Physical Education/Health Education
Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles
Grade 10 (Senior 2)
Movement (Grade 10 (Senior 2))
K.1.S2.A.1
Analyze own level of performance of selected movement skills according to proper form/technique (e.g., use peer-coaching or video tape to analyze tennis serve for placement of toss, preparatory swing, transfer of weight, contact point, and follow-through...).
K.1.S2.B.1
Examine the factors (e.g., personal, environmental, prior experiences...) that may have influenced own movement skill development.
K.1.S2.B.2
Explain biomechanical principles (i.e., force, motion) for the improvement of specific movement skills in a physical activity selected by self or others (e.g., keep head down in a golf swing, lean into the wind to reduce air resistance while cycling, rotate trunk and hips forward in batting...).
K.1.S2.B.3
Analyze movement concepts related to strategies for individual physical activities (e.g., body awareness in weight training for strength, in going up an incline in cross-country skiing...).
K.1.S2.C.1
Demonstrate an understanding of rules (i.e., safety rules, game rules, etiquette, officiating signals) associated with selected sports while participating and/or officiating.
K.1.S2.C.2
Apply the terminology associated with the skills and rules for selected individual and dual activities/sports (e.g., forehand/backhand in badminton, bogey/par/birdie/eagle in golf...).
K.1.S2.C.3
Analyze the effectiveness of offensive and/or defensive strategies in a variety of specific games and sport situations (e.g., analyze a team's strategies for strengths and weaknesses...).
K.1.S2.C.4
Examine moral and ethical conduct in specific sport situations (e.g., intentional fouls in basketball, fighting in hockey.).
S.1.S2.A.1
S.1.S1.A.1 Select and refine transport skills, applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills.
S.1.S2.A.2
S.1.S1.A.2 Select and refine manipulation skills (e.g., serve, forehand stroke, dribble, receiving a pass...) , applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills.
S.1.S2.A.3
S.1.S1.A.3 Select and refine balance abilities (i.e., static, dynamic) , applying mechanical principles (i.e., force, motion, balance) , using a variety of equipment (e.g., skates, skis, boards, stilts, pogo sticks...) related to activity-specific physical activity skills.
S.1.S2.B.1
Apply and refine selected activity-specific movement skills and variations (e.g., running for long distance, dynamic balancing, double-poling, lunging, chipping, putting...) in physical activities, including individual/dual type activities (e.g., cross-country skiing, golf, cycling...).
S.1.S2.B.2
Apply and refine selected activity-specific movement skills (e.g., shooting for a goal.) in physical activities, including team games using an implement (e.g., field hockey, lacrosse, ice hockey, bandy...).
S.1.S2.B.3
Demonstrate the ability to keep score and/or officiate in selected organized sports (e.g., bowling, golf...).
S.1.S2.C.1
Apply and refine selected activity-specific skills (e.g., balancing, turning, sculling, paddling...) required in alternative pursuits (e.g., downhill skiing, canoeing, rowing, in-line skating...) indigenous to the selected geographic area.
S.1.S2.D.1
Respond and move to selected rhythms and tempos (e.g., 3/4 time waltz step, 2/4 time polka step...) in a variety of rhythmic activities (e.g., social dances, folk dances, contemporary dances, figure skating, synchronized swimming, aerobics, rhythmic gymnastics, juggling...).
Fitness (Grade 10 (Senior 2))
K.2.S2.A.1
Evaluate the contribution (i.e., associated fitness component, muscle/muscle groups, type of benefit) of selected physical activities and/or exercises to physical fitness (e.g., push-ups can develop muscular strength of arm muscles, which contributes to health-related fitness...).
K.2.S2.B.1
Investigate the contribution (e.g., strength, endurance, energy expenditure, elasticity, longevity, healthy weight...) of exercise/physical activity to optimal health and the prevention of disease (e.g., cardiovascular disease, breast cancer, type II diabetes, osteoporosis...).
K.2.S2.C.1a
Investigate the body's response (e.g., stimulation of autonomic nervous system, endocrine response, respiration response, oxygen utilization...) to increased activity levels.
K.2.S2.C.1b
Explain how exercise of different intensities (e.g., mild, moderate, vigorous, intermittent, continuous, aerobic, anaerobic...) affects the structure and function of the cardiovascular and respiratory systems (e.g., lowers resting heart rate, blood pressure; increases heart size, stroke volume, blood volume...) in the context of healthy living and the prevention of disease.
K.2.S2.C.2
Explain and apply the principles of training and conditioning for specific fitness components (e.g., develop a stretching program for improved flexibility...).
K.2.S2.C.3
Design and implement effective warm-up and cool-down routines for specific individual/dual-type physical activities (e.g., running, table tennis, cycling...).
K.2.S2.C.4
Examine factors (e.g., enjoyment, previous experiences, values and attitude, social benefits, financial commitment, medical conditions, incentives, stages of change...) that have an impact on adherence to a personal fitness plan.
S.2.S2.A.1a
Participate in different types of training and conditioning activities that contribute to personal fitness development.
S.2.S2.A.1b
Participate at a level consistent with planned and self-directed aerobic activities.
S.2.S2.A.2
Demonstrate use of heart-rate monitoring (e.g., pulse points, heart monitors, software programs...) in personal fitness training.
S.2.S2.A.3a
Assess current personal physical fitness levels using appropriate fitness tests and information technology (e.g., stopwatches, heart-rate monitors, fitness-related software programs...).
S.2.S2.A.3b
Analyze own fitness test results (e.g., using information technology...) and determine the factors that contributed to the results.
Safety (Grade 10 (Senior 2))
K.3.S2.A.1
K.3.S1.A.1 Review safety rules, routines, and procedures prior to participating in physical activity (e.g., allow space for full backswing and follow-through in golf...).
K.3.S2.A.2
Explain physiological reasons (e.g., body position, physical characteristics, degree of elasticity of muscles...) why exercise techniques are selected to minimize the risk to self and others (e.g., bending knees in curl-ups reduces back arch/strain, avoiding neck hyperextension reduces cervical strain...).
K.3.S2.A.3
K.3.S1.A.3 Explain the reasons (e.g., maintaining proper body temperature in rain, heat, cold, humidity...) for appropriate dress for selected indoor and outdoor activities (e.g., light and comfortable clothing for squash, layers and headwear for cross-country skiing...).
K.3.S2.A.4
K.3.S1.A.4 Identify safety and risk factors for selected activities (e.g., cross-country skiing...) related to people (e.g., right of way, adaptations for persons with a disability...) , facilities (e.g., snow conditions...) , and equipment (e.g., appropriate clothing...).
K.3.S2.A.5a
Determine the safety considerations in selected alternative pursuits (e.g., wear protective equipment, use reflective tape for nighttime visibility, have first-aid kit available, watch for extreme weather conditions...).
K.3.S2.A.5b
K.3.S1.A.5b Relate the importance of making wise choices to prevent injury in selected land-based activities (e.g., cycling, jogging...) and/or water-based activities (e.g., aquatics, diving, canoeing...).
K.3.S2.B.1
Determine strategies to manage identified hazards related to community facilities and areas (e.g., playground areas, bicycle routes, roads bordering schools, fitness and recreational facilities, workplaces...).
K.3.S2.B.3
Demonstrate an understanding of cardiopulmonary resuscitation (CPR) as specified in the national/provincial certification program.
K.3.S2.B.4
Investigate the contributions self and/or others can make to community/global health and sustainable development (i.e., maintaining safe and healthy lifestyle practices, volunteering, reducing, reusing, recycling).
S.3.S2.A.1
S.3.S1.A.1 Apply rules and procedures for safe and responsible participation and use of equipment in selected physical activities and environments (e.g., self-regulation, teamwork, promotion of fair play and inclusion...).
S.3.S2.A.2
Demonstrate the skills (e.g., sequential steps of emergency scene management, artificial resuscitation...) required to administer cardiopulmonary resuscitation (CPR).
Personal and Social Management (Grade 10 (Senior 2))
K.4.S2.A.1
Assess personal attributes and talents across a variety of domains (e.g., academic, athletic, musical, artistic, interpersonal, intrapersonal...) , and assess how each contributes to self-esteem/self-confidence.
K.4.S2.A.2a
Examine the effectiveness of using a goal-setting process for setting and achieving personal goals and/or for changing a behaviour (e.g., evaluate application of goal-setting process to improving cardiovascular fitness, career plan...).
K.4.S2.A.2b
Evaluate how various internal and external factors (e.g., availability of particular jobs versus ability to do the jobs, making a team, improving a grade, improving fitness...) may have an impact on the achievement of personal and/or career goals (e.g., improving a grade, improving fitness, getting a job...).
K.4.S2.A.3
Analyze factors (i.e., values, beliefs, peers, media, environment, finances) that influence personal and/or group decisions for active, healthy lifestyles.
K.4.S2.B.1a
Examine the contributions of games, sports, and the arts to social development and cultural diversity (e.g., getting to know and understand others of like and different cultures, Olympics...).
K.4.S2.B.1b
Discuss the historical and/or current roles of games, sports, and other physical activity pursuits for their contributions to the appreciation of different cultures.
K.4.S2.B.2a
Evaluate the benefits of effective communication skills (e.g., listen actively, paraphrase, show appreciation, criticize ideas, not people...) for getting along with family, friends, and peers in school, community, and/or the workplace.
K.4.S2.B.2b
Identify potential adult roles (e.g., parent, partner, spouse...) and ways to prevent potential problems (e.g., domestic conflict, abuse...) in developing meaningful relationships.
K.4.S2.C.1a
Describe the behaviours necessary for providing others with support (e.g., listen to a friend in difficulty...) and promoting emotional health and well-being.
K.4.S2.C.1b
Show an understanding of ways to support others (e.g., show empathy, be available, provide comfort, join a support organization...) who are dealing with the loss of a friend or family member.
K.4.S2.C.2
Describe situations (e.g., presentations, competitions, tests, new situations, family conflicts, time constraints, media influences, peer pressure, relationships, financial difficulty, academic expectations, physical features, technology, emergencies...) that cause personal stress.
K.4.S2.C.3
Examine the physiological and psychological effects of stress related to health and well-being (i.e., General Adaptation Syndrome, prevention of disease).
K.4.S2.C.4a
Examine the strategies (e.g., deep breathing, relaxation exercises, guided imagery, physical exercises...) and defence mechanisms (e.g., denial, compensation, rationalization, daydreaming, regression...) that can be healthy or unhealthy ways of managing stress.
S.4.S2.A.1
Apply goal-setting strategies as part of designing long-term personal plans for healthy lifestyle practices (e.g., physical activity and/or fitness plan, nutrition plan...).
S.4.S2.A.2
Design, implement, evaluate, and revise an action plan for making a personal and/or group decision based on values and beliefs.
S.4.S2.A.3
Apply communication skills and strategies (e.g., listen actively, clarify feelings, summarize...) in case scenarios for getting along with others in a variety of contexts (e.g., while participating in physical activities, discussion groups, project work, job interviews, conversations with adults in home/school/community...).
S.4.S2.A.5
Apply stress-management strategies (e.g., mental imagery, relaxation skills, rest habits, focusing...) and communication skills (e.g., listen, comfort, seek help...) for stress reduction for self and/or others in case scenarios related to stressful situations (e.g., family breakdown, violence...).
Healthy Lifestyle Practices (Grade 10 (Senior 2))
K.5.S2.A.2
Demonstrate knowledge of healthy lifestyle practices that contribute to disease/illness prevention, including mental illness/disorders.
K.5.S2.B.1
Determine different ways to promote active living (e.g., display " Canada 's Physical Activity Guide to Healthy Active Living" poster...) for different age groups (i.e., infants, children, youth, adults, seniors).
K.5.S2.B.2
Explain the concept of active living and the factors (i.e., benefits of physical activity, experiences, interests, abilities; financial, cultural, demographic, safety issues; personal circumstances) that may affect making personal choices.
K.5.S2.B.3
Examine ways (e.g., fitness aids, improved equipment and facilities for training...) technology may enhance and support a physically active lifestyle.
K.5.S2.C.1a
Determine the nutritional value of a variety of foods (e.g., fast foods, fad diets, snack foods...) using Canada's Food Guide to Healthy Eating (CFGHE) and other resources.
K.5.S2.C.1b
Explain the importance of daily food choices for health promotion at various life stages (e.g., fetal development, childhood, adolescence, senior years...) and for the prevention of chronic disease (e.g., heart disease, cancer, type II diabetes, osteoporosis...).
K.5.S2.C.2
Analyze factors (e.g., food and fluid intake, rest, supplements, ergogenic aids...) affecting optimal physical performance.
K.5.S2.D.1
Analyze issues (e.g., substance dependence, addiction, medical concerns, law, ethics, effects on families/friends...) concerning the use and abuse of legal and illegal substances (e.g., alcohol, prescription drugs, tobacco, marijuana, steroids/performance-enhancing substances, street drugs...).
K.5.S2.D.2
Evaluate the legal aspects and consequences of substance use and abuse and addiction (e.g., drinking and driving, street drugs, inhalants...).
K.5.S2.D.3
Examine current statistics on substance use as it affects healthy living, locally and nationally.
K.5.S2.E.1a
K.5.S1.E.1a Review the anatomy and physiology of the reproductive system of human beings.
K.5.S2.E.1b
Identify and assess the advantages and/or disadvantages of different contraceptive methods (e.g., abstinence, use of condoms, foam, the pill, diaphragm, intrauterine device...).
K.5.S2.E.1c
Describe the importance of and conditions for a healthy pregnancy (e.g., avoidance of alcohol and tobacco, proper nutritional intake...).
K.5.S2.E.2
Analyze the components (e.g., communication, decision making, sharing, managing sexual feelings and desires...) in different case scenarios for building and maintaining healthy relationships (e.g., friendships, dating, commitment, engagement, marriage, parenthood, cohabitation...).
K.5.S2.E.3a
Examine sexuality as it is portrayed in the media (e.g., fashion magazines, music videos, advertisements, movies, songs...).
K.5.S2.E.3b
K.5.S1.E.3b Examine the influences (e.g., family values, culture and religion, peer pressure, media images and advertising, substance use...) on making decisions for responsible sexual behaviour.
K.5.S2.E.3c
K.5.S1.E.3c Review personal responsibilities and sources of support (e.g., parents, nurses, doctors, counsellors, helplines, community health services, religious leaders, recommended books...) with regard to sex-related health issues.
K.5.S2.E.4a
Explain health issues related to HIV/AIDS (e.g., prostitution, intravenous drug use, unsafe sex practices, infection transmitted at birth, use and handling of body fluids...).
K.5.S2.E.4b
Describe ways to prevent STIs to promote the health of society (e.g., practising abstinence, using condoms, avoiding intercourse with infected victims, requesting blood test for partners, maintaining monogamous relationships...).
S.5.S2.A.2
Design an action plan for active living on a daily basis for self and/or others (e.g., friend, sibling, senior citizen...).
S.5.S2.A.3a
Design a two-day menu that includes factors (e.g., daily requirement, food likes/dislikes personal schedule, cost...) for healthy eating.
S.5.S2.A.3b
Demonstrate the ability to use information on labels to make daily healthy food choices.
S.5.S2.A.4
Analyze effective responses (e.g., refusal statements, avoidance statements...) to problems regarding substance use and abuse (e.g., alcohol, drugs, tobacco, steroids/performance-enhancing substances, street drugs, inhalants...) by self or others.
S.5.S2.A.5
Apply a decision-making/problem-solving process in case scenarios related to effective communication for building healthy relationships and demonstrating responsible sexual behaviours.
