Physical Education/Health Education Movement - … · Physical Education/Health Education Movement 25 ... implement through activities such as badminton, paddleball, baseball,

Physical Education/Health Education Movement

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Movement

Explanation of the GLO

Acquisition of movement skills is a key factor for students choosing tolead physically active and healthy lifestyles. Students are less likely toparticipate in physical activity if they have not learned the skills orexperienced success in applying them. Within the Movement GLO, thestudent will demonstrate competency in selected movement skills,and knowledge of movement development and physical activitieswith respect to different types of learning experiences,environments, and cultures.

Many different physical activities/sports could serve as vehicles forachieving specific student learning outcomes related to movement. Forbalanced programming, however, specific student learning outcomeshave been developed for different types of learning experiences, includingsports/games, alternative pursuits, and rhythmic/gymnastic activities.These learning experiences are representative of different environmentsor settings (e.g., playing fields, parks, trails, recreational facilities, lakes,pools) and of multiple cultural perspectives.

Explanation of the SLOs

The knowledge component focusses on the basic movement skills,movement concepts, mechanical principles for efficient movement, andskill development process. (See Basic Movement Skills DevelopmentalProcess Chart p. 27.) Increasing students’ cognitive awareness of whatthe movement should look like, how it should be performed, or why itshould be performed in a particular way assists in motor learning and skillacquisition. Highlighting the knowledge component is not meant todetract from the importance of being active, but, rather, to encouragecritical and creative thinking while participating in physical activity.

The skill component focusses on the acquisition of the basic movementskills (i.e., transport skills, manipulation skills, and balance abilities)

across the grades, and the application of the basic movement skills forfunctional use in a variety of physical activities (i.e., sports/games,alternative pursuits, and rhythmic/gymnastic activities). The intent of allspecific student learning outcomes is to promote active participation andenable students to demonstrate functional use of the movement skills in avariety of physical activities that are developmentally and age-appropriate. Sufficient practice time should be allocated for movementskill development. The focus is on skill acquisition, personal success,choice, inclusion, and enjoyment so students develop attitudes thatsupport lifelong participation in physical activity.

The attitude indicators relate to the general student learning outcome as awhole. Personal attitudes and values play a significant role in eachstudent’s ability to enjoy, appreciate, and pursue lifelong physical activity.Learning experiences need to support the development of attitudes formaking health-enhancing decisions. The attitude indicators guideteaching, learning, assessment, and anecdotal reporting across thegrades.

Other Considerations

A skill/theme approach is central to programming across the grades,moving from basic movement skills in Early Years to selected and/oractivity-specific movement skills in Middle and Senior Years. See theBasic Movement Skills Developmental Process chart on page 27 fordetails.

The basic movement skills are the building blocks for participation in allphysical activity and are the prerequisites to many lifetime physicalactivities/sports. Physical activities/sports are the means to develop thebasic movement skills, which may look different in the context of differentphysical activities (e.g., the overhand throwing pattern looks different inbaseball, football, or in a tennis serve).

Movement Physical Education/Health Education

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However, the underlying principles will be similar. The basic movementskills guide teaching, learning, assessment, and reporting across thegrades.

Learning Continuum

Early Years: Basic Movement Skills

During Early Years (Kindergarten to Grade 4), the emphasis is on skillacquisition of the basic movement skills with application to simpleactivities that are active and easy for children to understand. Theknowledge component helps students understand what, why, and how todo the movements.

Middle Years: Selected Movement Skills

During Middle Years (Grades 5 to 8), the focus is on the acquisition andapplication of selected movement skills (i.e., extension, variations, orcombinations of the basic movement skills) to lead-up-type physicalactivities. While building on the basic movement skills through a skill-theme approach, students are expected to attain a functional use of theskill or the ability to use the skill while participating in a variety of activitiesrepresentative of different environments, settings, and/or cultures. Forexample, students can learn the basic movement skill of striking with animplement through activities such as badminton, paddleball, baseball,floor hockey, and lacrosse. The applied skill of striking is different inbadminton (e.g., serve, and overhead clear) from what it is in baseball(e.g., batting, bunting). However, the underlying concepts, such aspreparatory swing, weight transfer, follow-through, and timing, aresimilar, and serve as the basis for assessing the movement skill of striking.

The knowledge component emphasizes the application of the movementconcepts and mechanical principles in game situations, aswell as activity-specific rules and procedures for safe participation in avariety of learning experiences.

In some grades, specific student learning outcomes emphasize particularconcepts related to specific types of games/sports to help guide teaching,learning, and assessment. This approach within the Framework was takento reduce repetition from grade to grade, and to provide more directionand consistency for implementation across the province. For example,

there is an emphasis on innovative games/activities in Grade 5,multicultural games in Grade 6, invasion and striking/fielding-type gamesin Grade 7, and net/wall and target games in Grade 8. This approachdoes not imply that other types of games, sports, or activities are notused as the basis for teaching, learning, and assessment strategies in eachgrade. It does suggest that the concepts and skills related to these typesof games/activities are the focus for teaching, learning, assessment, andreporting to increase opportunities for differentiation of content grade bygrade.

Senior Years: Activity-Specific Movement Skills

At Senior Years (Senior 1 to 4), students continue to acquire/apply thebasic movement skills as activity-specific movement skills in a variety ofphysical activities. Students are provided more choice and continue todemonstrate functional use of activity-specific movement skills for lifelongphysical activity. As well, students are guided towards using these skills inthe development and implementation of personal health fitness/physicalactivity plans.

Summary Chart

The Summary Chart for Movement (refer to page 28) outlines thestrands, sub-strands, and attitude indicators for the GLO. It is anoverview of what a student is expected to know and be able to do in thisarea.

Scope and Sequence Chart

The Scope and Sequence Chart for Movement (refer to page 29)shows grade placement of the specific student learning outcomes and thestages of learning as indicated by the icons. This chart helps guideteaching, learning, and assessing across the grades.


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Bal

ance

Sk

ills

Mov

emen

tC

ateg

ory

Body AwarenessC body parts (e.g., arms, legs, elbows,

knees, head)C body shape (e.g., stretched, curled,

wide, narrow, twisted, symmetrical,asymmetrical)

C body action (e.g., flexion, extension,rotation, swing, push, pull)

Space AwarenessC location (e.g., personal and general

space)C directions (e.g., forward, backward,

sideways, up, down) C levels (e.g., high, middle, low)C pathways (e.g., curved, straight,

zigzag)C planes (e.g., frontal, horizontal,

sagittal)Qualities of EffortC time (e.g., fast, slow)C force (e.g., strong, light)C flow (e.g., free, bound)RelationshipsC person (e.g., alone, with partner, with

group, meet, part, match, mirror,follow, lead)

C apparatus (e.g., near, far, in, out, over,under, around, through, on, off,above, below)

C other (e.g., moving in relation tomusic, to the environment)

Tra

nspo

rtSk

ills

Man

ipul

atio

nSk

ills

Basic Movement Skills Developmental Process

Movement Concepts º

º

º

º

BASICMOVEMENT

SKILL

BIOMECHANICALPRINCIPLES

EXTENSION ºº as applied tovarious sports, games,alternative environments,rhythmic activities

1. Running 2. Jumping 3. Hopping 4. Galloping 5. Skipping

C Centre of gravity andlaws of motion asthey apply tolocomotion

Skills: leaping, sliding, step-hopping,rotating, dodging Suggested Activities: tag games,track and field, folk dance,hopscotch, jump rope, gymnastics,expressive movement

6. Rolling 7. Underhand

throwing 8. Overhand

throwing 9. Striking10. Kicking

C Law of force andmotion as it applies tosending skills

Skills: side arm throwing, passing,heading, tossing, dribbling with feetSuggested Activities: baseball,volleyball, tennis, football, bowling,badminton, floor hockey, soccer

11. Catching C Absorption of forcefor receiving skills

Skills: trappingSuggested Activities: baseball, ballgames, frisbee, juggling

12. Bouncing C Laws of force inaccompanying skills

Skills: dribbling using hands,controlling the ball or objectSuggested Activities: basketball,rhythmic sportive gymnastics, teamhandball

13. Static14. Dynamic

C Laws of motion andbalance for body-management skills

Skills: static balances, landings,springs, swingsSuggested Activities: gymnastics,station activities, dance, cross-country skiing, cycling

Movement Physical Education/Health Education

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Kno

wle

dge

Skill

sSummary Chart for Movement

The student will demonstrate competency in selected movement skills, and knowledge of movement development and physicalactivities with respect to different types of learning experiences, environments, and cultures.

StrandLetter

Strand Sub-Strands Attitude Indicators

A Basic Movement 1. Basic Movement Skills Students will:

1.1 Show a willingness toparticipate in a variety ofphysical activities

1.2 Express enjoyment in avariety of movementexperiences

1.3 Appreciate that time,commitment, and practiseare required for skilldevelopment

1.4 Appreciate the aestheticand athletic values ofmovement

1.5 Appreciate and respectdiversity while participatingin physical activity

1.6 Appreciate and respect thenatural environment whileparticipating in physicalactivity

BMovement Development 1. Skill Development Process

2. Mechanical Principles of Human Movement3. Movement Concepts

CActivity-Specific Movement 1. Rules

2. Terminology3. Game Strategies4. Teamwork and Fair Play

AAcquisition of Movement Skills 1. Transport

2. Manipulation3. Balance

BApplication of Movement Skills toSport/Games

1. Individual/Dual Activities2. Group/Team Activities3. Officiating Skills

CApplication of Movement Skills toAlternative Pursuits

1. Alternative Pursuits

DApplication of Movement Skills toRhythmic/Gymnastic Activities

1. Rhythmic Activities2. Gymnastic-type Activities


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Stra

nd A

Kno

wle

dge

Stra

nd B

Stra

nd C

Stra

nd A

Skil

ls

Stra

nd B

Stra

nd C

Stra

nd D

Scope and Sequence Chart for Movement

Sub-strands K 1 2 3 4 5 6 7 8 S1 S2

1. Basic Movement ì ì ì ì ì ì ì ì ì ì ì

1. Skill Development Process ì # ì # ì ì ì ì ì ì ì2. Mechanical Principles of Human Movement É ì ì ì ì ì ì ì ì ì ì

3. Movement Concepts ì ì ì ì ì ì ì ì ì ì ì1. Rules ì ì ì ì ì ì ì ì ì ì ì

2. Terminology É É É ì # ì ì ì ì ì ì

3. Game Strategies ì ì ì ì ì ì ì ì ì ì ì

4. Teamwork and Fair Play ì ì ì ì ì ì ì ì ì ì ìSub-strands K 1 2 3 4 5 6 7 8 S1 S2

1. Transport ì ì ì ì ì ì ì # ì ì #2. Manipulation ì ì ì ì ì ì ì ì ì ì #3. Balance ì ì ì ì ì ì ì ì # ì #

1. Individual/Dual Activities ì # ì # ì ì ì ì ì ì ì

2. Group/Team Activities ì # ì # ì ì ì ì ì ì ì3. Officiating Skills É É ì # # ì ì # ì ì ì

1. Alternative Pursuits ì ì # # ì # ì ì # ì ì

1. Rhythmic Activities ì ì ì ì ì ì # ì # ì ì

2. Gymnastic-type Activities ì # ì # ì ì # ì #

See page 18 for definitions related to É Introductory stage, ë Acquisition stage, # Maintenance stage

1 — Movement - KnowledgeStrand A: Basic Movement

Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

It is expected that the student will:

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Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Basic MovementSkills

î K.1.K.A.1 Develop amovementvocabulary (e.g.,running, hopping,jumping, overhandthrowing, catching,balancing, underhand

throwing...) byresponding to verbaland visual cues withthe correspondingbody movements

î K.1.1.A.1Recognize the basicmovement skills (i.e.,transport, manipulation,

balance) used indifferent physicalactivities

î K.1.2.A.1Observe and namethe basic movementpatterns performedby other students(i.e., running, galloping,hopping, jumping,skipping, rolling,throwing, catching,kicking, striking,bouncing, balancing)

î K.1.3.A.1Show anunderstanding ofhow the movementpatterns should beperformed (e.g.,opposite foot forward tothrowing hand; two-foottake-off and landing injumping...)

î K.1.4.A.1Show anunderstanding of the main characteristicsof the maturepatterns of the basicmovement skills fromthe three categories(i.e., transport,manipulation, and

balance) in self and inothers

1 — Movement - KnowledgeStrand A: Basic Movement

Physical Education/Health Education Specific Student Learning Outcome 1 - Movement


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Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

î K.1.5.A.1Detect, analyze, andcorrect errors inpersonal movementpatterns (i.e., transport,manipulation, andbalance skills)

î K.1.6.A.1Recognize that thereare differentapplications of thebasic movementskills to differentphysical activities(e.g., striking skill usedin baseball, hockey,paddle ball...)

î K.1.7.A.1Recognizecharacteristics ofselected movementskills and patterns(e.g., overhead throwing

pattern...) as applied ina variety of physicalactivities, includinginvasion andfielding- typeactivities (e.g.,baseball, football,overhand volleyballserve...)

î K.1.8.A.1Recognizecharacteristics ofselected movementskills and patterns (e.g., balance/ready

position...) as appliedin a variety ofphysical activities,including net/walland target activities(e.g., badminton, paddleball, tennis, curling...)

î K.1.S1.A.1Distinguishsimilarities and/ordifferences betweencharacteristics ofbasic movementskills (e.g., striking...)

as applied todifferent physicalactivities (e.g., wristaction in the tennisforehand stroke ascompared to abadminton underhandclear...)

î K.1.S2.A.1Analyze own level ofperformance ofselected movementskills according toproper form/technique (e.g., usepeer-coaching or videotape to analyze tennisserve for placement oftoss, preparatory swing,transfer of weight, contactpoint, and follow-through...)

1 — Movement - KnowledgeStrand B: Movement Development



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1. SkillDevelopment Process

î K.1.K.B.1Discuss movementskill development asrequiring goodpractice and patiencein learning (e.g., tomake and correctmistakes is part of thelearning process; try, tryagain...)

î K.1.1.B.1

# (See page 18 for iconexplanations)

î K.1.2.B.1Show anunderstanding thatpersonal attitudes(e.g., willingness to try,level of involvement,

desire to learn...) affectskill developmentand success

î K.1.3.B.1

#î K.1.4.B.1Demonstrate anunderstanding thatrate, method, andextent of learningmovement skills areunique to eachperson (e.g., accept ownand others’ differentdevelopmentalprocesses...)




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î K.1.5.B.1.Identify personal andcontrollable factors(i.e., time, effort, interest,attitude, good practice

habits) that may affectmovement skilldevelopment

î K.1.6.B.1Determine personaland uncontrollablefactors (i.e., body typeand physical attributes,hereditary influences,varying rates in growth

and development) thatmay affectmovement skilldevelopment

î K.1.7.B.1Examine externalfactors (i.e., cost, facilityavailability, practiceopportunities outside

school) that mayaffect movementskill development

î K.1.8.B.1Explain the cross-training effect ofdifferent games/activities on fitnessand movement skilldevelopment(e.g., aerobics developcoordination, agility usedfor fastball; golf andhockey develop hand/eyecoordination/strikingskills...)

î K.1.S1.B.1Relate howmovement skillpatterns transferfrom one activity toanother (e.g., overhandthrow and tennisserve...)

î K.1.S2.B.1Examine the factors(e.g., personal, environmental, prior

experiences...) that mayhave influenced ownmovement skilldevelopment




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2. MechanicalPrinciples ofHumanMovement

(ScienceConnections)

î K.1.K.B.2

Éî K.1.1.B.2Show anunderstanding thatbalance is affected bythe amount of force(i.e., speed, weight) andbody position (i.e.,bent knees, feet apart indirection of movement,

arms spread) instopping and landingactivities (e.g., stopsand starts, jumping fromlow heights, movementexploration...)

î K.1.2.B.2Recognize differentways to maintainstatic and dynamicbalance (i.e., increasebase of support bywidening stance, lowercentre of gravity bybending knees, keeping

head level) in physicalactivities (e.g., walkingon a low beam, changingdirections while

travelling...)

î K.1.3.B.2Recognize conceptsrelating to force (i.e., body alignment,application of force,

addition of forces) inpulling, pushing, andcarrying activities(e.g., carrying a mattogether, rope-pulling...)

î K.1.4.B.2Show anunderstanding of theconcepts of force andmotion (i.e., absorption

of force) whenreceiving an object(i.e., “give” with the objectto absorb the force incatching and receivingskills; use as many jointsas possible over greatestrange of movementpossible)




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î K.1.5.B.2Identifybiomechanicalconcepts forcontrolledmovement, includingbalance activities(i.e., lower centre ofgravity, increase base ofsupport, keep line ofcentre of gravity in themiddle of base ofsupport)

î K.1.6.B.2Identifybiomechanicalconcepts (i.e.,application and amountof force, range of motion,number of body

segments) related toapplying force insending andreceiving activities(e.g., overhead throwingwith preparatory steps,full backswing, full trunkrotation, and follow-through...)

î K.1.7.B.2Identify thebiomechanicalconcepts for efficientmovement (i.e.,

leverage) as it relatesto striking activities(e.g., shorter radius ofrotation reduces force,as in choking up on abat...)

î K.1.8.B.2Identify thebiomechanicalconcepts (e.g., centreof gravity, body

alignment...) that areimportant for safeexercising in liftingand carryingactivities (i.e., bendknees, hold object closeto body, avoid twistedpositions , keep headposition neutral)

î K.1.S1.B.2Describebiomechanicalprinciples (i.e., force,

motion) related toprojectiles and flightas applied inselected physicalactivity performance(e.g., 200 take-off anglein running long jump, 410

release angle for shot

put...)

î K.1.S2.B.2Explainbiomechanicalprinciples (i.e., force,

motion) for theimprovement ofspecific movementskills in a physicalactivity selected byself or others (e.g.,keep your head down in agolf swing, lean into thewind to reduce airresistance while cycling,rotate trunk and hipsforward in batting...)




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3. MovementConcepts

(Mathematics, TheArts, ScienceConnections)

a) space awareness

b) body awareness

î K.1.K.B.3aRecognize the terms“personal space”(i.e., space around ownbody) and “generalspace”(i.e., space available tomove in) associatedwith spaceawareness

î K.1.K.B.3bRecognize names ofbody parts (i.e., head,neck, shoulders, arms,hands, elbows, wrists,legs, knees, ankles, feet,chest, waist, hips, back)when following instructions forphysical activity (e.g., bend your knees,hands on hips, balanceon one foot...)

î K.1.1.B.3aRecognize the termsassociated withmoving in variousdirections (i.e.,forward, backward, up,down, sideways) and atdifferent levels (i.e., high, middle, low)

î K.1.1.B.3bRecognize termsdescribing differentbody shapes (i.e.,curled, stretched, narrow,wide, twisted)

î K.1.2.B.3aRecognize the termsassociated withpathways (i.e., straight,curved, zigzag),directions (i.e., up,down, right, left, forward,backward, sideways,clockwise, counter-clockwise), and planes (i.e., frontal, horizontal,sagittal)

î K.1.2.B.3bRecognize and usebody shapes inexpressivemovement (e.g., showthree different bodyshapes in a movementsequence...)

î K.1.3.B.3aDesign a movementsequence (e.g.,run/jump/land/rollsequence...)incorporatingdirections, levels,pathways, and planes(e.g., creative gymnastics, hoopgymnastics...)

î K.1.3.B.3bBalance objects(e.g., bean bags, balls...)using different bodyparts (e.g., hands,shoulders, foot...) whiletravelling aloneand/or in partneractivities

î K.1.4.B.3aRecognize thequalities of spaceawareness(i.e., levels, pathways,directions) in a varietyof activities (e.g., taggame, obstacle course...)

î K.1.4.B.3bShow different waysto propel or move(e.g., kick, strike, roll...)objects usingdifferent body parts(e.g., head, arms, hands,feet...)




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î K.1.5.B.3aDesign movementsequences that showcontrast in levels,planes, pathways,and directions(e.g., gymnastic floorexercise routine...)

î K.1.5.B.3bShow anunderstanding of theterms to describethe action of themuscles and joints(e.g., flexion, extension,rotation...)

î K.1.6.B.3Design movementsequences (e.g., grouproutine in rhythmicgymnastics...) thatshow contrast inqualities ofmovement (e.g., levels,pathways, directions...)and formations (e.g.,circles, lines,scattered...) performedin a group

î K.1.7.B.3Analyze movementconcepts (i.e., bodyawareness, spaceawareness, qualities ofeffort, relationships) asthey apply toinvasion-typeactivities (e.g.,offensive pass to an“open space,”...) andfielding-typeactivities (e.g., bodyposition to catch fly ballor grounder in cricket...)

î K.1.8.B.3Analyze movementconcepts in net/wallactivities (e.g., bodyawareness in readyposition to receive aserve in badminton...)and target-typeactivities (e.g., effortqualities in backswingand wrist action on “out-turn” in curling...)

î K.1.S1.B.3Analyze movementconcepts related togame strategies inteam activities (e.g.,space awareness andrelationships as appliedto person-to-persondefence or zonedefence...)

î K.1.S2.B.3Analyze movementconcepts related tostrategies forindividual physicalactivities (e.g., bodyawareness in weighttraining for strength, bodyawareness in going upan incline in cross-country skiing...)




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c) qualities of effort

d) relationships

î K.1.K.B.3cExplore, throughmovement, thedifference betweenslow and fast speeds(e.g., walking andrunning...)

î K.1.K.B.3dExplore moving inrelation to objects(i.e., around, under, over,near, far, in, out, through,on, off)

î K.1.1.B.3cRecognize time (e.g.,fast or slow...), force (e.g., strong or light...)and flow (e.g., free andbound...) as qualitiesof effort inmovement

î K.1.1.B.3dRecognize terms formoving in relationto others (i.e., lead,follow, chase, move with,flee, dodge)

î K.1.2.B.3cRecognize thedifferent qualities ofeffort (i.e., time, force,and flow) in ownmovement (e.g.,respond to differentbeats and rhythms of adrum, move to music,walk and move likevarious animals ...)

î K.1.2.B.3dRecognize thedifferent ways tomove in relation to apartner (e.g., lead,follow, mirror, match,dodge...) and objectsor equipment (e.g.,obstacle course,climbing frame...)

î K.1.3.B.3cShow anunderstanding of thequalities of speed(e.g., fast and slow...),force (e.g., strong andlight...), and flow (e.g.,free and bound...) inmovement

î K.1.3.B.3dShow anunderstanding formirroring andmatchingmovements with apartner in astationary positionand/or while moving (e.g., “follow theleader,”...)

î K.1.4.B.3cDifferentiate betweenqualities of effort (e.g., fast and slow,strong and light, free and

bound...) in movementsequences performedby others

î K.1.4.B.3dIdentifycharacteristics (e.g.,identical and contrastingmovements and/orrhythms...) that enhancechoreography ofmovement sequenceswith a partner and insmall groups




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î K.1.5.B.3cRecognize thequalities of effort(e.g., force, time, flow...)in a movementsequence performedwith others (e.g., Inuitpartner activities...)

î K.1.5.B.3dDescribe theconcept ofrelationships as itapplies to a movingobject and/or person(e.g., passing a ball infront of a person whilerunning...)

1 — Movement - KnowledgeStrand C: Activity-Specific Movement



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1. Rules

2. Terminology

î K.1.K.C.1Follow thefundamental rules(e.g., boundaries, roles,actions, verbal cues forstop, go, switch...) usedin simple games andactivities (e.g.,cooperative taggames...)

î K.1.K.C.2

É

î K.1.1.C.1Demonstrateknowledge offundamental rules(e.g., boundaries,safety...) used insimple games andactivities (e.g., partner

tag games...) designedby self or others

î K.1.1.C.2

É

î K.1.2.C.1Demonstrateknowledge offundamental rulesrelated to differentaspects (e.g., purpose,number of players, roleof each player,

equipment, scoring...) ofsimple games andactivities (e.g., grid

activities...) designedby self and/or others

î K.1.2.C.2

É

î K.1.3.C.1Show anunderstanding offundamental rulesused in individual orpartner games andactivities (e.g., makeup a game and share itwith a partner...)

î K.1.3.C.2Recognizemovementvocabulary (e.g., hop,skip, spin, deke, dodge,counter-clockwise...)when followingdirections related tosimple games andactivities (e.g.,obstacle courses...)

î K.1.4.C.1Explain simple rulesused in lead-upgames and activitiesthat are suitable forrecess (e.g., foursquare, hopscotch, jump-rope activities, game of

own design...)

î K.1.4.C.2

#




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î K.1.5.C.1Apply the rules oflead-up games (i.e., organized andgames of own design)

while participatingand/or officiating

î K.1.5.C.2Use the general terminology (e.g.,offence, defence, crease,

pacing...) associatedwith lead-up gamesand activities

î K.1.6.C.1Adapt the rules oflead-up games basedon criteria pre-determined throughproblem-solvingactivities (e.g., suggestrule changes forenhanced activity,inclusivity, and/orsafety...)

î K.1.6.C.2Use activity-specificterminology (e.g.,bump, volley, free throw,

serve...) associatedwith selected lead-upgames and physicalactivities

î K.1.7.C.1Identify theimportance offollowing rules (i.e.,safety, control, fair play,inclusion, enjoyment,

entertainment) ofselected sports andgames

î K.1.7.C.2Show anunderstanding of thespecific terminologyassociated withselected sports andgames, includingterritory/invasion(e.g., lacrosse, soccer...)

and striking/fielding-type activities (e.g.,

baseball, cricket...)

î K.1.8.C.1Examine the reasonsfor rules and foradaptation of rulesrelated to safety andrisk factors (e.g., setboundaries to avoidcontact with otherplayers, equipment, orwalls...) of selectedsports and games

î K.1.8.C.2Show anunderstanding of thespecific terminologyassociated withselected sports andgames includingnet/wall (e.g., volleyball,badminton, handball...)and target-typeactivities (e.g., archery,curling...)

î K.1.S1.C.1Demonstrate anunderstanding of therules (e.g., lost serve forserving faults in

volleyball...) andetiquette (e.g., nonoise during a foul shotin basketball or while aplayer is teeing off in

golf, shaking hands...) associated withselected sports andgames

î K.1.S1.C.2Apply theterminologyassociated with theskills and rules forselected teamactivities/sports (e.g., in-turn/out-turn incurling, travelling/doubledribble in basketball...)

î K.1.S2.C.1Demonstrate anunderstanding ofrules (i.e., safety rules,game rules, etiquette,officiating signals)associated withselected sports whileparticipating and/orofficiating

î K.1.S2.C.2Apply theterminologyassociated with theskills and rules forselected individualand dual activities/sports (e.g., forehand/backhand in badminton,bogie/par/birdie/eagle ingolf...)




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3. Game Strategies

4. Teamwork and Fair Play

î K.1.K.C.3Recognize thefundamentalstrategies of simplegames/stationactivities (e.g., aimingat a target, fleeing in atag game, hitting anobject with animplement, staying inboundaries...)

î K.1.K.C.4Discuss ways to playcooperatively andsafely (e.g., shareequipment, followdirections, help others,be considerate...)

î K.1.1.C.3Identify the factors(i.e., target distance, sizeof target, weight or shapeof projectile) affectingthe level of difficultyof target games/activities

î K.1.1.C.4Discuss the meaningof sharing, honesty,respect, and othersocial behavioursrelated to physicalactivity participation(e.g., honesty meansacknowledging that youhave been tagged in atag game...)

î K.1.2.C.3Recognize anddiscuss simplestrategies (e.g.,dodging, varying speed,changing directions,funnelling in taggames...) used inchasing/fleeinggames/ activities

î K.1.2.C.4Identify activitysituations thatrequire sharing,respect, honesty,and other positivesocial behaviours(e.g., explain how the“tagger’s rule” helpsimprove the game oftag...)

î K.1.3.C.3Recognize the basicconcepts (e.g.,invading, gettingpossession, keepingpossession, scoring...)of simpleterritory/invasiongames/activities

î K.1.3.C.4Demonstrate anunderstanding of howpositive andnegative socialbehaviours (e.g.,sharing, showingrespect, fairness,honesty, cheating,lying...) may affect theoutcome of anactivity

î K.1.4.C.3Recognize the basicconcepts (e.g.,accuracy, bodypositioning, objectplacement...) of simplenet/wall andstriking/fieldinggames/activities

î K.1.4.C.4Identify the five fair-play ideals (i.e., respectfor rules, officials, andopponents, self-control,equitable playing time)




43


î K.1.5.C.3Determine effectivegame strategies ingroup activitiesusing a problem-solving approach(e.g., devise an attackingand defending strategyin a mass participationgame...)

î K.1.5.C.4Show anunderstanding ofteamwork and fairplay whileparticipating indifferent physicalactivities (e.g., suggestrule changes to improvefairness of the game...)

î K.1.6.C.3Identify simpleoffensive anddefensive strategies(e.g., give and go,marking an opponent,formations...)employed in lead-upgames of differentsports

î K.1.6.C.4Identify examples offair play and goodteamwork by others(e.g., shows respect forall players, makesencouraging remarks toother players...) indifferent physicalactivities

î K.1.7.C.3Determine basicoffensive anddefensive strategies(e.g., hitting to an openspace, shuffle-step tomaintain a guardingposition...) in gamesincluding invasionand striking/fielding-type activities

î K.1.7.C.4Distinguish betweenfair play behaviour(e.g., showing respectfor rules, officials, andopponents...) andunethical behaviours(e.g., cheating, arguingwith an official, foulplay...) regardingparticipation inphysical activitiesand/or sports

î K.1.8.C.3Describe commonstrategies used invarious games,including net/walland target activities(e.g., positioning forserve reception, speed,and control of theprojectile...)

î K.1.8.C.4Set and/or reviewexpectations forpersonal and groupconduct (i.e., ethicalbehaviour) regardingparticipation inphysical activitiesand/or sports

î K.1.S1.C.3Describe the basicstrategies employedin specific games andsports, includingindividual and teamactivities (e.g., pacingin running, varyingplacement of service...)

î K.1.S1.C.4Identify the impacton youth of unethicalissues (e.g., use ofperformance-enhancingsubstances, involvementof gambling in sports,male-only sportsteams...) in sport asrepresented in themedia

î K.1.S2.C.2Analyze theeffectiveness ofoffensive and/ordefensive strategiesin a variety of specificgames and sportsituations (e.g., analyzea team’s strategies forstrengths andweaknesses...)

î K.1.S2.C.4Examine moral andethical conduct inspecific sportsituations (e.g.,intentional fouls inbasketball, fighting inhockey...)

1 — Movement - SkillsStrand A: Acquisition of Movement Skills



44


1. Transport

2. Manipulation

î S.1.K.A.1Travel safely usingthe basic transportskills (i.e., running,hopping, galloping,

jumping) in generalspace (e.g., gallop freelywithout bumping intoothers or falling...)

î S.1.K.A.2Explore the basicmanipulation skills (i.e., rolling, underhandthrowing, catching,striking, bouncing,

kicking) in a variety ofsimple movementexperiences (e.g.,throw a ball or bean bag

underhand to an openspace, strike a balloonwith the hand...)

î S.1.1.A.1Demonstrate thebasic transport skills(i.e., running, hopping,

galloping, jumping ) in avariety of movementexperiences (e.g., run/hop around ahoop, jump consecutivelyin a forward direction...)

î S.1.1.A.2Demonstrate thebasic manipulationskills(i.e., rolling, underhandthrowing, catching,striking, bouncing, andkicking) in a variety ofsimple movementexperiences (e.g., rolla ball to a partner; toss aball and catch it before itbounces twice; kick a

stationary ball...)

î S.1.2.A.1Demonstratecompetency in basictransport skills(i.e., running, hopping,galloping, jumping,

skipping), moving indifferent directions(e.g., hop consecutivelyin a forward direction onthe right and on the leftfoot; jump and landusing a two-foot take-offand a two-foot landing...)

î S.1.2.A.2Demonstrate thebasic manipulationskills (i.e., rolling,underhand throwing,overhand throwing, catching, striking,bouncing, kicking) in avariety of activitiesto challenge differentlevels of ability (e.g.,catch a ball from differentdistances; strike a ballusing a short-handledimplement; kick a slow

î S.1.3.A.1Demonstrateproficiency in basictransport skills (i.e., running, hopping,galloping, jumping, andskipping)

î S.1.3.A.2Demonstratecompetency in basicmanipulation skills(i.e., rolling, underhandand overhand throwing,catching, bouncing,striking, kicking, dribblinga ball using feet)

î S.1.4.A.1Demonstrateproficiency in basictransport skills andother locomotorvariations andextensions (e.g., slide,leap, grapevine...)

î S.1.4.A.2Demonstrateproficiency inselected manipulationskills in a variety ofindividual activities(i.e., rolling, underhandand overhand throwing,catching, striking,bouncing, kicking,dribbling a ball using feet)




45


î S.1.5.A.1Perform transportskills for control,applying mechanicalprinciples (e.g., angleof projection, gravity,absorption...) whiletravelling aloneand/or with others,with or withoutobstacles

î S.1.5.A.2Perform manipulationskills for control (e.g.,hand dribbling and footdribbling a ball formaintaining control...),applying mechanicalprinciples (e.g., bodyalignment, application offorce, addition of forces ...)while travelling alone and/or with others

î S.1.6.A.1Perform extensionsand/or variations oftransport skills (e.g.,sprinting, jumping,springing, rotating...),applying mechanicalprinciples (e.g., speedis affected by the weightof body, range ofmotion, number ofinvolved bodysegments, applicationof force...) for speed,height, and/ordistance

î S.1.6.A.2Performmanipulation skills(e.g., throwing, kicking,catching...), applyingmechanicalprinciples (e.g., rangeof motion, number ofbody segments,application of force,absorption of force...)for accuracy anddistance

î S.1.7.A.1

#

î S.1.7.A.2Performmanipulation skills(e.g., bouncing, rolling,striking...), applyingmechanicalprinciples (e.g., lengthof lever, range of motion,number of bodysegments, application offorce...) forconsistency

î S.1.8.A.1Performcombinations oftransport,manipulation, andbalance skills(e.g., moving into a readyposition to contact the

ball in volleyball...),applying mechanicalprinciples (e.g., force,motion, balance...) forcontrol

î S.1.8.A.2Performcombinations ofmanipulation skills(e.g., dribbling/shooting,tossing/catching...),applying mechanicalprinciples on use ofprojectiles (e.g.,increasing relativeprojection height orangle tends to increaseflight time...) for control

î S.1.S1.A.1Select and refinetransport skills,applying mechanicalprinciples (i.e., force,motion, balance)related to activity-specific physicalactivity skills

î S.1.S1.A.2Select and refinemanipulation skills(e.g., serve, forehandstroke, dribble, receive a

pass...), applyingmechanicalprinciples (i.e., force,motion, balance)

related to activity-specific physicalactivity skills

î S.1.S2.A.1

#

î S.1.S2.A.2

#




46


3. Balance î S.1.K.A.3Explore static anddynamic balance (i.e., stopping, starting)

in response tosignals/cues/commands

î S.1.1.A.3Explore static and/ordynamic balance,using differentmovement concepts(e.g., using differentshapes, levels, and bodyparts...)

î S.1.2.A.3Demonstratebalancing in differentways (i.e., showingsymmetrical andasymmetrical shapes,balancing on differentparts/number of parts of

the body) at differentlevels and/or heights

î S.1.3.A.3Demonstratecompetency in softand balancedlandings fromdevelopmentallyappropriate heights(e.g., floor, bench, lowbeam, jumping box...)

î S.1.4.A.3Demonstratecompetency in staticand dynamic balanceon apparatus at a lowlevel (e.g., on a line,bench, low beam...)




47


î S.1.5.A.3Demonstrate staticbalance showingdifferent body shapes(e.g., tuck, straddle, pike,

straight...), applyingmechanical principles,(i.e., lower centre ofgravity, increased base ofsupport, keeping line ofcentre of gravity within

base of support), using avariety of equipment(e.g., mats, balanceboards, skates,scooters...)

î S.1.6.A.3Demonstratedynamic balance (e.g., cartwheels,running backwards,

kicking...), applyingmechanicalprinciples(i.e., lower centre ofgravity, increased baseof support, keeping theline of centre of gravity atthe edge of the base ofsupport in the direction

of force application) forstability

î S.1.7.A.3Demonstrate balanceabilities (i.e., static,

dynamic), applyingmechanicalprinciples(i.e., lower centre ofgravity, increased baseof support, keeping lineof centre of gravity within

base of support) forstability and strengthin cooperative-typeactivities (e.g., team-building activities,rescuing activities,pulling activities...)

î S.1.8.A.3#

î S.1.S1.A.3Select and refinebalance abilities(i.e., static, dynamic),applying mechanicalprinciples (i.e., force,

motion, balance), usinga variety ofequipment(e.g., skates, skis,boards, stilts, pogo

sticks...) related toactivity-specificphysical activityskills

î S.1.S2.A.3

#

1 — Movement - SkillsStrand B: Application of Movement Skills to Sport/Games



48


1. Individual/DualActivities

2. Group/TeamActivities

î S.1.K.B.1Explore basicmovement skills(i.e., transport,manipulation, balance)

and concepts (i.e.,body awareness, space

awareness) in simpleindividual/dualactivities (e.g., usetransport skills whilemoving in relation withanother student as in?follow the leader”...)

î S.1.K.B.2Explore basicmovement skills(i.e., transport,manipulation, balance)

and concepts (i.e.,body awareness, space

awareness) in simplegroup activities(e.g., chasing/fleeing typegames...)

î S.1.1.B.1#

î S.1.1.B.2#

î S.1.2.B.1Use basic movementskills (e.g., hopping,rolling, underhandthrow...) and concepts(i.e., body and spaceawareness,relationships) increating cooperativeand/or low-competitive gameswith partners or insmall groups (e.g.,hopscotch, playing catchwith a partner, simpletarget games...)

î S.1.2.B.2Use basic movementskills (e.g., running,catching...) andconcepts incooperative and/orlow-competitivegroup games (e.g.,dodging activities, tag

games ...)

î S.1.3.B.1#

î S.1.3.B.2#

î S.1.4.B.1Demonstratefunctional use of basicmovement skills(e.g., jumping, hopping,throwing, catching...) insport-related lead-upindividual/dual gamesand physical activities(e.g., juggling, ropejumping...)

î S.1.4.B.2Demonstratefunctional use of basicmovement skills(e.g., kicking, striking...) inlarge group/massparticipation activities(e.g., invasion andstriking/fielding-typeactivities...)




49

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior S2

î S.1.5.B.1Combine selectedmovement skills (i.e., extensions orvariations of basicmovement skills) in avariety of individualand dual-type lead-upactivities/games,including innovativeactivities (e.g., rallying,two-on-two activities...)

î S.1.5.B.2Combine selectedmovement skills (e.g.,extentions, variations...)in a variety ofgroup/teamactivities/games,including innovativeactivities (e.g., modifiedsoccer, cooperativechallenges...)

î S.1.6.B.1Apply functional use ofselected movementskills (e.g., leaping,rolling, striking a ball withor without an implement...)to a variety ofindividual/dualgames/sport activities,including multiculturalgames (e.g., Inuit games,gymnastics, paddle ball,handball...)

î S.1.6.B.2Apply functional use ofselected movementskills (e.g., batting,dribbling, throwing andcatching with animplement... ) to avariety of teamgames/sports,including multiculturalgames (e.g., modifiedlacrosse, kanga ball,modified basketball...)

î S.1.7.B.1Apply functional use ofselected and/oractivity-specificmovement skills (e.g., drop shot, high jumping,kicking...) in a variety ofindividual/ dualgames/sports (e.g.,badminton, track and fieldactivities, hacky-sack...)

î S.1.7.B.2Apply functional use ofselected and/oractivity-specificmovement skills witha defensive and/oroffensive component (e.g., faking out anopponent, guarding,running for positioning tocatch a ball, batting...) ina variety of games/sports, includinginvasion (e.g.,basketball...) andstriking/fielding-

î S.1.8.B.1Apply functional use ofselected and/oractivity-specificmovement skills(e.g., rolling, forehand, andbackhand strokes...) in avariety of individual/dual games/sports, including net/wall(e.g., table tennis...) andtarget-type activities(e.g., miniature golf,bowling...)

î S.1.8.B.2Apply functional use ofselected and/oractivity-specificmovement skills (e.g.,volleying, dynamicbalancing...) in a varietyof physical activities,including net/wall (e.g., volleyball...) andtarget-type games (e.g., curling...)

î S.1.S1.B.1Apply and adaptactivity-specificmovement skills(e.g., serving... ) inphysical activities,including individual/dual games/sports(e.g., badminton,tennis...)

î S.1.S1.B.2Apply and adaptactivity-specificmovement skills (e.g., sending a pass,receiving a pass... ) in physical activities,includinggroup/team- typeactivities(e.g., ultimate, rugby,touch football, teamhandball...)

î S.1.S2.B.1Apply and refineselected activity-specific movementskills and variations(e.g., running for longdistance, dynamicbalancing, double-polling,lunging, chipping, putting...) in physicalactivities, includingindividual/dual typeactivities (e.g., cross-country skiing, golf,cycling...)

î S.1.S2.B.2Apply and refineselected activity-specific movementskills (e.g., shooting...) inphysical activities,including team gamesusing an implement(e.g., field hockey, lacrosse,ice hockey, bandy...)




50


3. Officiating Skills î S.1.K.B.3

Éî S.1.1.B.3

Éî S.1.2.B.3Set up and manageown games (e.g.,skipping games, targetgames, hopscotch...)

î S.1.3.B.3

#î S.1.4.B.3

#




51


î S.1.5.B.3Perform simpleofficiating duties(e.g., refereeing,scorekeeping,timekeeping, makingline calls for out of

bounds...) in classphysical activities

î S.1.6.B.3Demonstrate theability to workcooperatively/collaboratively inplanning, organizing,and/or officiating physical activities

î S.1.7.B.3

#î S.1.8.B.3Contribute to theorganization andadministration(e.g., schedules, teamformation, rules, set-up,clean-up, recordingresults, promotion,

announcements...) of atournament (e.g.,round robin, ladder,double consolation...)

î S.1.S1.B.3Perform variousofficiating duties (e.g., refereeing,scorekeeping,timekeeping, making linecalls for out of bounds...)

related to aparticular physicalactivity/ sport,including the use of hand signals whereapplicable (e.g.,signals for side out, footfault, net ball involleyball...)

î S.1.S2.B.3Demonstrate theability to keep scoreand/or officiate inselected organizedsports (e.g., scoring inbowling, golf...)

1 — Movement - SkillsStrand C: Application of Movement Skills to Alternative Pursuits



52


1. AlternativePursuits

î S.1.K.C.1Experience differentways of moving(e.g., climbing, running,

hopping...) in a varietyof play areas on theschool grounds(e.g., on playgroundequipment, hard-toparea, grassy fields...)

î S.1.1.C.1Demonstratefunctional use ofbasic movementskills(e.g., hopping, jumping,

kicking...) andequipment inoutdoor activitiesand/or special events(e.g., hopscotch, ropeskipping, snow soccer,tabloids, cultural themedays, Aboriginal

games...)

î S.1.2.C.1

#î S.1.3.C.1

#î S.1.4.C.1Demonstratefunctional use of basicmovement skills (e.g.,striking a ball with thehand and/or implement,

balancing...) in outdooractivities on theschool grounds and/orspecial events (e.g.,four square ball, t-ball,skating, snowshoeing,tabloids, mini-olympics,multicultural games...)

1 — Movement - SkillsStrand C: Application of Movement Skills to Alternative Pursuits



53


î S.1.5.C.1

#î S.1.6.C.1Apply functional useof selectedmovement skills andvariations(i.e., transport and

balance skills), usingvarious equipmentand in a variety ofenvironments(e.g., skating, swimming,cross-country skiing,snow soccer...)

î S.1.7.C.1Apply functional useof selected activity-specific skills (e.g., care and carrying ofequipment, compassand map reading, star

turn, snow-plough...) in alternative pursuits(e.g., orienteering, hiking,skiing...)

î S.1.8.C.1

#î S.1.S1.C.1Apply and adaptselected activity-specific skills(e.g., gripping, hanging,

carrying...) required inalternative pursuits(e.g., wall climbing,back-packing...)

indigenous to thegeographic area

î S.1.S2.C.1Apply and refineselected activity-specific skills (e.g., balancing, turning,sculling, paddling...)

required inalternative pursuits(e.g., downhill skiing;canoeing, rowing, inline

skating...) indigenousto the geographicarea

1 — Movement - SkillsStrand D: Application of Movement Skills to Rhythmic/Gymnastic Activities



54


1. RhythmicActivities

2. Gymnastic-typeActivities

ë S.1.K.D.1Experience movingto different rhythms(e.g., quick, slow...),applying movementconcepts (e.g., bodyawareness, spaceawareness...) in simplerhythmic activities(e.g., creative movement,action songs/games...)

î S.1.K.D.2Explore thegymnastic movementpatterns (e.g.,landings, statics,springs, rotations,locomotion, swings...) inactivities using largeand/or smallapparatus (e.g., educationalgymnastics, rhythmicsportive gymnastics...)

ë S.1.1.D.1Demonstratetransport skills (e.g.,running, hopping,sliding/galloping,jumping...), applyingmovement concepts(i.e., body and spaceawareness) whileresponding to avariety of stimuli(e.g., beat of a drum,music, action words,poem...)

î S.1.1 D.2

#

ë S.1.2.D.1Demonstrate basicrhythmic steps andpatterns (e.g., walk/clap, skip, slide,stamp...), applyingmovement concepts(e.g., body awareness,qualities of effort...)alone and with othersin simple and/orcreative rhythmicactivities (e.g., creativemovement, multiculturalactivities such as folkdances, round dances...)

î S.1.2.D.2Demonstratefunctional use ofbasic movementskills (i.e., transport,manipulation, andbalance), applyingmovement concepts(e.g., body and spaceawareness...) togymnastic-typeactivities (e.g.,balancing on differentbody parts, swinging andcircling small handapparatus...)

ë S.1.3.D.1Create rhythmicsequences usingtransport skills(e.g., walk, jump, step-hop, stamp, slide...)alone and/or withothers (e.g., jump-ropeactivities, aerobics,creative movement...)

î S.1.3.D.2

#

ë S.1.4.D.1Demonstratefunctional use of basicrhythmic steps andpatterns (e.g.,grapevine, walk/turn,slide, stamp, run...),applying movementconcepts alone andwith others in avariety of rhythmicactivities (e.g.,multicultural activities toreflect different stylessuch as folk, country,novelty...)

î S.1.4.D.2Demonstratefunctional use of basicmovement skillsusing two or moregymnastic movementpatterns in agymnastic sequence/routine with smallhand apparatus (e.g.,hoops, scarves, ropes...),or on large apparatus(e.g., mats, balancebeam...), alone or withothers

1 — Movement -SkillsStrand D: Application of Movement Skills to Rhythmic/Gymnastic Activities



55


ë S.1.5.D.1Demonstratefunctional use ofbasic rhythmic steps,positions, andpatterns inrepeatablesequences (e.g.,aerobics, jump rope,creative dance, folkdances...), showingtwo or more differentstyles/traditions

î S.1.5.D.2Demonstratefunctional use ofcombining two ormore selectedmovement skills andapplying movementconcepts (e.g.,combine travelling,rolling, balancing, andweight transfer intosmooth flowingsequences; showingcontrast in direction,speed, flow...) ingymnastic-typesequences/routines(e.g., ball gymnastics,

ë S.1.6.D.1

#

î S.1.6.D.2

#

ë S.1.7.D.1Design and performrhythmic sequencesthat use movementconcepts (i.e., showscontrast in directions,effort, leading/ following),and selectedrhythmic steps,positions, andpatterns in rhythmicactivities related toown culture orculture of interest(e.g., bench stepaerobics, square dance,novelty dance, highlanddance, hoop dance...)

î S.1.7.D.2Design and performmovementsequences withothers that usemovement concepts(e.g., leading,following...) andselected activity-specific skills, usingsmall or largeapparatus (e.g.,rhythmic sportivegymnastics, artisticgymnastics, stuntastics,educationalgymnastics...)

ë S.1.8.D.1

#

î S.1.8.D.2

#

ë S.1.S1.D.1Demonstrate theability to lead and/orfollow whileperformingmovementsequences, usingcomplex rhythmicsteps and patternsrepresentingdifferent culturalbackgrounds and/orstyles (e.g., traditionaldance, jig, modern...) ina variety of rhythmicactivities (e.g., exerciseto music, jazzgymnastics, folkdances...)

ë S.1.S2.D.1Respond and moveto selected rhythmsand tempos (e.g., 3/4time waltz step, 3/4 timepolka step...) in avariety of rhythmicactivities (e.g., socialdances, folk dances,contemporary dances,figure skating,synchronized swimming,aerobics, rhythmicgymnastics, juggling...)

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