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Program Rationale and Philosophy Physical Education (K–12) /1©Alberta Learning, Alberta, Canada (2000)

A. PROGRAM RATIONALE AND PHILOSOPHY

The aim of the Kindergarten to Grade 12 physicaleducation program is to enable individuals todevelop the knowledge, skills and attitudesnecessary to lead an active, healthy lifestyle.

Alberta’s vision for education focuses on childrenand their ability to achieve their individualpotential, creating a positive future for themselves,as well as enhancing their quality of life. TheKindergarten to Grade 12 physical educationprogram contributes to the development of lifeskills for the personal management of health, forthe use of physical activity as a strategy formanaging life challenges, and for a setting withinwhich to practise the ability to work with others.The program provides an equitable opportunity forall students to realize the benefits of participationin physical activity.

Education is a shared responsibility involvingstudents, parents, teachers, the school and thecommunity. Within each day, whether at home,school, or in the community, there is structuredand unstructured time available for meeting theaim of the physical education program thatcontributes to student well-being. As the benefitsof physical activity increase proportionally as aresult of the time and intensity provided,consideration should be given to maximizing theamount of time available within the schoolcontext. An approach that is sensitive todevelopmental and culturally appropriate practice,

and that emphasizes enjoyable participation, ismost likely to foster a desire in students toparticipate in lifelong physical activity.

Physical activity is vital to all aspects of normalgrowth and development, and the benefits arewidely recognized. Students do not developautomatically the requisite knowledge, skills andattitudes that lead to active, healthy lifestyles.Such learning should begin in childhood. Schoolsand teachers can be prime facilitators in providingopportunities for the development of the desire forlifelong participation in physical activity.

Active Living

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

Active living through physical education:

x creates a desire to participatex focuses on lifetime activities promoting

health-related fitness for lifex is about physical activity; and the nature,

form, frequency and intensity of the activityare relative to each person’s ability, needsaspirations and environment

x places physical activity within a broaderperspective of total fitness and well-being thatencompasses the entire experience of

PHYSICALEDUCATION

2/ Physical Education (K–12) Program Rationale and Philosophy(2000) ©Alberta Learning, Alberta, Canada

movement—physical, mental, emotional andsocial dimensions

x is enhanced through opportunities toparticipate in such activities as intramural andinterschool athletics and community-basedsport and recreation activities

x is centred around learner needs; inclusive,individual and varied

x is supported when opportunities for makingchoices are provided

x is supportive of the relevance of physicalactivity within the community.

Benefits of Physical Education and Activity

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.

x HealthParticipation 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.

x Active LifestylePhysical 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.

x Skill DevelopmentPhysical education develops physical skillsthat allow for enjoyable and successfulparticipation in movement activities. Studentsperceived competence is a key determinant forfuture involvement in physical activity.

x Positive InteractionsInteraction 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.

x Self-confidence and Self-esteemPhysical activity can instill a strong sense ofself-worth in students. They can becomemore confident, assertive and independent.

x Goal SettingPhysical education provides opportunities forstudents to practise goal setting as theyparticipate.

x EconomicPhysical activity can improve health, whichreduces the cost of health care for individualsand the community.

x Academic AchievementTime allocation for physical educationprograms does not limit academicachievement; in fact, it can contribute toincreased achievement levels; i.e., activebodies/active minds.

Student Learning and Achievement

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

Program Rationale and Philosophy Physical Education (K–12) /3©Alberta Learning, Alberta, Canada (2000)

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:

x activity that is relevant, meaningful andenjoyable

x student equity and diversityx alignment of learning outcomes, instructional

and assessment practices

x practices that apply the principles of learningx experiences from all movement dimensionsx opportunities to practise and demonstrate

growth and achievementx elements of risk and challenge provided in a

safe environmentx consideration of, and for, past related

experiencesx time allocationx teacher willingness and expertisex diversity of instructional strategiesx focus on outcomes rather than dimensionsx facilities and equipment resourcesx use of community resourcesx use of technologyx assessment, evaluation and communication of

student learningx transference to lifelong participation in

physical activity.

Exemptions

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.

CategoryConditions for

Exemption ProceduresOther

Experiences

INDIVIDUAL Religious beliefsx Statement in writing from

parent to principal.

INDIVIDUAL Medical

x Certification to principalby medical practitionerwith statement ofactivities in which thestudent is not able toparticipate.

CLASS,GRADE ORSCHOOL

Access to facilitiesx Initiated by school

authority or parent.x Approved by school

authority.

x When exemptionis granted, otheractivitiesconsistent withthe aim andoutcomes of theprogram shouldbe substituted,whereappropriate.

4/ Physical Education (K–12) General and Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

B. GENERAL AND SPECIFIC OUTCOMES

The four general outcomes upon which theKindergarten to Grade 12 physical educationprogram is based state that students will:

x acquire skills through avariety of developmentallyappropriate movementactivities; dance, games,types of gymnastics,individual activities andactivities in an alternativeenvironment; e.g., aquaticsand outdoor pursuits

x understand, experience andappreciate the healthbenefits that result fromphysical activity

x interact positively withothers

x assume responsibility tolead an active way of life.

The general outcomes are interrelated andinterdependent. Each is to be achieved through avariety of physical activities. Students must havethe opportunity for participation in each of thefollowing dimensions:

x dancex gamesx types of gymnasticsx individual activitiesx activities in an alternative environment; e.g.,

aquatics and outdoor pursuits.

Each general outcome includes specificoutcomes, by grade, and at the senior high schoollevel by course name. Students are expected todemonstrate these outcomes, to the best of theirability, by the end of each grade/course.

Program planning requires consideration ofstudent age, grade level, individual abilities anddevelopmental readiness. Assessment, evaluationand communication of student achievementrequires consideration of such factors as practicetime, individual growth and development, andoverall improvement.

Activity

Benefits Health

Cooperation

Do it Daily }}for Life!

General and Specific Outcomes Physical Education (K–12) /5©Alberta Learning, Alberta, Canada (2000)

GENERAL OUTCOMES

The aim of the Kindergarten to Grade 12 physical educationprogram is to enable individuals to develop the knowledge,skills and attitudes necessary to lead an active, healthy lifestyle.

General Outcome A

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

x Basic Skills; Locomotor; Nonlocomotor; Manipulative

x Application of Basic Skills in an Alternative Environment; i.e., Aquatics and Outdoor Pursuits;Dance, Games, Types of Gymnastics, Individual Activities

General Outcome B

Students will understand,experience and appreciate thehealth benefits that result fromphysical activity.

x Functional Fitnessx Body Imagex Well-being

General Outcome C

Students will interact positivelywith others.

x Communicationx Fair Playx Leadershipx Teamwork

General Outcome D

Students will assumeresponsibility to lead an activeway of life.

x Effortx Safetyx Goal Setting/Personal

Challengex Active Living in the

Community

General outcomes B, C and D are interrelated and interdependent and are achieved through involvementin movement activities identified in General Outcome A.

Activity

Benefits Health Cooperation Do it Daily }}for Life!

SPECIFIC OUTCOMES

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

6/ Physical Education (K–12) “A”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Kindergarten[AK–]

Grade 1[A1–]

Grade 2[A2–]

Grade 3[A3–]

Students will:

Basic Skills—Locomotor; e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,sliding, propulsion through water

AK–1 experience anddevelop locomotorskills through avariety of activities

A1–1 perform locomotorskills through avariety of activities

A2–1 select and performlocomotor skillsinvolved in a varietyof activities

A3–1 respond to a variety ofstimuli to createlocomotor sequences

AK–2 N/A A1–2 N/A A2–2 N/A A3–2 N/A

Basic Skills—Nonlocomotor; e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

AK–3 experience anddevelopnonlocomotor skillsthrough a variety ofactivities

A1–3 performnonlocomotor skillsthrough a variety ofactivities

A2–3 select and performnonlocomotor skillsinvolved in a varietyof activities

A3–3 respond to a variety ofstimuli to createnonlocomotorsequences

AK–4 N/A A1–4 N/A A2–4 N/A A3–4 N/A

Basic Skills—Manipulative: receiving; e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,trapping: sending; e.g., throwing, kicking, striking

AK–5 experience anddevelop ways toreceive, retain andsend an object, usinga variety of body partsand implements andthrough a variety ofactivities

A1–5 demonstrate ways toreceive, retain andsend an object, usinga variety of body partsand implements,individually and withothers

A2–5 select and performways to receive, retainand send an object,using a variety ofbody parts andimplements,individually and withothers

A3–5 demonstrate ways toreceive, retain andsend an object, usinga variety of body partsand implements; and,perform manipulativeskills individually andwith others whileusing a variety ofpathways

AK–6 N/A A1–6 N/A A2–6 N/A A3–6 N/A

GENERAL OUTCOME A

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


“A”, Specific Outcomes Physical Education (K–12) /7�Alberta Learning, Alberta, Canada (2000)

Grade 4[A4–]

Grade 5[A5–]

Grade 6[A6–]

Students will:


A4–1 select, perform and refinesimple locomotor sequences

A5–1 select, perform and refine morechallenging locomotorsequences

A6–1 select, perform and refinechallenging locomotorsequences

A4–2 consistently and confidentlyperform locomotor skills andcombination of skills, by usingelements of body and spaceawareness, effort andrelationships to a variety ofstimuli to improve personalperformance

A5–2 consistently and confidentlyperform locomotor skills andcombination of skills, by usingelements of body and spaceawareness, effort andrelationships to a variety ofstimuli to improve personalperformance

A6–2 consistently and confidentlyperform locomotor skills andcombination of skills, by usingelements of body and spaceawareness, effort andrelationships, alone and withothers, to improve personalperformance

Basic Skills—Nonlocomotor; e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling,hanging

A4–3 select, perform and refinesimple nonlocomotor sequences

A5–3 select, perform and refine morechallenging nonlocomotorsequences

A6–3 select, perform and refinechallenging nonlocomotorsequences

A4–4 consistently and confidentlyperform nonlocomotor skills byusing elements of body andspace awareness, effort andrelationships to a variety ofstimuli to improve personalperformance

A5–4 consistently and confidentlyperform nonlocomotor skills byusing elements of body andspace awareness, effort andrelationships to a variety ofstimuli to improve personalperformance

A6–4 consistently and confidentlyperform nonlocomotor skills byusing elements of body andspace 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

A4–5 select, perform and refine waysto receive, retain and send anobject with control

A5–5 select, perform and refine morechallenging ways to receive,retain and send an object withcontrol

A6–5 demonstrate ways to receive,retain and send an object withincreasing accuracy

A4–6 consistently and confidentlyperform manipulative skills byusing elements of body andspace awareness, effort andrelationship



GENERAL OUTCOME A

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

Activity



Grade 7[A7–]

Grade 8[A8–]

Grade 9[A9–]

Students will:


A7–1 demonstrate ways to improveand refine the functional andexpressive quality of locomotorskills to improve personalperformance

A8–1 select, combine and performspecific locomotor skills in avariety of activities to improvepersonal performance

A9–1 apply and refine locomotorskills and concepts to a varietyof activities with increasedcontrol to improve personalperformance

A7–2 demonstrate locomotor skills byusing elements of body andspace awareness, effort andrelationships to improvepersonal performance

A8–2 select, combine and performlocomotor skills by usingelements of body and spaceawareness, effort andrelationships to improvepersonal performance

A9–2 apply and refine locomotorskills by using elements of bodyand space awareness, effort andrelationships to improvepersonal performance


A7–3 demonstrate ways to improveand refine the functional andexpressive quality ofnonlocomotor skills to improvepersonal performance

A8–3 select, combine and performspecific nonlocomotor skills ina variety of activities to improvepersonal performance

A9–3 apply and refine nonlocomotorskills and concepts to a varietyof activities with increasedcontrol to improve personalperformance

A7–4 demonstrate nonlocomotorskills by using elements of bodyand space awareness, effort andrelationships, to improvepersonal performance

A8–4 select, combine and performnonlocomotor skills by usingelements of body and spaceawareness, effort andrelationships, to improvepersonal performance

A9–4 apply and refine nonlocomotorskills by using elements of bodyand space awareness, effort andrelationships, to improvepersonal performance


A7–5 demonstrate ways to receive,retain and send an object withvarying speeds and accuracy inskills specific to an activity

A8–5 demonstrate ways to receive,retain and send an object withvarying speeds, accuracy anddistance in skills specific to anactivity

A9–5 apply and refine ways toreceive, retain and send anobject with increased speed,accuracy and distance in skillsspecific to an activity

A7–6 demonstrate manipulative skillsby using elements of spaceawareness, effort andrelationships, with and withoutobjects, to improveperformance

A8–6 select, combine and performmanipulative skills by usingelements of space awareness,effort and relationships, withand without objects, to improveperformance

A9–6 apply and refine manipulativeskills by using elements ofspace awareness, effort andrelationships, with and withoutobjects, to improveperformance

GENERAL OUTCOME A


Activity



Physical Education 10[A10–]



Students will:


A10–1 apply and refine locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A20–1 analyze, evaluate and modifyperformance of locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A30–1 analyze, evaluate and adaptperformance of locomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A10–2 N/A A20–2 N/A A30–2 N/A


A10–3 apply and refine nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A20–3 analyze, evaluate and modifyperformance of nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A30–3 analyze, evaluate and adaptperformance of nonlocomotorskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A10–4 N/A A20–4 N/A A30–4 N/A


A10–5 apply and refine manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A20–5 analyze, evaluate and modifyperformance of manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A30–5 analyze, evaluate and adaptperformance of manipulativeskills and concepts—effort,space and relationships—toperform and create a variety ofactivities to improve personalperformance

A10–6 N/A A20–6 N/A A30–6 N/A

GENERAL OUTCOME A




Kindergarten[AK–]

Grade 1[A1–]

Grade 2[A2–]

Grade 3[A3–]

Students will:

Application of Basic Skills in an Alternative Environment

AK–7 experience the basicskills in a variety ofenvironments; e.g.,playground

A1–7 demonstrate the basicskills in a variety ofenvironments; e.g.,tarmac activities

A2–7 select and performbasic skills in avariety ofenvironments andusing variousequipment; e.g.,obstacle course

A3–7 select and performbasic skills in avariety ofenvironments andusing variousequipment; e.g.,snowshoeing

Application of Basic Skills in Dance

AK–8 experience movementto respond to a varietyof stimuli; e.g., music

A1–8 perform simplemovements by usingelements of effort andspace to respond to avariety of stimuli;e.g., music

A2–8 demonstrate basicdance steps andmovement; e.g.,creative, folk, line,sequence and novelty,alone and with others,by using elements ofeffort, space andrelationship

A3–8 select and performbasic dance steps andpatterns; e.g.,creative, folk, line,sequence and novelty,alone and with others

AK–9 experience bodyawareness whenperforming danceactivities

A1–9 demonstrate bodyawareness whenperforming danceactivities

A2–9 perform simplemovement sequencesby using elements ofbody and spaceawareness andrelationships, aloneand with others

A3–9 select and performsimple movementsequences by usingelements of body andspace awareness andrelationships, aloneand with others

Application of Basic Skills in Games

AK–10 demonstrate bodyand space awarenesswhen performingspace awarenessgames

A1–10 demonstrate bodyand space awarenesswhen performingspace awarenessgames

A2–10 create and play bodyand space awarenessgames

A3–10 perform and playlead-up games anddemonstrateelements of spaceawareness, effort andrelationship

AK–11 demonstrate anunderstanding ofbasic rules and fairplay

A1–11 demonstrate anunderstanding ofbasic rules and fairplay for simplegames

A2–11 apply basic rules andfair play whileplaying and learningthe strategies oflead-up games

A3–11 demonstrate the abilityto work together witha teammate/team toachieve a commonactivity goal whileplaying and learningthe basic strategies oflead-up games

GENERAL OUTCOME A


Activity



Grade 4[A4–]

Grade 5[A5–]

Grade 6[A6–]

Students will:


A4–7 select, perform and refine basicskills in a variety ofenvironments and using variousequipment; e.g., water safety,skating, swimming

A5–7 select, perform and refine morechallenging basic skills in avariety of environments andusing various equipment; e.g.,cross-country skiing,orienteering

A6–7 select, perform and refine morechallenging basic skills in avariety of environments andusing various equipment; e.g.,downhill skiing, hiking


A4–8 select, perform and refine basicdance steps and patterns; e.g.,creative, folk, line, sequenceand novelty, alone and withothers

A5–8 demonstrate a variety of dances;e.g., creative, folk, line,sequence and novelty, alone andwith others

A6–8 demonstrate and refine a varietyof dances; e.g., creative, folk,line, square and novelty, aloneand with others

A4–9 demonstrate a creative processto develop dance sequencesalone and with others

A5–9 demonstrate a creative processto develop dance sequencesalone and with others; and,demonstrate movementsequences in response to avariety of musical, verbal andvisual stimuli

A6–9 demonstrate a creative processto develop dance sequencesalone and with others; and,demonstrate movementsequences in response to avariety of musical, verbal andvisual stimuli


A4–10 demonstrate critical thinkingand problem-solving skills tomodify games and achieveactivity outcomes

A5–10 apply critical thinking andproblem-solving skills to createcompetitive and cooperativemodified games that involveeveryone

A6–10 demonstrate sport specificskills to create competitive andcooperative modified gamesthat involve everyone

A4–11 demonstrate strategies andtactics that coordinate effortwith others; e.g., team, in orderto achieve a common activitygoal in lead-up games

A5–11 demonstrate basic strategiesand tactics that coordinateeffort with others; e.g., team, inorder to achieve a commonactivity goal in lead-up games

A6–11 demonstrate basic strategiesand tactics that coordinateeffort with others; e.g., team, inorder to achieve a commonactivity goal and movingtoward more formal games

GENERAL OUTCOME A




Grade 7[A7–]

Grade 8[A8–]

Grade 9[A9–]

Students will:


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

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

A9–7 apply and refine activity-specific skills in a variety ofenvironments; e.g., hiking,wall climbing


A7–8 refine and present a variety ofdance sequences; e.g., folk,square, social and novelty,alone and with others

A8–8 select, refine and present avariety of dance sequences; e.g.,jazz, square, social and novelty,alone and with others

A9–8 create, refine and present avariety of dance sequences; e.g.,jazz, square, social and novelty,alone and with others

A7–9 choreograph and perform dancesequences, using the elementsof movement and basic dancesteps and patterns




A7–10 demonstrate activity-specificbasic skills in a variety ofgames

A8–10 select, combine and performactivity-specific basic skills in avariety of games

A9–10 apply and refine activity-specific basic skills in a varietyof games

A7–11 demonstrate more challengingstrategies and tactics thatcoordinate effort with others;e.g., team/fair play, in order toachieve a common goalactivity

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

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

GENERAL OUTCOME A


Activity






Students will:


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

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

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


A10–8 apply the principles of dance toimprove performance

A20–8 develop and perform morecomplex dances

A30–8 develop, refine and performmore complex dances

A10–9 choreograph and performdances for self and others;e.g., jazz, social and novelty

A20–9 choreograph, perform andinterpret dance for self andothers; e.g., jazz, social andnovelty

A30–9 choreograph, perform andcritique dance for self andothers; e.g., jazz, social andnovelty


A10–10 adapt and improve activity-specific skills in a variety ofgames

A20–10 develop and refine activity-specific skills in a variety ofgames

A30–10 develop and further refineactivity-specific skills in avariety of games

A10–11 select, plan and create gamesthat incorporate simple andmore challenging strategiesand tactics

A20–11 apply the relationship amongskills, rules and strategies inthe creation and playing ofgames

A30–11 apply and analyze therelationship among skills,rules and strategies in thecreation and playing of games

GENERAL OUTCOME A




Kindergarten[AK–]

Grade 1[A1–]

Grade 2[A2–]

Grade 3[A3–]

Students will:

Application of Basic Skills in Types of Gymnastics

AK–12 experienceeducationalgymnastics; e.g.,exploring the use ofdifferent body parts,types of effort, spaceand relationships

A1–12 demonstrate the basicskills in educationalgymnastics; e.g., useof different bodyparts, types of effort,space andrelationships

A2–12 select and performthe basic skills ineducationalgymnastics; e.g., useof different bodyparts, types of effort,space andrelationships, todevelop a sequence

A3–12 select and performthe basic skills ineducationalgymnastics; e.g., useof different bodyparts, types of effort,space andrelationships todevelop a sequence

Application of Basic Skills in Individual Activities

AK–13 experience the basicskills of running,jumping, throwing ina variety ofenvironments; e.g.,field

A1–13 demonstrate the basicskills of running,jumping, throwing ina variety ofenvironments andusing variousequipment; e.g.,skipping ropes

A2–13 select and performbasic skills ofrunning, jumping,throwing in a varietyof environments andusing variousequipment; e.g.,catching

A3–13 manipulate a varietyof small objectswhile performingbasic skills todemonstrate personalcontrol; e.g., juggling

GENERAL OUTCOME A


Activity



Grade 4[A4–]

Grade 5[A5–]

Grade 6[A6–]

Students will:


A4–12 select, perform and refine thebasic skills in educationalgymnastics, e.g., use ofdifferent body parts, types ofeffort, space and relationshipsto develop a sequence

A5–12 apply and refine basic skillsand elements of body andspace awareness, effort andrelationships together to form avariety of more challenginggymnastic sequencesindividually, with a partner, orin a group; e.g., educational,rhythmic gymnastics

A6–12 select, perform and refine basicskills and elements of body andspace awareness, effort andrelationships together to form avariety of more challenginggymnastic sequencesindividually, with a partner, orin a group; e.g., educational,rhythmic gymnastics


A4–13 select, perform and refine basicskills in individual activities;e.g., cross country running

A5–13 select, perform and refine morechallenging basic skills inindividual activities; e.g.,hacky sack

A6–13 demonstrate activity specificskills in a variety of individualactivities; e.g., track and field/athletics

GENERAL OUTCOME A




Grade 7[A7–]

Grade 8[A8–]

Grade 9[A9–]

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

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

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


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

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

A9–13 apply and refine activity-specific skills in a variety ofindividual pursuits; e.g., fitnessactivities

GENERAL OUTCOME A




Physical Education 10 Physical Education 20 Physical Education 30

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

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

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


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

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

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

GENERAL OUTCOME A



18/ Physical Education (K–12) “B”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Kindergarten[BK–]

Grade 1[B1–]

Grade 2[B2–]

Grade 3[B3–]

Students will:

Functional Fitness

BK–1 recognize appropriatenutritional habits

B1–1 identify healthynutritional habits

B2–1 recognize that“energy” is requiredfor muscle movement

B3–1 describe the conceptof energy required formuscles

BK–2 recognizeimprovement inphysical abilities

B1–2 demonstrate ways toimprove personalgrowth in physicalabilities

B2–2 describe ways toimprove personalgrowth in physicalabilities

B3–2 demonstrate anddescribe ways toimprove personalgrowth in physicalabilities

BK–3 experience cardio-respiratory activities

B1–3 experience andimprove continuedfrequency ofinvolvement incardio-respiratoryactivities

B2–3 experience movementinvolving thecomponents of health-related fitness; e.g.,flexibility, endurance,strength, cardio-respiratory activities

B3–3 experience movementinvolving thecomponents of health-related fitness; e.g.,flexibility, endurance,strength, cardio-respiratory activities

Body Image

BK–4 recognize personalabilities whileparticipating inphysical activity

B1–4 recognize personalabilities whileparticipating inphysical activity

B2–4 identify personalphysical attributes thatcontribute to physicalactivity

B3–4 describe personalphysical attributes thatcontribute to physicalactivity

BK–5 N/A B1–5 N/A B2–5 N/A B3–5 N/A

Well-being

BK–6 experience howphysical activitymakes one feel

B1–6 describe how physicalactivity makes youfeel

B2–6 describe how the bodybenefits from physicalactivity

B3–6 describe the benefitsof physical activity tothe body

BK–7 experience thechanges that takeplace in the bodyduring physicalactivity

B1–7 recognize the changesthat take place in thebody during physicalactivity

B2–7 identify changes thattake place in the bodyduring physicalactivity

B3–7 describe the changesthat take place in thebody during physicalactivity

BK–8 understand theconnections betweenphysical activity andemotional well-being;e.g., feels good

B1–8 understand theconnections betweenphysical activity andemotional well-being;e.g., feels good



GENERAL OUTCOME B

Students will understand, experience and appreciate the health benefits that result from physicalactivity.Benefits

Health


“B”, Specific Outcomes Physical Education (K–12) /19�Alberta Learning, Alberta, Canada (2000)

Grade 4[B4–]

Grade 5[B5–]

Grade 6[B6–]

Students will:

Functional Fitness

B4–1 identify the nutritional needsrelated to physical activity

B5–1 explain the relationship betweennutritional habits and physicalactivity

B6–1 explain the relationship betweennutritional habits andperformance in physical activity

B4–2 demonstrate and describe waysto achieve a personal functionallevel of physical fitness throughparticipation in physical activity

B5–2 demonstrate and select ways toachieve a personal functionallevel of physical fitness throughparticipation in physical activity

B6–2 demonstrate and select ways toachieve a personal functionallevel of physical fitness throughparticipation in physical activity

B4–3 experience movement,involving components of fitness

B5–3 identify and explain theimportance of the componentsof fitness to health and well-being; e.g., strength, endurance,flexibility, cardio-respiratoryactivities

B6–3 explain the components offitness; e.g., strength,endurance, flexibility, cardio-respiratory activities, and relatethese to personal fitness level

Body Image

B4–4 recognize and personallyacknowledge individual andother attributes that contributeto physical activity

B5–4 acknowledge and acceptindividual differences in bodyshapes and how different bodytypes contribute to positiveinvolvement in physicalactivities

B6–4 acknowledge and acceptindividual differences in bodyshapes and how different bodytypes contribute to positiveinvolvement in physicalactivities

B4–5 N/A B5–5 N/A B6–5 N/A

Well-being

B4–6 describe positive benefitsgained from physical activity;e.g., physically, emotionally,socially

B5–6 infer positive benefits gainedfrom specific physical activities

B6–6 identify and plan for personalpositive benefits from specificphysical activity

B4–7 demonstrate changes that takeplace in the body duringphysical activity

B5–7 describe how physical activityinfluences physical fitness andthe body systems

B6–7 describe and chart individualfitness changes as a result ofengaging in physical activity

B4–8 understand the connectionbetween physical activity, stressmanagement and relaxation



GENERAL OUTCOME B


Health


20/ Physical Education (K–12) “B”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Grade 7[B7–]

Grade 8[B8–]

Grade 9[B9–]

Students will:

Functional Fitness

B7–1 analyze personal nutritionalhabits and how they relate toperformance in physical activity

B8–1 monitor and analyze a personalnutrition plan that affectsphysical performance

B9–1 design, monitor and personallyanalyze nutrition programs thatwill affect physical performance

B7–2 demonstrate and evaluate waysto achieve a personal functionallevel of physical fitness

B8–2 demonstrate and monitor waysto achieve a personal functionallevel of physical fitness

B9–2 demonstrate, monitor andanalyze ways to achieve apersonal functional level ofphysical fitness

B7–3 explain the components offitness; e.g., strength,endurance, flexibility, cardio-respiratory activity; analyzeindividual abilities andformulate an individual plan forgrowth

B8–3 explain fitness components andprinciples of training, andformulate individual plans forpersonal physical fitness

B9–3 design and implement apersonal fitness and activityplan, using the principles oftraining: frequency intensity,duration

Body Image

B7–4 identify different body typesand how all types can contributeto, or participate positively in,physical activity

B8–4 acknowledge the perceptionsthat occur as a result of mediainfluence on body types inrelation to physically activeimages

B9–4 acknowledge and analyze themedia and peer influences onbody image

B7–5 discuss performance-enhancingsubstances as a part of thenegative effect on physicalactivity

B8–5 discuss performance-enhancingsubstances and how they canaffect body type in relation tophysical activity

B9–5 discuss the effects ofperformance-enhancingsubstances on body type andbody image as a part of physicalactivity

Well-being

B7–6 identify and explain the effectsof exercise on the body systemsbefore, during and after exercise

B8–6 analyze the personal effects ofexercise on the body systemsbefore, during and after exercise

B9–6 analyze and explain the effectsthat nutrition, fitness andphysical activity have on bodysystems before, during and afterexercise

B7–7 interpret personal fitnesschanges as a result of physicalactivity

B8–7 monitor, analyze and assessfitness changes as a result ofphysical activity

B9–7 monitor, analyze and assessfitness changes as a result ofphysical activity


B8–8 describe and performappropriate physical activitiesfor personal stress managementand relaxation

B9–8 select and perform appropriatephysical activities for personalstress management andrelaxation

GENERAL OUTCOME B


Health

All outcomes are achieved through active and safe participation in physical education.

“B”, Specific Outcomes Physical Education (K–12) /21 Alberta Learning, Alberta, Canada (Revised 2001)

Physical Education 10 [B10–]



Students will:

Functional Fitness B10–1 design, analyze and modify

nutrition programs that will positively affect performance in physical activity

B20–1 compare and contrast different nutrition programs that will positively affect performance in physical activity; e.g., pre- and post-competition

B30–1 design and justify nutrition plans that will positively affect performance for a variety of physical activities; e.g., triathlon training versus fitness maintenance

B10–2 demonstrate, monitor, analyze

and reflect upon ways to achieve a personal functional level of physical fitness

B20–2 add to the variety of ways for achieving a personal functional fitness level

B30–2 appraise different activities and their effects on a personal functional level of fitness

B10–3 plan, assess and maintain personal fitness, using the principles of training: frequency, intensity, duration

B20–3 plan, assess and maintain personal fitness, using the principles of training: progression, overload and specificity

B30–3 evaluate, monitor and adapt fitness plans for self and others, applying the principles of training

Body Image B10–4 acknowledge and analyze the

media and peer influences on body image

B20–4 interpret the impact of the media and peer influences on body image

B30–4 interpret and evaluate the impact of the media and peer influences on body image

B10–5 discuss the effects of

performance-enhancing substances on body type and body image as a part of physical activity

B20–5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

B30–5 discuss the effects of performance-enhancing substances on body type and body image as a part of physical activity

Well-being B10–6 clarify the positive benefits that

occur as a result of participation in physical activity

B20–6 analyze the positive benefits gained from physical activity

B30–6 predict the positive benefits gained from physical activity

B10–7 understand the consequences and risks associated with an inactive lifestyle; e.g., the benefits of a healthy heart versus the need for emergency cardiac care (CPR)

B20–7 understand the consequences and risks associated with an inactive lifestyle

B30–7 understand the consequences and risks associated with an inactive lifestyle

B10–8 select and perform appropriate physical activities for personal stress management and relaxation

B20–8 design and implement a plan for personal stress management

B30–8 monitor and evaluate the plan for personal stress management

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

Benefits Health


22/ Physical Education (K–12) “C”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Kindergarten[CK–]

Grade 1[C1–]

Grade 2[C2–]

Grade 3[C3–]

Students will:

Communication

CK–1 begin to developrespectfulcommunication skillsappropriate to context

C1–1 develop anddemonstraterespectfulcommunication skillsappropriate to context

C2–1 identify anddemonstraterespectfulcommunication skillsappropriate to context

C3–1 describe anddemonstraterespectfulcommunication skillsappropriate to context

CK–2 N/A C1–2 N/A C2–2 N/A C3–2 N/A

Fair Play

CK–3 identify anddemonstrate etiquetteand fair play

C1–3 identify anddemonstrate etiquetteand fair play



Leadership

CK–4 experience differentroles in a variety ofphysical activities

C1–4 identify different rolesin a variety ofphysical activities

C2–4 accept responsibilityfor assigned roleswhile participating inphysical activity

C3–4 accept responsibilityfor assigned roleswhile participating inphysical activity

Teamwork

CK–5 display a willingnessto play alongsideothers

C1–5 display a willingnessto play cooperativelywith others in largeand small groups

C2–5 display a willingnessto play cooperativelywith others of variousabilities, in large orsmall groups

C3–5 display a willingnessto share ideas, spaceand equipment whenparticipatingcooperatively withothers

CK–6 N/A C1–6 N/A C2–6 N/A C3–6 N/A

GENERAL OUTCOME C

Students will interact positively with others.Cooperation


“C”, Specific Outcomes Physical Education (K–12) /23�Alberta Learning, Alberta, Canada (2000)

Grade 4[C4–]

Grade 5[C5–]

Grade 6[C6–]

Students will:

Communication

C4–1 articulate and demonstraterespectful communication skillsappropriate to context

C5–1 identify and demonstraterespectful communication skillsappropriate to cooperativeparticipation in physical activity

C6–1 identify and demonstraterespectful communication skillsappropriate to various physicalactivities and that reflectfeelings, ideas and experiences

C4–2 N/A C5–2 N/A C6–2 N/A

Fair Play

C4–3 identify and demonstrateetiquette and fair play

C5–3 demonstrate etiquette and fairplay


Leadership

C4–4 select and demonstrateresponsibility for assigned roleswhile participating in physicalactivity; and, accept ideas fromothers that relate tochanging/adapting, movementexperiences

C5–4 select and demonstrateresponsibility for various roleswhile participating in physicaleducation; and, accept ideasfrom others that relate tochanging/adapting, movementexperiences

C6–4 identify and then takeresponsibility for various roleswhile participating in physicalactivity; and, identify leadershipand followership skills usedwhile participating in physicaleducation

Teamwork

C4–5 participate cooperatively ingroup activities

C5–5 identify and demonstratepractices that contribute toteamwork

C6–5 describe and demonstratepractices that contribute toteamwork

C4–6 identify and demonstratepositive behaviours that showrespect for self and others



GENERAL OUTCOME C



24/ Physical Education (K–12) “C”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Grade 7[C7–]

Grade 8[C8–]

Grade 9[C9–]

Students will:

Communication

C7–1 communicate thoughts andfeelings in an appropriaterespectful manner as they relateto participation in physicalactivity



C7–2 identify positive active livingrole models

C8–2 discuss positive active livingrole models

C9–2 identify and discuss the positivebehaviours that aredemonstrated by active livingrole models

Fair Play




Leadership

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

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

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

Teamwork

C7–5 select and apply practices thatcontribute to teamwork

C8–5 recommend practices thatcontribute to teamwork

C9–5 develop practices thatcontribute to teamwork




GENERAL OUTCOME C



“C”, Specific Outcomes Physical Education (K–12) /25�Alberta Learning, Alberta, Canada (2000)

Physical Education 10[C10–]



Students will:

Communication

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

C20–2 demonstrate an understandingof behaviour appropriate topositive active living rolemodelling

C30–2 discuss issues related to activeliving

Fair Play




Leadership

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

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

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

C10–5 develop and apply practicesthat contribute to teamwork






GENERAL OUTCOME C



26/ Physical Education (K–12) “D”, Specific Outcomes(2000) ©Alberta Learning, Alberta, Canada

Kindergarten[DK–]

Grade 1[D1–]

Grade 2[D2–]

Grade 3[D3–]

Students will:

Effort

DK–1 show a willingness toparticipate regularlyin short periods ofactivity with frequentrest intervals

D1–1 show a willingness toparticipate regularlyin short periods ofactivity with frequentrest intervals

D2–1 express a willingnessto participateregularly in physicaleducation class

D3–1 express a willingnessto participateregularly in physicaleducation class

DK–2 participate with effortin physical activities

D1–2 demonstrate effortwhile participating invarious activities

D2–2 identify personalfactors that encouragemovement

D3–2 describe factors thatencourage movementand a personal feelingabout movement

Safety DK–3 show a willingness to

listen to directionsand simpleexplanations

D1–3 show a willingness tolisten to directionsand simpleexplanations

D2–3 demonstrate theability to listen todirections, followrules and routines,and stay on-task whileparticipating inphysical activity

D3–3 demonstrate theability to listen todirections, followrules and routines,and stay on task whileparticipating inphysical activity

DK–4 participate in safe

warm-up and cool-down activities

D1–4 participate in safewarm-up and cool-down activities

D2–4 demonstrate andparticipate in safewarm-up and cool-down activities

D3–4 demonstrate andparticipate in safewarm-up and cool-down activities

DK–5 experience movingsafely and sensitivelythrough allenvironments; e.g.,movement activities

D1–5 move safely andsensitively through allenvironments; e.g.,space awarenessactivities

D2–5 demonstrate movingsafely and sensitivelyin variousenvironments; e.g.,modified games

D3–5 tell about safemovementexperiences in variousenvironments; e.g.,gymnastic equipment

GENERAL OUTCOME D

Students will assume responsibility to lead an active way of life.Do it Daily }}

for Life!


“D”, Specific Outcomes Physical Education (K–12) /27�Alberta Learning, Alberta, Canada (2000)

Grade 4[D4–1]

Grade 5[D5–]

Grade 6[D6–]

Students will:

Effort

D4–1 demonstrate a willingness toparticipate regularly in physicaleducation class

D4–2 demonstrate factors thatencourage movement

D5–1 participate regularly in physicalactivity to develop componentsof health-related fitness andmovement skills

D5–2 demonstrate factors that

encourage movement

D6–1 demonstrate enjoyment ofparticipation through extendedeffort in physical activity

D6–2 identify and demonstratestrategies that encourageparticipation and continuedmotivation

Safety D4–3 follow rules, routines and

procedures for safety in avariety of activities

D5–3 identify and follow rules,routines and procedures forsafety in a variety of activities

D6–3 identify, describe and follow therules, routines and proceduresfor safety in a variety ofactivities from all movementdimensions

D4–4 participate in, and identify the

benefits of, safe warm-up andcool-down activities

D5–4 participate in, and identify thebenefits of, safe warm-up andcool-down activities

D6–4 participate in, and demonstratethe benefits of, safe warm-upand cool-down activities

D4–5 describe how to move safely invarious environments; e.g.,skating rink

D5–5 identify safe practices thatpromote an active, healthylifestyle; e.g., water safety

D6–5 select simple, safe practices thatpromote an active, healthylifestyle; e.g., rules of the roadfor cycling, inline skating

GENERAL OUTCOME D


for Life!



Grade 7 [D7–]

Grade 8 [D8–]

Grade 9 [D9–]

Students will:

Effort D7–1 participate regularly in, and

identify the benefits of, anactive lifestyle

D8–1 participate regularly in, andidentify and describe thebenefits of, an active lifestyle

D9–1 participate regularly in, andrealize the benefits of, an activelifestyle

D7–2 identify and demonstratestrategies that encourageparticipation and continuedmotivation

D8–2 develop a personal plan thatencourages participation andcontinued motivation

D9–2 develop a personal plan thatencourages participation andcontinued motivation

Safety D7–3 identify, describe and follow the

rules, routines and proceduresfor safety in a variety ofactivities in all dimensions

D8–3 select and apply rules, routinesand procedures for safety in avariety of activities

D9–3 select and apply rules, routinesand procedures for safety in avariety of activities from allmovement dimensions

D7–4 explain the benefits of, anddemonstrate safe, warm-up andcool-down activities

D8–4 design and perform warm-upand cool-down activities

D9–4 analyze, design and performwarm-up and cool-downactivities

D7–5 recommend safe movementexperiences that promote anactive, healthy lifestyle; e.g.,protective equipment for in-lineskating, ball hockey

D8–5 appraise or judge movementexperiences for safety thatpromote an active, healthylifestyle; e.g., safe use ofequipment

D9–5 design safe movementexperiences that promote anactive, healthy lifestyle; e.g.,student-created games

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

Do it Daily }} for Life!

All outcomes are achieved through active and safe participation in physical education.

“D”, Specific Outcomes Physical Education (K–12) /29 Alberta Learning, Alberta, Canada (Revised 2001)

Physical Education 10 [D10–]

Physical Education 20 [D20–]

Physical Education 30 D30–]

Students will:

Effort D10–1 demonstrate a commitment to

an active lifestyle through participation in and out of class

D20–1 model an active lifestyle

D30–1 model an active lifestyle

D10–2 develop a personal plan that is self-motivating and encourages ongoing participation

D20–2 refine a personal plan that is self-motivating and encourages ongoing participation

D30–2 recommend future changes and modifications to one’s personal plan to maintain a healthy, active lifestyle

Safety D10–3 select and apply rules, routines

and procedures of safety in a variety of activities

D20–3 develop and apply safety standards and rules in a variety of activities

D30–3 develop and apply safety standards and rules in a variety of activities

D10–4 analyze, design and assess

warm-up and cool-down activities

D20–4 analyze, design and assess warm-up and cool-down activities

D30–4 analyze, design and assess warm-up and cool-down activities

D10–5 define and understand first aid

principles and survival skills, including cardiopulmonary resuscitation (CPR), as they relate to physical activity; e.g., aquatics; and, demonstrate responsibility for actions taken to address immediate and potential hazards that might affect self and others

D20–5 demonstrate first aid principles and survival skills as they relate to physical activity; e.g., camping; and, identify and analyze potential hazards that might affect self and others

D30–5 apply the use of first aid principles and survival skills as they relate to physical activity; e.g., athletic training; and, recommend actions that will minimize potential hazards to self and others


Do it Daily } for Life!



Kindergarten[DK–]

Grade 1[D1–]

Grade 2[D2–]

Grade 3[D3–]

Students will:

Goal Setting/Personal Challenge

DK–6 participate in a classactivity with a groupgoal; e.g., walk apredetermineddistance

D1–6 participate in a classactivity with a groupgoal; e.g., walk apredetermineddistance

D2–6 practise setting ashort-term goalrelated to positiveeffort to participate ina physical activity

D3–6 set and achieve ashort-term goal toincrease effort andparticipation in onearea of physicalactivity

DK–7 make choices to beinvolved in a varietyof movementexperiences

D1–7 try a challengingmovement experiencebased on personalabilities

D2–7 identify ways tochange an activity tomake it a challengebased on personalabilities

D3–7 identify ways tochange an activity tomake it a challengebased on personalabilities

Active Living in the Community DK–8 describe appropriate

places for children toplay

D1–8 identify andexperience safe placesto play in thecommunity

D2–8 identify types ofphysical activitiespeople choose withinthe community

D3–8 describe types ofphysical activitiespeople choose withinthe community andreasons for theirchoices

DK–9 make choices to beactive

D1–9 make decisions to beactive

D2–9 make appropriatemovement choicesconsidering personalspace, safety, abilityand the surroundingenvironment

D3–9 make appropriatemovement choiceswith consideration forsafety of personalspace, ability andsurroundingenvironment

GENERAL OUTCOME D


for Life!



Grade 4[D4–1]

Grade 5[D5–]

Grade 6[D6–]

Students will:

Goal Setting/Personal Challenge D4–6 set and achieve a long-term goal

to increase effort andparticipation in one area ofphysical activity

D5–6 set long-term goals to improvepersonal performance based oninterests and abilities

D6–6 set and modify goals to improvepersonal performance based oninterests and abilities

D4–7 demonstrate different ways toachieve an activity goal that ispersonally challenging

D5–7 demonstrate different ways toachieve an activity goal that ispersonally challenging

D6–7 analyze and create differentways to achieve an activity goalthat is personally challenging

Active Living in the Community D4–8 identify how people, facilities

and communities influencephysical activity

D5–8 create a strategy to promoteparticipation in physical activitywithin the school and thecommunity

D6–8 examine factors that influencecommunity decisions to supportand promote physical activity

D4–9 make decisions to be activewithin group activities orindividually

D5–9 identify factors made to beactive within group orindividual activities on a dailybasis

D6–9 choose and actively participatein a new group or individualactivity that encourages dailyparticipation

GENERAL OUTCOME D


for Life!



Grade 7 [D7–]

Grade 8 [D8–]

Grade 9 [D9–]

Students will:

Goal Setting/Personal Challenge D7–6 record and analyze personal

goals based on interests andabilities

D8–6 monitor, revise and refinepersonal goals based oninterests and abilities

D9–6 determine and articulatechallenging personal and teamgoals based on interests andabilities

D7–7 evaluate different ways to

achieve an activity goal, anddetermine a personal approachthat is challenging

D8–7 evaluate different ways toachieve an activity goal, anddetermine personal and teamapproaches that are challengingfor both the individual and thegroup

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 D7–8 identify local community

programs that promotephysically active lifestyles

D8–8 analyze community programsthat promote a physically activelifestyle

D9–8 evaluate community programsthat promote physically activelifestyles and how they meetlocal needs

D7–9 identify factors that affectchoices of daily physicalactivity for life, and createpersonal strategies to overcomebarriers

D8–9 analyze factors that affectchoices of physical activity forlife, and create personalstrategies to overcome barriers

D9–9 develop strategies to counteractinfluences that limitinvolvement in physical activity





Physical Education 10 Physical Education 20 Physical Education 30

Students will:

Goal Setting/Personal Challenge D10–6 analyze current physical

activity lifestyles and establishpersonally challenging goals tomaintain participation for life

D20–6 determine short- and long-termactivity goals and a timelinefor their attainment that willcontinue to provide personalchallenges

D30–6 evaluate and revise short- andlong-term activity goals thatwill continue to providepersonal challenges

D10–7 N/A D20–7 N/A D30–7 N/A

Active Living in the Community D10–8 investigate participation in

community activity programsfor all ages and the influencesthat affect participation

D20–8 perform service, leadership andvolunteer work related tophysical activity, in the schooland/or community

D30–8 perform service, leadership andvolunteer work related tophysical activity, in the schooland/or community

D10–9 demonstrate decision-making

skills that reflect choices fordaily activity within the schooland the community

D20–9 evaluate the issues that affectdecision making in relation tobeing active daily

D30–9 develop strategies to offsetinfluences that limitinvolvement in physicalactivity



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