Big Ideas
Big Ideas
Daily participation in different types of physical activity influences our physical literacy and personal health and fitness goals.
Lifelong participation in physical activity has many benefits and is an essential part of a healthy lifestyle.
Healthy choices influence our physical, emotional, and mental well-being.
Healthy relationships can help us lead rewarding and fulfilling lives.
Advocating for the health and well-being of others connects us to our community.
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
training principles to enhance personal fitness levels, including the FITT principle
a guideline to help develop and organize personal fitness goals based on:
, SAID principle- 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
(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)
, and 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 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
healthy sexual decision making
- using consent (including sexual consent)
- knowing and respecting personal and family values, knowing boundaries and being able to communicate them
- being aware of what to do in risky situations
potential short- and long-term consequences of health decisions, including those involving nutrition, protection from sexually transmitted infections, and sleep routines
sources of health information
could include:
- medical professionals
- websites
- magazine and TV advertisements
- retail stores (e.g., vitamin/supplement stores)
basic principles for 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 include:
- knowing their right not to be abused
- understanding the importance of giving and receiving consent
- being assertive
- avoiding and reporting potentially unsafe situations (e.g., identifying gender-based violence)
- using the Internet safely by identifying tricks and lures used by predators (online and offline)
- awareness of intimate partner violence and potential risk factors (e.g., imbalances in the relations such as age, economic status, and being under the influence of alcohol or drugs)
- not stopping and talking to/ helping someone if they do not want to or feel it may be unsafe
- awareness of abusive and harmful behaviours, including those comprised in sexual harassment, abuse, and dating violence
consequences of bullying, stereotyping, and discrimination
physical, emotional, and social aspects of psychoactive substance
could include:
use and potentially addictive behaviours
- alcohol
- tobacco
- illicit drugs
- solvents
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
how students’ bodies are growing and changing during puberty and adolescence (e.g., understanding changes to body and self-concept)
how students’ thoughts and feelings might evolve or change during puberty and adolescence (e.g., managing impulses and intense feelings)
how students interact with others and how their relationships might evolve or change during puberty and adolescence (e.g., recognizing that personal boundaries may change over time and ongoing consent is required; demonstrating situational awareness and responding to social cues – such as changes in mood)
Curricular Competency
Learning Standards
Curricular Competency
Physical literacy
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
- What strategies can you use to gain some type of advantage in a game situation?
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?
Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness
Propose healthy choices that support lifelong health and well-being
Identify factors that influence health messages from a variety of sources, and analyze their influence on behaviour
- How might health messages attempt to influence people’s behaviours?
Identify and apply strategies to pursue personal healthy-living goals
Reflect on outcomes of personal healthy-living goals and assess strategies used
- How did the strategies you used to pursue your healthy-living goals influence the results?
Social and community health
Propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations
- How can you avoid an unsafe or potentially exploitive situation on the Internet, at school, and in the community?
- 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 by:
- 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)
- 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
- developing an awareness of sexual harassment and intimate partner violence, including physical, sexual, and emotional abuse
- acknowledging that survivors of abuse are not to blame and deserve respect and that all people have the right to have their boundaries respected
- recognize that survivors experience the results of abuse differently and it can show up differently from person to person
- raising awareness of exploitative situations pertaining to consent and gender-based violence (e.g., human trafficking, coercion, deceit) and advocating for the safety of themselves and others
Analyze 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.
- assessing the situation, avoiding, being assertive, reporting, seeking help
- advocating for others
Propose strategies for developing and maintaining healthy relationships
- contributing to a culture 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
- understanding that healthy relationships include respecting boundaries, the ability to say no, hear/ accept no, respecting body language, etc.
- developing assertive strategies (e.g., saying no, stating how you feel)
- using and modeling a ‘yes means yes’ consent narrative
- other strategies for maintaining healthy relationships could include:
- open communication
- listening
- trust
- maintaining mutual respect
Create strategies for promoting the health and well-being of the school and community
Mental well-being
Analyze strategies for promoting mental well-being, for self and others
- 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 adolescence influence your relationships with others?
- developing strategies for managing growth and changing bodies during puberty
- identifying how thoughts and feelings might evolve or change during puberty (e.g., romantic feelings replacing friendship and changing dynamics and boundaries within relationships)
- considering how students interact with others and how their relationships might evolve or change during puberty
- demonstrating a commitment to actively obtain consent prior to any touching or intimate activities
Explore and describe factors that shape personal identities, including social and cultural factors
- What are some social and cultural factors that influence your personal identity?