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Physical and Health Education 7
Curriculum Physical and Health Education Grade 7
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
Physical literacy and fitness contribute to our success in and enjoyment of physical activity
We experience many changes in our lives that influence how we see ourselves and others.
Healthy choices influence our physical, emotional, and mental well-being.
Learning about similarities and differences in individuals and groups influences community health.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Physical literacy
Physical literacy
Physical literacy
- What strategies can you use to gain some type of advantage in a game situation?
- 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
- Examples of types of physical activity:
- indoor or outdoor activities
- individual activities or activities with others
- competitive or non-competitive activities
Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments
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
Develop and demonstrate safety, fair play, and leadership in physical activities
Identify and describe preferred types of physical activity
Healthy and active living
Healthy and active living
Healthy and active living
- Which health components of fitness are influenced by the different types of physical activities you participate in?
- What are some influences on people’s eating habits?
- How did the strategies you used to pursue your healthy-living goals influence the results?
Participate daily in physical activity designed to enhance and maintain health components of fitness
Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
Investigate and analyze influences on eating habits
Identify factors that influence healthy choices and explain their potential health effects
Assess and communicate health information for various health issues
Identify and apply strategies to pursue personal healthy-living goals
Reflect on outcomes of personal healthy-living goals and assess strategies used
Social and community health
Social and community health
Social and community health
- What are some strategies you can use to avoid an unsafe or potentially exploitive situation while using the Internet and/or in the community?
- What can you do if you are being bullied and/or see someone else being bullied?
Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
Describe and assess strategies for responding to discrimination, stereotyping, and bullying
Describe and apply strategies for developing and maintaining healthy relationships
Explore strategies for promoting the health and well-being of the school and community
Mental well-being
Mental well-being
Mental well-being
- What resources exist in your school and/or community to help students or others with problems related to mental well-being and/or substance use?
- How do the various changes you may be experiencing during puberty and adolescence influence your relationships with others?
- How might the changing ways in which you think about yourself and others influence your identity?
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
Create and assess strategies for managing physical, emotional, and social changes during puberty and adolescence
Explore the impact of transition and change on identities
Content
Students are expected to know the following:
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
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
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
movement concepts and strategies
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
strategies
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
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, rhythmic activities, and games
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
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
training principles to enhance personal fitness levels, including the FITT principle
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
SAID principle
(Specific Adaptation to Imposed Demand): the body will react and respond to the type of demand placed on it (e.g., a student’s flexibility will eventually improve if he or she participates in regular stretching activities) specificity
the types of exercises chosen will determine the kinds of fitness improvements (e.g., a student who wants to improve his or her flexibility levels would participate in stretching exercises) effects of different types of physical activity on the body
effects
effects on the body produced by physical activities could include:- strengthening muscles and bones in activities where you have to move and/or control some type of weight (e.g., fitness circuits and/or jumping and landing)
- strengthening heart and lungs in activities where you are moving at a fast pace (e.g., jogging or running) for periods of time (e.g., games, swimming, biking)
- reducing stress and/or anxiety levels in activities where you can participate outside and/or elevate the heart rate
factors that influence personal eating choices
personal eating choices
influences could include:- food options at home
- personal preference
- cultural heritage
- food allergies
practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases
sexually transmitted infections
include:- gonorrhea
- chlamydia
- herpes
life-threatening communicable diseases
include:- HIV/AIDS
- hepatitis B and C
- meningococcal C
sources of health information
sources of health information
could include:- medical professionals
- professionally produced health pamphlets
- eHealth information
- community support services
basic principles for responding to emergencies
responding to emergencies
basic principles include:- following safety guidelines
- having an emergency response plan
- knowing how to get help
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
strategies to protect themselves and others
could include:- telling a trusted adult
- being assertive
- avoiding potentially unsafe situations
- safe use of the Internet
- identifying tricks and lures used by predators
consequences of bullying, stereotyping, and discrimination
signs and symptoms of stress, anxiety, and depression
signs and symptoms of stress, anxiety, and depression
could include:- problems sleeping
- restlessness
- loss of appetite and energy
- wanting to be away from friends and/or family
influences of physical, emotional, and social changes on identities and relationships
physical
how students’ bodies are growing and changing during puberty and adolescence emotional
how students’ thoughts and feelings might evolve or change during puberty and adolescence social
how students interact with others and how their relationships might evolve or change during puberty and adolescence Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.