Curriculum Browser

apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others (e.g., Active Living: recognize feelings of happiness or satisfaction when doing physical activities and keep those feelings in mind when setting goals for fitness and health; Movement Competence: manage emotions such as frustration or excitement while playing games in a small group – for example, by identifying that they are frustrated or excited and taking a breath or a quick time-out in order to moderate their feelings; Healthy Living: identify new feelings they may experience with the onset of puberty)
Stress Management and Coping

apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience(e.g., Active Living: describe how joining a school-wide activity such as an intramural team or club can help them manage stress and cope with challenges by building social connections; Movement Competence: choose equipment that provides an appropriate level of challenge and support to help them succeed in learning or refining a skill; Healthy Living: describe how knowing about the physical and emotional changes that will come with puberty can help them cope with those changes when they occur)
Positive Motivation and Perseverance

apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope (e.g., Active Living: recognize that mental health is an intrinsic factor that can have an impact on motivation for exertion; Movement Competence: when carrying an object, persevere to find creative ways to protect and retain the object; Healthy Living: show awareness of their food choices and habits and persevere in the practice of choosing healthy alternatives)
Healthy Relationships

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: use encouraging words to support teammates when playing in small groups, and describe the impact of doing so; Movement Competence: cooperate with group members to develop a creative movement sequence; Healthy Living: explain what they can do to avoid saying something in a text or on social media that they wouldn’t say face to face; identify some of the teachings of First Nations, Métis, or Inuit cultures that can help them strengthen their own relationships)
Self-Awareness and Sense of Identity

identify factors that motivate participation in physical activity every day at school, at home, or in their communities (e.g., enjoyment; availability and cost of programs; proximity and accessibility of facilities such as community centres, lakes, or nature trails; availability of bike racks; support of family and peer group; cultural relevance of activities) [A1.2 Coping, 1.3 Motivation, 1.6 Thinking]

Daily physical activity (DPA): participate in moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., running, wheeling their wheelchair to music, skipping to music, doing light warm-up aerobic activity before stretching, doing parachute activities) [A1.3 Motivation, 1.5 Self]