Big Ideas
Big Ideas
Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
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:
, locomotor- balancing
- bending
- twisting
- lifting
movement skills that incorporate travelling across the floor or surface; could include:
, and manipulative- rolling
- jumping
- hopping
- running
- galloping
movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:
skills
- bouncing
- throwing
- catching
- kicking
- striking
movement concepts
include:
and strategies- 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
plans and/or ideas 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 and adjust 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:
, rhythmic activities- jumping rope
- swimming
- running
- bicycling
- Hula Hoop
activities designed to move our bodies in rhythm could include:
, and games- dancing
- gymnastics
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
differences between the health components of fitness
five different aspects that influence overall health and effect our ability to meet the physical demands of everyday living; include:
- muscular strength — exerting maximal force to lift and/or move an object (e.g., completing one push-up)
- muscular endurance — ability of the muscles to exert submaximal force over a prolonged period of time (e.g., doing more than one push-up)
- cardiovascular endurance — ability of the heart and lungs to work together and provide blood and oxygen to the working muscles over a period of time (e.g., jogging)
- flexibility — the ability of a joint and the surrounding muscles to move through a full range of motion (e.g., stretching)
- body composition — the ratio of fat tissue to fat-free body tissue
training principles to enhance personal fitness levels, including the FITT principle
a guideline to help develop and organize personal fitness goals based on:
- Frequency — how many days per week
- Intensity — how hard one exercises in the activity (e.g., percentage of maximum heart rate)
- Type — the type of activity or exercise, focusing on the fitness goal (e.g., jogging for cardio endurance)
- Time — how long the exercise session lasts
benefits
could include:
of physical activity and exercise
- developing a stronger heart, muscles, and bones
- burning off excess energy
- helping focus attention more in class
- promoting optimal growth and development
- helping us feel good
- lowering stress levels
- having fun with friends
food choices to support active lifestyles and overall health
include:
- local and seasonal foods
- whole foods
- foods that are part of our culture and family traditions
- foods that are part of our celebrations and community gatherings
- foods that provide us with enjoyment, comfort and energy
practices that promote health and well-being, including those that prevent communicable
prevention practices could include:
and non-communicable illnesses- hand washing
- covering mouth when coughing
- washing hands after sneezing and/or coughing
- staying away from others when sick
prevention practices could include:
- regular physical activity
- healthy eating
- stress management
- regular sleep patterns
sources of health information and support services
could include:
- medical professionals
- trusted adults
- medical clinics
- community support services
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
could include:
- developing strategies such as:
- knowing their right not to be abused
- the importance of giving and receiving consent
- being assertive
- not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
- avoiding and reporting potentially unsafe situations (e.g., identifying gender-based violence, safe use of the Internet)
- identifying tricks and lures used by predators online and offline such as:
- catfishing (e.g., online games, fake profiles)
- asking for help (e.g., “can you help me find my dog?”)
- offering gifts
- cultivating an awareness of abusive and harmful behaviours, including those that comprise sexual harassment, abuse, and dating violence
factors influencing use of psychoactive substances
could include:
, and potential harms
- alcohol
- tobacco
- illicit drugs
- solvents
physical, emotional, and social changes that occur during puberty, including those involving sexuality and sexual identity, and changes to relationships
- 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 and how their relationships might evolve or change during puberty
having a capacity for sexual feelings
a component of an 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
- What strategies can you use to gain some type of advantage in a game situation?
Develop and apply a variety of movement concepts and strategies in different physical activities
Apply methods of monitoring and adjusting exertion levels in physical activity
- Examples of methods of monitoring and adjusting physical exertion levels:
- heart rate monitors
- rate of perceived exertion scales to self-assess exertion levels and make appropriate adjustments related to the activity
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
- individual activities or activities with others
- competitive or non-competitive activities
Healthy and active living
Participate daily in physical activity designed to enhance and maintain health components of fitness
- Which health components of fitness are influenced by the different types of physical activities you participate in?
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 active
- not having access to places to be physically active
Analyze and describe the connections between eating, physical activity, and mental well-being
- How do the different types of foods you eat influence how you feel on a daily basis?
Describe the impacts of personal choices on health and well-being
Describe strategies for communicating medical concerns and getting help with health issues
- Who can you speak with if you have concerns about health issues and/or are unsure about medical instructions?
Identify, apply, and reflect on strategies used to pursue personal healthy-living goals
- Which strategies were most successful in helping you pursue your healthy-living goals?
Social and community health
Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
- What are some strategies you can use to avoid an unsafe or potentially exploitive situation while using the Internet?
- developing strategies for establishing boundaries in unsafe, abusive, or exploitative 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
- using a strong voice to set boundaries and say “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)
- not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
- 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 can you do if you are being bullied and/or see someone else being bullied?
- Cultivating an awareness of bullying, discrimination, and violence based on gender identity/ expressions, sexuality, race, religion, ethnicity, etc.
Describe and apply strategies for developing and maintaining healthy 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 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
- developing assertive strategies (e.g., saying no, stating how you feel)
- using and modeling a ‘yes means yes’ narrative
- understanding that healthy relationships include respecting boundaries, the ability to say no, hear/ accept no, respecting body language, etc.
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 students 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, for self and others
Describe and assess strategies for managing problems related to mental well-being and substance use, for others
- 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)
Explore and describe how personal identities adapt and change in different settings and situations
- How might you view yourself differently at home and at school?