized
games of own design) while participating and/or officiating.
Use the general terminology (e.g., offence, defence,
crease, pacing...) associated with lead-up games and
activities.
Determine effective game strategies in group activities
using a problem-solving approach (e.g., devise an
attacking and a defending strategy in a mass participation
game...).
Show an understanding of teamwork and fair play while
participating in different physical activities (e.g., suggest
rule changes to improve fairness of the game...).

Perform transport skills for control, applying mechanical


principles (e.g., angle of projection, gravity, absorption...)
while travelling alone and/or with others, with or without
obstacles.
Perform manipulation skills for control (e.g., hand dribbling
and foot dribbling a ball for maintaining control...), applying
mechanical principles (e.g., body alignment, application of
force, addition of forces...) while travelling alone and/or
with others.
Demonstrate static balance showing different body shapes
(e.g., tuck, straddle, pike, straight...), applying mechanical
principles (i.e., lower centre of gravity, increase base of
support, keep line of centre of gravity within base of
support), using a variety of equipment (e.g., mats, balance
boards, skates, scooters...).
Combine selected movement skills (i.e., extensions or
variations of basic movement skills) in a variety of
individual and dual-type lead-up activities/games, including
innovative activities (e.g., rallying, two-on-two activities...).
Combine selected movement skills (e.g., extensions,
variations...) in a variety of group/team activities/games,
including innovative activities (e.g., modified soccer,
cooperative challenges...).
Perform simple officiating duties (e.g., refereeing, score
keeping, timekeeping, making line calls for "out of
bounds"...) in class physical activities.
Demonstrate functional use of basic movement skills (e.g.,
striking a ball with the hand and/or implement, balancing...)
in outdoor activities on the school grounds and/or special
events (e.g., four-square ball, T-ball, skating, snowshoeing,
tabloids, mini-olympics, multicultural games...)
Demonstrate functional use of basic rhythmic steps,
positions, and patterns in repeatable sequences (e.g.,
aerobics, jump rope, creative dance, folk dances...),
showing two or more different styles/traditions.
Demonstrate functional use of combining two or more
selected movement skills and applying movement
concepts (e.g.,combine travelling, rolling, balancing, and
weight transfer into smooth flowing sequences; showing
contrast in direction, speed, flow...) in gymnastic-type
sequences/routines (e.g., ball gymnastics, stuntastics,
pyramids, creative hand apparatus...).
Identify health- related fitness components (e.g.,
cardiovascular endurance, muscular endurance, muscular
strength, flexibility,body composition...) and one example of
an appropriate exercise/ activity for each component (e.g.,
skip rope for cardiovascular endurance development...).

Identify the fitness benefits (i.e., muscle and bone


development, decreased susceptibility to stress, positive
self-esteem, faster heart-rate recovery) of moderate to
vigorous fitness-type activities over time.
Recognize the terms associated with the function of the
cardiovascular system (i.e., resting heart rate, maximum
heart rate, target heart rate, blood pressure, recovery heart
rate) in the context of exercise and physical activity.
Describe the effects of aerobic activities and inactivity on
the cardiovascular system (i.e., lower/raised resting heart
rate, increased / decreased heart size, increased /
decreased stroke volume).
Show an understanding of the factors (e.g., planning,
regular participation, effort, adequate information,
motivation, commitment, regular monitoring...) affecting
personal fitness development.
Show an understanding that stretching exercises for the
major muscle groups should be held for a minimum length
of time to be effective (e.g., as long as a stretch feels
comfortable, which is usually 10 to 30 seconds with three
to five repetitions...).
Determine the intrinsic (e.g., enjoyment, enhanced health,
level of success, increased energy level, affiliation...) and
extrinsic (e.g., awards, media, sport heroes, family,
peers...) factors that motivate participation for fitness
development.
Demonstrate correct execution of exercises (e.g., keeping
body straight for push-ups, keeping legs bent for curlups...)designed to improve and maintain personal fitness
associated with health-related fitness components.
Participate in continuous aerobic activity for a sustained
period of time, while maintaining the target heart rate.

Demonstrate use of short-cut methods (e.g., 6-second


count x 10; 10-second count x 6...) and/or technology
(e.g.,heart-rate monitors...) for monitoring heart-rate counts
before, during, and after activities, and relate to target
heart-rate zones (e.g., general health, basic fitness,
healthy heart...).
Determine own performance level for health-related fitness
components (i.e., cardiovascular endurance, muscular
strength, muscular endurance, flexibility), using simple
tests or tasks (e.g., sit and reach, modified curl-up,1600metre run...).
Compare own fitness results and physical activity
participation over a period of time (e.g., beginning, middle,
end of school year...) to check and revise personal goals.

Show an understanding of safe practices (e.g., take turns,


position self at a safe distance, be respectful of varying
ability levels...) when helping others while practising in
regular or modified physical activities.
Show an understanding of safe stretching technique (e.g.,
sustained rather than "bounce" stretching, proper body
alignment, keeping within the joints' normal range of
motion...) of selected exercises (e.g., calf stretch, modified
hurdle stretch, arm circles...) in warm-up and cool-down
routines.
Identify the reasons for appropriate clothing and footwear
for participation in physical activity (e.g., change of clothing
for safety, support, comfort, and freedom of movement;
removal of jewellery for physical activities; personal
hygiene
Develop guidelines and behaviours for safety related to
potential hazards and risks regarding equipment and
facility use(e.g., protruding objects, condition of the floor,
mats in jumping/ landing activities...).
Show an understanding of potential safety risks related to
environments for selected alternative pursuits (e.g.,
jogging, cycling, tobogganing/ sliding, snowboarding,
skiing, in-line skating...).
Identify water safety rules, hazards, and practices (e.g.,
wearing floatation devices, importance of swimming
lessons, recognizing safety symbols, steps in an
emergency...) related to aquatic activities (e.g., swimming,
boating...).
Investigate safety concerns in the community and/or the
media related to roads, traffic, bus transportation,
recreational vehicles, and unsupervised areas.
Describe ways to respond appropriately to potentially
dangerous situations related to environmental conditions
(e.g.,floods, fires, extreme weather conditions, icy
conditions, lightning...) relevant to self and others.
Identify available community supports that promote safety
and community health (e.g., help lines, dentists, doctors,
nurses, police officers, social workers, security guards,
lifeguards, natural healing modalities, physiotherapists,
Block Parents...).
Describe examples of problems (e.g., schoolyard/street
fight, sibling conflicts, bullying, harassment, ridiculing,
excessive teasing, baby shaking...) related to physical and
verbal abuse with regard to safety of others.
Describe safety guidelines (e.g., play in supervised areas,
follow code of conduct...) and the use of strategies
(i.e.,conflict-resolution skills) to deal with bullies and
harassment in a variety of situations (e.g., classroom,
sports, playground...).

Identify safety guidelines to protect self and others in


potential sexually abusive situations (e.g., exploitative
behaviour; sex-related Internet sites, television, and
videos; flashers; secluded places; alone on streets late at
night...).
Describe indicators of abusive relationships (e.g.,
behaviours that are threatening, harassing, secretive, or
cause physical and/or mental injury, pain, or discomfort...).
Follow set rules and routines for safe participation and use
of equipment in selected physical activities (e.g.,fair-play
rules, change-room routines, equipment distribution,
sharing space...).
Identify how one's self-concept and feelings are affected
by others (e.g., praise/success/ encouragement build
confidence, ridicule/insults hurt feelings...).
Identify ways of setting group goals (e.g., by consensus, by
arbitrary decision, by taking turns...) for cooperative
learning and team building.
Describe the importance of self-regulation and taking
responsibility for one's own actions (e.g., gain the respect
of others, personal achievement, quality of life, active
participation, being a good team player...) for personal
success.
Identify the influence of self (e.g., personal goals,
emotions...) and others (e.g., expectations of family,
teachers, friends; values and beliefs of home, religion,
culture, community, society in general...) on setting
priorities and making responsible personal decisions (e.g.,
academic achievement, leisure activities...).
Describe behaviours (e.g., listen without interrupting, avoid
ridicule or teasing, use inclusive language and actions...)
that show respect for the rights and feelings of others.
Recognize the role of activities and events (e.g., games,
sports, dances, social events, cultural events...) in getting
to know and understand others of similar and different
cultures.
Review verbal and non-verbal behaviours that help (e.g.,
listening, keeping secrets, smiling...) and hinder (e.g.,
betraying loyalty, making fun of, not listening, interrupting,
using inappropriate body language...) communication for
building positive relationships.
Identify qualities (e.g., honesty, support, reliability, common
interests, loyalty, fairness...) that are important in
establishing and maintaining a friendship.
Identify components (e.g., personal triggers, anger cues,
hidden anger...) of anger management and strategies (e.g.,
be aware, back off, check out choices and consequences,
decide and do...) for self-control in different contexts.

Identify misunderstandings and/or miscommunications


(e.g., portrayal of violence; ethnic, gender, and racial
bias...) related to messages in the media that could cause
or affect conflict.
Show an understanding of the steps in a conflict-resolution
process (i.e., identify the goal; identify constraints and
limiting conditions, and possible options; choose best
option; evaluate for effectiveness) and conflict-resolution
strategies (e.g.,admit mistakes, apologize when
appropriate, calm self when upset, verbalize what
happened, look at things from another perspective, show
empathy...) to negotiate disputes and de-escalate conflicts.
Identify and assess strategies (e.g., using decision-making/
problem-solving process, saying "no" assertively, walking
away/staying away, using conflict-resolution skills...) for
preventing or avoiding uncomfortable or dangerous
situations.
Use a goal-setting process to set and monitor progress for
a group goal (e.g., project work, gymnastic routine,
prediction run...).
Demonstrate the ability to set priorities for possible
solutions that show responsible decision making for
physically active and healthy living choices.
Demonstrate functional use of interpersonal skills (e.g.,
listen attentively, summarize information, clarify feelings,
abstain from put-downs, be encouraging, play fairly, be
inclusive, show non-aggressive behaviour, resist negative
influences...) forgetting along with others in making group
decisions while participating in class activities.
Demonstrate ways (e.g., compromising, accommodating,
reaching consensus, recognizing who holds the
power/authority, developing an understanding of issues,
forecasting positive long- term results...) to turn conflict into
a win-win situation indifferent case scenarios (e.g.,
disagreement with a friend or classmate...).
Examine dental hygiene practices and dental services
(e.g., cleaning, fillings, root canals, fluoride treatment,
braces, extractions...) for the prevention of plaque buildup,
bad breath, tooth decay, and/or dental disease.

Distinguish between medicinal and non-medicinal


substances and their appropriate use (e.g., prescription
drugs from a doctor to treat an illness rather than drugs
obtained illegally; vitamins to meet daily requirements,
ventilators/ puffers for asthma, EpiPens for allergies; overthe-counter drugs used for health reasons rather than for
performance enhancement ...).
Describe effects and consequences of substance use
(e.g., alcohol and tobacco, street drugs...) on body
systems (e.g.,alcohol affects the brain, liver, and nervous
system; alcohol affects fetal development in a pregnant
woman; tobacco and smoke affect the respiratory and
circulatory systems; street drugs change a person's
behaviour and cause harmful physical effects and may
cause death...).
Identify peer, cultural, media, and social influences related
to substance use and abuse (e.g., dares from friends;
pressure to belong to a group; attractive portrayals through
advertisements/television/videos; family/cultural/religious
values; peer pressure from groups and gangs; alcoholics
or smokers in the family...).
Describe the structure and function of the reproductive and
endocrine systems of human beings (e.g., pituitary gland,
estrogen, testosterone, progesterone, menstruation and
sperm atogenesis, fertilization, sexual intercourse...).
Identify the physical changes associated with puberty and
the importance of personal hygiene practices (e.g., growth
of body hair, changes in body shape, hormones, acne,
body odour, menstruation, erection, ejaculation, emissions,
use of sanitary products...).
Describe how heredity (e.g., chromosomes, DNA...)
influences growth and characteristics that contribute to
personal identity (e.g., height, eye colour, bone structure,
hair colour, body build, individual growth patterns, features,
fraternal and identical twins...).
Identify the social- emotional changes associated with
puberty (e.g., sexual attraction, fluctuation of moods,
insecurities...).
Identify influences (e.g., family, friends, role models,
religion, culture, media, advertising and videos, social
trends, fashion...) on sexuality and gender roles.
Identify how social and cultural influences affect sexuality
and gender roles (i.e., similarities and differences, such as
cultural rituals and traditions).

Identify the responsibilities (e.g., change clothing for


physical activities, bathe frequently, use deodorant, use
sanitary products, respect private spaces, keep personal
matters private, show consideration for others, respect
differences, do not ridicule...) associated with physical,
social, and emotional changes during puberty (e.g., body
odour, menstruation, erections, emissions, peer pressure,
social etiquette, insecurity...).
Identify characteristics (e.g., transmitted through sexual
activity and contact with body fluids; may be fatal...) and
effects of HIV and AIDS on the immune system (e.g.,
destroys specific white cells...).
Apply strategies (i.e., using the decision-making model,
practising saying no, walking away, getting help from a safe
adult)for preventing or avoiding substance use and abuse
(e.g., tobacco, alcohol, street drugs, performanceenhancing drugs, sniffing...) in different case scenarios.
Apply a decision-making process in case scenarios related
to issues associated with puberty (e.g., timing of physical
changes, teasing related to different developmental rates,
being discreet, respecting privacy of others, being sexually
active, showing affection...).
Recognize that there are different applications of the basic
movement skills to different physical activities (e.g., striking
skill used in baseball, hockey, paddleball...).
Determine personal and uncontrollable factors (i.e., body
type and physical attributes, hereditary influences, varying
rates in growth and development) that may affect
movement skill development.
Identify biomechanical concepts (i.e., application and
amount of force, range of motion, number of body
segments) related to applying force in sending and
receiving activities (e.g., overhead throwing with
preparatory steps, full backswing, full trunk rotation, followthrough...).
Design movement sequences (e.g., group routine in
rhythmic gymnastics...) that show contrast in qualities of
movement (e.g., levels, pathways, directions...) and
formations (e.g., circles, lines, scattered...) performed in a
group.
Adapt the rules of lead-up games based on criteria
predetermined through problem-solving activities (e.g.,
suggest rule changes for enhanced activity, inclusivity,
safety...).
Use activity-specific terminology (e.g., bump, volley, free
throw, serve...) associated with selected lead-up games
and physical activities.

Identify simple offensive and defensive strategies (e.g.,


"give and go", marking an opponent, formations...)
employed in lead-up games of different sports.
Identify examples of fair play and good teamwork by others
(e.g., showing respect for all players, making encouraging
remarks to other players...) in different physical activities.
Perform extensions and/or variations of transport skills
(e.g., sprinting, jumping, springing, rotating...), applying
mechanical principles (e.g., speed is affected by body
weight, range of motion, number of involved body
segments, application of force...) for speed, height, and/or
distance.
Perform manipulation skills (e.g., throwing, kicking,
catching...), applying mechanical principles (e.g., range of
motion, number of body segments, application of force,
absorption of force...) for accuracy and distance.
Demonstrate dynamic balance (e.g., doing cartwheels,
running backwards, kicking...), applying mechanical
principles (i.e., lower centre of gravity, increase base of
support, keep the line of centre of gravity at the edge of the
base of support in the direction of force application) for
stability.
Apply functional use of selected movement skills (e.g.,
leaping, rolling, striking a ball with or without an
implement...) to a variety of individual/dual games/sports,
including multicultural games (e.g., Inuit games,
gymnastics, paddleball, handball...).
Apply functional use of selected movement skills (e.g.,
batting, dribbling, throwing and catching with an
implement... ) to a variety of team games/sports, including
multicultural games (e.g., modified lacrosse, kanga ball,
modified basketball...).
Demonstrate the ability to work
cooperatively/collaboratively in planning, organizing, and/or
officiating physical activities.
Apply functional use of selected movement skills and
variations (i.e., transport and balance skills), using various
equipment and in a variety of environments (e.g., skating,
swimming, cross-country skiing, snow soccer...).
Maintenance Stage - Demonstrate functional use of basic
rhythmic steps, positions, and patterns in repeatable
sequences (e.g., aerobics, jump rope, creative dance, folk
dances...), showing two or more different styles/traditions.

Maintenance Stage - Demonstrate functional use of


combining two or more selected movement skills and
applying movement concepts (e.g.,combine travelling,
rolling, balancing, and weight transfer into smooth flowing
sequences; showing contrast in direction, speed, flow...) in
gymnastic-type sequences/routines (e.g., ball gymnastics,
stuntastics, pyramids, creative hand apparatus...).
Recognize the health- and skill-related fitness components
(e.g., agility, power, reaction time, speed, coordination...)
that contribute to skill development.
Identify the names of the main bones (e.g., humerus, ulna,
radius, femur, tibia, fibula, scapula, clavicle, ribs, pelvis,
skull...) and function (i.e., shape, support, protection) of the
human skeletal system in the context of exercise and
physical activity.
Describe the effects of exercise and inactivity on the
human skeletal system (i.e., increased/decreased bone
density, increased/decreased bone mass).
Maintenance Stage - Show an understanding of the factors
(e.g., planning, regular participation, effort, adequate
information, motivation, commitment, regular monitoring...)
affecting personal fitness development.
Identify the proper techniques (e.g., slow and sustained,
within comfort zone, focusing on target muscles and
minimizing other body parts, stretching to the limit of the
movement, slow and rhythmical breathing...) and harmful
techniques (e.g., bouncing, swinging, stretching too hard...)
in stretching exercises.
Review behaviours (e.g., make positive remarks, cheer for
others, make encouraging gestures...) that encourage
effort and participation of others.
Participate in exercises/activities (e.g., juggling for
developing coordination, moving through an obstacle
course for agility...) designed to improve and maintain
personal fitness associated with health-related and skillrelated fitness components.
Demonstrate proper technique (i.e., pacing) while
participating in continuous aerobic activity for a sustained
period of time, while maintaining target heart rate.
Compare own heart rate during aerobic activity to the
general target heart-rate zones (e.g., general health, basic
fitness, healthy heart...).
Demonstrate the use of assessment strategies (e.g.,
activity log, activity calendar, stopwatch, computer
database program, heart-rate monitor...) to determine,
organize, and record fitness results and physical activity
participation.

Maintenance Stage - Compare own fitness results and


physical activity participation over a period of time (e.g.,
beginning, middle, end of school year...) to check and
revise personal goals.
Maintenance Stage - Show an understanding of safe
practices (e.g., take turns, position self at a safe distance,
be respectful of varying ability levels...) when helping
others while practising in regular or modified physical
activities.
Determine how environmental conditions can influence
safety while exercising outdoors (e.g., effects of ultraviolet
rays, hot sunny weather can lead to heat exhaustion and
sunburn, cold weather and high wind-chill factors increase
risk of hypothermia and frostbite...).
Recognize reasons (e.g., safety, personal hygiene,
comfort, ease of movement...) for appropriate dress for
physical activities in different weather and environmental
conditions (e.g., sunny, cold, windy, wet...).
Maintenance Stage - Develop guidelines and behaviours
for safety related to potential hazards and risks regarding
equipment and facility use(e.g., protruding objects,
condition of the floor, mats in jumping/ landing activities...).
Maintenance Stage - Show an understanding of potential
safety risks related to environments for selected alternative
pursuits (e.g., jogging, cycling, tobogganing/ sliding,
snowboarding, skiing, in-line skating...).
Outline the emergency steps (e.g., stay clear of traffic,
seek help, apply basic first aid...) related to bicycle
incidents or accidents.
Describe safe and unsafe situations at home, at school,
and in the community while caring for self and others (i.e.,
playgrounds, babysitting, Internet use, shaken baby
syndrome).
Show an understanding of basic injuries/conditions (i.e.,
bleeding, heat exhaustion, heatstroke, frostbite,
hyperthermia, hypothermia) and basic first-aid procedures
(i.e., seek adult help, rest, apply compression, avoid
touching/handling body fluids).
Describe ways to seek help related to different types of
accidents and/or dangerous situations (i.e., situations
involving vehicles, bicycles, water, fire, choking, thin ice,
violence, shaken baby syndrome, babysitting).
Maintenance Stage - Follow set rules and routines for safe
participation and use of equipment in selected physical
activities (e.g.,fair-play rules, change-room routines,
equipment distribution, sharing space...).

Demonstrate basic first-aid procedures (e.g., seek adult


help, get ice, locate first-aid kit, avoid contact with body
fluids...) for common injuries/conditions (e.g., nosebleeds,
cuts, bumps, asthma attacks...).
Describe individual characteristics (e.g., gender, race,
family, religion, community, appearance, interests, hobbies,
preferred learning approaches...) that contribute to the
development of personal identity, self-confidence, and selfefficacy.
Identify and revise short- and long-term goals (e.g., using a
student planner for school work, training for a marathon
relay team, saving money...) for personal management
(i.e., tasks, time, responsibilities).
Determine effective time-management techniques and
organizational skills (e.g., making lists, setting priorities...)
for personal planning (e.g., preparing for tests,
examinations, projects, competitions...).
Describe how personal factors (e.g., emotions, time,
previous experience, prior knowledge, personal goals,
abilities, religion...) and social factors (e.g., peers, friends,
trends, society, culture, media, advertising...) influence
making responsible and health-enhancing decisions (e.g.,
participating in daily physical activity...).
Identify the influences (e.g., family beliefs/values, role
models, peers, advertising, television, movies...) that help
or hinder responsible, social decision making (e.g.,
choosing friends, choosing activities, communicating with
others...).
Recognize personal participation and responsibility (e.g.,
respect for and acceptance of individual differences,
awareness of social norms and values, concern and
compassion for others, cooperation, motivation to solve
interpersonal problems...) in different social contexts.
Identify different styles of communication (i.e., passive,
aggressive, assertive) and their characteristics (e.g.,
passive is ignoring an issue, aggressive is confronting an
issue without thinking it through, assertive is addressing an
issue with tact...).
Identify the behaviours (e.g., showing respect, fulfilling a
commitment, abstaining from put-downs, helping others
who are experiencing difficulty, following directions, being
encouraging...) that are important for working cooperatively
and collaboratively with others.
Determine strategies for sharing and expressing feelings in
appropriate ways (e.g., talking out conflicts with safe adult
assistance, using self-statements or self-talk for control,
using active listening, participating in physical activities...).

Recognize the range of emotions that may be experienced


when loss occurs, including the stages of grief (e.g., denial,
anger, bargaining, sadness, depression, acceptance...),
and where to go for help (e.g., family, teacher, school
counsellor, elder, religious leader...).
Identify the personality traits (e.g., sense of humour,
adaptability, patience, understanding...) that are conducive
to handling stress and showing resiliency (i.e., ability to
bounce back in a stressful situation).
Describe the General Adaptation Syndrome (GAS) relating
to stress and the body's response at the various stages
(i.e., alarm stage, resistance stage, exhaustion stage).
Identify stress-management strategies (e.g., using selfstatements or self-talk, talking to parents, keeping an
anger self-inventory, participating in physical activity,
keeping a sense of humour...) for controlling anger in
different situations (e.g., being called names, losing a
game, being pressured by parents or peers...).
Assess and revise personal health and academic goals
(e.g., fitness goal, movement skill goal, nutrition goal,
active living goal, personal health-practice goal, academic
goal...) to enhance health and well-being.
Determine positive and negative consequences of possible
solutions as part of the decision-making/problem-solving
process for making healthy living choices.
Demonstrate functional use of interpersonal skills (e.g., fair
play, use of inclusive language and actions...) for inclusion
of others in different types of physical activities (e.g., lowcompetitive, cooperative, multicultural...).
Demonstrate the functional use of stress-management
strategies (e.g., using self-statements or positive self-talk,
talking with others, taking time out, counting to 10,
focusing, breathing deeply...) for managing stress in case
scenarios related to a variety of situations (e.g.,
competition, anger, tests, public speaking, conflict, change,
failure...).
Outline the importance of regular hygiene practices during
adolescent years (i.e., effective washing helps to control
acne and body odour, use of deodorant helps to control
body odour, dental hygiene for maintaining dental health,
appearance, and fresh breath).
Identify practices and policies that support healthy schools
and communities (e.g., school code of conduct, adequate
supervision, school and community activities, labelling of
hazardous products, evacuation procedures, fluoride
treatment of drinking water, public health services...).

Recognize the physical benefits (e.g., reduced risk of heart


disease, obesity, diabetes II, osteoporosis, colon cancer...)
and the socio-emotional benefits (e.g., reduced anxiety
and stress, enhanced sense of belonging, positive use of
leisure time, opportunity to meet people...) of participating
in daily physical activities.
Identify responsible decisions (e.g., play outside rather
than watch television or sit at a computer, invite friends to
play, play safely, participate fully in physical education
class, play community sports...) that promote daily physical
activity.
Identify the positive and negative influences of media and
other sources on promoting active living (e.g.,
commercials, sport and special event coverage, physical
activity promotions such as fundraising walkathons/
runs...).
Identify food choices and types of physical activity for a
healthy body (i.e., for bone development).
Demonstrate an understanding of the combined benefit of
daily healthy food choices and physical activity on a
healthy body (i.e., for bone development during
adolescence).
Identify daily nutrition habits and fluid intake practices to
support healthy participation in various types of physical
activities.
Develop a personal action plan for daily personal health
practices during the adolescent years.

Develop a personal action plan for daily active living,


including ways to adhere to the plan.

Assess personal food intake and activity for a period of one


to three days, based on daily recommended requirements.

Use problem-solving strategies to improve personal


nutrition and daily physical activity habits for a healthy body
(i.e., bone development).
Recognize characteristics of selected movement skills and
patterns (e.g., overhead throwing pattern...) as applied in a
variety of physical activities, including territory invasiontype and striking/fielding-type activities (e.g., baseball,
football, overhand volleyball serve...).
Examine external factors (i.e., cost, facility availability,
practice opportunities outside school) that may affect
movement skill development.

Identify the biomechanical concepts for efficient movement


(i.e., leverage) related to striking activities (e.g., shorter
radius of rotation reduces force, as in choking up on a
bat...).
Analyze movement concepts (i.e., body awareness, space
awareness, qualities of effort, relationships) as they apply
to territory invasion-type activities (e.g., offensive pass to
an "open space"...) and striking/fielding-type activities (e.g.,
body position to catch fly ball or grounder in cricket...).
Identify the importance of following rules (i.e., safety,
control, fair play, inclusion, enjoyment, entertainment) of
selected sports and games.
Show an understanding of the specific terminology
associated with selected sports and games, including
territory/invasion-type activities (e.g., lacrosse, soccer...)
and striking/fielding-type activities (e.g., baseball,
cricket...).
Determine basic offensive and defensive strategies (e.g.,
hitting to an open space, shuffle-step to maintain a
guarding position...) in games, including territory/invasiontype and striking/fielding-type activities.
Distinguish between fair play behaviours (e.g., showing
respect for rules, officials, and opponents...) and unethical
behaviours (e.g., cheating, arguing with an official, foul
play...) regarding participation in physical activities and/or
sports.
Maintenance Stage - Perform extensions and/or variations
of transport skills (e.g., sprinting, jumping, springing,
rotating...), applying mechanical principles (e.g., speed is
affected by the weight of body, range of motion, number of
involved body segments, application of force...) for speed,
height, and/or distance.
Perform manipulation skills (e.g., bouncing, rolling,
striking...), applying mechanical principles (e.g., length of
lever, range of motion, number of body segments,
application of force...) for consistency.
Demonstrate balance abilities (i.e., static, dynamic),
applying mechanical principles (i.e., lower centre of gravity,
increase base of support, keep line of centre of gravity
within base of support) for stability and strength in
cooperative-type activities (e.g., team-building activities,
rescuing activities, pulling activities...).
Apply functional use of selected and/or activity-specific
movement skills (e.g., drop shot, high jumping, kicking...) in
a variety of individual/ dual games/sports (e.g., badminton,
track and field activities, kick-sack...).

Apply functional use of selected and/or activity-specific


movement skills with a defensive and/or an offensive
component (e.g., faking out an opponent, guarding,
running for positioning to catch a ball, batting...) in a variety
of games/ sports, including territory/invasion-type activities
(e.g., basketball...) and striking/fielding-type activities (e.g.,
cricket, softball...).
Maintenance Stage - Demonstrate the ability to work
cooperatively/collaboratively in planning, organizing, and/or
officiating physical activities.
Apply functional use of selected activity-specific skills (e.g.,
care and carrying of equipment, compass and map
reading, star turn, snowplough...) in alternative pursuits
(e.g., orienteering, hiking, skiing...).
Design and perform rhythmic sequences that use
movement concepts (i.e., showing contrast in directions,
effort, leading/ following) and selected rhythmic steps,
positions, and patterns in rhythmic activities related to own
culture or culture of interest (e.g., bench-step aerobics,
square dance, novelty dance, highland dance, hoop
dance...).
Design and perform, with others, movement sequences
that use movement concepts (e.g., leading, following...)
and selected activity-specific skills, using small or large
apparatus (e.g., rhythmic sportive gymnastics, artistic
gymnastics, stuntastics, educational gymnastics...).
Sort and classify physical activities/ exercises (e.g.,
jogging, cycling, weight training, gymnastics...) that are
best suited to developing each of the health-related fitness
components (e.g., cardiovascular endurance, muscular
endurance, muscular strength, flexibility, body
composition...).
Promote the benefits of physical activity (e.g., greater work
capacity, performance enhancement, healthy weight,
prevention of injuries, prevention of disease such as
cardiovascular and type II diabetes, prevention of
depression...) for optimal health and fitness.
Identify the names and locations of the major muscle
groups (e.g., biceps, triceps, pectorals, abdominals,
quadriceps, hamstrings...) in the context of exercise and
physical activity.
Describe the effects of exercise and inactivity (i.e.,
increased/decreased strength, hypertrophy/ atrophy,
increased/ decreased lean muscle, increased/decreased
elasticity, increased/ decreased muscle tone) on the
muscular system.
Identify and explain the FITT principle (i.e., frequency,
intensity, time, and type of activity).

Describe the purpose of a warm-up (e.g., increased


circulation, increased body temperature, mental
preparation, increased focus on task, prevention of injuries,
improved performance...) and a cool-down (e.g., gradual
lowering of heart rate, prevention of dizziness/blood
pooling, minimize a muscle stiffness/soreness...) for
physical activity participation.
Identify personal factors and preferences for choosing
physical activities (e.g., personal interests, influence of
friends, appreciation of the outdoors, affiliation,
competition, cooperation, fun...) for fitness and health.
Demonstrate behaviours (e.g., regular participation, correct
and safe execution, appropriate intensity level, selfmonitoring, self-discipline...) for personal fitness-goal
attainment.
Participate in continuous aerobic activity for a sustained
period of time related to rate of perceived exertion and
general target heart-rate zones.
Determine the relationship between the rate of perceived
exertion and the general target heart-rate zones (e.g., the
level of exertion is somewhat difficult but the ability to talk
remains while exercising in a healthy heart zone...).
Maintenance Stage - Demonstrate the use of assessment
strategies (e.g., activity log, activity calendar, stopwatch,
computer database program, heart-rate monitor...) to
determine, organize, and record fitness results and
physical activity participation.
Chart own fitness results (e.g., using information
technology...) throughout the year to determine effects of
activity participation and/or specific training on personal
progress.
Determine safety rules, routines, and procedures related to
selected activities, including territory/invasion-type and
striking/fielding-type activities (e.g., no blocking or tackling
in flag football...).
Determine personal responsibilities (e.g., keep inhalator
handy for asthmatic condition when participating in aerobic
activities...) and risk levels (e.g., low personal
strength/fitness level may result in back injury during lifting
activities...) in performing specific exercises.
Justify reasons (e.g., ease of movement; personal hygiene;
prevention of injury, sunburn, frostbite, hyperthermia,
hypothermia...) for appropriate dress for selected physical
activities.

Investigate factors related to facilities and equipment (e.g.,


eye protection for court sports, ramps for wheelchair
access, condition of field and/or court surfaces...) to
ensure the safe inclusion of all students in selected
activities.
Maintenance Stage - Show an understanding of potential
safety risks related to environments for selected alternative
pursuits (e.g., jogging, cycling, tobogganing/ sliding,
snowboarding, skiing, in-line skating...).
Outline the emergency steps (e.g., seeking help,
administering basic first aid...) related to water incidents or
accidents (e.g., hypothermia, drowning...).
Describe ways to respond to dangerous situations in the
community (i.e., school intruders, home invasion, hazing,
Internet use).
Maintenance Stage - Describe ways to seek help related to
different types of accidents and/or dangerous situations
(i.e., situations involving vehicles, bicycles, water, fire,
choking, thin ice, violence, shaken baby syndrome,
babysitting).
Describe scenarios that illustrate examples of physically,
verbally, and emotionally abusive behaviours in different
relationships (i.e., within families, between friends, among
peers, with employers, groups, gangs, on sports teams,
when babysitting).
Develop strategies (e.g., conflict-resolution skills...) for
avoiding situations (e.g., conflict between parents' and
peer values, with the law, in competition, within school...)
that can potentially lead to conflict and violence.
Establish safety guidelines to protect self and others from
sexually abusive situations (e.g., pornography, incest,
stalking, prostitution, sexual assault...).
Demonstrate an understanding of skills (i.e., problem
solving, conflict resolution, communication, assertiveness,
anger management skills) in dealing with case scenarios
related to sexually abusive situations and ways to seek
help.
Maintenance Stage - Follow set rules and routines for safe
participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines,
equipment distribution, sharing space...).
Compare attitudes and behaviours (i.e.,
inclusive/exclusive, positive acceptance/rejection,
open/discriminatory) that contribute to a sense of
belonging.

Identify the obstacles (e.g., changing information, abilities,


priorities, values, resources, attitudes, illness, injury,
responsibilities...) that may influence achievement of and
making revisions to personal goals and strategies (e.g.,
decision-making/ problem-solving process...).
Describe the mental skills (i.e., goal setting, focusing,
stress management, visualization, positive thinking)
necessary to enhance performance, readiness, and
satisfaction.
Explain the benefits of using the decision-making/problemsolving process for making responsible and healthenhancing personal decisions (e.g., prevents impulsive
and/or negative decisions, contributes to long-term
health...).
Identify socially acceptable behaviours (e.g., keep an open
mind, show a willingness to try, recognize own feelings and
emotions, step away from the situation if feeling anger...)
for dealing with new situations and/or change (e.g.,
participating in new activities, choosing friends...).
Describe conduct (e.g., personal, group, team...) and
ethical behaviours appropriate for engaging in physical
activity and/or social events.
Identify the characteristics (e.g., compliance/ conflict,
confidence level, tone of voice, eye contact, body
language...) associated with each of the communication
styles (e.g., passive, aggressive, assertive...) and
leadership qualities (e.g., enthusiasm, presentation skills,
reliability, organization...).
Identify areas within the school (e.g., staff, school teams,
clubs...) and community (e.g., community projects...) that
offer opportunities to make new friends and belong to a
group (e.g., staff, school teams, clubs...).
Identify anger-management skills (e.g., use selfstatements, participate in physical activities, write letters to
express feelings...) as alternatives to aggression and
violence.
Describe how conflict situations (i.e., change, new
situations, negative group influences, dishonesty) affect
personal behaviour and development (e.g., adapting to
new surroundings or routines, making new friends, coping
with change, being assertive...).
Review strategies (e.g., mediation, conflict resolution...),
possible outcomes (i.e., win/win, win/lose, lose/win,
lose/lose), and behaviours (e.g., compromising,
negotiating, accommodating, blaming, avoiding,
collaborating, consensus building...) for conflict resolution
among friends and/or peers.

Describe appropriate use (e.g., saying "no" to negative


peer pressure, differentiating between situations where
assertiveness is/isn't warranted...) of avoidance/refusal
strategies when dealing with potentially dangerous
situations and/or stressful social situations.
Maintenance Stage - Assess and revise personal health
and academic goals (e.g., fitness goal, movement skill
goal, nutrition goal, active living goal, personal healthpractice goal, academic goal...) to enhance health and
well-being.
Develop criteria (e.g., cost, values, expectations, long-term
benefits...) and a rating system for weighing the benefits of
the alternatives for making physically active and healthy
lifestyle choices in different case scenarios (e.g., choosing
to smoke, gamble, consume alcohol...).
Demonstrate functional use of interpersonal skills (i.e.,
communicate effectively, cooperate/ collaborate, be
respectful, be responsible) for dealing with new activities,
situations, and/or changes in class activities.
Apply conflict-resolution strategies (e.g., role-play
responses to conflict situations, participate in peer
mediation...) to different scenarios (e.g., engaging with new
classmates, moving to a new classroom, saying "no" to
negative peer-group influence...).
Differentiate between the use and abuse (i.e., prescribed/
unprescribed drugs; own medication/someone else's
medication; correct/ incorrect dosage, addiction) of
medicinal and non-medicinal substances (e.g., medicines,
over-the-counter drugs, vitamins, alcohol, tobacco,
inhalants, street drugs...).
Explain different consequences, related to different
variables (i.e., fair play, legalities, performance, medical,
safety, and financial implications), of taking harmful and
beneficial drugs or other substances (e.g., antibiotics, antiinflammatories, stimulants, narcotics, anabolic steroids,
marijuana, diuretics, herbs...).
Identify the positive and negative social factors (i.e.,
influences of peers, families, role models, media, Internet,
celebrities, social occasions, parties) that may influence
avoidance and/or use of substances (e.g., tobacco,
alcohol, caffeine, street drugs, inhalants...).
Describe the human reproductive systems as they relate to
fertilization and fetal development (e.g., names of the
genitals, union of sperm and egg, stages of fetal
development at each trimester, sexual intercourse...).
Explain the human reproduction process and recognize
myths related to fertilization (e.g., can't get pregnant the
first time, when intercourse is interrupted, when using
contraception, if douching immediately afterward, and in
certain body positions...).

Describe how the endocrine system regulates body


changes associated with puberty (e.g., pituitary gland
triggers release of estrogen and progesterone,
menstruation cycle...).
Identify the emotional changes at puberty (e.g., fluctuation
of moods and energy, sexual attraction...) and their effect
on personal well-being (e.g., fatigue, shyness, lower or
greater self-confidence...).
Identify positive ways of coping with daily moods and
emotions associated with puberty (e.g., engaging in
physical activity, discussing emotions with
family/friends/religious leaders, listening to music,
laughing, taking part in hobbies, participating in
school/community activities, reading books...).
Recognize the importance of sexual abstinence as a
responsible decision for the adolescent male and female
(e.g., abstinence prevents STIs and AIDS; parenthood
entails many personal responsibilities; teenage pregnancy
puts the baby at risk, affects career choices, and can have
traumatic psychological and sociological effects...).
Identify the effects of social influences (e.g., styles related
to dress, hair, make-up, jewellery; cultural rituals; gender
equity; harassment, nudity; violence against women...) on
sexuality and gender roles.
Identify responsibilities (e.g., respect, abstinence...) and
sources of support (e.g., parents, nurses, doctors,
counsellors, helplines, community health services, religious
leaders, recommended books...) with regard to sex-related
health issues.
Identify the causes, nature, methods of transmission (e.g.,
sexual intercourse, body fluids, contaminated needles,
number of sexual partners...) and methods of prevention of
AIDS and HIV infection (e.g., sexual abstinence,
monogamous relationship with uninfected person, use of
condoms...).
Identify the common STIs (e.g., genital herpes,
gonorrhoea, chlamydia...), their symptoms, and means of
prevention (e.g., sexual abstinence, monogamous
relationship with uninfected person, use of condoms...).
Apply decision-making/problem-solving strategies in case
scenarios that focus on substance use and abuse (e.g.,
over-the-counter drugs, supplements, performanceenhancing drugs, tobacco, alcohol, street drugs, restricted
drugs...).
Apply a decision-making/problem-solving process in case
scenarios for making informed decisions regarding
responsible sexual behaviours (e.g., abstinence,
pregnancy prevention, safer sex practices...).

Recognize characteristics of selected movement skills and


patterns (e.g., balance/ready position...) as applied in a
variety of physical activities, including net/wall and targettype activities (e.g., badminton, paddleball, tennis,
curling...).
Explain the cross-training effect of different
games/activities on fitness and movement skill
development (e.g., aerobics develop coordination, agility
used for fastball; golf and hockey develop hand-eye
coordination/striking skills...).
Identify the biomechanical concepts (e.g., centre of gravity,
body alignment...) that are important for safe exercising in
lifting and carrying activities (i.e., bend knees, hold object
close to body, avoid twisted positions, keep head position
neutral).
Analyze movement concepts in net/wall activities (e.g.,
body awareness in ready position to receive a serve in
badminton...) and target-type activities (e.g., effort qualities
in backswing and wrist action on "out-turn" in curling...).
Examine the reasons for rules and for adaptation of rules
related to safety and risk factors (e.g., set boundaries to
avoid contact with other players, equipment, or walls...) of
selected sports and games.
Show an understanding of the specific terminology
associated with selected sports and games, including
net/wall (e.g., volleyball, badminton, handball...) and targettype activities (e.g., archery, curling...).
Describe common strategies used in various games,
including net/wall and target-type activities (e.g.,
positioning for serve reception, speed, and control of
projectiles...).
Set and/or review expectations for personal and group
conduct (i.e., ethical behaviour) regarding participation in
physical activities and/or sports.
Perform combinations of transport, manipulation, and
balance skills (e.g., moving into a ready position to contact
the ball in volleyball...), applying mechanical principles
(e.g., force, motion, balance...) for control.
Perform combinations of manipulation skills (e.g.,
dribbling/shooting, tossing/catching...), applying
mechanical principles on use of projectiles (e.g., increasing
relative projection height or angle tends to increase flight
time...) for control.
Maintenance Stage - Demonstrate balance abilities (i.e.,
static, dynamic), applying mechanical principles (i.e., lower
centre of gravity, increase base of support, keep line of
centre of gravity within base of support) for stability and
strength in cooperative-type activities (e.g., team-building
activities, rescuing activities, pulling activities...).

Apply functional use of selected and/or activity-specific


movement skills (e.g., rolling, forehand and backhand
strokes...) in a variety of individual/ dual games/sports,
including net/wall (e.g., table tennis...) and target-type
activities (e.g., miniature golf, bowling...).
Apply functional use of selected and/or activity-specific
movement skills (e.g., volleying, dynamic balancing...) in a
variety of physical activities, including net/wall (e.g.,
volleyball...) and target-type games (e.g., curling...).
Contribute to the organization and administration (e.g.,
schedules, team formation, rules, set-up, clean-up,
recording ofresults, promotion, announcements...) of a
tournament (e.g., round robin, ladder, double
consolation...).
Maintenance Stage - Apply functional use of selected
activity-specific skills (e.g., care and carrying of equipment,
compass and map reading, star turn, snowplough...) in
alternative pursuits (e.g., orienteering, hiking, skiing...).
Maintenance Stage - Design and perform rhythmic
sequences that use movement concepts (i.e., showing
contrast in directions, effort, leading/following) and
selected rhythmic steps, positions, and patterns in rhythmic
activities related to own culture or culture of interest (e.g.,
bench-step aerobics, square dance, novelty dance,
highland dance, hoop dance...).
Maintenance Stage - Design and perform, with others,
movement sequences that use movement concepts (e.g.,
leading, following...) and selected activity-specific skills,
using small or large apparatus (e.g., rhythmic sportive
gymnastics, artistic gymnastics, stuntastics, educational
gymnastics...).
Identify the five health-related fitness components (e.g.,
cardiovascular endurance, muscular endurance, muscular
strength, flexibility, body composition...) and their
importance to a balanced fitness plan.
Identify the names of muscle groups and specific muscles
(i.e., biceps, triceps, pectorals, abdominals, quadriceps,
deltoids, trapezius, latissimus dorsi, hamstrings, hip
flexors) and primary action (i.e., flexion, extension,
abduction, adduction, rotation) across the various joints
(e.g., knee, elbow, hip...).
Explain the effects of exercise on use (i.e., increased size
and strength of muscles, ligaments, and tendons;
increased muscular capillary action; hypertrophy) and
overuse (i.e., fatigue, injury, muscle soreness) of muscles.

Describe ways to apply the FITT principle (i.e., frequency,


intensity, time, and type of activity) to health-related fitness
components (e.g., cardiovascular endurance, muscular
strength, muscular endurance, flexibility, body
composition...).
Identify three stages (i.e., indirect, direct, identical) of
activity-specific warm-ups and examples of each stage for
specific physical activities (e.g., a soccer warm-up could
include light running, specific leg-stretching exercises, easy
dribbling/passing drills...).
Maintenance Stage - Identify personal factors and
preferences for choosing physical activities (e.g., personal
interests, influence of friends, appreciation of the outdoors,
affiliation, competition, cooperation, fun...) for fitness and
health.
Participate in fitness activities that use the FITT principle
and contribute to personal health-related fitness goals.

Participate in continuous aerobic activity related to


personal target heart-rate zones.

Determine personal target heart-rate zone, using simple


methods (e.g., Karvonen formula, software programs...).

Assess the level of ability in one or more health-related


fitness components (i.e., cardiovascular endurance,
muscular endurance, muscular strength, flexibility) of
physical fitness.
Maintenance Stage - Chart own fitness results (e.g., using
information technology...) throughout the year to determine
effects of activity particiation and/or specific training on
personal progress.
Determine safety rules, routines, and procedures related to
selected physical activities, including net/wall and targettype activities (e.g., not entering a racquet sport court when
play is in progress, retrieving shot- put/discus only on
signal in a group situation...).
Identify the risks of contraindicated exercises (e.g., deep
knee bends, straight leg sit-ups, full neck rotations...) and
safe exercises alternatives.
Maintenance Stage - Justify reasons (e.g., ease of
movement; personal hygiene; prevention of injury, sunburn,
frostbite, hyperthermia, hypothermia...) for appropriate
dress for selected physical activities.

Maintenance Stage - Investigate factors related to facilities


and equipment (e.g., eye protection for court sports, ramps
for wheelchair access, condition of field and/or court
surfaces...) to ensure the safe inclusion of all students in
selected activities.
Investigate potential safety risks inherent in selected
alternative pursuits (e.g., climbing walls, in-line skating,
downhill skiing, activities on ice...).
Determine safe areas and opportunities for cycling and/or
other similar activities in the community (e.g., in-line
skating, skateboarding, walking...).
Evaluate the effectiveness of laws and policies that
promote personal and community safety (e.g., driving age,
drinking/driving, boating, domestic violence, vandalism,
shaken baby syndrome...).
Identify common injuries/conditions (i.e., sprains, strains,
fractures, bleeding, cramps, shock) and basic first-aid
procedures (i.e., seek adult help, rest, apply ice,
compression, elevation, avoid touching/handling body
fluids).
Demonstrate the ability to access valid health information
and health-promoting products and services available in
the community (e.g., doctors, public health nurses, health
agencies and associations related to cancer, heart
disease, kidney disease, sexuality education, alcoholism;
youth advocates, helplines, school/community counselling
programs, friendship centres, ombudsperson, the
Internet...).
Maintenance Stage - Follow set rules and routines for safe
participation and use of equipment in selected physical
activities (e.g., fair-play rules, change-room routines,
equipment distribution, sharing space...).
Examine the effects of stereotyping based on a variety of
factors (e.g., gender, age, race, roles, media influences,
body type, sexual orientation, source of income...), and
ways (e.g., set/review personal and group norms,
standards...) to promote acceptance of self and others.
Develop self-monitoring strategies (e.g., keep a journal,
participate with a friend...) and criteria (e.g., believable,
achievable, controllable, within timelines... ) in setting
individual and/or group goals.
Analyze how factors (e.g., family, peers, cultural beliefs,
knowledge, personal qualities, scheduling, motivation level,
degree of challenge, supports...) affect one's planning and
setting of goals.
Describe the social factors (e.g., self-esteem, interests,
opinions, abilities, interpersonal skills...) that affect the
decision-making/ problem-solving process in group
situations.

Describe behaviours that show social responsibility and


respect for diversity (e.g., showing respect toward officials
and other players, inviting others to play, greeting others,
helping others who are experiencing difficulty...) in different
contexts (e.g., sports, physical activity participation,
classroom settings...).
Discuss personal participation and responsibilities in
physical activities and/or social events for the promotion of
inclusion and cultural diversity in communities.
Describe examples of assertive behaviours (e.g., saying no
to something that makes you feel uncomfortable, including
others who are left out...) for resisting negative peer
pressure.
Identify roles and responsibilities (e.g., loyalty,
commitment, support, respect, leadership...) in developing
positive relationships (e.g., between friends, within families,
in a sports team, band/choir...).
Identify how self (e.g., accepting one's feelings...), peers
(e.g., listening supportively...), and the community (e.g.,
providing resources for support when needed...) contribute
to the enhancement of personal health and well-being.
Identify stages of grieving (e.g., denial, anger, bargaining,
sadness, depression, acceptance...) for understanding and
supporting self and others.
Explain how stress may have positive or negative
consequences (e.g., fight or flight, productivity, illness...).
Examine the effects of stress (e.g., increased blood
pressure, elevated heart rate, muscle soreness, nausea...)
and relaxation (e.g., low blood pressure and heart rate...)
on body systems (e.g., digestive, cardiovascular,
endocrine...).
List healthy strategies (e.g., seeking support from others
and community resources, positive self- talk, physical
exercise...) and unhealthy strategies (e.g., smoking,
alcohol misuse, isolation, fighting...) for dealing with stress
and/or anxiety.
Develop, implement, self-monitor, and revise a plan using
predetermined criteria for active healthy living to achieve a
personal and/or group goal (e.g., participate in daily
physical activity, a healthy lifestyle behaviour, a social
behaviour, a specific academic goal...).
Apply the decision-making/problem-solving process in
making group decisions in different case scenarios (e.g.,
plan a class activity, solve a social-related problem, make a
decision in the context of an orderly meeting...).

Demonstrate functional use of interpersonal skills (i.e.,


communicate effectively, cooperate/ collaborate, be
respectful, be responsible) that promote fair play and
teamwork.
Apply stress-management strategies (e.g., progressive
relaxation, deep breathing, guided imagery, focusing,
positive thinking, self-talk, talking with others, humour...) in
case scenarios related to stressful situations (e.g., coping
with anger, sadness, defeat, loss, changes associated with
puberty, illness, environmental destruction...).
Examine positive and negative health habits of daily living
for self and/or others (e.g., daily physical activity, skin care,
hygiene, dental hygiene, rest, caring for others,
handling/sharing of food/beverages, tobacco use...).
Examine lifestyle practices (e.g., physical activity habits,
nutritional habits, use of tobacco and alcohol, rest habits,
personal hygiene, stress management...) and their effects
on body systems (e.g., contribute to or prevent coronary
heart disease, diabetes, hypertension, cancer,
osteoporosis, obesity, depression...).
Identify and categorize physical activities of different
intensities (i.e., vigorous, moderate, light) and their
potential benefits (i.e., health, fitness, recreation, sport
performance).
Investigate different ways to increase physical activity in
daily living as it relates to sustainable development (e.g.,
using stairs, cycling/ walking to school to help the
environment and to contribute to the health of society...).
Determine the degree to which technology has had an
impact on personal health (e.g., personal fitness
equipment/aids; prolonged exposure to technological
devices and machines decreases physical activity; effect of
media messages on body image...).
Evaluate information related to healthy body weight and
body image.
Explain influences (i.e., healthy eating, regular activity,
media, healthy body image) on growth and development
during adolescence.
Apply "sport nutrition principles" to a variety of physical
activities.
Apply personal and social management skills (e.g., goal
setting, decision making/ problem solving...) in case
scenarios related to personal health practices (e.g., sleep
habits, cleanliness, nutritional practices, exercise habits...).

Use problem-solving strategies to address the barriers that


may interfere with being active daily.

Develop a personal plan that includes daily health


practices (e.g., physical activity participation, healthy food
choices, positive thinking...) to maintain a healthy body.
Implement and evaluate a personal plan for healthy eating
and activity.

Identify similarities and/or differences between


characteristics of basic movement skills (e.g., striking...) as
applied to different physical activities (e.g., wrist action in
the tennis forehand stroke as compared to a badminton
underhand clear...)
Describe how movement skill patterns transfer from one
activity to another (e.g., overhand throw and tennis
serve...)
Describe biomechanical principles i.e., force, motion)
related to projectiles and flight as applied in selected
physical activity performance (e.g., 200 take-off angle in
running long jump, 400 release angle for shot put...)
Analyze movement concepts related to game strategies in
team activities (e.g., space awareness and relationships as
applied to person-to-person defence or zone defence...)
Demonstrate an understanding of the rules (e.g., lost serve
for serving faults in volleyball...) and etiquette (e.g., no
noise during a foul shot in basketball or while a player is
teeing off in golf, shaking hands...) associated with
selected sports and games
Apply the terminology associated with the skills and rules
for selected team activities/sports (e.g., in-turn/out-turn in
curling, travelling/double dribble in basketball...)
Describe the basic strategies employed in specific games
and sports, including individual and team activities (e.g.,
pacing in running, varying placement of service...)
Identify the impact on youth of unethical issues (e.g., use
of performance-enhancing substances, involvement of
gambling in sports, female/male-only sports teams...) in
sport as represented in the media
Select and refine transport skills, applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills

Select and refine manipulation skills (e.g., serve, forehand


stroke, dribble, receive a pass...), applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills
Select and refine balance abilities (i.e., static, dynamic),
applying biomechanical principles (i.e., force, motion,
balance), using a variety of equipment (e.g., skates, skis,
boards, stilts, pogo sticks...) related to activity-specific
physical activity skills
Apply and adapt activity-specific movement skills (e.g.,
serving... ) in physical activities, including individual/ dual
games/sports (e.g., badminton, tennis...)
Apply and adapt activity-specific movement skills (e.g.,
sending a pass, receiving a pass... ) in physical activities,
including group/team- type activities (e.g., ultimate, rugby,
touch football, team handball...)
Perform various officiating duties (e.g., refereeing,
scorekeeping, timekeeping, making line calls for "out of
bounds"...) related to a particular physical activity/ sport,
including the use of hand signals where applicable (e.g.,
signals for side out, foot fault, net ball in volleyball...)
Apply and adapt selected activity-specific skills (e.g.,
gripping, hanging, carrying...) required in alternative
pursuits (e.g., wall climbing, back-packing...) indigenous to
the geographic area
Demonstrate the ability to lead and/or follow while
performing movement sequences, using complex rhythmic
steps and patterns representing different cultural
backgrounds and/or styles (e.g., traditional dance, jig,
modern...) in a variety of rhythmic activities (e.g., exercise
to music, jazz gymnastics, folk dances...)
Identify the skill-related fitness components (e.g., balance,
agility, power, reaction time, speed, coordination) and
relate their importance to sport/ physical activity
performance (e.g., reaction time in goal keeping...)
Differentiate between the benefits of active living and
physical fitness development, based on a health and
fitness continuum (e.g., mild activity for health benefits,
moderate to vigorous activity for fitness benefits...)
Explain the structure of skeletal muscle (i.e., belly, bundle,
fibre, myofibril) as it relates to muscular development
Explain the structure of fibre types (i.e., slow-twitch, fasttwitch) as they relate to muscular development
Identify types of strength exercises (i.e., isometric,
dynamic) and stretching exercises (i.e., static, ballistic,
passive) for personal fitness development (i.e., strength,
endurance, range of motion)

Describe the principles of training and conditioning for


physical activities (i.e., progressive overload, specificity,
reversibility, regularity, individual variability, starting point)
Design and implement effective warm-up and cool-down
routines for specific team-related physical activities (e.g.,
volleyball, soccer, rugby...)
Identify the factors related to health and fitness
development (e.g., health benefit, physical attributes,
interpersonal interaction, influence of family, availability of
facilities/ equipment, competition, cooperation, personal
success, time management...) that affect choices of
physical activities for self and others
Participate in physical activities at a level that contributes
to the goals of an individualized fitness plan

Participate in planned and self-directed activities that


maintain heart-rate levels in various zones (e.g., general
health, basic fitness, healthy heart...)
Demonstrate use of heart-rate monitoring (e.g., pulse
points, heart monitors, software programs...) to compare
exertion level in a variety of activities
Assess the level of ability in one or more skill-related
components (e.g., balance, agility, power, reaction time,
speed, coordination) of physical fitness
Analyze own fitness test results (e.g., using information
technology...) to establish personal fitness goals

Review safety rules, routines, and procedures prior to


participating in each physical activity (e.g., allow space for
full backswing and follow- through in golf...)
Identify the common injuries (e.g., back injuries, knee
injuries) that may occur in personal fitness programming
and how they can be prevented (e.g., using proper
stretching techniques)
Explain the reasons (e.g., maintaining proper body
temperature in rain, heat, cold, humidity...) for appropriate
dress for selected indoor and outdoor activities (e.g., light
and comfortable clothing for squash, layers and headwear
for cross-country skiing...)
Identify safety and risk factors for selected activities (e.g.,
cross-country skiing...) related to people (e.g., right of way,
adaptations for persons with a disability...), facilities (e.g.,
snow conditions...), and equipment (e.g., appropriate
clothing...)

Investigate potential safety risks inherent in selected


alternative pursuits (e.g., climbing walls, in-line skating,
downhill skiing, activities on ice)
Relate the importance of making wise choices to prevent
injury in selected land-based (e.g., cycling, jogging...)
and/or water-based activities (e.g., aquatics, diving,
canoeing...)
Evaluate the effectiveness of laws and policies that
promote personal and community safety (e.g., driving age,
drinking/driving, boating, domestic violence, vandalism,
shaken baby syndrome)
Demonstrate an understanding of basic first aid (e.g.,
emergency scene management; check airway, breathing,
circulation...) and precautions for handling body fluids (e.g.,
wear latex gloves, face shield/mask; handle sharp objects
with extra care...)
Demonstrate the ability access valid health information,
and health-promoting products and services available in
the community (e.g., doctors, public health nurses, health
agencies and associations related to cancer, heart
disease, kidney disease, sexuality education, alcoholism;
youth advocates, help lines, school/community counselling
programs, friendship centres, ombudsperson, the
Internet)
Analyze issues related to violence prevention in a variety of
contexts (i.e., home, school, community, media, sport,
relationships)
Demonstrate an understanding of the skills (i.e., problemsolving, anger management, communication, conflict
resolution, assertiveness) in dealing with case scenarios
related to physically, verbally, and emotionally abusive
situations
Differentiate among the terms associated with abusive
situations (i.e., physical abuse, verbal abuse, emotional
abuse, sexual abuse, harassment, sexual exploitation)
Identify the skills (e.g., assertiveness, problem-solving
process...) and community resources for addressing
problems associated with sexually abusive behaviours
Apply rules and procedures for safe and responsible
participation and use of equipment in selected, physical
activities and environments (e.g., self-regulation,
teamwork, promotion of fair play and inclusion...)
Demonstrate the skills required to administer basic first aid
(e.g., emergency scene management, seeking help,
treating minor injuries, applying precautions for handling
body fluids...)
Examine personal strengths, values, and strategies (e.g.,
enhancing strengths, working on weaknesses,
restructuring negative thoughts, thinking positively,
persisting to achieve goals in spite of setbacks...) for
achieving individual success and a positive self-image

Identify potential career choices in health education and


physical education (e.g., physical educator,
physiotherapist, athletic director, fitness leader, recreation
director, health and wellness educator, social worker,
nutritionist, medical doctor, nurse, counsellor, occupational
therapist...)
Determine the skills for employability (i.e., academic skills,
personal management skills, teamwork skills)
Examine factors (e.g., family, values, health knowledge,
peer influence, media, social trends, requirements, costs...)
that affect self and/or others in making decisions regarding
active healthy lifestyles and/or career-building
Describe ways to treat others (e.g., show respect,
consideration, support, encouragement, affection,
understanding, forgiveness...) for the development of
healthy and meaningful relationships (e.g., between
parent/child, siblings, best friends, romantic relationships,
marriage, at work, in the community...)
Reflect on the factors (e.g., interest, multiple intelligences,
access...) that influence choice of physical activities or
sport pursuits for self and others
Identify communication skills and strategies that promote
team/group dynamics (e.g., listen actively, encourage
others, be assertive in acceptable ways, show self-control,
stay with the group until completion of the task, develop
group consensus...)
Identify appropriate social behaviours (e.g., use inclusive
language, treat others with respect...) for developing
meaningful interpersonal relationships
Examine how to manage anger (i.e., control own anger and
respond to anger of others) in constructive ways (e.g., stay
calm, use conflict-resolution process...) in different case
scenarios
Examine effects of conflicts (e.g., broken trust, hurt
feelings, equity issues...) and the importance of seeing
both sides of issues in developing meaningful personal
and/or team relationships (e.g., seek understanding,
accept differences...)
Assess behaviours and conflict resolution strategies (i.e.,
negotiation, arbitration and adjudication) in context of final
outcome (i.e., win/win, win/lose, lose/lose) for settling
disputes or disagreements
Identify examples of potentially dangerous situations (e.g.,
physical abuse, verbal abuse, harmful substances, peer
pressure...) and effective strategies for avoidance/refusal
Apply a goal-setting process as part of designing a shortterm plan for a realistic personal goal related to academic
and/or healthy lifestyle practices (e.g., active living, good
nutrition, no substance use, safety...)

Design, implement, and evaluate an action plan for making


a decision based on personal values and beliefs related to
physically active and healthy lifestyle practices (e.g., active
living, good nutrition, no substance use, safety...)
Apply interpersonal skills (e.g., use thoughtful language,
acknowledge ideas and opinions of others, show respect,
make a commitment...) in case scenarios related to
developing close, meaningful relationships (e.g. between
parents and child, siblings, mother and father, best friends,
teammates, in romantic relationships, teammates...)
Apply conflict resolution strategies (i.e., mediation and
negotiation) in different case scenarios for understanding
different perspectives and points of view (i.e., determine
the reason behind a conflict)
Explain the meaning of addiction (i.e., gambling) and
substance dependence (e.g., alcoholism, nicotine street
drugs... ), and the possible effects on self and/or others
Examine the use and abuse of substances (e.g., caffeine,
alcohol, tobacco, other stimulants and depressants,
inhalants, hallucinogens, street drugs...) and potential
consequences on personal health and well-being (e.g.,
cause behavioural changes; create social problems; cause
fetal alcohol syndrome and/or fetal alcohol effects; cause
reactions to drug interactions; affect self-esteem; has
medical implications; may result in dependency or
addictions; may affect financial status; create ethical
concerns; can cause body harm or death in case of a drug
overdose; may increase sexual activity; may cure or
provide relief to patient...)

Identify community agencies and resources available to


support (e.g., addictions counselling services...) the
prevention of substance use and abuse
Review the anatomy and physiology of the reproductive
system of human beings
Describe the potential consequences and risks associated
with sexual behaviour (e.g., unplanned pregnancy, STIs,
HIV, AIDS...) and different types of contraceptive methods
(e.g., abstinence, use of condoms, foams, the pill,
diaphragm, intra-uterine device...)
Describe responsible behaviours for a healthy pregnancy
(e.g., receive prenatal care, avoid use of alcohol, tobacco,
and other harmful drugs; consume nutritious foods and
fluids; have regular medical check-ups; avoid sexual
intercourse with infected partners...)

Identify the components for building and maintaining


healthy, close relationships (e.g., effective communication
and decision-making skills, respect, trust, love...)
Examine the psychological implications of sexual activity
and teenage pregnancy (e.g., hurt feelings, increased
responsibility, loss of reputation...), and responsibilities
regarding prevention (e.g., discussing decision with
parents/religious leaders/doctor, abstain, communicate
with partner, obtaining contraception...)
Describe social factors affecting human sexuality (e.g.,
cultural, religious values, stereotyping, role models, media
influence, body image, sexual orientation...)
Examine the influences (e.g., family values; culture and
religion; peer pressure; media images and advertising;
substance use...) on making decisions for responsible
sexual behaviour
Review personal responsibilities and sources of support
(e.g., parents, nurses, doctors, counsellors, helplines,
community health services, religious leaders,
recommended books...) with regard to sexual-related
health issues
Examine behaviours that may decrease the risk of
contracting HIV (e.g., practising abstinence, using
condoms...), and behaviours that increase the risk of
contracting HIV (e.g., having intercourse with infected
persons, using contaminated needles, using or handling
body fluids, giving birth once infected...)
Describe the symptoms, effects of, and treatments for the
most common sexually transmitted infections (e.g.,
gonorrhea, chlamydia, syphilis, herpes...)
Apply problem-solving strategies to respond appropriately
to issues related to substance use and/or abuse (e.g.,
over-the- counter drugs, tobacco, alcohol, street drugs,
hallucinogens, inhalants...)
Apply a decision-making process in case scenarios related
to developing healthy relationships and responsible sexual
behaviours (e.g., abstinence; no exploitation of others;
safer sex to prevent pregnancy and STIs...)
Analyze own level of performance of selected movement
skills according to proper form/ technique (e.g., use peercoaching or video tape to analyze tennis serve for
placement of toss, preparatory swing, transfer of weight,
contact point, and follow- through...)
Examine the factors (e.g., personal, environmental, prior
experiences...) that may have influenced own movement
skill development

Explain biomechanical principles (i.e., force, motion) for the


improvement of specific movement skills in a physical
activity selected by self or others (e.g., keep your head
down in a golf swing, lean into the wind to reduce air
resistance while cycling, rotate trunk and hips forward in
batting...)
Analyze movement concepts related to strategies for
individual physical activities (e.g., body awareness in
weight training for strength, body awareness in going up an
incline in cross-country skiing...)
Demonstrate an understanding of rules (i.e., safety rules,
game rules, etiquette, officiating signals) associated with
selected sports while participating and/or officiating
Apply the terminology associated with the skills and rules
for selected individual and dual activities/ sports (e.g.,
forehand/ backhand in badminton, bogie/par/birdie/eagle in
golf...)
Analyze the effectiveness of offensive and/or defensive
strategies in a variety of specific games and sport
situations (e.g., analyze a team's strategies for strengths
and weaknesses...)
Examine moral and ethical conduct in specific sport
situations (e.g., intentional fouls in basketball, fighting in
hockey...)
Select and refine transport skills, applying biomechanical
principles (i.e., force, motion, balance) related to activityspecific physical activity skills
Select and refine manipulation skills (e.g., serve, forehand
stroke, dribble, receive a pass), applying mechanical
bioprinciples (i.e., force, motion, balance) related to
activity-specific physical activity skills
Select and refine balance abilities (i.e., static, dynamic),
applying biomechanical principles (i.e., force, motion,
balance), using a variety of equipment (e.g., skates, skis,
boards, stilts, pogo sticks) related to activity-specific
physical activity skills
Apply and refine selected activity-specific movement skills
and variations (e.g., running for long distance, dynamic
balancing, double-polling, lunging, chipping, putting...) in
physical activities, including individual/dual type activities
(e.g., cross-country skiing, golf, cycling...)
Apply and refine selected activity-specific movement skills
(e.g., shooting for a goal...) in physical activities, including
team games using an implement (e.g., field hockey,
lacrosse, ice hockey, bandy...)
Demonstrate the ability to keep score and/or officiate in
selected organized sports (e.g., scoring in bowling, golf...)

Apply and refine selected activity-specific skills (e.g.,


balancing, turning, sculling, paddling...) required in
alternative pursuits (e.g., downhill skiing; canoeing, rowing,
inline skating...) indigenous to the geographic area
Respond and move to selected rhythms and tempos (e.g.,
3/4 time waltz step, 2/4 time polka step...) in a variety of
rhythmic activities (e.g., social dances, folk dances,
contemporary dances, figure skating, synchronized
swimming, aerobics, rhythmic gymnastics, juggling...)
Evaluate the contribution (i.e., associated fitness
component, muscle/muscle groups, type of benefit) of
selected physical activities and/or exercises to physical
fitness (e.g., push-ups can develop muscular strength of
arm muscles which contributes to health-related fitness...)
Investigate the contribution (e.g., strength, endurance,
energy expenditure, elasticity, longevity, healthy weight...)
of exercise/physical activity to optimal health and the
prevention of disease (e.g., cardiovascular disease, breast
cancer, type II diabetes, osteoporosis...)
Investigate the body's response (e.g., stimulation of
autonomic nervous system, endocrine response,
respiration response, oxygen utilization...) to increased
activity levels
Explain how exercise of different intensities (e.g., mild,
moderate, vigorous, intermittent, continuous, aerobic,
anaerobic...) affects the structure and function of the
cardiovascular system and respiratory system (e.g., lower
resting heart rate, increased heart size, increased stroke
volume, lower blood pressure, increased blood volume...)
in the context of healthy living and the prevention of
disease
Explain and apply the principles of training and
conditioning for specific fitness components (e.g., develop
a stretching program for improved flexibility...)
Design and implement effective warm-up and cool-down
routines for specific individual/ dual-type physical activities
(e.g., running, table tennis, cycling...)
Examine factors (e.g., enjoyment, previous experiences,
values and attitude, social benefits, financial commitment,
medical conditions, incentives, stages of change...) that
have an impact on adherence to a personal fitness plan
Participate in different types of training and conditioning
activities that contribute to personal fitness development

Participate at a level consistent with planned and selfdirected aerobic activities

Demonstrate use of heart-rate monitoring (e.g., pulse


points, heart monitors, software programs...) in personal
fitness training
Assess current personal physical fitness levels using
appropriate fitness tests and information technology (e.g.,
stop- watches, heart-rate monitors, fitness-related software
programs...)
Analyze own fitness test results (e.g., using information
technology...) and determine the factors that contributed to
the results
Review safety rules, routines, and procedures prior to
participating in each physical activity (e.g., allow space for
full backswing and follow-through in golf)
Explain physiological reasons (e.g., body position, physical
characteristics, degree of elasticity of muscles...) why
exercise techniques are selected to minimize the risk to
self and others (e.g., bending the knees in curl-ups
reduces back arch/strain, avoiding neck hypertension
reduces cervical strain...)
Explain the reasons (e.g., maintaining proper body
temperature in rain, heat, cold, humidity) for appropriate
dress for selected indoor and outdoor activities (e.g., light
and comfortable clothing for squash, layers and headwear
for cross-country skiing)
Identify safety and risk factors for selected activities (e.g.,
cross-country skiing) related to people (e.g., right of way,
adaptations for persons with a disability), facilities (e.g.,
snow conditions), and equipment (e.g., appropriate
clothing)
Determine the safety considerations in selected alternative
pursuits (e.g., wear protective equipment, use reflective
tape for night-time visibility, have first-aid kit available,
watch for extreme weather conditions)
Relate the importance of making wise choices to prevent
injury in selected land-based activities(e.g., cycling,
jogging) and/or water-based activities (e.g., aquatics,
diving, canoeing)
Determine strategies to manage identified hazards related
to community facilities and areas (e.g., playground areas,
bicycle routes, roads bordering schools, fitness and
recreational facilities, safe workplace)

Demonstrate an understanding of cardiopulmonary


resuscitation (CPR) as specified in the national/provincial
certification program
Investigate the contributions self and/or others can make to
community/global health and sustainable development
(i.e., maintaining safe and healthy lifestyle practices,
volunteering, reducing, reusing, recycling)
Apply rules and procedures for safe and responsible
participation and use of equipment in selected, specific
physical activities and environments (e.g., self-regulation,
teamwork, promotion of fair play and inclusion)
Demonstrate the skills (e.g., sequential steps of
emergency scene management, artificial resuscitation...)
required to administer cardiopulmonary resuscitation
(CPR)
Assess personal attributes and talents across a variety of
domains (e.g., academic, athletic, musical, artistic,
interpersonal, intrapersonal...), and assess how each
contributes to self-esteem/self-confidence
Examine the effectiveness of using a goal-setting process
for setting and achieving personal goals and/or for
changing a behaviour (e.g., evaluate application of goalsetting process to improving cardiovascular fitness, career
plan...)
Evaluate how various internal and external factors (e.g.,
availability of particular jobs versus ability to do the jobs,
making a team, improving a grade, improving fitness...)
may have an impact on the achievement of personal
and/or career goals (e.g. improving a grade, improving
fitness, getting a job...)
Analyze factors (i.e., values, beliefs, peer, media,
environmental, financial) that influence personal and/or
group decisions for active, healthy lifestyles
Examine the contribution of games, sports, and the arts to
social development and cultural diversity (e.g., getting to
know and understand others of like and different cultures,
Olympics...)
Discuss the historical and/or current roles of games,
sports, and other physical activity pursuits for the
appreciation of different cultures
Evaluate the benefits of effective communication skills
(e.g., listen actively, paraphrase, show appreciation,
criticize ideas not people...) for getting along with family,
friends, and peers in school, community and/or the
workplace
Identify potential adult roles (e.g., parent, partner,
spouse...) and ways to prevent potential problems (e.g.,
domestic conflict, abuse...) in developing meaningful
relationships

Describe the behaviours necessary for providing others


with support (e.g., listen to a friend in difficulty...) and
promoting emotional health and well-being
Show an understanding of ways to support others (e.g.,
show empathy, be available, provide comfort, join a
support organization...) who are dealing with the loss of a
friend or family member
Describe situations (e.g., presentations, competitions,
tests, new situations, family conflicts, time constraints,
media influences, peer pressure, relationships, financial
difficulty, academic expectations, physical features,
technology, emergencies...) that cause personal stress
Examine the physiological and psychological effects of
stress related to health and well-being (i.e., General
Adaptation Syndrome, prevention of disease)
Examine the strategies (e.g., deep breathing, relaxation
exercises, guided imagery, physical exercise...) and
defense mechanisms (e.g., denial, compensation,
rationalization, day- dreaming, regression...) that can be
healthy or unhealthy ways of managing stress
Apply goal-setting strategies as part of designing long-term
personal plans for healthy lifestyle practices (e.g., physical
activity and/ or fitness plan, nutritional plan...)
Design, implement, evaluate, and revise an action plan for
making a personal and/or group decision based on values
and beliefs
Apply communication skills and strategies (e.g., listen
actively, clarify feelings, summarize...) in case scenarios for
getting along with others in a variety of contexts (e.g., while
participating in physical activities, discussion groups,
project work, job interviews, conversations with adults in
home/school/ community...)
Apply stress management strategies (e.g., mental imagery,
relaxation skills, rest habits, focussing...) and
communication skills (e.g., listen, comfort, seek help... ) for
stress reduction for self and/or others in case scenarios
related to stressful situations (e.g., family breakdown,
violence... )
Demonstrate knowledge of healthy lifestyles practices that
contribute to disease/illness prevention, including mental
illness/ disorders
Determine different ways to promote active living (e.g.,
display "Canada's Physical Activity Guide to Healthy Active
Living" poster...) for different age groups (i.e., infants,
children, youth, adults, seniors)

Explain the concept of active living, and the factors (i.e.,


benefits of physical activity, experiences, interests, abilities;
financial, cultural, demographic, safety issues; personal
circumstances) that may affect making personal choices
Examine ways (e.g., fitness aids, improved equipment and
facilities for training...) technology may enhance and
support a physically active lifestyle
Determine the nutritional value of a variety of foods (e.g.,
fast food, fad diets, snack foods...) using Canada's Food
Guide to Healthy Eating (CFGHE) and other resources
Explain the importance of daily food choices for health
promotion at various life stages (e.g., fetal development,
childhood, adolescence, senior years...) and for the
prevention of chronic disease (e.g., heart disease, cancer,
type II diabetes, osteoporosis...)
Analyze factors (e.g., food and fluid intake, rest,
supplements, ergogenic aids...) affecting optimal
performance
Analyze issues (e.g., substance dependence, addiction,
medical concerns, law, ethics.,effects on
families/friends, ..) concerning the use and abuse of legal
and illegal substances (e.g., alcohol, prescription drugs,
tobacco, marijuana, steroids/ performance-enhancing
substances, street drugs...)
Evaluate the legal aspects and consequences of
substance use abuse, and addiction, (e.g., drinking and
driving, street drugs, inhalants...)
Examine current statistics on substance use as it affects
healthy living, locally and nationally
Review the anatomy and physiology of the reproductive
system of human beings
Identify and assess the advantages and/or disadvantages
of different contraceptive methods (e.g., abstinence, use of
condoms, foams, the pill, diaphragm, intra-uterine
device...)
Describe the importance of and conditions for a healthy
pregnancy (e.g., avoidance of alcohol and tobacco, poor
nutrition...)
Analyze the components (e.g., communication, decisionmaking, sharing, managing sexual feelings and desires...)
in different case scenarios for building and maintaining
healthy relationships (e.g., friendships, dating,
commitment, engagement, marriage, parenthood,
cohabitation...)
Examine sexuality as it is portrayed in media (e.g., fashion
magazines, music videos, advertisements, movies,
songs...)

Examine the influences (e.g., family values; culture and


religion; peer pressure; media images and advertising;
substance use) on making decisions for responsible
sexual behaviour
Review personal responsibilities and sources of support
(e.g., parents, nurses, doctors, counsellors, helplines,
community health services, religious leaders,
recommended books) with regard to sex-related health
issues
Explain health issues related to HIV/AIDS ( e.g.,
prostitution, intravenous drug use, unsafe sex practices,
infection transmitted at birth, use and handling of body
fluids...)
Describe ways to prevent STI's to promote the health of
society (e.g., practising abstinence, using condoms,
avoiding intercourse with infected victims, requesting blood
test for partners, maintaining monogamous relationships...)
Design an action plan for active living on a daily basis for
self and/or others (e.g., friend, sibling, senior citizen...)

Design a two-day menu that includes factors (e.g., daily


requirement, food likes/dislikes personal schedule, cost...)
for healthy eating
Demonstrate the ability to use information on labels to
make daily healthy food choices

Analyze effective responses (e.g., refusal statements,


avoidance statements...) to problems regarding substance
use and abuse (e.g., alcohol, drugs, tobacco,
steroids/performance- enhancing substances, street drugs
and inhalants...) by self or others
Apply a decision-making/problem-solving process in case
scenarios related to effective communication for building
healthy relationships and demonstrating responsible
sexual behaviours

Resources