Curriculum Browser

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]

assess their level of exertion during physical activity, using simple self-assessment techniques (e.g., taking pulse rates before, during, and after taking part in physical activities; checking how they feel during physical activity), and explain how intrinsic and extrinsic factors affect the exertion required to perform physical activities (e.g., intrinsic: level of fitness, state of physical and mental health, energy level; extrinsic: familiarity with the activity; weather extremes such as heat, humidity, or cold) [A1.1 Emotions, 1.3 Motivation, 1.5 Self, 1.6 Thinking]

demonstrate behaviours and apply procedures that maximize safety and lessen the risk of injury, including the risk of concussion, for themselves and others during physical activity (e.g., cooperating with others, monitoring their own actions and maintaining control of their bodies and equipment, using equipment such as hula hoops and playground apparatus appropriately, ensuring all chairs are pushed in before beginning DPA in the classroom) [A1.4 Relationships, 1.5 Self]