Physical Education

Grade 9: Health and Physical Education

The aim of the program is to provide students with planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyles. The vision is physically active and healthy lifestyles for all students.

Programming for physical education students will include instruction in the following five physical activity categories:

• Team/Group Sports/Games
• Individual/Dual Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic Activities
• Fitness Activities

Programming in health education, healthy decision-making will relate to the following strands or topics:

• Safety of Self and Others
• Personal Development
• Social Development
• Mental-Emotional Development
• Personal Health Practices
• Active Living
• Nutrition
• Substance Use and Abuse Prevention
• Human Sexuality

Grade 10: Health and Physical Education

"The goal of physical education is to provide students with the skills and attitudes to make active living a way of life in which physical activity and a healthy lifestyle is valued in daily life."     - Manitoba Curriculum 2000

Movement - the student will demonstrate competency is selected movement skills and knowledge of movement development and physical environments and cultures.

Fitness Management - the student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.

Safety - the student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.

Personal and Social Management - the student will demonstrate the ability to develop self-understand, to make health-enhancing decisions.

Grade 11: Physical Education - Leadership

Course Objective: To provide students with experiences in the fields of athletics and recreation aiding in the development of students leadership potential.

I. Theory
A. Leadership style
B. Leadership skills (i.e. communication, organization, practice planning)
C. Safety/prevention and care or injuries (i.e. CPR, first aid)
D. Fitness
E. Anatomy and Physiology

II. Practical
Students will be required to administer the skills learned in the classroom to a practical setting (i.e., Winter festivals, diabetes walk-run, family gathering fun night, coaching, refereeing, field day, yearbook/newsletter committee, classroom assistant)

III. Activity/Recreational
Students will be introduced to life long recreational activities. Students will be required to plan low cost activities for peers (aerobics, golf, curling, bowling, and self-defense).

Programming for physical education students will include instruction in the following five physical activity categories:

• Team/Group Sports/Games
• Individual/Dual Sports/Games
• Alternative Pursuits
• Rhythmic/Gymnastic Activities
• Fitness Activities

The following is a sample Lesson Plan from Grade 10 Physical and Health Education, showing how Aboriginal perspectives are incorporated into the curriculum.

Target Outcomes
S.1.S2.D.1 - Students will demonstrate the ability to lead and/or follow while performing movement sequences, using complex rhythmic steps and patterns representing different cultural backgrounds and/or styles in a variety of rhythmic activities.

Activating
Students will participate in a discussion about Aboriginal culture and traditions, focusing on dancing. Students will share their existing knowledge of dance types, and will indicate what dances in which they have already participated.

Acquiring
Students will be introduced to the many forms of traditional Aboriginal dance – hoop dance, women’s traditional, men’s traditional, fancy dance, grass dance, jingle dress and round dance. Students will see demonstrations from traditional dancers who participate regularly in pow-wows and exhibitions.

A traditional advisor will present students with the spiritual, cultural, and social significance of these traditional dances.

Applying
Students will actively participate in a friendship/round dance, men’s and women’s traditional dance, grass dance, jingle dress, and fancy dance.

Evaluation
Students will select one traditional dance that is of interest to them and develop an oral and visual presentation including a demonstration, the historical and spiritual significance, the appropriate type and importance of regalia and the importance of dance within the aboriginal culture. Presentations will be graded on a five point rubric.