The physical education program emphasizesactive living, with a focus on physical activity thatis valued and integrated into daily life.

Active living through physical education:

• creates a desire to participate
• focuses on lifetime activities promotinghealth-related fitness for life
• is about physical activity; and the nature,form, frequency and intensity of the activityare relative to each person’s ability, needsaspirations and environment
• places physical activity within a broaderperspective of total fitness and well-being thatencompasses the entire experience of movement—physical, mental, emotional andsocial dimensions
• is enhanced through opportunities toparticipate in such activities as intramural andinterschool athletics and community-basedsport and recreation activities
• is centred around learner needs; inclusive,individual and varied
• is supported when opportunities for makingchoices are provided
• is supportive of the relevance of physicalactivity within the community.

Strong evidence exists that physical activitycontributes to the overall well-being ofindividuals. People of all ages can substantiallyimprove their health and quality of life byincluding a moderate amount of physical activityinto their daily routines. Participation in physicalactivity contributes to physical, mental and socialwell-being providing benefits to the individual andthe community. Below are some reasons whystudents need physical education on a regularbasis.

• Health
• Participation in physical activity can improvefitness—muscular strength, flexibility,muscular endurance, body composition andcardiovascular endurance—and reduce therisk factors related to heart disease, includingobesity and high blood pressure. Regularphysical activity increases bone density tocreate a stronger skeleton. It can be an outletfor releasing tensions and anxieties in thepromotion of mental health.
• Active Lifestyle
• Physical activity, over time, is beneficial topersonal well-being. Physical educationpromotes personal responsibility for healthand fitness and for students to develop adesire to participate for life.
• Skill Development
• Physical education develops physical skillsthat allow for enjoyable and successfulparticipation in movement activities. Studentsperceived competence is a key determinant forfuture involvement in physical activity.
• Positive Interactions
• Interaction with others is an important aspectof most physical activities. Physicaleducation provides a natural learningenvironment in which to develop cooperationand fair play skills. For example, studentshave opportunities to assume leadership,develop teamwork skills, officiate and takeresponsibility for their actions while playing.
• Self-confidence and Self-esteem
• Physical activity can instill a strong sense ofself-worth in students. They can becomemore confident, assertive and independent.
• Goal Setting
• Physical education provides opportunities forstudents to practise goal setting as theyparticipate.
• Economic
• Physical activity can improve health, whichreduces the cost of health care for individualsand the community.
• Academic Achievement
• Time allocation for physical educationprograms does not limit academicachievement; in fact, it can contribute toincreased achievement levels; i.e., activebodies/active minds.

Students will meet the aim of the physicaleducation program, to lead an active, healthylifestyle, if they have developed a desire toparticipate regularly in physical activity. The aimcan only be achieved by addressing the prescribedoutcomes within an environment wherein studentsare emotionally and physically safe, the climate is positive, and a variety of developmentallyappropriate skill-building experiences areprovided.

Curriculum experiences provide students withopportunities to develop the habit of being activedaily, the skills to enjoy successful participation,and to realize the benefits resulting from activity.This is the focus of an “active living” approach.

There are many factors to be considered inproviding a context wherein students can achieve.Planning will help to determine ways in which toprovide a program that addresses the outcomesand meets the diverse needs of learners. Some ofthe factors to consider when planning include:

• activity that is relevant, meaningful andenjoyable
• student equity and diversity
• alignment of learning outcomes, instructionaland assessment practices
• practices that apply the principles of learning
• experiences from all movement dimensions
• opportunities to practise and demonstrategrowth and achievement
• elements of risk and challenge provided in asafe environment
• consideration of, and for, past relatedexperiences
• time allocation
• teacher willingness and expertise
• diversity of instructional strategies
• focus on outcomes rather than dimensions
• facilities and equipment resources
• use of community resources
• use of technology
• assessment, evaluation and communication ofstudent learning
• transference to lifelong participation inphysical activity.

To meet the aim of the program it is recommended that a variety of movement experiences be provided inall the dimensions. In the following specified circumstances; however, exemptions may be warranted fromone or more dimensions and/or a physical education course.

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A7-1 demonstrate ways to improveand refine the functional andexpressive quality of locomotorskills to improve personalperformance
• A7-2 demonstrate locomotor skills byusing elements of body andspace awareness, effort andrelationships to improvepersonal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A7-3 demonstrate ways to improveand refine the functional andexpressive quality ofnonlocomotor skills to improvepersonal performance
• A7-4 demonstrate nonlocomotorskills by using elements of bodyand space awareness, effort andrelationships, to improvepersonal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A7-5 demonstrate ways to receive,retain and send an object withvarying speeds and accuracy inskills specific to an activity
• A7-6 demonstrate manipulative skillsby using elements of spaceawareness, effort andrelationships, with and withoutobjects, to improveperformance

Application of Basic Skills in an Alternative Environment

Students will:

• A7-7 demonstrate activity-specificskills in a variety ofenvironments and using variousequipment; e.g., orienteering

Application of Basic Skills in Dance

Students will:

• A7-8 refine and present a variety ofdance sequences; e.g., folk,square, social and novelty,alone and with others
• A7-9 choreograph and perform dancesequences, using the elementsof movement and basic dancesteps and patterns

Application of Basic Skills in Games

Students will:

• A7-10 demonstrate activity-specificbasic skills in a variety ofgames
• A7-11 demonstrate more challengingstrategies and tactics thatcoordinate effort with others;e.g., team/fair play, in order toachieve a common goalactivity

Application of Basic Skills in Types of Gymnastics

Students will:

• A7-12 demonstrate ways to improveand refine the functional andexpressive qualities ofmovements that combine basicskills in a variety of gymnasticexperiences individually, witha partner, or in a group; e.g.,educational, rhythmic andartistic

Application of Basic Skills in Individual Activities

Students will:

• A7-13 demonstrate activity-specificskills in a variety of individualpursuits; e.g., power walk

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B7-1 analyze personal nutritionalhabits and how they relate toperformance in physical activity
• B7-2 demonstrate and evaluate waysto achieve a personal functionallevel of physical fitness
• B7-3 explain the components offitness; e.g., strength,endurance, flexibility, cardio-respiratoryactivity; analyzeindividual abilities andformulate an individual plan forgrowth

Body Image

Students will:

• B7-4 identify different body typesand how all types can contributeto, or participate positively in,physical activity
• B7-5 discuss performance-enhancingsubstances as a part of thenegative effect on physicalactivity

Well-being

Students will:

• B7-6 identify and explain the effectsof exercise on the body systemsbefore, during and after exercise
• B7-7 interpret personal fitnesschanges as a result of physicalactivity
• B7-8 understand the connectionbetween physical activity, stressmanagement and relaxation

Students will interact positively with others.

Communication

Students will:

• C7-1 communicate thoughts andfeelings in an appropriaterespectful manner as they relateto participation in physicalactivity
• C7-2 identify positive active livingrole models

Fair Play

Students will:

• C7-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C7-4 identify and then takeresponsibility for various roleswhile participating in physicalactivity; and, identify theleadership and followershipskills used while participating inphysical education

Teamwork

Students will:

• C7-5 select and apply practices thatcontribute to teamwork
• C7-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D7-1 participate regularly in, andidentify the benefits of, anactive lifestyle
• D7-2 identify and demonstratestrategies that encourageparticipation and continuedmotivation

Safety

Students will:

• D7-3 identify, describe and follow therules, routines and proceduresfor safety in a variety ofactivities in all dimensions
• D7-4 explain the benefits of, anddemonstrate safe, warm-up andcool-down activities
• D7-5 recommend safe movementexperiences that promote anactive, healthy lifestyle; e.g.,protective equipment for in-lineskating, ball hockey

Goal Setting/Personal Challenge

Students will:

• D7-6 record and analyze personalgoals based on interests andabilities
• D7-7 evaluate different ways toachieve an activity goal, anddetermine a personal approachthat is challenging

Active Living in the Community

Students will:

• D7-8 identify local communityprograms that promotephysically active lifestyles
• D7-9 identify factors that affectchoices of daily physicalactivity for life, and createpersonal strategies to overcomebarriers

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A8-1 select, combine and performspecific locomotor skills in avariety of activities to improvepersonal performance
• A8-2 select, combine and performlocomotor skills by usingelements of body and spaceawareness, effort andrelationships to improvepersonal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A8-3 select, combine and performspecific nonlocomotor skills ina variety of activities to improvepersonal performance
• A8-4 select, combine and performnonlocomotor skills by usingelements of body and spaceawareness, effort andrelationships, to improvepersonal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A8-5 demonstrate ways to receive,retain and send an object withvarying speeds, accuracy anddistance in skills specific to anactivity
• A8-6 select, combine and performmanipulative skills by usingelements of space awareness,effort and relationships, withand without objects, to improveperformance

Application of Basic Skills in an Alternative Environment

Students will:

• A8-7 apply activity-specific skills in avariety of environments andusing various equipment; e.g.,cross-country skiing, skating

Application of Basic Skills in Dance

Students will:

• A8-8 select, refine and present avariety of dance sequences; e.g.,jazz, square, social and novelty,alone and with others
• A8-9 choreograph and perform dancesequences, using the elementsof movement and basic dancesteps and patterns

Application of Basic Skills in Games

Students will:

• A8-10 select, combine and performactivity-specific basic skills in avariety of games
• A8-11 be able to identify and evaluatespecific strategies and tacticsthat coordinate effort withothers; e.g., team/fair play, inorder to achieve a commonactivity goal

Application of Basic Skills in Types of Gymnastics

Students will:

• A8-12 select and perform ways toimprove the functional andexpressive qualities ofmovements, that combine basicskills in a variety of gymnasticexperiences individually, witha partner, or in a group; e.g.,educational, rhythmic andartistic

Application of Basic Skills in Individual Activities

Students will:

• A8-13 select, perform and refineactivity-specific skills in avariety of individual pursuits;e.g. wrestling

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B8-1 monitor and analyze a personalnutrition plan that affectsphysical performance
• B8-2 demonstrate and monitor waysto achieve a personal functionallevel of physical fitness
• B8-3 explain fitness components andprinciples of training, andformulate individual plans forpersonal physical fitness

Body Image

Students will:

• B8-4 acknowledge the perceptionsthat occur as a result of mediainfluence on body types inrelation to physically activeimages
• B8-5 discuss performance-enhancingsubstances and how they canaffect body type in relation tophysical activity

Well-being

Students will:

• B8-6 analyze the personal effects ofexercise on the body systemsbefore, during and after exercise
• B8-7 monitor, analyze and assessfitness changes as a result ofphysical activity
• B8-8 describe and performappropriate physical activitiesfor personal stress managementand relaxation

Students will interact positively with others.

Communication

Students will:

• C8-1 communicate thoughts andfeelings in an appropriaterespectful manner as they relateto participation in physicalactivity
• C8-2 discuss positive active livingrole models

Fair Play

Students will:

• C8-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C8-4 describe, apply and practiseleadership and followershipskills related to physical activity

Teamwork

Students will:

• C8-5 recommend practices thatcontribute to teamwork
• C8-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D8-1 participate regularly in, andidentify and describe thebenefits of, an active lifestyle
• D8-2 develop a personal plan thatencourages participation andcontinued motivation

Safety

Students will:

• D8-3 select and apply rules, routinesand procedures for safety in avariety of activities
• D8-4 design and perform warm-upand cool-down activities
• D8-5 appraise or judge movementexperiences for safety thatpromote an active, healthylifestyle; e.g., safe use ofequipment

Goal Setting/Personal Challenge

Students will:

• D8-6 monitor, revise and refinepersonal goals based oninterests and abilities
• D8-7 evaluate different ways toachieve an activity goal, anddetermine personal and teamapproaches that are challengingfor both the individual and thegroup

Active Living in the Community

Students will:

• D8-8 analyze community programsthat promote a physically activelifestyle
• D8-9 analyze factors that affectchoices of physical activity forlife, and create personalstrategies to overcome barriers

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A9-1 apply and refine locomotorskills and concepts to a varietyof activities with increasedcontrol to improve personalperformance
• A9-2 apply and refine locomotorskills by using elements of bodyand space awareness, effort andrelationships to improvepersonal performance

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A9-3 apply and refine nonlocomotorskills and concepts to a varietyof activities with increasedcontrol to improve personalperformance
• A9-4 apply and refine nonlocomotorskills by using elements of bodyand space awareness, effort andrelationships, to improvepersonal performance

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A9-5 apply and refine ways toreceive, retain and send anobject with increased speed,accuracy and distance in skillsspecific to an activity
• A9-6 apply and refine manipulativeskills by using elements ofspace awareness, effort andrelationships, with and withoutobjects, to improveperformance

Application of Basic Skills in an Alternative Environment

Students will:

• A9-7 apply and refine activity-specificskills in a variety ofenvironments; e.g., hiking,wall climbing

Application of Basic Skills in Dance

Students will:

• A9-8 create, refine and present avariety of dance sequences; e.g.,jazz, square, social and novelty,alone and with others
• A9-9 choreograph and perform dancesequences, using the elementsof movement and basic dancesteps and patterns

Application of Basic Skills in Games

Students will:

• A9-10 apply and refine activity-specificbasic skills in a varietyof games
• A9-11 create and plan activities thatemphasize specific strategiesand tactics that coordinateeffort with others; e.g.,team/fair play, in order toachieve a common activitygoal

Application of Basic Skills in Types of Gymnastics

Students will:

• A9-12 apply and refine ways toimprove the functional andexpressive qualities ofmovements, that combine basicskills in a variety of gymnasticexperiences individually, witha partner, or in a group; e.g.,educational, rhythmic andartistic

Application of Basic Skills in Individual Activities

Students will:

• A9-13 apply and refine activity-specificskills in a variety ofindividual pursuits; e.g., fitnessactivities

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B9-1 design, monitor and personallyanalyze nutrition programs thatwill affect physical performance
• B9-2 demonstrate, monitor andanalyze ways to achieve apersonal functional level ofphysical fitness
• B9-3 design and implement a personal fitness and activity plan, using the principles of training: frequency, intensity, duration

Body Image

Students will:

• B9-4 acknowledge and analyze themedia and peer influences onbody image
• B9-5 discuss the effects ofperformance-enhancingsubstances on body type andbody image as a part of physicalactivity

Well-being

Students will:

• B9-6 analyze and explain the effectsthat nutrition, fitness andphysical activity have on bodysystems before, during and afterexercise
• B9-7 monitor, analyze and assessfitness changes as a result ofphysical activity
• B9-8 select and perform appropriatephysical activities for personalstress management andrelaxation

Students will interact positively with others.

Communication

Students will:

• C9-1 communicate thoughts andfeelings in an appropriaterespectful manner as they relateto participation in physicalactivity
• C9-2 identify and discuss the positivebehaviours that aredemonstrated by active livingrole models

Fair Play

Students will:

• C9-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C9-4 describe, apply, monitor andpractise leadership andfollowership skills related tophysical activity

Teamwork

Students will:

• C9-5 develop practices thatcontribute to teamwork
• C9-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D9-1 participate regularly in, andrealize the benefits of, an activelifestyle
• D9-2 develop a personal plan thatencourages participation andcontinued motivation

Safety

Students will:

• D9-3 select and apply rules, routinesand procedures for safety in avariety of activities from allmovement dimensions
• D9-4 analyze, design and performwarm-up and cool-downactivities
• D9-5 design safe movementexperiences that promote anactive, healthy lifestyle; e.g.,student-created games

Goal Setting/Personal Challenge

Students will:

• D9-6 determine and articulatechallenging personal and teamgoals based on interests andabilities
• D9-7 evaluate different ways toachieve an activity goal, anddetermine personal and teamapproaches that are challengingfor both the individual and thegroup

Active Living in the Community

Students will:

• D9-8 evaluate community programsthat promote physically activelifestyles and how they meetlocal needs
• D9-9 develop strategies to counteractinfluences that limitinvolvement in physical activity

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A10-1 apply and refine locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A10-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A10-3 apply and refine nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A10-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A10-5 apply and refine manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A10-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A10-7 adapt and improve activity-specificskills in a variety ofenvironments; e.g., camping,canoeing, survival skills

Application of Basic Skills in Dance

Students will:

• A10-8 apply the principles of dance toimprove performance
• A10-9 choreograph and performdances for self and others;e.g., jazz, social and novelty

Application of Basic Skills in Games

Students will:

• A10-10 adapt and improve activity-specificskills in a variety ofgames
• A10-11 select, plan and create gamesthat incorporate simple andmore challenging strategiesand tactics

Application of Basic Skills in Types of Gymnastics

Students will:

• A10-12 apply the basic skills incombination with each otherwith personal proficiency in avariety of gymnasticexperiences individually, witha partner, or in a group; e.g.,educational, rhythmic andartistic

Application of Basic Skills in Individual Activities

Students will:

• A10-13 adapt and improve activity-specificskills in a variety ofindividual pursuits; e.g.,resistance training, aerobics

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B10-1 design, analyze and modifynutrition programs that willpositively affect performancein physical activity
• B10-2 demonstrate, monitor, analyzeand reflect upon ways toachieve a personal functionallevel of physical fitness
• B10-3 plan, assess and maintainpersonal fitness, using theprinciples of training:frequency, intensity, duration

Body Image

Students will:

• B10-4 acknowledge and analyze themedia and peer influences onbody image
• B10-5 discuss the effects ofperformance-enhancingsubstances on body type andbody image as a part ofphysical activity

Well-being

Students will:

• B10-6 clarify the positive benefits thatoccur as a result ofparticipation in physicalactivity
• B10-7 understand the consequencesand risks associated with aninactive lifestyle; e.g., thebenefits of a healthy heartversus the need for emergencycardiac care (CPR) [Revised 2001]
• B10-8 select and perform appropriatephysical activities for personalstress management andrelaxation

Students will interact positively with others.

Communication

Students will:

• C10-1 communicate thoughts andfeelings in an appropriaterespectful manner as theyrelate to participation inphysical activity
• C10-2 discuss issues related topositive athletic/active livingrole models

Fair Play

Students will:

• C10-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C10-4 describe, apply, monitor andassess leadership andfollowership skills related tophysical activity

Teamwork

Students will:

• C10-5 develop and apply practicesthat contribute to teamwork
• C10-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D10-1 demonstrate a commitment toan active lifestyle throughparticipation in and out of class
• D10-2 develop a personal plan that isself-motivating and encouragesongoing participation

Safety

Students will:

• D10-3 select and apply rules, routinesand procedures of safety in avariety of activities
• D10-4 analyze, design and assesswarm-up and cool-downactivities
• D10-5 define and understand first aidprinciples and survival skills,including cardiopulmonaryresuscitation (CPR), as theyrelate to physical activity; e.g.,aquatics; and, demonstrateresponsibility for actions takento address immediate andpotential hazards that mightaffect self and others [Revised 2001]

Goal Setting/Personal Challenge

Students will:

• D10-6 analyze current physicalactivity lifestyles and establishpersonally challenging goals tomaintain participation for life
• D10-7 N/A

Active Living in the Community

Students will:

• D10-8 investigate participation incommunity activity programsfor all ages and the influencesthat affect participation
• D10-9 demonstrate decision-makingskills that reflect choices fordaily activity within the schooland the community

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A20-1 analyze, evaluate and modifyperformance of locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A20-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A20-3 analyze, evaluate and modifyperformance of nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A20-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A20-5 analyze, evaluate and modifyperformance of manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A20-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A20-7 develop and combine morechallenging activity-specificskills in a variety ofenvironments; e.g., snorkellingprogressing to scuba diving

Application of Basic Skills in Dance

Students will:

• A20-8 develop and perform morecomplex dances
• A20-9 choreograph, perform andinterpret dance for self andothers; e.g., jazz, social andnovelty

Application of Basic Skills in Games

Students will:

• A20-10 develop and refine activity-specificskills in a variety ofgames
• A20-11 apply the relationship amongskills, rules and strategies inthe creation and playing ofgames

Application of Basic Skills in Types of Gymnastics

Students will:

• A20-12 apply a combination of thebasic skills in a variety ofgymnastic and movementexperiences individually, witha partner, or in a group

Application of Basic Skills in Individual Activities

Students will:

• A20-13 develop and combine morechallenging activity-specificskills in a variety of individualpursuits; e.g., self-defense

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B20-1 compare and contrast differentnutrition programs that willpositively affect performancein physical activity; e.g., pre- andpost-competition
• B20-2 add to the variety of ways forachieving a personal functionalfitness level
• B20-3 plan, assess and maintainpersonal fitness, using theprinciples of training:progression, overload andspecificity

Body Image

Students will:

• B20-4 interpret the impact of themedia and peer influences onbody image
• B20-5 discuss the effects ofperformance-enhancingsubstances on body type andbody image as a part ofphysical activity

Well-being

Students will:

• B20-6 analyze the positive benefitsgained from physical activity
• B20-7 understand the consequencesand risks associated with aninactive lifestyle
• B20-8 design and implement a planfor personal stress management

Students will interact positively with others.

Communication

Students will:

• C20-1 communicate thoughts andfeelings in an appropriaterespectful manner as theyrelate to participation inphysical activity
• C20-2 demonstrate an understandingof behaviour appropriate topositive active living rolemodelling

Fair Play

Students will:

• C20-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C20-4 apply, monitor and assessleadership and followershipskills related to physicalactivities, and demonstrate anunderstanding of leadershipskills related to implementingphysical activity events orprograms in the school and/orcommunity

Teamwork

Students will:

• C20-5 develop and apply practicesthat contribute to teamwork
• C20-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D20-1 model an active lifestyle
• D20-2 refine a personal plan that isself-motivating and encouragesongoing participation

Safety

Students will:

• D20-3 develop and apply safetystandards and rules in a varietyof activities
• D20-4 analyze, design and assesswarm-up and cool-downactivities
• D20-5 demonstrate first aid principlesand survival skills as theyrelate to physical activity; e.g.,camping; and, identify andanalyze potential hazards thatmight affect self and others

Goal Setting/Personal Challenge

Students will:

• D20-6 determine short- and long-termactivity goals and a timelinefor their attainment that willcontinue to provide personalchallenges
• D20-7 N/A

Active Living in the Community

Students will:

• D20-8 perform service, leadership andvolunteer work related tophysical activity, in the schooland/or community
• D20-9 evaluate the issues that affectdecision making in relation tobeing active daily

Students will acquire skills through a variety of developmentally appropriate movementactivities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits.

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

Students will:

• A30-1 analyze, evaluate and adaptperformance of locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A30-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

• A30-3 analyze, evaluate and adaptperformance of nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A30-4 N/A

Basic Skills—Manipulative: receiving;

e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

Students will:

• A30-5 analyze, evaluate and adaptperformance of manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance
• A30-6 N/A

Application of Basic Skills in an Alternative Environment

Students will:

• A30-7 recommend and relate a choiceof activity-specific skills in analternative environment tomeet activity goal; e.g., rivercanoeing versus flat watercanoeing

Application of Basic Skills in Dance

Students will:

• A30-8 develop, refine and performmore complex dances
• A30-9 choreograph, perform andcritique dance for self andothers; e.g., jazz, social andnovelty

Application of Basic Skills in Games

Students will:

• A30-10 develop and further refineactivity-specific skills in avariety of games
• A30-11 apply and analyze therelationship among skills,rules and strategies in thecreation and playing of games

Application of Basic Skills in Types of Gymnastics

Students will:

• A30-12 refine and transfer the basicskills in a variety of gymnasticand movement experiencesindividually, with a partner, orin a group

Application of Basic Skills in Individual Activities

Students will:

• A30-13 recommend a choice ofactivity-specific skills inpursuing lifelong individualactivities; e.g., cycling

Students will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness

Students will:

• B30-1 design and justify nutritionplans that will positively affectperformance for a variety ofphysical activities; e.g.,triathlon training versus fitnessmaintenance
• B30-2 appraise different activities andtheir effects on a personalfunctional level of fitness
• B30-3 evaluate, monitor and adaptfitness plans for self andothers, applying the principlesof training

Body Image

Students will:

• B30-4 interpret and evaluate theimpact of the media and peerinfluences on body image
• B30-5 discuss the effects ofperformance-enhancingsubstances on body type andbody image as a part ofphysical activity

Well-being

Students will:

• B30-6 predict the positive benefitsgained from physical activity
• B30-7 understand the consequencesand risks associated with aninactive lifestyle
• B30-8 monitor and evaluate the planfor personal stress management

Students will interact positively with others.

Communication

Students will:

• C30-1 communicate thoughts andfeelings in an appropriaterespectful manner as theyrelate to participation inphysical activity
• C30-2 discuss issues related to activeliving

Fair Play

Students will:

• C30-3 demonstrate etiquette and fairplay

Leadership

Students will:

• C30-4 apply, monitor and assessleadership and followershipskills related to physicalactivities, and demonstrate anunderstanding of leadershipskills related to implementingphysical activity events orprograms in the school and/orcommunity

Teamwork

Students will:

• C30-5 develop and apply practicesthat contribute to teamwork
• C30-6 identify and demonstratepositive behaviours that showrespect for self and others

Students will assume responsibility to lead an active way of life.

Effort

Students will:

• D30-1 model an active lifestyle
• D30-2 recommend future changes andmodifications to one’s personalplan to maintain a healthy,active lifestyle

Safety

Students will:

• D30-3 develop and apply safetystandards and rules in a varietyof activities
• D30-4 analyze, design and assesswarm-up and cool-downactivities
• D30-5 apply the use of first aidprinciples and survival skills asthey relate to physical activity;e.g., athletic training; and,recommend actions that willminimize potential hazards toself and others

Goal Setting/Personal Challenge

Students will:

• D30-6 evaluate and revise short- andlong-term activity goals thatwill continue to providepersonal challenges
• D30-7 N/A

Active Living in the Community

Students will:

• D30-8 perform service, leadership andvolunteer work related tophysical activity, in the schooland/or community
• D30-9 develop strategies to offsetinfluences that limitinvolvement in physicalactivity

All outcomes are achieved through active and safeparticipation in physical education.