physical education/health education personal and social management · 2009-10-08 · physical...

Physical Education/Health Education Personal and Social Management

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Personal and Social Management

Explanation of the GLO

Through effective programming, the development of personal and socialmanagement skills serves to help young people develop healthy lifestylepractices, healthy relationships, and direction in career/life management.As well, these skills help students build resistance to drug involvement,teen pregnancy, gangs, truancy and early school leaving. Sharedresponsibility among the home, school, and community is essential for thedevelopment of personal and social management. The family is theprimary educator in the development of attitudes, beliefs, and values thatlead to personal and social well-being. The school/community plays asupportive and complementary role in building on these values andattitudes.

Research indicates that traditional knowledge-based programming has notbeen shown to effect change significantly and/or to improve skills andbehaviours. Effective programming should include the development ofpersonal and social management skills for the prevention of health andsocial issues, the change of inappropriate behaviour, and the promotion ofresiliency.

Within this general student learning outcome, students will develop theability to understand, manage, and express the social and emotionalaspects of their lives. Students will demonstrate the ability to developself-understanding, to make health-enhancing decisions, to workcooperatively and fairly with others, and to build positiverelationships with others.

Explanation of the SLOs

For the purpose of this Framework, five personal and social managementskills have been identified. These skills are considered the basis forsuccessful management of one’s life in day-to-day living. As well, these

five skills are referred to as process skills because they include steps,contributing or inhibiting factors, or possible strategies or solutions as partof a skill set. They are:

C goal-setting/planning skillsC decision-making/problem-solving skillsC interpersonal skillsC conflict resolution skillsC stress management skills

The skill-related student learning outcomes emphasize the use or applicationof the processes to everyday living. The focus is on building positive self-esteem, relationships, and a capacity for making health-enhancing decisionsthrough active and interactive learning strategies. Students will haveopportunities to participate in group problem-solving activities that promotecooperation/ collaboration, teamwork, and fairness. As well, skills forreducing conflicts and personal stress will be addressed to help studentslearn to be more resilient, healthier, and happier.

Knowledge-related student learning outcomes for personal and socialmanagement focus on the background information to help studentsunderstand the thoughts, feelings, and actions of self and others. As well,students are encouraged to seek out relevant and accurate information frommany sources, such as home, school, peers, the community, and the media.For example, students will examine the range of emotions that humans feeland the appropriate ways to deal with these emotions. When there is aproblem, what are the steps and strategies for dealing with that problem? What sources of information are reliable and accurate? How can weprevent or reduce problems, conflicts, and illness? The students gain anunderstanding of what, why, and how to use or apply each of the

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personal and social management skills in context with physically activeand healthy lifestyles.

Attitudes, beliefs, and values play an important role in the development ofpersonal and social management skills. For lifelong learning and activehealthy living, students should understand the importance of having awillingness and desire to learn; of being sensitive to others; of takingresponsibility for their own actions; and of showing a positive attitudetoward learning, growth, and personal health. As well, the attitudeindicators for this general student learning outcome guide teaching,learning, assessment, and anecdotal reporting across the grades.

Other Considerations

Personal and Social Management is considered the primary,interconnective general student learning outcome in the Framework. Itreflects the foundation skill areas (i.e., literacy and communication,problem-solving, human relations, and information technology) for allManitoba curricula, and the elements for integration as identified in AFoundation for Excellence (1995). It links with other subject areas andmakes curricular connections with other disciplines (refer to Appendix C:Curricular Connections for more details) in support of an integrated andholistic approach to implementation. It connects with the other generalstudent learning outcomes in the Framework so that students will learn toapply personal and social management skills to each of the other generalstudent learning outcomes (i.e., Movement, Fitness, Safety, andHealthy Lifestyle Practices). For example, students will use the goal-setting/planning process for developing personal fitness plans, as well asfor nutrition planning, or changing a social behaviour.

The intent of all specific student learning outcomes for Personal andSocial Management is to ensure that learning experiences are highlyactive and interactive to provide students many opportunities foracquisition/application of the process skills. Behaviourally orientedmethods, embedded in sound curriculum based on social learning theory,

are most effective for bringing about changes in behavioural skills, self-efficacy, behavioural intentions, and behaviours (Contento et al., 1992).Students will have active and interactive opportunities to discuss, practise,and apply the process skills, such as conflict resolution and decision-making/problem-solving, in the context of physical activities and classroom-based activities.

Many models exist for the process skill areas related to personal and socialmanagement. For the purpose of this Framework, the following DECIDEmodel of the decision-making/problem-solving process is used. This modelincludes and supports the values andbeliefs of family, religion, and community. Students need to use a model,such as the one provided, to ensure that knowledge and values are includedas part of the steps.

C Define the topic or issuesC Explore alternatives or optionsC Check alternatives against sound, relevant health knowledge and values

— family, church, school, and communityC Identify possible solutionsC Decide and take actionC Evaluate and revise

Some commonly accepted values that play an important role in theproblem-solving/decision-making process include:

C Honesty — being truthful with others and selfC Equity — supporting equal rights, regardless of religion, race, national

origin, gender, source of income, age, ability, marital or family status.C Responsibility — carrying out one’s obligations and being accountable

for one’s own actions


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C Justice — being fair to all people• Respect — showing care, empathy, understanding, and acceptance

for others, and valuing diversityC Consideration — demonstrating care and generosity toward othersC Commitment — being true to family, community, country, ideals, and

beliefs that contribute to quality of life

Learning Continuum

Early Years: Introductory Stage

During Early Years (Kindergarten to Grade 4), specific student learningoutcomes have been developed to reflect the building of skills at intervalsacross the years for each personal and social management skill. The focusis on building a positive self-image while discovering its influence on selfand others. In general, knowledge and skill areas are introduced at EarlyYears to develop a basic understanding of process skills by the end ofGrade 4.

Middle Years: Acquisition/Application Stage

Middle Years (Grades 5 to 8) students are experiencing physical andsocial-emotional changes during these years of growth and development.The emphasis is on a general understanding of factors affecting personaland social development, and on learning to respond to change andgrowth. Students will experience, practise, and be able to describe thepersonal and social management skills and strategies. These skills andstrategies are applied and practised in a variety of contexts relevant to thisage group, reinforcing the functional use of the process skills.

Senior Years: Acquisition/Application/Personalization Stage

At Senior Years (Senior 1 to 4), students have a general understanding ofthe personal and social management knowledge and skills, and are readyto investigate, assess, analyze, and personalize factors that may enhanceor interfere with making health-enhancing decisions. For example,

students will apply the decision-making/problem-solving process to specificproblems or health issues. Students will participate in strategies such asdiscussions, brainstorming, text reconstruction, debates, role playing, andinformation searches to help them solve problems in different casescenarios, and to demonstrate the process for making informed andresponsible decisions. Competence in skills and strategies for activelistening, group participation, and group facilitation help students learn tointeract positively and effectively with others. As well, all personal andsocial management skills contribute to the development of skills foremployability and the career-building process.

Summary Chart

The Summary Chart for Personal and Social Management (refer topage 114) outlines the strands, sub-strands, and attitude indicators for theGLO. It is an overview of what a student is expected to know and be ableto do in this area.

Scope and Sequence Chart

The Scope and Sequence Chart for Personal and Social Management(refer to page 115) shows grade placement of the specific student learningoutcomes and the stages of learning as indicated by the icons. This charthelps guide teaching, learning, and assessing across the grades.

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Kno

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Skill

sSummary Chart for Personal and Social Management

The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions,to work cooperatively and fairly with others, and to build positive relationships with others.

StrandLetter

Strand Sub-Strands Attitude Indicators

APersonal Development 1. Self-Awareness/Self-Esteem

2. Goal-Setting3. Decision-Making/Problem-Solving Process

Students will:

4.1 Show a positiveattitude towardlearning, growth, andpersonal health

4.2 Be sensitive to theneeds and abilities ofothers

4.3 Demonstrate personalresponsibility in dailywork and play

4.4 Show a willingness toplay fairly and workcooperatively/collaboratively withothers

4.5 Show a positiveattitude toward change

4.6 Enjoy participation and learning

BSocial Development 1. Social Responsibility

2. Relationships3. Conflict Resolution Process4. Avoidance and Refusal Strategies

CMental-Emotional Development 1. Feelings and Emotions

2. Elements of Stress3. Effects of Stress4. Stress Management Strategies

A

Acquisition of Personal and SocialManagement Skills related to PhysicalActivity and Healthy LifestylePractices

1. Goal-Setting/Planning2. Decision-Making/Problem-Solving3. Interpersonal Skills4. Conflict Resolution Skills5. Stress-Management Skills


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Stra

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Skil

lsSt

rand

BSt

rand

CSt

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A

Scope and Sequence Chart for Personal and Social Management

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

1. Self-Awareness/Self-Esteem ì ì ì ì ì ì ì ì ì ì ì2. Goal-Setting É ì ì ì ì ì ì ì ì ì ì3. Decision-Making/Problem-Solving Process ì ì ì ì ì ì ì ì ì ì ì

1. Social Responsibility ì ì ì ì ì ì ì ì ì ì ì2. Relationships ì ì ì ì ì ì ì ì ì ì ì3. Conflict Resolution Process É ì ì ì ì ì4. Avoidance and Refusal Strategies ì ì ì ì ì ì1. Feelings and Emotions ì ì ì ì ì ì2. Elements of Stress ì ì ì ì ì ì3. Effects of Stress ì ì ì ì ì4. Stress Management Strategies ì ì ì ì ì ì

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

1. Goal-Setting/Planning É ì # # ì ì ì # ì ì ì2. Decision-Making/Problem-Solving ì ì ì ì ì ì ì ì ì ì ì

3. Interpersonal Skills ì ì ì ì ì ì ì ì ì ì ì

4. Conflict Resolution Skills ì ì ì ì ì5. Stress-Management Skills ì ì ì ì ì ì

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

4 — Personal and Social Management - KnowledgeStrand A: Personal Development

Specific Student Learning Outcomes 4 - Personal and Social Management 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. Self-Awareness/Self-Esteem

(Language Artsand Social StudiesConnections)

ë K.4.K.A.1Identifycharacteristics that describe self asspecial and unique(e.g., physicalcharacteristics, abilities,gender...)

ë K.4.1.A.1Recognize positiveattributes of self,family, andclassmates (e.g.,physical characteristics,abilities, qualities,culture,accomplishments,highlights...)

ë K.4.2.A.1Recognize thateveryone is special,unique, and able tosucceed (i.e., families,interests, talents,feelings, desires)

ë K.4.3.A.1Identify theimportance ofshowingconsideration for selfand others, and forindividualdifferences (i.e.,language, ideas,abilities, physicalcharacteristics)

ë K.4.4.A.1Demonstrate anawareness of factors(e.g., personal attitudes,supportive environment,accomplishments,positive thinking,genetics, mediastereotyping...) thatinfluence self-esteemand self-confidence


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

ë K.4.5.A.1Identify how one’sself-concept andfeelings are affectedby others (e.g.,praise/success/encouragement buildconfidence,ridicule/insults hurtfeelings...)

ë K.4.6.A.1Describe individualcharacteristics (e.g.,gender, race, family,religion, community,appearance, interests,hobbies, preferredlearning approaches...)that contribute to thedevelopment ofpersonal identity, self-confidence, andself-efficacy

ë K.4.7.A.1Compare attitudesand behaviours (i.e.,inclusive/exclusive,positive acceptance/rejection, open/discriminatory) thatcontribute to a senseof belonging

ë K.4.8.A.1Examine the effectsof stereotypingbased on a variety offactors(e.g., gender, age, race,roles, media influences,body type, sexualorientation, source ofincome...), and ways (e.g., set/review personaland group norms,standards...) topromote acceptanceof self and others

ë K.4.S1.A.1Examine personalstrengths, values,and strategies (e.g.,enhancing strengths,working on weaknesses,restructuring negativethoughts, positivethinking, persisting toachieve goals in spite ofsetbacks...) forachieving individualsuccess and apositive self-image

ë K.4.S2.A.1Assess personalattributes and talentsacross a variety ofdomains (e.g.,academic, athletic,musical, artistic,interpersonal,intrapersonal...), andassess how eachcontributes toself-esteem/self-confidence




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2. Goal-Setting

(Language ArtsConnections)

a) process

b) personal planningand responsibility

(Language Artsand Social StudiesConnections)

ë K.4.K.A.2aÉ

ë K.4.K.A.2bÉ

ë K.4.1.A.2aRecognize that ittakes time, effort,and cooperation toachieve simpleindividualtasks/goals (e.g., tyingown shoelaces...) andgroup tasks/goals (e.g., deciding what toplay in a group setting...)

ë K.4.1.A.2bDiscuss behavioursthat demonstratepersonalresponsibility andirresponsibility in aclassroom (e.g., payingattention versusdisrupting, sharingversus monopolizingequipment, staying ontask...)

ë K.4.2.A.2aIdentify examples ofsimple, realisticgoals for healthyliving that are shortterm(e.g., bringing a healthysnack, helping a friend, playing actively as agroup at recess...) andlong term (e.g.,running faster,increasing strength,developing a healthyheart, having nocavities...)

ë K.4.2.A.2bList ways to showpersonalresponsibility athome and school(e.g., keep room tidy, putaway belongings, followdirections, practise dailyhealth habits, completehomework, respectothers, play safely, learnto set boundaries, ask forhelp, offer to help...)

ë K.4.3.A.2aDifferentiatebetween long-termgoals (e.g., strongbones, class projects...)and short- termgoals (e.g., meetrecommended dailyrequirements ofmilk/milk products, dailyhomeworkassignments...)

ë K.4.3.A.2bDiscuss howattributes (i.e.,determination, beingresponsible, staying ontask) and desires(i.e., willingness to help,motivation to participateor contribute) affectpersonal progressand achievement

ë K.4.4.A.2aIdentify a goal-setting process (e.g.,assess attributes, setgoals, visualize, practise,monitor, automate,enjoy...) forestablishing personalgoals

ë K.4.4.A.2bDescribe the factors(e.g., success/failure,attitude, support fromothers, commitment,intrinsic and extrinsicrewards...) that affectpersonal motivationand achievement ofgoals




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ë K.4.5.A.2aIdentify ways ofsetting group goals (e.g., by consensus, byarbitrary decision, bytaking turns...) forcooperative learningand team-building

ë K.4.5.A.2bDescribe theimportance of self-regulation and takingresponsibility forone’s own actions(e.g., gain the respect ofothers, personalachievement, quality oflife, active participation,being a good teamplayer...) for personalsuccess

ë K.4.6.A.2aIdentify and reviseshort- and long-termgoals (e.g., using astudent planner forschool work, training fora marathon relay team,saving money...) forpersonal management(i.e., tasks, time,responsibilities)

ë K.4.6.A.2bDetermine effectivetime-managementtechniques andorganizational skills(e.g., making lists,setting priorities...) forpersonal planning(e.g., preparing for tests, examinations, projects,competition...)

ë K.4.7.A.2aIdentify theobstacles (e.g.,changing information,abilities, priorities,values, resources,attitudes, illness, injury,responsibilities...) thatmay influenceachievement of andmaking revisions topersonal goalsand strategies (e.g., decision-making/problem-solvingprocess...)

ë K.4.7.A.2bDescribe the mentalskills (i.e., goal-setting,focussing, stress-management skills,visualization, positivethinking) necessary toenhanceperformance,readiness, andsatisfaction

ë K.4.8.A.2aDevelop self-monitoringstrategies (e.g., keep ajournal, participate with afriend...) and criteria(e.g., believable,achievable, controllable,within time lines... )in goal-setting for anindividual and/orgroup goal

ë K.4.8.A.2bAnalyze how factors(e.g., family, peers,cultural beliefs,knowledge, personalqualities, scheduling,motivation level, degreeof challenge, supports...)affect one’s planningand setting of goals

ë K.4.S1.A.2aIdentify potentialcareer choices inhealth education andphysical education(e.g., physical educator,physiotherapist, athleticdirector, fitness leader,recreation director,health and wellnesseducator, social worker,nutritionist, medicaldoctor, nurse,counsellor, occupationaltherapist...)

ë K.4.S1.A.2bDetermine the skillsfor employability(i.e., academic skills,personal managementskills, teamwork skills)

ë K.4.S2.A.2aExamine theeffectiveness of usinga goal-settingprocess for settingand achievingpersonal goals and/orfor changing abehaviour(e.g., evaluate applicationof goal-setting process toimproving cardiovascularfitness, career plan...)

ë K.4.S2.A.2bEvaluate how variousinternal and external factors (e.g., availabilityof particular jobs versusability to do the job,making a team,improving a grade,improving fitness...) mayhave an impact onthe achievement ofpersonal and/orcareer goals (e.g.improving a grade,improving fitness, gettinga job...)




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3. Decision-Making/Problem-SolvingProcess

(Language Artsand ScienceConnections)

ì K.4.K.A.3Identify dailydecisions and/orchoices (e.g., what towear, eat, play; what issafe...) and howchoices are made forhealth and well-being

ì K.4.1.A.3Identify initial steps (e.g., extendingknowledge, stop andthink, ask opinions ofothers, check rules,check options...)for making simplepersonal and/orguided decisionsregarding home andclassroom situations(e.g., follow class rules,use substances safely,wear protectiveequipment during play...)

ì K.4.2.A.3Discuss the conceptof consequences(e.g., cause-and-effectrelationships...) ofbehaviours as part ofthe decision-making/problem-solvingprocess for healthand well-being (e.g.,touching a very hotsurface will causeburns...)

ì K.4.3.A.3Explore the steps inthe decison-making/problem-solvingprocess (e.g., definetopic or issue, explorealternatives, check andconsider healthknowledge and values,identify possiblesolutions, decide,evaluate...)

ì K.4.4.A.3Identify the steps ofthe decision making/problem-solvingprocess with anemphasis on the finalsteps (e.g., making thedecision, taking action,evaluating results...)




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ì K.4.5.A.3Identify the influenceof self (e.g., personalgoals, emotions...) and others (e.g.,expectations of family,teachers and friends;values and beliefs ofhome, religion, culture,community, society ingeneral,...) on settingpriorities andmaking responsiblepersonal decisions(e.g., academicachievement, leisureactivities...)

ì K.4.6.A.3Describe howpersonal factors (e.g.,emotions, time, previousexperience, priorknowledge, personalgoals, abilities,religion...) and socialfactors (e.g., peers, friends,trends, society, culture,media,advertising...)influence makingresponsible andhealth-enhancingdecisions (e.g.,participating in dailyphysical activity...)

ì K.4.7.A.3Explain the benefitsof using thedecision-making/problem-solving process formaking responsibleand health-enhancingpersonal decisions(e.g., prevents impulsiveand/or negativedecisions, contributes tolong-term healthbenefits...)

ì K.4.8.A.3Describe the socialfactors (e.g., self-esteem, interests,opinions, abilities,interpersonal skills,...)that affect thedecision-making/problem-solvingprocess in groupsituations

ì K.4.S1.A.3Examine factors (e.g.,family, values, healthknowledge, peerinfluence, media, socialtrends, requirements,costs...) that affectmaking decisions byself and/or others foractive healthylifestyles and/orcareer-building

ì K.4.S2.A.3Analyze factors (i.e.,values, beliefs, peerinfluence, mediainfluence, environmentalinfluence, financialinfluence) thatinfluence personaland/or groupdecisions for active,healthy lifestyles

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1. SocialResponsibility

(Social Studies andLanguage ArtsConnections)

a) responsible socialbehaviours

b) appreciation ofdiversity

ë K.4.K.B.1aIdentify examples ofresponsible socialbehaviours (e.g.,contributing by listening,following rules, takingturns, sharingequipment, speakingkindly, beingcourteous...) forgetting along withothers in school andschool yard

ë K.4.K.B.1bÉ

ë K.4.1.B.1a#

ë K.4.1.B.1bDiscuss how feelingsand experiencesassociated withparticipation inphysical activities/sports, and/or socialevents can be thesame or differentfrom person toperson (e.g., may feelexcited, happy, angry,fearful, uncomfortable,frustrated)

ë K.4.2.B.1aIdentify responsibleand respectfulbehaviours (e.g.,following directions,completing tasks, beinghonest, displayingetiquette, playing fairly,cooperating, sharing,keeping promises,speaking kindly...) fordeveloping positiverelationships

ë K.4.2.B.1bTalk aboutsimilarities anddifferences (e.g.,likes/dislikes, culturalconnections...) ofresponses of self andresponses of othersrelated to situationsinvolving sports/physical activitiesand/or social events

ë K.4.3.B.1aDescribe thebehaviours (e.g.,accepting everyone intothe group, inviting othersto play or participate, noput-downs, recognizingfeelings of others...) thatshow respect for theabilities and feelingsof others

ë K.4.3.B.1bTalk about personalparticipation andresponsibility incooperative play andteamwork forappreciation ofdiversity (e.g.,willingness to play andwork with others,acceptance of individualdifferences, motivation tocontribute, dealing withrejection...)

ë K.4.4.B.1aIdentify appropriatesocial behaviours(e.g., speaking kindly,acknowledging others’ideas and opinions,offering to help...)toward others insmall-groupsituations

ë K.4.4.B.1bDiscuss connectionsor representations ofcultures in differentphysical andrecreationalactivities(e.g., lacrosse fromAboriginal culture,tinikling from Philipines,voyageur games fromFrench-Canadianculture...)




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ë K.4.5.B.1aDescribe behaviours(e.g., listen withoutinterrupting, avoidridicule or teasing, useinclusive language andactions...) that showrespect for the rightsand feelings ofothers

ë K.4.5.B.1bRecognize the roleof activities andevents (e.g., games,sports, dances, socialevents, cultural events...)in getting to knowand understandothers of similar anddifferent cultures

ë K.4.6.B.1aIdentify theinfluences (e.g., familybeliefs/values, rolemodels, peers,advertising, television,movies...) that help orhinder responsible,social decision-making (e.g., choosingfriends, choosingactivities,communicating withothers...)

ë K.4.6.B.1bRecognize personalparticipation andresponsibility (e.g.,respect for andacceptance of individualdifferences, awarenessof social norms andvalues, concern andcompassion for others,cooperation, motivationto solve interpersonalproblems...) indifferent socialcontexts

ë K.4.7.B.1aIdentify sociallyacceptablebehaviours (e.g., keepan open mind, show awillingness to try,recognize own feelingsand emotions, step awayfrom the situation iffeeling anger...) fordealing with newsituations and/orchange (e.g.,participating in newactivities, choosingfriends...)

ë K.4.7.B.1bDescribe conduct(e.g., personal, group,team...) and ethicalbehavioursappropriate forengaging in physicalactivity and/or socialevents

ë K.4.8.B.1aDescribe behavioursthat show socialresponsibility andrespect for diversity(e.g., showing respecttoward officials and otherplayers, inviting others toplay, greeting others,helping others who areexperiencing difficulty...) in different contexts(e.g., sports, physicalactivity participation,classroom settings...)

ë K.4.8.B.1bDiscuss personalparticipation andresponsibilities inphysical activitiesand/or social eventsfor the promotion of inclusion and culturaldiversity incommunities

ë K.4.S1.B.1aDescribe ways totreat others (e.g.,show respect,consideration, support,encouragement,affection, understanding,forgiveness...) for thedevelopment ofhealthy and meaningfulrelationships(e.g., betweenparent/child, siblings,best friends, romanticrelationships, marriage,at work, in thecommunity...)

ë K.4.S1.B.1bReflect on thefactors(e.g., interest, multipleintelligences, access...)that influence choiceof physical activitiesor sport pursuits forself and others

ë K.4.S2.B.1aExamine the role ofgames, sports, andthe arts for theircontributions tosocial developmentand cultural diversity (e.g., getting to know andunderstand others of likeand different cultures,Olympics...)

ë K.4.S2.B.1bDiscuss the historicaland/or current rolesof games, sports, andother physicalactivity pursuits forthe appreciation ofdifferent cultures




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2. Relationships


a) communicationskills and styles

b) developingrelationships

ë K.4.K.B.2aIdentify ways (e.g.,focus attention on thespeaker, do not talk atthe same time as thespeaker, nod, keepstill...) to show aperson is listeningattentively whencommunicating

ë K.4.K.B.2bIdentify activitiesthat friends dotogether (e.g.,communicate with eachother, play games, sharetoys...)

ë K.4.1.B.2aIdentify differentways (e.g., notinterrupting, waiting forappropriate time, nothurting feelings ofothers, asking for a timeout, avoiding tantrums...)of expressingfeelings andemotions thatcontribute to gettingalong with others

ë K.4.1.B.2bIdentify ways (e.g.,show consideration, taketurns, share equipment,help others, be inclusive,show respect...) to getalong with others fordeveloping healthyrelationships

ë K.4.2.B.2aIdentify positivecommunication skills(e.g., focus on speaker,repeat back information,use appropriate bodylanguage, ask relevantquestions, includeeveryone, disagreepolitely, show self-control, take turns, workcooperatively...) forlistening withattention in small-group settings

ë K.4.2.B.2bIdentify situations(e.g., carrying somethingheavy, contributing to aproject...) in whichfriends may behelpful and ways (e.g.,saying thank you,returning the favour...) toshow appreciation

ë K.4.3.B.2aIdentify appropriateand inappropriateways (e.g.,talking/crying, calmvoice/loud voice,acceptable language/offensive language,cheering/booing...) ofcommunicatingemotions

ë K.4.3.B.2bRecognize theimportance (e.g.,feeling of belonging,affiliation, learn fromeach other...) of friendsand groups that aresafe and dependable

ë K.4.4.B.2aIdentify positivecommunication skills(e.g., encouragingremarks, usingappropriate etiquette,using appropriate bodylanguage...) andbehaviours (i.e., fairplay code of conduct) forgetting along withothers in competitivesituations (i.e., as aparticipant, player, orspectator)

ë K.4.4.B.2bIdentify ways (e.g.,assign and acceptresponsiblity for roles inan activity, celebratesuccesses of self andothers, say please/thankyou...) to get alongwith others incooperative/collaborativesituations




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ë K.4.5.B.2aReview verbal andnon-verbalbehaviours that help(e.g., listening, keepingsecrets, smiling...) andhinder (e.g., betrayingloyalty, making fun of, notlistening, interrupting,using inappropriate bodylanguage...)communication forbuilding positiverelationships

ë K.4.5.B.2bIdentify qualities(e.g., honesty, support,reliability, commoninterests, loyalty,fairness...) that areimportant inestablishing andmaintaining afriendship

ë K.4.6.B.2aIdentify differentstyles ofcommunication (i.e.,passive, aggressive,assertive) and theircharacteristics(e.g., passive is ignoringan issue, aggressive isconfronting an issuewithout thinking itthrough, assertive isaddressing an issuewith tact...)

ë K.4.6.B.2bIdentify thebehaviours(e.g., showing respect,fulfilling a commitment,abstaining from put-downs, helping otherswho are experiencingdifficulty, followingdirections, beingencouraging...) that areimportant forworkingcooperatively and

ë K.4.7.B.2aIdentify thecharacteristics(e.g., compliance/conflict, confidence level,tone of voice, eyecontact, bodylanguage...) associatedwith each of thecommunicationstyles (e.g., passive,aggressive, assertive...)and leadershipqualities (e.g.,enthusiasm,presentation skills,reliability, organization...)

ë K.4.7.B.2bIdentify areas withinthe school (e.g., staff,school teams, clubs...)and community (e.g.,community projects...)that offeropportunities tomake new friendsand belong to agroup(e.g., staff, school teams,clubs...)

ë K.4.8.B.2aDescribe examplesof assertivebehaviours (e.g.,saying no to somethingthat makes you feeluncomfortable, includingothers who are left out...)for resistingnegative peerpressure

ë K.4.8.B.2bIdentify roles andresponsibilities(e.g., loyalty,commitment, support,respect, leadership...) indeveloping positiverelationships (e.g.,between friends, withinfamilies, in a sportsteam, band/choir...)

ë K.4.S1.B.2aIdentifycommunication skillsand strategies thatpromote team/groupdynamics (e.g., listenactively, encourageothers, be assertive inacceptable ways, showself-control, stay with thegroup until completion ofthe task, develop groupconsensus...)

ë K.4.S1.B.2bIdentify appropriatesocial behaviours(e.g., use inclusivelanguage, treat otherswith respect...) fordevelopingmeaningfulinterpersonalrelationships

ë K.4.S2.B.2aEvaluate the benefitsof effectivecommunication skills (e.g., listen actively,paraphrase, showappreciation, criticizeideas not people...) forgetting along withfamily, friends, andpeers in school,community and/or theworkplace

ë K.4.S2.B.2bIdentify potentialadult roles (e.g.,parent, partner,spouse...) and ways toprevent potentialproblems (e.g.,domestic conflict,abuse...) indevelopingmeaningful relationships




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3. ConflictResolutionProcess


a) angermanagement

b) process

ì K.4.K.B.3aÉ

ì K.4.K.B.3bÉ

ì K.4.1.B.3aIdentify what canhappen whensomeone becomesangry (e.g., red face,tense muscles, loudvoice, physicalaggression...) andhealthy ways to dealwith anger (e.g., taketime to think about it, talkto the person who madeyou angry, ask an adultfor help, go for asupervised walk/run...)

ì K.4.1.B.3bIdentify severalcauses of conflictsthat may occur inclass or playsituations (e.g.,disagreeing over who toplay with, what to do,what to play with; nottaking turns; not sharing;not being fair; wanting tobe first...)

ì K.4.3.B.3aRecognize angertriggers for self andothers (e.g., name-calling, feelinginadequate, beingreprimanded...), andstrategies to reduce,control, or avoidanger (e.g., seeksomeone to talk to, taketime-outs, participate in adiversion activity, engagein physical exercise...) inemotional situations

ì K.4.3.B.3bShow anunderstanding of thesteps in a conflictresolution process(i.e., identify the goal;identify constraints,limiting conditions, andpossible options;choose best option;evaluate foreffectiveness...)




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ì K.4.5.B.3aIdentify components(e.g., personal triggers,anger cues, hiddenanger...) of angermanagement andstrategies (e.g., beaware, back off, checkout choices andconsequences, decideand do...) for self-control in differentcontexts

ì K.4.5.B.3bIdentifymisunderstandingsand/ormiscommunications(e.g., portrayal ofviolence; ethnic, gender,and racial bias...)related to messagesin the media thatcould cause or affectconflict

ì K.4.7.B.3aIdentify angermanagement skills (e.g., use self-statements, participatein physical activities,write letters to expressfeelings...) asalternatives toaggression andviolence

ì K.4.7.B.3bDescribe howconflict situations(i.e., change, newsituations, negativegroup influences,dishonesty) affectpersonal behaviourand development(e.g., ability to adapt tonew surroundings orroutines, making newfriends, coping withchange, beingassertive...)

ì K.4.S1.B.3aExamine how tomanage anger (i.e.,control own anger andrespond to anger ofothers) in constructiveways (e.g., stay calm,use conflict-resolutionprocess...) in differentcase scenarios

ì K.4.S1.B.3bExamine effects ofconflicts (e.g., brokentrust, hurt feelings, equityissues...) and theimportance of seeingboth sides of issues in developingmeaningful personaland/or teamrelationships (e.g.,seek understanding,accept differences...)




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c) solutions ì K.4.K.B.3cÉ

ì K.4.1.B.3cIdentify ways (e.g., becalm, seek adult help,take turns, follow rules,apologize...) to avoidor reduce potentialconflict situations(i.e., in class, at play)

ì K.4.3.B.3cIdentify mediationskills (e.g., allowperson to expressopinions, summarizeother person’s point ofview, recognize feelingsof others...) that can beused as part of theconflict resolutionprocess




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ì K.4.5.B.3cShow anunderstanding of thesteps in a conflictresolution process(i.e., identify the goal;identify constraints andlimiting conditions, andpossible options;choose best option;evaluate foreffectiveness...) andconflict resolutionstrategies (e.g., admitmistakes, apologizewhen appropriate, calmself when upset,verbalize whathappened, look at thingsfrom anotherperspective, showempathy...) tonegotiate disputesand de-escalateconflicts

ì K.4.7.B.3cReview strategies(e.g., mediation, conflictresolution...), possibleoutcomes (i.e., win/win,win/lose, lose/win,lose/lose), andbehaviours(e.g., compromising,negotiating,accommodating,blaming, avoiding,collaborating,consensus buiding) forconflict resolutionamong friends and/orpeers

ì K.4.S1.B.3cAssess behavioursand conflictresolution strategies(i.e., negotiation,arbitration andadjudication) in contextof final outcome (i.e.,win/win, win/lose,lose/win, lose/lose) forsettling disputes ordisagreements




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4. Avoidance andRefusalStrategies


ë K.4.K.B.4Recognizeappropriate response(e.g., avoid the danger,do not touch, seek outsafe adult help, say “no”assertively...) inpotentiallydangerous situations

ë K.4.1.B.4Identify ways toexercise caution,avoidance, and/orrefusal (e.g., look fordanger symbol onlabels, ask safe adult forhelp, say “no” and walkaway...) in potentiallydangerous situations

ë K.4.3.B.4Recognize verbaland non-verbalbehavioursassociated withassertiveness (e.g.,saying “no” with a firmvoice...)




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ë K.4.5.B.4Identify and assessstrategies (e.g., usingdecision-making/problem-solvingprocess, saying “no”assertively, walkingaway/staying away,using conflict resolutionskills...) forpreventing oravoidinguncomfortable ordangerous situations

ë K.4.7.B.4Describe appropriateuse (e.g., saying “no” tonegative peer pressure,differentiating betweensituations whereassertiveness is/isn’twarranted...) ofavoidance/refusalstrategies whendealing withpotentiallydangerous situationsand/or stressfulsocial situations

ë K.4.S1.B.4Identify examples ofpotentiallydangerous situations(e.g., physical abuse,verbal abuse, harmfulsubstances, peerpressure...) andeffective strategiesfor avoidance/refusal

4 — Personal and Social Management - KnowledgeStrand C: Mental-Emotional Development



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1. Feelings andEmotions


a) self-expression

b) loss and grief

ë K.4.K.C.1aIdentify a range offeelings andemotions (i.e., happy,sad, angry, scared,surprised, anxious,excited) in a range ofcontexts (e.g., in newplaces, big spaces, darkspaces, while sharing,during physical activities,holidays, birthdays,during agreements ordisagreements...)

ë K.4.K.C.1bRecognize waysemotions areexpressed by others(e.g., laughter, teary-eyed, smile, frown, bodylanguage...)

ë K.4.2.C.1aIdentify appropriateways for sharing andexpressing feelingsand emotions relatedto differentsituations (e.g.,cooperative-typeactivities, competitive-type activities, at home,in public...)

ë K.4.2.C.1bDiscuss ways (e.g.,show empathy whenothers are suffering, helpothers rather than hurt orneglect, respect ratherthan belittle, support andprotect rather thandominate or ignore...) tocommunicate withsomeone who isfeeling differentemotions (e.g., sad,happy, hurt, angry...)

ë K.4.4.C.1aIdentifycharacteristics ofand/or behavioursassociated withdifferent emotions(e.g., fear, helplessness,anger, affection,excitement, frustration,disappointment,enthusiasm...) in selfand/or others

ë K.4.4.C.1bIdentify differentstrategies (e.g., talkwith family, supportivefriends, religiousleader...) for copingwith loss and grief




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ë K.4.6.C.1aDeterminestrategies forsharing andexpressing feelingsin appropriate ways (e.g., talking out conflictswith safe adultassistance, using self-statements or self-talkfor control, using active listening, participating inphysical activities...)

ë K.4.6.C.1bRecognize the rangeof emotions that maybe experiencedwhen loss occurs,including the stagesof grief(e.g., denial, anger,bargaining, sadness,depression,acceptance...) andwhere to go for help(e.g., family, teacher,

ë K.4.8.C.1aIdentify how self (e.g.,accepting one’sfeelings...), peers(e.g., listeningsupportively...) and thecommunity (e.g.,provide resources forsupport when needed...)contribute to theenhancement ofpersonal health andwell-being

ë K.4.8.C.1bIdentify stages ofgrieving (e.g., denial,anger, bargaining,sadness, depression,acceptance...) forunderstanding andsupporting self andothers

ë K.4.S2.C.1aDescribe thebehavioursnecessary forproviding support toothers (e.g., listen to afriend in difficulty...) andpromoting emotionalhealth and well-being

ë K.4.S2.C.1bShow anunderstanding ofways to supportothers (e.g., showempathy, be available,provide comfort, join asupport organization...)who are dealing withthe loss of a friend orfamily member




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2. Elements ofStress

(ScienceConnections)

3. Effects of Stress

(ScienceConnections)

ë K.4.K.C.2Identify situations(e.g., first day of school,going into a largegymnasium, going on aschool bus, tryingsomething new...)that cause feelings ofanxiety or stress

ë K.4.2.C.2Identify and sortcauses of anxiety orstress (e.g., facing newand/or unfamiliarsituations; feeling out ofcontrol; experiencingloud voices/ noises,competition,disagreements, heights,performing in front ofothers; being apart fromfamily; healthproblems...) for selfand others as theyrelate to school,home, andcommunity

ë K.4.2.C.3Identify feelings andemotions associatedwith anxiety (e.g.,feeling anxious, scared,nervous, timid...)

ë K.4.4.C.2Recognize thatpeople have differentreactions (e.g.,excitement, fear,motivation, inhibition...) to stressors

ë K.4.4.C.3Identify the physicalresponses the bodymay experience as aresult of stress (e.g.,heart-rate increase,blushing, musclestighten, pupils of eyeswiden, knots in stomach,butterflies, dry mouth...)




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ë K.4.6.C.2Identify thepersonality traits (e.g., sense of humour,adaptability, patience,understanding...) thatare conducive tohandling stress andshowing resiliency (i.e., ability to bounceback in stressfulsituation)

ë K.4.6.C.3Describe theGeneral AdaptationSyndrome (GAS)relating to stress andthe body’s responseat the various stages(i.e., alarm stage,resistance stage,exhaustion stage)

ë K.4.8.C.2Explain how stressmay have positive ornegativeconsequences(e.g., fight or flight,productivity, illness...)

ë K.4.8.C.3Examine the effectsof stress (e.g.,increased bloodpressure, elevated heartrate, muscle soreness,nausea...) andrelaxation (e.g., lowblood pressure andheart rate...) on bodysystems (e.g.,digestive,cardiovascular,endocrine...)

ë K.4.S2.C.2Describe situations(e.g., presentations,competition, tests, newsituations, familyconflicts, timeconstraints, mediainfluences, peerpressure, relationships,financial difficulty,academic expectations,physical features,technology, emergencysituations...) thatcause personalstress

ë K.4.S2.C.3Examine thephysiological andpsychological effectsof stress related tohealth and well-being(i.e., General AdaptationSyndrome, prevention ofdisease)




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4. StressManagementStrategies

ë K.4.K.C.4aIdentify the people(e.g., parents, siblings,teachers, block parent,religious leader...) whocan provide supportin stressfulsituations

ë K.4.2.C.4aDiscuss ways andactivities (e.g., play,deep breathing,progressive relaxation,family walk, talk with safeadult, healing circles...)to reduce personalstress

ë K.4.4.C.4aIdentify the stressmanagement skills(e.g., relaxation skills,stress control skills,positive thinking, guidedimagery, use of humour,talking with others...)that may be useful incoping with stress




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ë K.4.6.C.4aIdentify stressmanagementstrategies (e.g., usingself-statements or self-talk, talking to parents,keeping an anger self-inventory, participating inphysical activity, keepinga sense of humour...)for controlling angerin different situations(e.g., being callednames, losing a game,being pressured byparents or peers...)

ë K.4.8.C.4aList healthy (e.g.,seeking support fromothers and communityresources, positive self-talk, physical exercise...)and unhealthy (e.g.,smoking, alcoholmisuse, isolation,fighting...) strategiesfor dealing withstress and/or anxiety

ë K.4.S2.C.4aExamine the stressmanagementstrategies (e.g., deepbreathing, relaxationexercises, guidedimagery, exercising...)and defensemechanisms (e.g.,denial, compensation,rationalization, day-dreaming, regression...)that can be healthy orunhealthy ways ofmanaging stress

4 — Personal and Social Management - SkillsStrand A: Acquisition of Personal and Social Management Skills Related to

Physical Activity and Healthy Lifestyle Practices



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1. Goal-Setting/Planning


2. Decision-Making/Problem-Solving

(Foundationskill — allsubjects)

ë S.4.K.A.1É

ë S.4.K.A.2Sort decisions and/orchoices that aremade daily, based ontheir positive ornegativeconsequences (e.g.,health-enhancing/unhealthy, safe/unsafe,helpful/harmful...)

ë S.4.1.A.1Set simple short-term goals andparticipate instrategies for goalattainment (e.g.,running without stoppingfor one minute, listeningattentively to the teacherreading a book,completing a task...)

ë S.4.1.A.2Demonstrate ways(e.g., ask aknowledgable person,participate in discussiongroups or brainstormingactivities...) to expandknowledge (e.g., stopand think beforereacting...) and exploredifferent options formaking informed andhealth-enhancingdecisions

ë S.4.2.A.1#

ë S.4.2.A.2List possible optionsand consequencesfor specificbehaviours and/orhealth habits (e.g.,brushing your teeth...)for the promotion ofphysically active andhealthy lifestyles

ë S.4.3.A.1#

ë S.4.3.A.2Use the steps in thedecision-making/problem-solvingprocess, withemphasis on seekingrelevant knowledgerelated to simple andeveryday-livingtopics or issues (e.g.,choosing to play anactive, safe game atrecess; includingeveryone in a game;following class rules...)

ë S.4.4.A.1Set goals (e.g., improvefitness score, improvedietary intake, increaseparticipation in dailyphysical activity, improve academicachievement...) toenhance health andphysical well-being

ë S.4.4.A.2Design, implement, evaluate, and revisean action plan formaking a groupdecision (e.g.,classroom rules androutines, planning aclass or group activity...)





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ë S.4.5.A.1Use goal-settingprocess to set andmonitor progress fora group goal (e.g.,project work, group,gymnastic routine,prediction run...)

ë S.4.5.A.2Demonstrate theability to setpriorities forpossible solutionsthat showresponsibledecision-making forphysically active andhealthy livingchoices

ë S.4.6.A.1Assess and revisepersonal health andacademic goals (e.g.,fitness goal, movementskill goal, nutrition goal,active living goal,personal health practicegoal, academic goal...)to enhance healthand well-being

ë S.4.6.A.2Determine positiveand negativeconsequences ofpossible solutions aspart of the decision-making/problem-solving process formaking healthyliving choices

ë S.4.7.A.1#

ë S.4.7.A.2Develop criteria (e.g., cost, values,expectations, long-termbenefits...) and a ratingsystem for weighingthe benefits of thealternatives formaking physicallyactive and healthylifestyle choices indifferent casescenarios (e.g.,choosing to smoke,gamble, consumealcohol...)

ë S.4.8.A.1Develop, implement,self-monitor, andrevise a plan usingpre-determinedcriteria for activehealthy living toachieve a personaland/or group goal(e.g., participate in dailyphysical activity, ahealthy lifestylebehaviour, a socialbehaviour, a specificacademic goal...)

ë S.4.8.A.2Apply the decision-making/problem-solving process inmaking groupdecisions in differentcase scenarios(e.g., plan a classactivity, solve a social-related problem, make adecision in the context ofan orderly meeting...)

ë S.4.S1.A.1Apply a goal-settingprocess as part ofdesigning a short-term plan for arealistic personalgoal related toacademic and/orhealthy lifestylepractices (e.g., activeliving, good nutrition, nosubstance use, safety...)

ë S.4.S1.A.2Design, implement,and evaluate anaction plan formaking a decisionbased on personalvalues and beliefsrelated to physicallyactive and healthylifestyle practices (e.g., active living, goodnutrition, no substanceuse, safety...)

ë S.4.S2.A.1Apply goal-settingstrategies as part ofdesigning long-term personal plans forhealthy lifestylepractices (e.g., physicalactivity and/ or fitnessplan, nutritional plan...)

ë S.4.S2.A.2Design, implement,evaluate, and revisean action plan formaking a personaland/or group decisionbased on values andbeliefs





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3. InterpersonalSkills

(Foundationskill — humanrelations — allsubject areas)

ë S.4.K.A.3Demonstratebehaviours that showsocial responsibility in class activities(e.g., listen attentively,speak kindly, share...)

ë S.4.1.A.3Demonstratebehaviours that showsocial responsibility(e.g., look afterbelongings, followdirections, encourageothers, express feelingsin an appropriatemanner, work/playcooperatively withothers...) in dailyroutines

ë S.4.2.A.3Demonstrateappropriatebehaviours forgetting along withothers (e.g., wait forone’s turn, shareequipment, help others,invite others to play,show respect forindividual differences...)in partner activities

ë S.4.3.A.3Demonstratebehaviours (e.g.,useappropriate bodylanguage, makeencouraging remarks,ask questions, helpothers, include others inconversation or play...)that show respect forthe abilities andfeelings of others insmall-group classactivities

ë S.4.4.A.3Demonstrate inter-personal skills(i.e., ability tocommunicate verballyand non-verbally withothers, workcooperatively andcollaboratively, showrespect andconsideration for rightsand feelings of others,be responsible for selfand others) for gettingalong with others inclass activities





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ë S.4.5.A.3Demonstratefunctional use ofinterpersonal skills(e.g., listen attentively,summarize information,clarify feelings, abstainfrom put-downs, beencouraging, play fairly,be inclusive, show non-aggressive behaviour,resist negativeinfluences...) forgetting along withothers in makinggroup decisionswhile participating inclass activities

ë S.4.6.A.3Demonstratefunctional use ofinterpersonal skills(e.g., fair play, use ofinclusive language andactions...) for inclusionof others in differenttypes of physicalactivities (e.g., low-competitive, cooperative,multicultural...)

ë S.4.7.A.3Demonstratefunctional use ofinterpersonal skills(i.e., communicateeffectively, cooperate/collaborate, berespectful, beresponsible) fordealing with newactivities, situations,and/or changes inclass activities

ë S.4.8.A.3Demonstratefunctional use ofinterpersonal skills (i.e., communicateeffectively, cooperate/collaborate, berespectful, beresponsible) thatpromote fair play andteamwork

ë S.4.S1.A.3Apply interpersonalskills (e.g., usethoughtful language,acknowledge ideas andopinions of others, showrespect, make acommitment...) in casescenarios related todeveloping close,meaningfulrelationships (e.g.,parents/child, betweensiblings, mother/father,best friends, romanticrelationships, teammates...)

ë S.4.S2.A.3Apply communicationskills and strategies(e.g., listening actively,clarifying feelings,summarizing...) in casescenarios for gettingalong with others in avariety of contexts(e.g., while participatingin physical activities,discussion groups,project work, jobinterviews, conversationswith adults inhome/school/community...)





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4. ConflictResolution Skills


ì S.4.1.A.4Demonstrate ways(e.g., using “I”messages,compromising, admittingresponsibility, saying“I’m sorry,”...) toresolve conflict in apeaceful manner withlimited teacher input

ì S.4.3.A.4Demonstrate the useof mediationstrategies as a partof a conflictresolution process indifferent casescenarios(e.g., recess play, classdisagreements, callingown fouls in a game...)





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ì S.4.5.A.4Demonstrate ways(e.g., compromising,accommodation,reaching concensus,recognizing who holdsthe power/authority,developing anunderstanding of issues,forecasting positive long-term results...) to turnconflict into a win-win situation indifferent casescenarios (e.g.,disagreement with afriend or classmate...)

ì S.4.7.A.4Apply conflictresolution strategies(e.g., role playresponses to conflictsituations; participate inpeer mediation...) todifferent scenarios(e.g., engaging with newclassmates, moving to anew classroom, saying“no” to negative peergroup influence...)

ì S.4.S1.A.4Apply conflictresolution strategies(i.e., mediation andnegotiation) indifferent casescenarios forunderstandingdifferentperspectives andpoints of view (i.e.,determine the reasonbehind a conflict)





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5. StressManagementSkills

ë S.4.K.A.5Experience activitiesfor relaxation (e.g.,have a nap or quiet time,play outside, read abook, hold a plush toy,listen to music, watchtelevision...)

ë S.4.2.A.5Explore ways torelax the mind andbody (e.g., progressiverelaxation,deep-breathing exercises,visualization, quiet time,light cool-downactivities...)

ë S.4.4.A.5Demonstrate use ofstress managementstrategies (e.g.,talking to supportiveothers, using guidedimagery to visualizepositive outcomes, usingpositive self-talk, goingfor recess or familywalk...) by oneselfand/or with others ina variety of contexts(e.g., discussion groups,sharing circle, games...)





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ë S.4.6.A.5Demonstrate thefunctional use ofstress managementstrategies (e.g., usingself-statements orpositive self-talk, talkingwith others, taking time-outs, counting to 10,focussing, breathingdeeply...) for managingstress in casescenarios related toa variety ofsituations (e.g.,competition, anger,tests, public speaking,conflict, change,failure...)

ë S.4.8.A.5Apply stress managementstrategies (e.g.,progressive relaxation,deep breathing, guidedimagery, focussing,positive thinking, self-talk, talking with others,humour...) in casescenarios related tostressful situations(e.g., coping with anger,sadness, defeat, loss,changes associated withpuberty, illness,environmentaldestruction...)

ë S.4.S2.A.5Apply stressmanagementstrategies (e.g., mentalimagery, relaxation skills,rest habits, focussing...)and communicationskills (e.g., listen,comfort, seek help... ) forstress reduction forself and/or others incase scenariosrelated to stressfulsituations (e.g., familybreakdown, violence... )

physical education/health education personal and social management · 2009-10-08 · physical...

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