Physical and Health Education 3

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
Movement skills and strategies help us learn how to participate in different types of physical activity.
Adopting healthy personal practices and safety strategies protects ourselves and others.
Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
Our physical, emotional, and mental health are interconnected.

Content

Learning Standards

Content

proper technique for fundamental movement skills, including non-locomotor
movements performed “on the spot” without travelling across the floor or surface; could include:
  • balancing
  • bending
  • twisting
  • lifting
, locomotor
movement skills that incorporate travelling across the floor or surface; could include:
  • rolling
  • jumping
  • hopping
  • running
  • galloping
, and manipulative
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
  • bouncing
  • throwing
  • catching
  • kicking
  • striking
skills
movement concepts
include:
  • body awareness (e.g., parts of the body, weight transfer)
  • spatial awareness (e.g., general spacing, directions, pathways)
  • effort awareness (e.g., speed, force)
  • relationships to/with others and objects
and strategies
include a variety of approaches that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass)
ways to monitor physical exertion levels
could include using a 1-5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, and students choose the number that they feel best describes how they are feeling in relation to their exertion levels
different types of physical activities, including individual and dual activities
activities that can be done individually and/or with others; could include:
  • jumping rope
  • swimming
  • running
  • bicycling
  • Hula Hoop
, rhythmic activities
activities designed to move our bodies in rhythm; could include:
  • dancing
  • gymnastics
, and games
types of play activities that usually involve rules, challenges, and social interaction; could include:
  • tag
  • parachute activities
  • co-operative challenges
  • Simon Says
  • team games
  • traditional Aboriginal games
practices that promote health and well-being, including those relating to physical activity
getting 60-90 minutes of moderate to vigorous physical activity each day
, sleep
getting approximately 10-11 hours of sleep each night
, and illness prevention
practices could include:
  • washing hands
  • covering mouth when coughing
  • resting when sick
  • staying away from others when sick
nutrition
  • eating different foods helps our bodies grow and satisfies our hunger
  • eating a variety of foods, including whole grains, proteins, and vegetables and fruits
and hydration

water satisfies our thirst

choices to support different activities and overall health
strategies for accessing health information

could include:

  • identifying and accessing sources of support (e.g., trusted adults, school staff, medical professionals) for health information and safety signs
  • using judgement and being cautious at all times when seeking an adult for information
strategies and skills to use in potentially hazardous, unsafe, or abusive situations

developing strategies such as:

  • using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”
  • calling out for help and getting away if possible
  • telling a trusted adult about an unsettling or dangerous situation until you get help
  • not giving out personal information (e.g., to strangers, on the Internet).   
nature and consequences of bullying

cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.

effects of different substances
could include:
  • poisons
  • medications
  • psychoactive substances
, and strategies for preventing personal harm
relationship between worries and fears
factors that influence self-identity
could include:
  • cultural heritage
  • interests
  • media
  • peers

Curricular Competency

Learning Standards

Curricular Competency

Physical literacy

Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments
Apply a variety of movement concepts and strategies in different physical activities
  • What types of strategies can help you succeed in different physical activities?
Apply methods of monitoring exertion levels in physical activity
  • Example of a method of monitoring exertion levels: using a 1–5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and explain factors that contribute to positive experiences in different physical activities
  • Examples of types of physical activity: 
    • indoor or outdoor activities
    • individual activities or activities with others
       

Healthy and active living

Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities for and potential challenges to being physically active at school, at home, and in the community
  • Examples of potential challenges:
    • Lack of time after school
    • not knowing where to be physically active
    • not having access to places to be physically active 
       

Describe ways to access information on and support services for a variety of health topics

  • Where can you find health information when you are at school?
  • identifying and accessing sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch of abuse

Explore and describe strategies for pursuing personal healthy-living goals
  • Examples of strategies for pursuing personal healthy-living goals:
    • identify an area related to healthy living that you would like to focus on (e.g., “I want to be more physically active”)
    • explore possible ways to reach your goal (e.g., “I can play with my friends at recess and at lunch when I’m at school or join a sports team”)
       
Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations
  • What can you do to stand up for yourself in an unsafe and/or uncomfortable situation?
  • developing strategies for establishing boundaries in unsafe or uncomfortable situations:
    • saying now you feel
    • asking for what you need
    • disagreeing respectfully
    • saying no without guilt
    • speaking up for yourself and others when safe to do so
    • removing yourself from an unsafe or uncomfortable situation
  • recognizing behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
  • cultivating an awareness of power imbalances and how they can impact issues of consent and boundaries
     
Describe and apply strategies for developing and maintaining positive relationships
  • How does acknowledging similarities and differences between you and your peers influence your relationships with them?
  • understanding that characteristics of positive relationships may include:
    • kindness
    • mutual respect
    • trust and honesty
    • being safe from harm
    • consensual
    • feeling valued
    • feeling supported
    • setting healthy boundaries
  • developing an initial understanding of consent:
    • understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries)
    • ensuring affirmative consent (yes means yes) and obtaining permission before doing things
    • saying “no” and “stop” in respectful and assertive ways
       
Explain how participation in outdoor activities supports connections with the community and environment
  • What types of outdoor activities can you participate in in your community?

Mental well-being

Identify and apply strategies that promote mental well-being
  • Examples of strategies that promote mental well-being:
    • getting enough sleep
    • talking about feelings
    • participating in regular physical activity
       
Describe physical, emotional, and social changes as students grow older
  • identifying changes to body and self-concept
  • recognizing that personal boundaries may change over time and ongoing consent is required (e.g., behaviours or play evolve with newer boundaries)
     
Describe factors that influence mental well-being and self-identity
  • How do the various changes you may be experiencing influence your relationships with others? 
  • Examples of factors that influence mental well-being:
    • self-esteem
    • self-efficacy
    • stress levels
    • personal interests