Physical and Health Education 4

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.
Knowing what we enjoy doing and knowing about our opportunities to participate in those activities helps us develop an active lifestyle.
Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
Personal choices and social and environmental factors influence our health and well-being.
Developing healthy relationships helps us feel connected, supported, and valued.

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 heart rate monitors
  • checking pulse
  • checking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level)
how to participate in 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
benefits
could include:
  • developing a stronger heart, muscles, and bones
  • burning off excess energy
  • helping focus attention in class
  • promoting optimal growth and development
  • helping us feel good
  • lowering stress levels
  • having fun with friends
of physical activity and exercise
practices that promote health and well-being, including those relating to physical activity

getting at least 60-90 minutes of daily physical activity at moderate to vigorous intensity levels

, sleep

getting approximately 10-11 hours of sleep each night

, healthy eating

using hunger cues and taste preferences to guide when and how much to eat

, and illness prevention

practices could include:

  • washing hands
  • covering mouth when coughing
  • washing hands after sneezing and/or coughing
  • resting when sick
  • staying away from others when sick
food portion sizes and number of servings

Canada’s new food guide no longer includes recommended daily servings but instead recommends eating a variety of foods including vegetables and fruit, proteins and whole grains

communicable
illnesses that can be spread or contracted from person to person
and non-communicable
illnesses that cannot be “caught” from someone else
illnesses
media messaging
health-related messages that are communicated through media sources, such as the Internet, magazines, TV
and body image
strategies and skills to use in potentially hazardous, unsafe or abusive situations

could include:

  • developing strategies such as:
    • using a strong voice to set boundaries and saying “no,” “stop,” “I don’t like this”
    • not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
    • 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
, including identifying common lures or tricks used by potential abusers

could include:

  • offering special attention or compliments
  • saying they know a family member
  • using the Internet to get to know you
  • catfishing (e.g., online games, fake profiles)
  • asking for help (e.g., “can you help me find my dog?”)
  • offering gifts
     
strategies for responding to bullying, discrimination, and violence
  • cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expression, sexuality, race, religion, ethnicity, etc.
  • assessing the situation, avoiding, being assertive, reporting, seeking help
potential effects of psychoactive substance
could include:
  • alcohol
  • tobacco
  • illicit drugs
  • solvents
use, and strategies for preventing personal harm
factors that influence self-identity, including body image
how we see and feel about our bodies; can be influenced by the words and actions of others
and social media
students might receive and/or send comments to others around various topics, including:
  • how they look
  • what they’re wearing
  • what they believe in
  • what their cultural background might be
physical, emotional, and social
  • recognizing how students’ bodies are growing and changing during puberty
  • acknowledging how students’ thoughts and feelings might evolve or change during puberty
  • understanding how students interact with others
changes that occur during puberty, including those involving sexuality

having a capacity for sexual feelings

and sexual identity

a component of a person’s identity that reflects his or her sexual self-concept

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 this physical activity? 
Apply methods of monitoring exertion levels in physical activity
  • Examples of methods of monitoring physical exertion levels: 
    • heart rate monitors
    • rate of perceived exertion scales
    • talk test
       
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and describe preferred types of physical activity
  • Examples of types of physical activity: 
    • indoor or outdoor activities
    • team games or recreational activities
       

Healthy and active living

Participate daily in physical activity at moderate to vigorous intensity levels
Identify and describe opportunities for and potential challenges to participation in preferred types of physical activity 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
       
Explain the relationship of healthy eating to overall health and well-being
  • Why is it important to eat when we are hungry and drink when we are thirsty?
Identify and describe factors that influence healthy choices
Examine and explain how health messages can influence behaviours and decisions
  • How might health messages in the media influence your behaviour? 
Identify and apply strategies for pursuing personal healthy-living goals
  • Example of a strategy for pursuing personal healthy-living goals: Outline the following:
    • what do I want to do?
    • where can I do this?
    • when can I do this?
    • who might I do this with? 
       
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 how 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 assess strategies for responding to discrimination, stereotyping, and bullying
  • What resources exist in your school to help students who are being bullied? 
  • cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, or ethnicity, etc. 
Describe and apply strategies for developing and maintaining positive relationships
  • understanding that characteristics of positive relationships may include:
    • kindness
    • mutual respect
    • trust and honesty
    • safety from harm
    • consensual
    • feeling valued
    • feeling supported
    • healthy boundaries
  • demonstrating 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
       
Describe and apply strategies that promote a safe and caring environment
  • building a culture of consent within the school and/or classroom
  • modeling consent through classroom practices (e.g., letting student meet bodily needs)
  • building a culture of awareness and acceptance of different races/ ethnicities, gender identities/ expressions 
     

Mental well-being

Describe and assess strategies for promoting mental well-being
  • What strategies do you use to promote your mental well-being?
Describe and assess strategies for managing problems related to mental well-being and substance use
  • What resources exist in your school and/or community to help students with problems related to mental well-being and/or substance use?
Explore and describe strategies for managing physical, emotional, and social changes during puberty
  • How do the various changes you may be experiencing during puberty influence your relationships with others?
  • 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 positively influence mental well-being and self-identity
  • Examples of factors that influence mental well-being: 
    • self-esteem
    • self-efficacy
    • stress levels
    • personal interests