| Curricular Competency |
Describe factors that influence mental well-being and self-identity
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Physical and Health Education 3 |
Mental well-being |
| Keyword: Describe factors that influence mental well-being and self-identity |
Elaboration:
How do the various changes you may be experiencing influence your relationships with others?
Examples of factors that influence mental well-being:
self-esteem
self-efficacy
stress levels
personal interests
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| Curricular Competency |
Describe physical, emotional, and social changes as students grow older
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Physical and Health Education 3 |
Mental well-being |
| Keyword: Describe physical, emotional, and social changes as students grow older |
Elaboration:
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)
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| Curricular Competency |
Identify and apply strategies that promote mental well-being
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Physical and Health Education 3 |
Mental well-being |
| Keyword: Identify and apply strategies that promote mental well-being |
Elaboration:
Examples of strategies that promote mental well-being:
getting enough sleep
talking about feelings
participating in regular physical activity
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| Curricular Competency |
Explain how participation in outdoor activities supports connections with the community and environment
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Physical and Health Education 3 |
Social and community health |
| Keyword: Explain how participation in outdoor activities supports connections with the community and environment |
Elaboration:
What types of outdoor activities can you participate in in your community?
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| Curricular Competency |
Describe and apply strategies for developing and maintaining positive relationships
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Physical and Health Education 3 |
Social and community health |
| Keyword: Describe and apply strategies for developing and maintaining positive relationships |
Elaboration:
How does acknowledging similarities and differences between you and your peers influence your relationships with them?
understanding that characteristics of positive relationships may include:
kindness
mutual respect
trust and honesty
being safe from harm
consensual
feeling valued
feeling supported
setting healthy boundaries
developing 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
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| Curricular Competency |
Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations
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Physical and Health Education 3 |
Social and community health |
| Keyword: Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations |
Elaboration:
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 now 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
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| Curricular Competency |
Explore and describe strategies for pursuing personal healthy-living goals
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Physical and Health Education 3 |
Healthy and active living |
| Keyword: Explore and describe strategies for pursuing personal healthy-living goals |
Elaboration:
Examples of strategies for pursuing personal healthy-living goals:
identify an area related to healthy living that you would like to focus on (e.g., “I want to be more physically active”)
explore possible ways to reach your goal (e.g., “I can play with my friends at recess and at lunch when I’m at school or join a sports team”)
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| Curricular Competency |
Describe ways to access information on and support services for a variety of health topics
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Physical and Health Education 3 |
Healthy and active living |
| Keyword: Describe ways to access information on and support services for a variety of health topics |
Elaboration:
Where can you find health information when you are at school?
identifying and accessing sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch of abuse
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| Curricular Competency |
Explore and describe strategies for making healthy eating choices in a variety of settings
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Physical and Health Education 3 |
Healthy and active living |
| Keyword: Explore and describe strategies for making healthy eating choices in a variety of settings |
Elaboration:
How do you eat differently when you are not at home?
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| Curricular Competency |
Identify and describe opportunities for and potential challenges to being physically active at school, at home, and in the community
|
Physical and Health Education 3 |
Healthy and active living |
| Keyword: Identify and describe opportunities for and potential challenges to being physically active at school, at home, and in the community |
Elaboration:
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
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| Curricular Competency |
Participate daily in physical activity at moderate to vigorous intensity levels |
Physical and Health Education 3 |
Healthy and active living |
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| Curricular Competency |
Identify and explain factors that contribute to positive experiences in different physical activities
|
Physical and Health Education 3 |
Physical literacy |
| Keyword: Identify and explain factors that contribute to positive experiences in different physical activities |
Elaboration:
Examples of types of physical activity:
indoor or outdoor activities
individual activities or activities with others
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| Curricular Competency |
Develop and demonstrate safety, fair play, and leadership in physical activities |
Physical and Health Education 3 |
Physical literacy |
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| Curricular Competency |
Apply methods of monitoring exertion levels in physical activity
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Physical and Health Education 3 |
Physical literacy |
| Keyword: Apply methods of monitoring exertion levels in physical activity |
Elaboration:
Example of a method of monitoring exertion levels: using a 1–5 rating scale where 1 = cold, 2 = getting warmer, 3 = warm, 4 = getting hot, and 5 = very hot, choose the number that you feel best describes how you are feeling in relation to your exertion levels
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| Curricular Competency |
Apply a variety of movement concepts and strategies in different physical activities
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Physical and Health Education 3 |
Physical literacy |
| Keyword: Apply a variety of movement concepts and strategies in different physical activities |
Elaboration:
What types of strategies can help you succeed in different physical activities?
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