High School Health Ontario Curriculum Standards

explain how being in an exclusive relationship with another person affects them and their relations with others (e.g., personal benefits such as learning about oneself, emotional comfort and security, sense of belonging; impact on peer relationships, family relationships, time management, homework, choice of activities; feelings and challenges involved in ending a relationship)

describe some common misconceptions about sexuality in our culture, and explain how these may cause harm to people and how they can be responded to critically and fairly

identify public issues related to various addictions (e.g., alcohol, drugs, gambling, tobacco), and analyse their impacts and the connections between these impacts locally, nationally, and internationally

demonstrate an understanding of health and safety risks in their physical and personal environment, and describe practices and behaviours that can be promoted to minimize the exposure of themselves and others to these risks (e.g., thinking in advance of the consequences of actions; getting reliable information; following health practices such as handwashing to reduce risks associated with the spread of infectious diseases; staying hydrated; observing road safety rules while biking and walking; avoiding distractions such as using headphones while cycling and walking; listening to music at safe volumes to avoid hearing damage; using insect repellent; wearing a helmet when skiing, snowboarding, or tobogganing)

demonstrate an understanding of how they, as consumers, can have an impact on food and beverage choices at school and in the community (e.g., promoting availability of healthy choices in restaurant and cafeteria menus and in grocery stores, raising awareness of ethical and environmental considerations related to food choices)

demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and well-being

describe factors that influence sexual decision making (e.g., personal values, having limits and being able to communicate them, being aware of and respecting the limits set by others, peer and family expectations, having physical and emotional desires, media messages, myths and norms related to sexual activity or safer sex practices, participation in activities such as substance use that impair judgement), and demonstrate an understanding of how to use decision-making and communication skills effectively to support choices related to responsible and healthy sexuality

demonstrate the ability (e.g., through role play, discussions, debates, analysis of hypothetical situations, case studies, scenarios) to apply adaptive, coping, and management skills (e.g., refusal, assertiveness, and persuasion skills; problem-solving and stress-management skills; time-management and organizational skills) to respond to challenging situations involving substance use, addictions, and related behaviours

demonstrate the ability to analyse situations involving conflict within oneself (e.g., moral and ethical struggles, decision-making problems) or conflict with others (e.g., arguments, fights) and apply appropriate conflict resolution strategies (e.g., for conflict within oneself: meditation, journal writing, seeking counselling, talking with a trusted adult or friend; for conflict with others: applying de-escalation techniques such as using calming words or taking a break to defuse a tense situation, getting support to respond to dating violence, seeking help from a person in authority)

assess the nutritional implications of a variety of dietary choices, including those reflecting current dietary trends, and explain how they can make personal choices that will provide the nutritional requirements for a healthy, active life

explain how their knowledge of physical and emotional factors that influence personal eating habits (e.g., level of physical activity, physical stage of development, hunger and satiety cues from their bodies, food allergies and sensitivities, hydration and nutritional needs, body image, peer and family influence, stress) can be applied to making healthy eating choices

demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

demonstrate an understanding of the impact of substance use and addictive behaviours on all aspects (e.g., physical, emotional, cognitive, spiritual, social, economic) of a person's health and well-being

demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-being

demonstrate an understanding of factors that contribute to healthy development

Healthy Living

demonstrate an understanding, through participation and discovery, of how developing their ability to apply movement skills, concepts, and strategies in various physical activities affects their competence, confidence, and desire to participate in these and other physical activities

apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities (e.g., individual activities: pace themselves to conserve energy during an endurance run; choose a course suited to their experience or fitness level when orienteering; target activities: set up deflections from objects in the area of play to get around obstacles and get closer to the target; net/wall activities: maintain a ready position in order to be prepared to move in any direction to play the ball or shuttle when receiving a serve or when in transition between offence and defence; striking/fielding activities: if playing the outfield, shift to cover the area that the batter is most likely to hit to; communicate with teammates about when to run; territory activities: pay attention to game play in order to be ready to respond and change quickly from offence to defence)

demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical activities, in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) 118

apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities

apply appropriate movement principles in order to refine skills in a variety of physical activities (e.g., extend all joints to achieve maximum force in the execution phase of an overhead or underhand serve in a net/wall activity; bend knees to lower centre of mass to increase stability in wrestling)

demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., send objects, varying distance and placement, to advance runners in striking/fielding activities; move into position to receive an object in net/wall activities; maintain control of the ring while moving towards the opponent's net in a game of ringette; throw a ball, perform a full turn, and catch the ball while performing a rhythmic movement sequence)

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., move through a variety of stations in an obstacle course; demonstrate a sequence of positions and movements while dancing to music; perform a flip turn in aquatics)

perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities

Movement Competence: Skills, Concepts, and Strategies

identify resources that can be of assistance in emergency situations related to physical activity (e.g., automated external defibrillator [AED] to restart the heart; first-aid kit for minor injuries; communication devices such as intercoms, walkie-talkies, and cell phones; GPS device for determining location; bailer [one per craft] for use when canoeing, kayaking, or boating; flotation device or reaching pole for assisting a person struggling in the water; epinephrine autoinjector for someone with a severe allergic reaction or inhaler for someone with asthma)

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., controlling level of physical contact during activities; adjusting activity levels to adapt to changes in their physical condition; wearing safety equipment where necessary, such as when wall-climbing and cycling; demonstrating social responsibility by creating a safe activity environment and encouraging others to do so; working with a buddy when hiking, cross-country skiing, or swimming) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, recreational facilities, bicycle lanes)

demonstrate responsibility for their own safety and the safety of others as they participate in physical activities

develop, implement, and revise a personal fitness plan (e.g., use the data from their fitness assessment and an analysis of their own strengths and limitations to determine a starting point and set goals; apply training principles to help achieve goals; develop strategies to overcome challenges; celebrate successes; assess results and revise goals or training routines as needed)

assess their level of health-related fitness during various physical activities, and monitor changes in their health-related fitness over time

describe factors that affect personal physical fitness (e.g., eating habits; heredity; social, economic, and cultural influences; maturation; physical challenges; effectiveness of training routines and adherence to training principles, such as overload, individuality, and specificity), and explain the benefits of developing fitness as part of an overall healthy active way of life

participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., continuous circuit training, cross-country skiing, ultimate disc, swimming)

demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living

demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities (e.g., encourage others; show respect for others' points of view; listen attentively; show appreciation; encourage fair play; be inclusive; provide leadership by leading an in-class activity such as a warm-up or cool-down or suggesting ways to adapt an activity so that individuals with different physical or intellectual abilities can successfully participate)

demonstrate an understanding of factors that contribute to their personal enjoyment of being active and that can support their participation in physical activity throughout their lives and explain what actions they can take to overcome challenges and barriers to regular physical activity

actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied range of activities (e.g., individual activities; small- and large-group activities, sports, and games; outdoor and recreational pursuits)

participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives

Active Living

use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education (e.g., Active Living: explain the connections between active living and personal fitness, and describe the benefits of being active and fit; Movement Competence: evaluate the offensive or defensive strategies that they used during various activities, and determine what they could do differently to improve their performance in those activities; Healthy Living: describe how current dietary trends could influence their food choices, and explain the implications of these choices for healthy development and active living)

apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members (e.g., Active Living: support others by encouraging them and/or providing them with assistance when they are participating or learning new skills in a variety of physical activities; Movement Competence: apply appropriate conventions of fair play and etiquette and demonstrate inclusiveness as they participate in a variety of physical activities; Healthy Living: explain why being respectful is an important contributor to maintaining healthy relationships)

communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: use respectful words when communicating with others during activities; Movement Competence: use non-verbal communication, such as making eye contact with a teammate or looking for a target hand when passing an object during a territory game; Healthy Living: demonstrate the ability, through role play, to use refusal skills to deal with potentially challenging situations involving the illicit use of drugs)

use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: use planning skills to adjust goals and training schedules and revise fitness plans in response to their ongoing monitoring and assessment of their progress in developing their personal fitness; Movement Competence: describe how adopting a positive attitude, practising regularly, and using constructive feedback for self-correction

use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: consider what effect their background [family, social, economic, cultural] and experiences have had on the way they think about physical activity or the activities they choose; Movement Competence: monitor changes in their body positions during various phases of movement to improve their locomotor and manipulation skills; Healthy Living: describe ways to recognize sources of stress and assess the relative importance of their stressors)

demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade

Living Skills

Healthy Active Living Education, Grade 10 Open (PPL2O)

Health and Physical Education

Health and Physical Education

Determinants Of Health

Personal Factors: explain how personal factors and individual health practices or behaviours influence personal health

explain how heredity influences personal health (e.g., determines body type, increases susceptibility of certain individuals to particular diseases or health problems)

demonstrate an understanding of resilience and its impact on personal health, and explain how personal factors (e.g., ability to self-monitor, self-awareness, assertiveness, ability to solve problems, coping skills, empathy and compassion, sense of humour, good physical and mental health, having goals and aspirations) contribute to the development of resilience

explain how personal health practices, health knowledge, and healthy behaviours and attitudes contribute to the protection and improvement of an individual's health

Social Factors: explain how social factors influence personal health

explain how a strong social support network (e.g., family, friends, trusted adults, connections to school and community supports) contributes to better personal health (e.g., provides help to solve problems and deal with adversity; increases feelings of self-worth by reinforcing a sense of belonging and connection; helps to prevent depression and anxiety), and describe ways of enhancing their personal social networks

identify the key social determinants of health and the factors that shape them, and explain how they influence personal health

explain how sex, gender identity, and social and cultural background can influence health (e.g., social and cultural influences on dietary practices, methods of treating illnesses, gender expectations; gender- and sex-based influences on medical treatment, access to jobs, education, and physical activity)

Environmental Factors: demonstrate an understanding of various environmental factors that influence personal health.

describe current environmental issues and their implications for personal health (e.g., poor air quality increases the risk of developing respiratory diseases and can worsen existing respiratory conditions such as asthma and allergies; climate change increases the potential for water- and food-borne diseases to spread to temperate regions; ozone layer depletion increases exposure to UVB rays that can cause skin cancers and cataracts), and identify solutions that can contribute to better environmental quality and better personal health

describe a variety of personal practices and local programs that are environmentally responsible (e.g., using active transportation; programs promoting green alternatives and green living, tobacco-free living, eating locally), and explain how they can also benefit personal health

identify school and workplace conditions (e.g., poor air quality, overcrowding, noise, poor lighting, hygiene problems, poor quality of machinery and equipment, inadequate inspection or maintenance of machinery and equipment) that could have harmful effects on personal health and safety (e.g., industrial and vehicular accidents, falls, cuts, burns, carpal tunnel syndrome, electrocution), and describe ways to make school and workplace environments healthier and safer (e.g., install active workstations with equipment like treadmill desks to reduce health risks of sedentary behaviour)

Wellness

Personal Wellness: demonstrate an understanding of the concept of personal wellness, the factors that influence it, and ways of maintaining and enhancing it

identify the dimensions of wellness (e.g., physical, cognitive, emotional, social, and spiritual), and describe how they relate to each other and how an understanding of their interrelationship can be used to enhance personal health

describe the factors that contribute to personal wellness and support healthy living (e.g., sense of responsibility; ability to make decisions related to physical activity, fitness, and healthy eating; healthy relationships; coping skills; creative and critical thinking skills; a positive sense of self)

explain how a theoretical understanding of the stages of behavioural change (e.g., precontemplation: a person may or may not be aware of the health benefits of a change but has no intention of changing; contemplation: thinking about making a change; preparation/decision: intending to make a change in the near future and thinking about how to do it; action: making the change and engaging in the changed behaviour consistently; maintenance: working at preserving the change over the long term) can be used to support healthy living

describe complementary and alternative health care services and therapies that can support personal wellness (e.g., treatment methods such as acupuncture, osteopathy, homeopathy, naturopathy, chiropractic, reflexology, massage therapy; stress management techniques such as yoga, meditation, deep breathing; traditional First Nation, Métis, and Inuit healing remedies)

Implementing a Personal Wellness Plan: demonstrate the ability to develop and implement a personal wellness plan.

demonstrate the ability to use a variety of appraisal tools and guidelines (e. g., a physical wellness inventory, a stress inventory, a relationship questionnaire, a healthy eating questionnaire, Canadian Physical Activity Guidelines, Canadian Sedentary Behaviour Guidelines, Canada's Food Guide) to assess their current health behaviours and acquire information for use in the development of a personal wellness plan

identify ways of overcoming challenges that might inhibit making changes to health-related behaviours (e.g., by scheduling time for physical activity; setting manageable goals; identifying personal motivating factors and choosing activities that are interesting; researching availability of affordable and accessible programs, resources, and facilities; choosing activities that are consistent with their social, cultural, and religious norms; seeking peer and family support)

develop and implement a personal plan that contributes to healthy living by addressing selected dimensions of wellness (e.g., use decision-making and goal-setting skills to develop their plans; enlist the help of others; identify personal and social challenges; make a plan for overcoming potential barriers; be actively engaged in the implementation of their plans; evaluate their plans and make revisions to their programs if needed; celebrate successes; adopt strategies that promote lifelong wellness)

Healthy Communities

Consumer Health: demonstrate the ability to assess the quality of health information and use credible health information to make informed decisions and take appropriate action about matters affecting their health

assess the quality of health information, products, and services, and use information from reliable sources to make informed choices of health-related products, programs, and facilities (e.g., foods, health and exercise equipment, fitness facilities, skin treatments, health and wellness programs, dietary supplements)

identify factors (e.g., contamination during production, consumption of foods after their expiry dates, certain food additives, improperly prepared foods) that may lead to food-related ailments, and describe measures for avoiding their occurrence

describe factors that influence personal choices of health products and services (e.g., finances; peer, social, cultural, and media influences; government policies and programs; availability and accessibility of health services, facilities, and resources; environmental impact), and assess the impact of these factors on their own choices of health products and services

demonstrate an understanding of the components of healthy communities and the factors that affect and sustain health within them

identify the components of a healthy community (e.g., safe and healthy social and physical environments; inclusiveness and mutual support; access to essential services; diverse, vital economy; high level of individual health), and describe the factors that help to sustain it (e. g., adequate access for all to food, clean water, shelter, income, work, and recreation; adequate water and sanitation infrastructure; effective environmental regulation and pollution controls; a strong local cultural heritage; access to support networks and health services; availability and accessibility of recreational facilities, such as safe and properly lit walking trails and bike paths and lanes)

identify and describe school and community services that offer support related to health and wellness (e.g., public health units, community agencies, friendship centres, mental health facilities)

explain how government policies and programs for protecting the environment can also provide community health benefits

explain the role of government policies and programs in protecting school and community health (e.g., Sabrina's Law; The Smoke-Free Ontario Act; The Ontario Safe Schools Act; School Food and Beverage Policy; Safe Drinking Water Act, 2002; The Local Food Act, 2013; Healthy Kids Community Challenge; Highway Traffic Act sections relating to bike safety, seatbelts, and car seats; public health immunization programs such as flu and human papillomavirus [HPV] vaccination; breastfeeding-friendly public places programs)

demonstrate the ability to influence and support others in making positive health choices.

describe actions that individuals can take that contribute to the health of others (e.g., consenting to be an organ donor; donating blood; updating immunizations; using methods such as handwashing to prevent the transmission of communicable diseases; following safer sex guidelines to prevent STIs; advising younger students on health action plans, healthy relationships, and anti-bullying strategies; getting involved in charitable fundraising events and campaigns in support of health-related causes such as smoking prevention, healthy eating, concussion prevention, and breastfeeding awareness)

demonstrate an understanding of the concept of health promotion, and describe strategies and skills that can be used to promote healthy living in their school community

demonstrate the ability to implement a health initiative that promotes healthy living in their school community (e.g., by creating a physical activity poster campaign, creating a healthy breakfast club, developing a campaign related to concussion awareness and prevention, creating intramural activities, organizing a physical activity/fitness fun day for local elementary school students, conducting a health fair, getting involved in community action, creating a monthly healthy living bulletin board, establishing a school diversity club to help all students feel welcome)

demonstrate an understanding of resources and skills that can help others in health emergencies (e.g., emergency first-aid skills, including cardiopulmonary resuscitation [CPR], the use of automated external defibrillators [AEDs], and the use of epinephrine autoinjectors)

describe career opportunities in fields related to health and wellness (e.g., paramedic, workplace wellness administrator, health and safety officer, social services worker, drinking water treatment and distribution operator, environmental health officer, public health inspector, public health nurse)

Health and Physical Education

Active Living

Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives

actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, such as t'ai chi and weight-lifting; small- and large-group activities, such as wheelchair basketball, hacky sack; outdoor pursuits, such as cross-country running and softball; recreational and leisure activities, such as golf, tennis, table tennis, bocce, and curling) [PS, IS]

describe the holistic benefits of lifelong participation in physical activity (e.g., physical health benefits, such as higher energy levels, improved resistance to disease; psychological and social benefits, such as social interaction, enjoyment, relaxation, independence, self-improvement, sense of belonging, self-esteem, sense of well-being, reduction of anxiety and depression; spiritual benefits, such as the feeling of inner peace that can come for some people from activities like yoga and t’ai chi or from activities like running, swimming, and kayaking), and demonstrate an understanding of strategies they can use to continue to be physically active throughout their lives (e.g., developing an activity plan that reflects their personal fitness needs and offers clear personal benefits; choosing activities on the basis of personal appeal, personal skills and abilities, and availability and accessibility of facilities; scheduling activity at a regular and convenient time of day) [PS, CT]

demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable activity environment, and display leadership while participating in physical activities (e.g., encourage others; give constructive feedback; encourage positive peer relationships by displaying a sense of fair play and observing proper sports etiquette; plan and lead in-class activities; support others in the development of skills) [PS, IS, CT]

Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living

participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., cycling, sledge hockey, snowshoeing, continuous moving during a game) [PS]

describe strategies that can be used to set and achieve effective short-term personal physical activity goals as well as effective goals related to lifelong wellness and active living (e.g., using effective goal-setting to make it easier to stay motivated; using the most effective training principle and/or equipment for their targeted goals; choosing workout routines on the basis of known effectiveness rather than current popularity; seeking support from others, such as coaches, friends, and people pursuing similar goals) [PS, IS, CT]

assess their level of health-related fitness and monitor changes related to their personal fitness and activity goals [PS, CT]

develop, implement, and revise a plan that will help them achieve individual health-related fitness and physical activity goals related to lifelong wellness and active living and that incorporates strategies to help them remain active now and in the future [PS, CT]

Safety: demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., wearing appropriate clothing and/or required safety equipment where necessary, such as when hiking, skating, skiing, or cycling; bringing an epinephrine autoinjector in case of emergency; ensuring proper hydration; maintaining proper posture while performing strength and/or resistance exercises; checking environmental and facility conditions before an activity; wiping down strength-training equipment after use to avoid spreading germs; ensuring that personal flotation devices fit properly before engaging in water activities) in a variety of physical activity settings (e.g., gym, fitness room, ice rink, field, pool, lake, ski hill, hiking and snow trails, recreational facilities) [PS, IS, CT]

demonstrate an understanding of basic procedures for ensuring safety at physical activity sites and events (e.g., preparing an emergency action plan, ensuring that a working communication device is readily accessible, checking to see that activity areas are free of hazards and that equipment is in safe working condition, ensuring that everyone involved is familiar with relevant school board protocols for dealing with events such as concussions and lightning strikes), and describe resources, community agencies, and services that can be accessed in emergency situations (e.g., on-site emergency equipment such as a first-aid kit or an automated external defibrillator (AED), on-site medical team made up of certified personnel, community and commercial medical emergency response teams, nearby hospitals or community health centres) [CT]

Movement Competence: Skills, Concepts, and Strategies

Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., perform a hip hop, modern, folk, or jazz dance; use core strength to maintain balance, reach holds, and pull into position in wall climbing; use core strength to lift out of the seat slightly while cycling to increase pedalling strength and maintain a steady cadence while travelling up a steep hill) [PS, IS, CT]

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., move into position to use either a forehand or a backhand stroke in badminton, tennis, or squash; move into position to receive a serve in volleyball or to make a catch in football or ultimate disc, while setting up for the next move; use a step and release motion to send a ball closer to the target [pallino or jack] or to take out an opponent's ball in bocce) [PS, IS, CT]

demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities, with an emphasis on individual and lifelong activities [PS, CT]

apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., use momentum to pull the body forward and up when hiking up a steep incline; use all joints to produce force when sending an object; move centre of mass over base of support to find balance when holding yoga and Pilates positions or when floating in the water) [PS, CT]

Movement Strategies: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.

demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a number of diverse physical activities, suited to their individual interests and abilities, in a variety of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails) [PS, IS, CT]

apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports, and/or recreational activities (e.g., individual activities: use relaxation techniques to improve focus; target activities: place guards to protect objects in scoring positions; eliminate objects close to the target in games like curling, bocce, or croquet; net/wall activities: use a variety of shots to get your opponent out of position and make it more difficult for your opponent to return the object; striking/fielding activities: be ready to retrieve the object if a teammate misses; territory activities: rebound an object or be in position to intercept a pass when an object is thrown) [PS, IS, CT]

explain how developing personal competence in physical activities can increase confidence and encourage lifelong participation in physical activities [PS, CT]

Healthy Living

Understanding Health Concepts: demonstrate an understanding of factors that contribute to healthy development

describe the impact of various diseases and health conditions (e.g., Crohn's disease, celiac disease, diabetes, cancer, anemia, allergies and food sensitivities, vitamin deficiency) on nutrient requirements, food choices, and meal planning

identify behaviours and actions that can lead to adolescent injuries or death, and explain the factors that can influence adolescents to engage in or refrain from potentially harmful or dangerous behaviour [PS]

describe warning signs for suicide, and identify sources of support that can help people who may be contemplating suicide [IS]

demonstrate an understanding of a variety of mental illnesses and addictions (e.g., eating disorders; major depression; anxiety disorders; psychotic disorders, such as schizophrenia; obsessivecompulsive disorder [OCD]; bipolar disorder; tobacco, alcohol, drug, gambling, gaming, or Internet addictions), their causes and manifestations, and their effects on personal health and wellbeing (e.g., effects of stigmatization, underachievement at school, strain on social relationships, loss of employment, increased risk of physical injury or illness)

Making Healthy Choices: demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

describe behaviours and strategies (e.g., thinking before acting, making independent decisions, using workplace safety checklists, wearing protective gear, investigating legal requirements, following guidelines, planning before making decisions, using communications skills to sustain respectful and responsible relationships, using refusal and assertiveness skills to question and refuse to participate in unsafe situations, supporting peers in making safer decisions) that can be applied to make safer choices in a variety of situations and settings (e.g., at school, at home, in the workplace, in the community) and reduce the risk of personal injury or death [PS, IS, CT]

apply their understanding of the connections between substance use, addictive behaviours, and physical and mental health (e.g., physical illness can lead to drug dependencies; compulsive behaviour can affect physical health and mental well-being; self-medication, substance use, and mental illness sometimes form a mutually reinforcing negative cycle; substances used to lower inhibitions can create health risks; alcohol consumption during pregnancy increases the risk of giving birth to a child with fetal alcohol spectrum disorder [FASD]; substance misuse can sometimes lead to problems with anxiety or depression) to make safer choices about the use of medications, drugs, and other substances and involvement in potentially addictive activities [PS, CT]

describe how their understanding of factors that affect reproductive and sexual health (e.g., environmental factors, genetics, injuries, disabilities, hormonal levels, nutrition, substance use, sexually transmitted infections) and their knowledge of proactive health measures and supports (e.g., measures such as breast and testicular examinations, Pap tests, regular medical check-ups, stress management techniques, genetic testing; supports such as trusted adults, local clinics, a local public health unit, a nurse practitioner/doctor) can be applied to avoid or minimize illness [PS, CT]

Making Connections for Healthy Living: demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

identify current issues that involve food either directly or indirectly (e.g., issues involving food safety or quality, such as pesticide use, genetic modification of crops, the sale of non-pasteurized milk products; issues involving food marketing and advertising; environmental issues, such as climate change, packaging and waste reduction, water pollution, biodiversity, long-range transportation of food; issues involving agricultural practices, such as humane treatment of animals, labour and trading practices), and explain how healthy eating choices are related to these issues [CT]

describe the social and financial impacts (e.g. medical costs, costs of emergency services, risk to emergency workers, emotional trauma for friends and family) of behaviours and actions that can lead to injury or harm, and describe ways of promoting behaviours that reduce adolescent injuries or deaths [IS, CT]

describe factors (e.g., poor school performance; not fitting in; inability to cope with stress; not having a support network; having friends or family members who drink or use drugs; family conflict; discrimination or oppression; emotional, physical, or sexual abuse; poverty) that increase a person's risk of engaging in substance use or addictive behaviours, and identify sources of support (e.g., a school guidance counsellor, a telephone help line, a trusted friend who can help them find an adult to speak to, a family member, a religious leader or spiritual counsellor, a family physician or nurse practitioner, public health units or community health or friendship centres) that can help people avoid or overcome substance abuse and addiction [PS, IS, CT]

describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) [PS, IS]

describe factors that contribute to the stigmatization of mental illness (e.g., myths about the causes of mental illness; insensitive use of language; fear of violent, unpredictable, or embarrassing behaviour), and identify strategies that could be used to reduce stigma in their local community [PS, IS, CT]

Health and Physical Education

Active Living

Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives

actively participate in physical activities (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities) in a variety of settings, choosing from a wide and varied range of activities (e.g., individual activities, small- and large-group activities, outdoor pursuits, recreational and leisure activities) [PS, IS]

describe physical activity facilities that are available and accessible to a wide range of users in their local community (e.g., fitness facilities, recreation centres and rinks, ski/snowboarding centres, hiking trails, rock- and wall-climbing sites and facilities), and assess the potential of these facilities to support lifelong participation in physical activity (e.g., with respect to criteria such as enjoyment; accessibility; opportunities for social interaction; accommodation of social and cultural needs; and availability and affordability of programs for all ages, interests, and abilities) [PS, CT]

demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable activity environment, and display leadership while participating in physical activities (e.g., give constructive feedback; maintain positive peer relationships when working in groups by understanding their role in the group, listening to each other, and encouraging each other; deal immediately with any conflict that arises in order to keep functioning effectively as a group; plan and lead in-class activities; participate in peer coaching; officiate games) [PS, IS, CT]

Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living

participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., continuous moving in low-organization games, in-line skating, ice skating) [PS]

evaluate the effectiveness of various physical activity and fitness programs, approaches, and types of fitness equipment for achieving specific personal physical activity and fitness goals (e.g., popular fitness programs; different types of fitness classes; training methods, such as aerobic, resistance, or flexibility training; individual or group activities; different types of cardio, stability, and strength equipment) [PS, CT]

assess their level of health-related fitness and monitor changes related to their personal fitness and activity goals [PS, CT]

develop, implement, and revise a plan that will help them achieve individual health-related fitness and physical activity goals related to lifelong wellness and active living and that incorporates strategies to help them remain active now and in the future (e.g., make physical activity a part of their social lives by joining a physical activity or sports club; look for fitness programs that are affordable, accessible, and suited to their needs, such as drop-in programs at local schools or recreation centres; limit sedentary behaviour and set aside at least thirty minutes per day for active recreation with friends; look for small openings in their daily schedules that can be filled with some kind of physical activity; be persistent and get back on schedule after interruptions) [PS, CT]

Safety: demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., making sure they and others are ready before beginning activities, such as wall climbing or rope activities, that require partners or spotters; assessing the safety of the equipment and reporting concerns to the instructor) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, ski hill, ice rink, pool, lake, recreational facilities, bicycle lanes) [PS, IS, CT]

assess the suitability and availability within and outside the local community of resources, agencies, and services that can be used to provide assistance in emergency situations associated with physical activity (e.g., identify emergency support needs for different kinds of activities, such as athletic events at school or hiking and canoe trips in remote areas; identify resources, agencies, and services that can meet these needs and determine their availability; compare similar services to determine which ones are best suited to meet particular needs) [CT]

Movement Competence: Skills, Concepts, and Strategies

Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., execute activities with control during a fitness circuit; maintain balance during a sequence of movements in an aerobic routine or during a wall climb) [PS, IS, CT]

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., move to intercept an object in a territory game; draw close to the target in a target game) [PS, IS, CT]

demonstrate an understanding of the phases of movement (e.g., preparation, execution, followthrough) and apply this understanding to refine skills as they participate in a variety of physical activities, with an emphasis on individual and lifelong activities [PS, CT]

apply appropriate movement principles* in order to refine skills in a variety of physical activities (e.g., put spin on a ball in tennis or golf to impart angular motion) [PS, CT]

Movement Strategies: apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.

demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a number of diverse physical activities, suited to their individual interests and abilities, in a variety of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails, bicycle lanes) [PS, IS, CT]

apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities, including individual activities, sports, and/or recreational activities (e.g., individual activities: draft to conserve energy when cycling or wheelchair racing; target activities: take the last shot in curling, when there is a choice, to achieve an offensive advantage; net/wall activities: split the court in badminton or tennis with a partner to improve offensive and defensive coverage; striking/fielding activities: hit the ball behind a runner to improve the runner's chances of advancing to the next base; territory activities: cover the angles when protecting a goal) [PS, IS, CT]

explain how developing personal competence in physical activities can increase confidence and encourage lifelong participation in physical activities [PS, CT]

Healthy Living

Understanding Health Concepts: demonstrate an understanding of factors that contribute to healthy development

demonstrate an understanding of the effects and legal implications of different types of harassment, violence, and abuse (e.g., physical, psychological, social, sexual) in different relationships and settings (e.g., peer, family, intimate, workplace, community, online) as they relate to persons being targeted, bystanders, and perpetrators, and describe ways of responding to and preventing such situations [IS, CT]

describe both the short-term and long-term consequences of substance misuse, including legal consequences [CT]

demonstrate an understanding of how relationships develop through various stages, and describe the skills and strategies needed to maintain a satisfactory relationship as the relationship evolves (e.g., communication and interpersonal skills, adaptive and coping skills, conflict resolution strategies) [PS, IS, CT]

Making Healthy Choices: demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

demonstrate the ability to make healthy eating decisions that take into account their personal requirements and resources (e.g., nutritional needs, personal likes, ethical and environmental values, budget, time available to shop and cook, access to different kinds of foods) in a variety of situations that they may encounter now and in the future (e.g., camping, living on their own, sharing accommodations) [PS, CT]

describe how their communication, coping, and conflict resolution skills and their knowledge of different sources of support (e.g., trusted adults, support groups, family, religious leaders, elders, online communities, social organizations, help lines, Aboriginal healing circles, restorative justice programs) can be used to reduce their vulnerability to harassment, violence, or abuse [PS, IS, CT]

describe how coping and interpersonal skills and their knowledge of personal protective and risk factors can be used to develop resilience and enhance their ability to make healthy choices, including the avoidance of substance use and addictive behaviours [PS, IS, CT]

identify their personal aptitudes and interests, and describe how this knowledge can be applied to the development of goals and life plans [PS]

identify the skills and resources that they will need to maintain their personal health and well-being as they become more independent (e.g., budgeting and time-management skills, interpersonal skills, cooking and meal-planning skills, recreational and leisure opportunities, access to health care and other supports) [PS, CT]

Making Connections for Healthy Living: demonstrate the ability to make connections that relate to health and well being - how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and well-being.

assess the food requirements and available food choices of people in a variety of life situations (e.g., the elderly, children, people with chronic diseases, women who are pregnant, families with low income, residents of remote northern communities, urban residents living in "food deserts" without ready access to fresh and local foods, shift workers, workers in sedentary occupations, individuals training to be elite athletes), and describe the options available to them for maintaining a healthy diet [CT]

analyse the occurrence of harassment, violence, and abuse in relationships (e.g., domestic, intimate, work-related) in their community and around the world, and describe the resources and supports that are available and actions that can be taken to deal with these problems [IS, CT]

analyse local and international trends and issues relating to substance use and addictions (e.g., sale of contraband cigarettes and e-cigarettes; anti-smoking and anti-drug campaigns and associated declines in smoking rates and drug use over time; drug legalization in some countries; legalization of cannabis for medicinal purposes; drug-related criminal activity, including drug rings, gangs, prostitution; illegal gambling), and assess their impact on society [CT]

analyse the portrayal of different relationships in the media (e.g., movies, song lyrics, television, print media, Internet) with respect to bias and stereotyping, and describe how individuals can take action to encourage more realistic and inclusive messaging [CT]

Health and Physical Education

Physical Activity and Sport in Society

Social Change and Current Issues: demonstrate an understanding of how the social and cultural significance of physical activity and sport has evolved historically, and analyse current social issues relating to physical activity and sport

describe how the role of physical activity and sport in society has evolved historically, with reference to key events and trends, changing views of the social role and value of physical activity and sport (e.g., physical activity as a requirement for meeting basic survival needs, sport as military training, athletic competition as an end in itself, emergence of health and physical education as part of the school curriculum, recognition of physical activity and/or sport as an essential foundation for personal lifelong fitness, recognition of physical literacy as an essential foundation for living a healthy active life), and the contributions of individuals, including prominent Canadians

analyse selected social issues of current significance relating to physical activity and sport (e.g., more sedentary lifestyles, rising obesity rates, increased health care costs, violence in sport, cheating in sport, cost as a barrier to participation in physical activity and sports programs, early specialization versus participation in multiple sports for children and youth, inclusive versus specialized sports programs for persons with special needs)

describe the scope of physical activity and sport in today's economy (e.g., economic activity related to professional or recreational sports, tourism, sporting goods and outdoor activity equipment, media, instructional services, facilities), and identify a wide range of career opportunities in related fields (e.g., fitness instructor, health and physical education teacher, health promotion specialist, kinesiologist, physiotherapist, athletic therapist, sports professional, outdoor recreation instructor, wilderness guide, event organizer, dancer, choreographer, sports marketing specialist, fitness trainer, community recreation programmer or leader, holistic health practitioner)

analyse the impacts on individuals and society of business involvement in physical activity and sport (e.g., sponsorship of amateur teams and events, professionalization of sport, increased/decreased participation, changes in availability of facilities, dependence on advertising and sponsorship money, influence of endorsements by professional athletes, need for consumer awareness)

Participation - Influences and Benefits: demonstrate an understanding of the individual and social benefits of participation in physical activity and sport and the factors that enable and constrain participation.

describe factors that influence participation in physical activity and sport (e.g., built environment, demographics, technology, social trends, social and cultural norms, role models, environmental conditions, personal perceptions of physical activity, motivation and perceptions of one's own capabilities, physical and health literacy)

analyse the role of social and cultural factors (e.g., sex, racial and ethnic background, socioeconomic status, age distribution, range of abilities within the population) in determining access to physical activity and sports programs

describe the benefits of school and community physical activity and sports programs for themselves and for society (e.g., increased opportunity for participation; increased fitness and better overall health; decreased stress, higher self-esteem, better mood, and generally improved mental health and well-being; better cognitive functioning; better school spirit; increased community cohesion; lower crime rates; lower health care costs; better workplace performance; decreased absenteeism)

The Basis of Movement

Anatomy and Physiology: describe the structure and function of major body systems involved in human movement, and demonstrate an understanding of related anatomical and physiological concepts and theories

use correct anatomical terminology to describe human movement (e.g., anatomical position, body planes and axes, basic movement terms such as flexion and extension, terms pertaining to body position such as anterior and superior)

identify the major muscles and bones of the musculoskeletal system (e.g., according to their location, origin and insertion, structure, function), and describe the ways in which they interact to create movement (e.g., flexion, extension, adduction, abduction)

demonstrate an understanding of the articular system (e.g., function, components, types of joints and their advantages and disadvantages, joint mechanics), and explain the role of different kinds of joints in facilitating movement (e.g., the elbow as a hinge joint allows for flexion and extension as seen in a biceps curl or a chest pass in basketball; the shoulder as a ball-and-socket joint allows for various movements such as abduction and adduction as seen in a butterfly stroke, flexion and extension as seen in bowling a bocce ball, and medial and lateral rotation as seen in a forearm tennis stroke)

explain the chemical and physical processes involved in muscle contraction, as described by the excitation-contraction coupling theory and the sliding filament theory (e.g., the role of neurotransmitters and calcium ions in stimulating contraction, of adenosine triphosphate [ATP] in providing energy for contraction, and of myosin and actin in producing contraction), and describe how skeletal muscles work to create movement (e.g., the role of agonistic and antagonistic muscle pairs and concentric and eccentric contractions in controlling movement; the role of differences in muscle fibre types and recruitment sequence in controlling contraction strength)

describe the three energy systems (ATP-PC [adenosine triphosphate phosphocreatine], anaerobic, and aerobic), and explain their contribution to muscle contraction and energy production during physical activity of different intensity and/or duration (e.g., the ATP-PC system is used for high intensity activities of very short duration [up to approximately ten seconds] that require short bursts of energy; the anaerobic system is used for moderate to high intensity activities of moderate duration [up to thirty to fifty seconds]; and the aerobic system is used for lower intensity activities of longer duration [more than two minutes])

explain how the cardiorespiratory system contributes to the functioning of working muscles (e.g., blood transports oxygen and energy-providing nutrients, like glucose, to working muscles and removes waste products, heat, and carbon dioxide from them; enhanced ability of cardiorespiratory system to transport oxygen helps to raise the anaerobic threshold and increases aerobic capacity, thus increasing muscular endurance)

describe the acute and chronic effects of physical activity on the human body (e.g., acute: increased endorphin levels, increased heart rate and breathing frequency, increased stroke volume and cardiac output; chronic: muscular hypertrophy, increased cardiorespiratory endurance, increased muscle strength)

Human Performance: demonstrate an understanding of and assess factors that affect performance during human movement.

describe basic training principles (e.g., specificity, overload, progression, reversibility), and explain how various training methods (e.g., circuit training, cross-training, strength training, fartlek training, interval training) can be used to enhance individual health-related fitness or athletic performance (e.g., identifying and applying the training methods and principles that are best suited to achieving specific fitness, health, or physical activity goals; avoiding overtraining and ensuring proper recovery to prevent injury)

describe intrinsic and extrinsic factors that can affect performance during physical activity (e.g., intrinsic: motivation, experience, self-efficacy, imagery/visualization, fatigue, goal-setting; extrinsic: environmental conditions such as altitude and weather)

describe the role of nutrition in supporting physical activity (e.g., healthy nutrition maintains the nutrient balance needed to meet daily activity requirements; macronutrients provide energy and build muscle; micronutrients and hydration help the body function effectively), and assess the nutritional needs of individuals or specific groups within the population in relation to their activity levels

assess the effects of various ergogenic (performance-enhancing) methods, substances, and equipment on human performance (e.g., nutritional aids, such as caffeine or herbal supplements; pharmacological aids, such as anabolic steroids or pain-masking drugs; physiological aids, such as blood doping; psychological aids, such as relaxation or meditation; mechanical aids, such as performanceenhancing equipment)

Biomechanics and Motor Development

The Mechanics of Movement: demonstrate an understanding of the phases of movement and of physical laws and biomechanical principles related to improving movement

explain basic laws and concepts of physics that relate to human movement (e.g., the concept of force and its relationship to motion, Newton's three laws of motion, types of motion, levers and the law of levers)

describe the biomechanical principles that govern stability and human movement (e.g., stability, maximization of force, linear motion, angular motion), and explain how they can be applied to improve a movement or skill

use appropriate laws of physics and/or biomechanical principles (e.g., Newton's third law of motion, principles of maximization of force and angular motion) to analyse and improve the effectiveness or quality of a movement pattern used in a physical activity (e.g., sprint start in track or swimming, overhead pass in volleyball, pirouette in a dance sequence)

apply their knowledge of the phases of movement to analyse movement patterns and enhance skill development in a variety of physical activities

Growth and Motor Development: demonstrate an understanding of human growth and motor development, and apply it to the design of age-appropriate movement activities and to the enhancement of movement skills.

identify the stages of human growth and development from infancy to adulthood, and describe the factors (e.g., heredity, nutrition, physical activity, physical and social environment) that affect physical growth and motor development

demonstrate the ability to design a movement-based activity appropriate to a particular age and stage of development

describe the stages of psychomotor learning (i.e., cognitive, associative, autonomous) and the role of feedback and transferability (e.g., similarity of the ready position in basketball to that in cricket and field hockey) in facilitating skill acquisition

Health and Physical Education

demonstrate the ability to apply procedures for preventing injuries in a variety of activities related to healthy, active living (e.g., following the board�s risk management guidelines, using protective equipment, identifying hazards within the event area and bringing attention to them, following fire regulations)

Leadership

Leadership Styles: demonstrate an understanding of the concept of leadership and of the attributes, skills, and styles needed to be an effective leader

demonstrate an understanding of the concept of leadership, and compare various leadership styles and their use in a variety of situations (e.g., using an empathetic style when the goal is to help others; using a transformational style when the goal is to create change; using an assertive or autocratic style in an emergency situation; using a democratic style to increase input, build consensus, and facilitate decision making; using a laissez-faire style when the participants understand the task and have the skills to be successful)

identify the attributes and skills needed to be an effective leader (e.g., personal attributes, such as integrity and empathy, self-knowledge, a sense of responsibility for one's own actions and learning, confidence and assertiveness; interpersonal skills, such as the ability to build commitment, empower others, recognize contributions and individual differences, build harmonious relationships; critical and creative thinking skills, such as the ability to evaluate past performance and determine what could have been done differently, to transfer learning to new situations, to plan ahead) through analysis of the characteristics of effective leaders, including Canadian leaders in physical activity, recreation, and sport, and use this information as a basis for assessing their own leadership attributes and skills

demonstrate the ability (e.g., through role play or simulation, case study analysis, leading a class activity such as a warm-up) to select and apply the most appropriate leadership styles for achieving a specific objective in a variety of contexts related to healthy, active living (e.g., using an assertive or autocratic style when teaching safety procedures for an activity; using a transformational style when encouraging the personal growth of group members in order to enhance group effectiveness; using an empathetic style when the goal is to meet needs within the group, such as resolving personal difficulties; using a democratic style when consensus is important, as in reaching agreement on a set of rules for a low organizational game or when working with classmates to decide on activities for a spirit day)

Leadership Skills: demonstrate leadership skills in a variety of contexts related to healthy, active living

demonstrate the ability to use communication skills (e.g., expressing ideas, listening and responding to others, and interpreting information effectively; recognizing and understanding non-verbal signals and body language) to develop healthy relationships and provide direction to participants involved in a variety of activities related to healthy, active living

demonstrate the ability to use interpersonal skills (e.g., active listening, negotiating skills, assertiveness skills) and conflict resolution strategies (e.g., approaching the conflict with a positive attitude; focusing on the problem, not the person; listening to all opinions before making judgements; demonstrating sensitivity to diverse individual needs) to minimize and resolve conflicts when interacting with others

demonstrate the ability to make decisions, set goals, and solve problems when in a leadership role, taking into consideration the viewpoints of oneself and others and the availability of resources (e.g., make decisions about rule and equipment modifications to accommodate various levels of ability; set realistic goals, such as ensuring that every participant has an opportunity to be engaged and be active during the activity; devise an alternative plan of action to solve a problem)

demonstrate the ability to use adaptive, organizational, and time management skills to plan physical activities (e.g., plan a warm-up for a creative movement or fitness class that will fit a specific time frame; organize a class into fair teams; organize the equipment necessary to run an activity; be flexible when confronting last-minute challenges such as having to share facilities, having to reorganize teams because of a decreased number of participants, or having only a limited amount of equipment available; modify an activity to meet the needs of a student who uses an assistive device)

demonstrate the ability to apply leadership skills within the context of activities related to healthy active living objectives (e.g., organize a dance class, an intramural activity such as a swim meet or a cross-country run, an in-class tournament, an assembly to increase awareness about how to reduce gender-based violence, sexual harassment, homophobia, racism or other forms of prejudice, such as discrimination based on age, size, or abilities, in the school community; teach a new skill/game to another class; invent or adapt a recreational game and present it to children with special needs; coordinate the promotion of a health fair)

Group Dynamics and Teamwork : demonstrate an understanding of group dynamics, and apply teamwork skills in a variety of contexts related to healthy, active living.

describe factors that affect the interaction of people within groups (e.g., presence or absence of a shared vision, group size, established norms, stages of group development, diversity of the group, skills and experiences of group members, personal biases, emotional comfort of group environment)

describe strategies that can be used to facilitate group effectiveness (e.g., setting group norms, establishing a shared vision and goals, establishing a conflict resolution process, building consensus so that decisions are supported by most or all members of the group, using a quality review process to evaluate and improve the quality of the group's product as it is developed, celebrating success)

describe individual behaviours and attitudes that contribute to effective teamwork and group success (e.g., assuming roles, such as summarizer, task initiator, encourager, that enhance group co - hesion and effectiveness; demonstrating commitment to the group process by abiding by group norms and processes, taking responsibility for carrying out tasks assigned by the group, sharing knowledge and expertise, building on the ideas of others; maintaining the cohesiveness of the group by working collaboratively, appreciating differences in people, being respectful of individuals and their contribu - tions to the task)

demonstrate the ability (e.g., through simulations, initiative games, and problem-solving exercises; by organizing and running a tournament for the class) to use a variety of strategies and teamwork skills to facilitate group effectiveness in achieving goals related to healthy, active living

Facilitation of Recreation and Leisure

Promotion of Lifelong Participation: identify and explain the benefits of lifelong participation in active recreation and healthy leisure, and demonstrate an understanding of factors that enable and constrain participation in active recreation and healthy leisure activities;

explain the terms active recreation and healthy leisure, and describe the potential social, economic, and environmental benefits that active recreation and healthy leisure can provide for a community (e.g., social: enhancement of family and other social bonds, promotion of empathy and equity, reduction of isolation and alienation through participation in shared activities; economic: employment, reduction of health care costs and productivity losses; environmental: reduction of carbon emissions and emissions of other air pollutants through use of active transportation)

explain why lifelong participation in active recreation and healthy leisure is an important contributor to one's quality of life and well-being (e.g., improves and maintains personal healthrelated fitness; helps prevent or manage chronic disease; has a positive influence on mental health; creates time for family bonding; improves social networking and creates opportunities for developing and strengthening personal relationships)

describe motivational factors (e.g., physical health benefits, stress management benefits, enjoyment, opportunities for learning new skills, social interaction) and potential challenges (e.g., financial constraints; lack of programs; lack of facilities or poor access to facilities; transportation difficulties; restrictions related to family values, social, or cultural norms; language barriers; low level of fitness; poor environmental conditions) that affect lifelong participation in active recreation and healthy leisure, and identify strategies for overcoming these challenges (e.g., overcome financial and time constraints by identifying inexpensive and convenient recreational resources within the community, such as community education or recreation programs and worksite programs, or by planning social activities that involve physical activity)

demonstrate an understanding of promotional strategies that are sensitive to the diversity of the community, and apply them to communicate the benefits of lifelong participation in active recreation and healthy leisure

Event Planning and Coordination: demonstrate the ability to plan and coordinate an event related to healthy, active living

demonstrate the ability to use an assessment process (e.g., survey, interview, interest checklist, committee brainstorming session) to gather information about the characteristics and requirements of a target group before organizing an event (e.g., size of the group; age, sex, diversity, skills, abilities, and interests of the participants)

demonstrate the ability to analyse the information gathered from the assessment process and incorporate the results into a plan for an event (e.g., prioritize needs to make sure the event meets those that are most important; identify physical, personal, and financial resources needed; identify community partnerships that could facilitate access to resources; determine availability and accessibility of facilities and equipment and supervision requirements)

develop an action plan, using the results gathered from the assessment process, to run an event that promotes healthy, active living (e.g., create an event committee and determine roles; establish goals; identify tasks to be completed; establish timelines; consider budget needs; consider strategies to minimize environmental impact; establish safety procedures; establish criteria for assessing the success of the event)

identify and apply strategies for effectively communicating information about an event to a target group (e.g., poster advertising; targeted electronic communication, including social media; presentations to the target group)

demonstrate the ability to implement an action plan to run a healthy active living event, evaluate its success on the basis of pre-established criteria, and make recommendations for improvements

Safety and Injury Prevention: demonstrate an understanding of safety procedures needed for injury prevention in a variety of activities related to healthy, active living

describe current guidelines, procedures, and contingency plans (e.g., school board and provincial safety guidelines, procedures for obtaining informed consent, emergency action plans) for ensuring the safety of participants in activities related to healthy, active living within their school community

demonstrate an understanding of skills needed by first responders (e.g., qualified first-aid personnel, including those with cardiopulmonary resuscitation [CPR], emergency first aid, or aquatics certification and individuals trained in the use of an automated external defibrillator [AED]) to respond to medical emergencies in a variety of physical activities

Mentoring Development

Mentorship: demonstrate an understanding of mentorship and the methods used by effective mentors to contribute to the growth and development of others

describe the concept of mentorship, and identify the attributes of an effective mentor (e.g., is a coach, a motivator, an effective communicator, and a role model; shares knowledge, skills, and expertise; provides guidance and effective feedback; empowers others)

explain how an effective mentor contributes to the growth and development of others (e.g., establishes a relationship with others to build trust; motivates others to increase their own self-worth; coaches others to develop their skills and acquire an appreciation for learning; empowers others to make them feel valued and safe and willing to try new things)

demonstrate the ability to use mentorship skills in a variety of contexts related to healthy, active living (e.g., be a role model; share knowledge and expertise during physical activities; encourage others to try new activities by joining clubs, teams, or committees; encourage others to set goals or improve skills to enhance their personal well-being; provide meaningful feedback in a non-judgemental manner when coaching others toward their goals)

Healthy Active Living Plan: demonstrate the ability to help others develop and implement a personal healthy active living plan.

describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility benefits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being

demonstrate the ability to assist “clients” (e.g., other students in the class or younger students in health and physical education classes scheduled during the same time block, fictitious clients) in selecting and using a variety of appraisal methods and resources to assess personal physical activity levels, fitness, and eating patterns (e.g., Physical Activity Readiness Questionnaire-Plus [Par-Q+]; Canadian Society for Exercise Physiology Physical Activity Training for Health [CSEPPATH]; Canadian Physical Activity Guidelines; Start Stop Continue assessment technique; Canada’s Food Guide and Canada’s Food Guide – First Nations, Inuit and Métis; other health-related fitness appraisals; daily food and activity journals; software programs)

demonstrate the ability to assist “clients” in interpreting appraisal results and using the information to make changes in their daily lives that are related to physical activity, fitness, healthy eating, and other factors that affect overall health (e.g., before analysing the results, reassure clients that their information will remain confidential; assist clients in identifying their needs and interests and understanding the multiple factors that influence their current health and activity practices as revealed by their assessment information; assist clients in using their assessment information to establish and prioritize fitness, physical activity, healthy eating, or broader health goals; support clients in setting achievable short-term goals to maintain participation)

demonstrate the ability to assist “clients” in designing and following a personal healthy active living plan (e.g., collaborate with clients to create individual plans; motivate clients to apply strategies that will help them achieve goals within their plans; encourage a commitment to action; provide specific feedback and praise on a regular basis; support clients in assessing progress and making revisions to their plans; celebrate their successes)

identify community resources and support services related to physical activity, healthy eating, and personal well-being (e.g., public health units, credible and accurate websites, youth centres, recreation centres)

Healthy Living

Movement Competence: Skills, Concepts, and Strategies

Active Living

Living Skills

participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that can influence and support their participation in physical activity now and throughout their lives

actively participate in all aspects of the program (e.g., being appropriately prepared and equipped to participate in the activity, being engaged in the activity, striving to do their personal best, adapting to challenges when exploring new activities, monitoring their progress and successes in order to boost their confidence and increase their willingness to try new activities), choosing from a wide and varied range of activities (e.g., fitness and individual/partner activities, such as yoga or Pilates; small and large-group activities, sports, and games, such as wheelchair curling, shinny, sepak takraw, or rounders; recreational and outdoor pursuits, such as orienteering, cycling, or hiking)

demonstrate an understanding of factors that contribute to their personal enjoyment of being active and that can support their participation in physical activity throughout their lives (e.g., health benefits, such as feeling better and having more energy and stamina; pleasure of movement; being able to adapt games for different purposes; having maximum opportunity for participation, access to facilities and programs, sufficient practise time, support of family and friends; having opportunities to pursue personal and cultural interests, compete, and interact socially while being active; participating in challenging activities that allow for success and promote confidence), and identify challenges and barriers to regular physical activity and actions they can take to overcome these (e.g., transferring activities to an indoor location or changing outdoor clothing in response to changes in the weather, working out with a friend to maintain motivation and engagement, using time-management skills to schedule physical activity so that it does not interfere with family responsibilities or employment)

demonstrate positive social behaviours and adherence to ethical and fair play standards that contribute to creating a rewarding and enjoyable environment for participation in physical activities (e.g., work effectively and collaboratively in groups by encouraging others, acknowledging others' contributions, giving and receiving assistance, playing fair and displaying good activity etiquette, providing leadership)

demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living

participate regularly in sustained moderate to vigorous physical activity to the best of their ability for a minimum of twenty minutes (e.g., aerobic fitness blasts, capture the flag, continuous play in small-sided games)

describe the short-term and long-term benefits of developing both health-related fitness (i.e., cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition) and skill-related fitness (i.e., balance, agility, power, reaction time, speed, and coordination), and explain how to use basic training principles to enhance both types of fitness (e.g., progressive overload: increasing the frequency, intensity, and/or duration of the activity or exercise over time to enhance health-related fitness; specificity: participating in physical activities that develop specific aspects of fitness, as when using aerobic activity to improve cardiorespiratory fitness or doing in-line skating or skateboarding to develop balance and agility)

assess their level of health-related fitness during various physical activities, and monitor changes in their health-related fitness over time

develop, implement, and revise a personal fitness plan (e.g., use the data from their fitness assessment and an analysis of their own strengths and limitations to determine a starting point and set goals; apply training principles to help achieve goals; develop strategies to overcome challenges; celebrate successes; assess results and revise goals or training routines as needed)

demonstrate responsibility for their own safety and the safety of others as they participate in physical activities

demonstrate behaviours and apply procedures that maximize their safety and that of others (e.g., wearing appropriate clothing and required protective equipment, ensuring that they are carrying personal medical devices such as inhalers or epinephrine autoinjectors, participating in warm-up and cool-down activities, acting as a spotter for a friend in strength-training activities, using equipment and facilities correctly and in an appropriate manner, performing a safety check of the area before starting an activity, swimming with a buddy and in a supervised area) in a variety of physical activity settings (e.g., gym, fitness room, field, hiking and snow trails, recreational facilities)

demonstrate an understanding of how to deal with emergency situations related to physical activities (e.g., know when to call for assistance or phone 9-1-1; understand the importance of staying calm; recognize the signs of an asthma attack or other kinds of distress and know what to do to help; recognize the symptoms and signs of a concussion and stop physical activity until the injury is assessed; know not to move a person with an injury; recognize the signs of shock and place the injured person in the recovery position until help arrives)

demonstrate an understanding of cardiopulmonary resuscitation (CPR) techniques and when and how to use them (e.g., know and rehearse the response sequence; demonstrate techniques on a mannequin; explain what an automated external defibrillator (AED) is used for, and identify where they are located in local community facilities)

perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities

perform stability and locomotor skills in combination in a variety of physical activities while responding to external stimuli (e.g., maintain balance and keep core muscles tight while doing lunges with or without hand weights; maintain balance while moving during aerobic routines; run/wheel to complete an orienteering course while demonstrating awareness of objects on the trail; show awareness of the position of the bar when taking off and landing during a high jump)

perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli (e.g., send a rock, using an appropriate amount of force, to remove the opposing team's rock in curling; move body into position to retain possession in ultimate disc while evading defenders; be aware of a defender's position to determine whether to use a left or right forehand or backhand pass or shot in sledge hockey)

demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to refine skills as they participate in a variety of physical activities (e.g., doing a full-turn jump in hip hop, sending an object in a target game and in a territory game, receiving and retaining an object in a territory game, performing a tennis or badminton forehand shot)

apply appropriate movement principles in order to refine skills in a variety of physical activities (e.g., bend knees and keep feet apart to lower the centre of mass and produce a stable base of support when in a ready position; extend joints to produce more force when throwing or striking)

apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities

demonstrate an understanding of the components of a range of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a wide variety of physical activities in a range of indoor and outdoor environments (e.g., gym, fitness room, ice rink, pool, park, recreational facilities, hiking and snow trails)

apply analytical and problem-solving skills to identify and implement tactical solutions that will increase their chances of success as they participate in a variety of physical activities (e.g., individual activities: alter a movement sequence to improve the flow in a dance or fitness routine or in a game; choose a hiking trail suited to their experience or fitness level; target activities: focus mentally on the target and ignore external distractions in order to enhance aim and accuracy; net/wall activities: direct an object to the part of the court that is hardest for the opponent to cover; striking/fielding activities: apply spin to the ball to make it more difficult for the opponent to strike; territory activities: create space by using a "give and go" play to get to an open space and receive a return pass; stay between the opponent and the goal when defending)

demonstrate an understanding, through participation and discovery, of how developing their ability to apply movement skills, concepts, and strategies in various physical activities affects their competence, confidence, and desire to participate in these and other physical activities

demonstrate an understanding of factors that contribute to healthy development

explain how active living and healthy eating contribute to a person's physical health and mental, emotional, and spiritual well-being, and describe the benefits of a holistic approach to health (e.g., provides more energy, helps body develop to full physical potential, increases self-esteem)

demonstrate an understanding of the benefits and risks of using electronic communication technologies (e.g., easy access to useful information and entertainment but also to harmful or undesirable information and entertainment, such as pornography; enhanced ability to stay in touch with friends but also increased possibility of exposure to sexual predators, bullying, and sexting; ability to communicate one's thoughts and creative efforts to the rest of the world but also increased potential for loss of privacy), and describe strategies that they can apply to ensure their safety while using these technologies

demonstrate an understanding of resilience and related protective and risk factors, and explain how these can affect choices related to substance use and addictions

describe the relative effectiveness of various methods of preventing unintended pregnancy or sexually transmitted infections (STIs), including HIV/AIDS (e.g., avoiding oral, vaginal, and anal intercourse; delaying first sexual intercourse; using protection, including barrier and hormonal methods, to prevent unintended pregnancy; using condoms and dental dams to protect against STIs), and identify sources of information and support (e.g., doctor, nurse practitioner, public health unit, parents, credible and accurate websites)

demonstrate an understanding of factors (e.g., acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person's understanding of their gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex) and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify sources of support for all students

demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

apply their knowledge of basic nutrition principles and healthy eating practices (e.g., relating food intake to activity level, ensuring their diet includes foods from all food groups in Canada's Food Guide, using healthy preparation methods) to develop a healthy eating plan

demonstrate an understanding of the skills and strategies needed to build healthy social relationships (e.g., peer, school, family, work) and intimate relationships

apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality

demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and well-being

analyse the influence of social and environmental factors on food and beverage choices (e.g., financial status, culture, religion, media influence, peer influence, family food traditions, accessibility of different kinds of food, restaurant choices, proximity to where food was produced, environmental impact of food production methods)

identify warning signs and symptoms that could be related to mental health concerns (e.g., inability to cope with stress; feelings of sadness, anxiety, hopelessness, or worthlessness; negative thoughts about oneself, others, and the future; thoughts of suicide), and describe a variety of strategies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/classmate, supporting others who are struggling with their emotional well-being)

describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, conflict resolution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment (e.g., gender-based violence, dating violence, domestic violence, homophobic comments, racial teasing or conflict, weight-based teasing, ostracising behaviour, coercive behaviour, inappropriate sexual behaviour)

describe social factors that may influence substance use (e.g., use of prescription drugs, alcohol, tobacco, chewing tobacco, nutritional supplements, performance-enhancing drugs) or behaviours leading to addictions (e.g., gambling; video, Internet, or computer gaming; eating disorders), and explain how decision-making and communication skills can be used to respond effectively to these influences

demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade

use self-awareness and self-monitoring skills to help them understand their strengths and needs, recognize sources of stress, take responsibility for their actions, and monitor their own progress as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: explain how knowing themselves – their likes, dislikes, strengths, and abilities – can contribute to their enjoyment of being active and support their participation in physical activity; Movement Competence: assess their technique when performing manipulation skills, such as sending, receiving, or retaining, to determine what adjustments need to be made to improve these skills; Healthy Living: describe the importance of understanding their personal strengths and values and using this understanding to guide them in making thoughtful decisions about their health)

use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: use time-management and organizational skills to plan for being active on a daily basis; Movement Competence: refine movements by using feedback from others and self-assessment in order to correct body position during different phases of a skill; Healthy Living: identify supports that are available to help individuals cope with the psychological, social, and physical challenges and related stresses that may come with questioning their gender identity, their sexual orientation, or the way they express their gender by how they choose to act, dress, behave, and interact with others)

communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: describe how to communicate information clearly and concisely before starting cardiopulmonary resuscitation (CPR); Movement Competence: communicate with a partner during a doubles match in a net/wall game or a teammate in a territory game to ensure cohesive play; Healthy Living: demonstrate, through role play, the ability to reach out with compassion to a friend who seems to be struggling emotionally or the ability to use assertiveness skills to respond to situations or comments that might trigger conflict)

apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members (e.g., Active Living: show respect for decisions and calls of peers who are officiating game activities; Movement Competence: work cooperatively with a partner to complete a series of tasks in activities such as orienteering; Healthy Living: describe strategies that can help them make healthy and affordable food choices when their friends prefer eating at fast-food restaurants)

use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education (e.g., Active Living: use self-assessment information to identify adjustments that may be necessary in their fitness plans; Movement Competence: explain how the ability to apply movement skills, concepts, and strategies affects their movement competence and confidence and encourages their lifelong participation in physical activity; Healthy Living: describe strategies, such as planning in advance, weighing pros and cons, or considering consequences, that they can use to make decisions in a variety of situations: on small daily matters such as getting a ride or walking to school; matters with longer-term impacts such as the selection of courses that lead to a desired career path; or matters related to personal health and safety such as using the Internet and social media, texting, and reacting positively and proactively to peer pressure to smoke, take drugs, or drink alcohol in social situations)