Physical Education/Health Education
Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles
Movement
Fitness Management
Safety
Personal and Social Management
Healthy Lifestyle Practices
Grade 6
Movement (Grade 6)
K.1.6.A.1
Recognize that there are different applications
of the basic movement skills to different physical
activities (e.g., striking skill used in baseball,
hockey, paddleball...).
K.1.6.B.1
Determine personal and uncontrollable factors
(i.e., body type and physical attributes, hereditary
influences, varying rates in growth and development)
that may affect movement skill development.
K.1.6.B.2
Identify biomechanical concepts (i.e.,
application and amount of force, range of motion,
number of body segments) related to applying
force in sending and receiving activities
(e.g., overhead throwing with preparatory steps,
full backswing, full trunk rotation, follow-through...).
K.1.6.B.3
Design movement sequences (e.g., group routine
in rhythmic gymnastics...) that show contrast
in qualities of movement (e.g., levels, pathways,
directions...) and formations (e.g., circles,
lines, scattered...) performed in a group.
K.1.6.C.1
Adapt the rules of lead-up games based on criteria
predetermined through problem-solving activities
(e.g., suggest rule changes for enhanced activity,
inclusivity, safety...).
K.1.6.C.2
Use activity-specific terminology (e.g.,
bump, volley, free throw, serve...) associated
with selected lead-up games and physical activities.
K.1.6.C.3
Identify simple offensive and defensive strategies
(e.g., "give and go", marking an opponent,
formations...) employed in lead-up games of
different sports.
K.1.6.C.4
Identify examples of fair play and good teamwork
by others (e.g., showing respect for all players,
making encouraging remarks to other players...)
in different physical activities.
S.1.6.A.1
Perform extensions and/or variations of transport
skills (e.g., sprinting, jumping, springing,
rotating...), applying mechanical principles
(e.g., speed is affected by body weight, range
of motion, number of involved body segments, application
of force...) for speed, height, and/or distance.
S.1.6.A.2
Perform manipulation skills (e.g., throwing,
kicking, catching...), applying mechanical
principles (e.g., range of motion, number
of body segments, application of force, absorption
of force...) for accuracy and distance.
S.1.6.A.3
Demonstrate dynamic balance (e.g., doing
cartwheels, running backwards, kicking...),
applying mechanical principles (i.e., lower
centre of gravity, increase base of support, keep
the line of centre of gravity at the edge of the
base of support in the direction of force application)
for stability.
S.1.6.B.1
Apply functional use of selected movement skills
(e.g., leaping, rolling, striking a ball with
or without an implement...) to a variety of
individual/dual games/sports, including multicultural
games (e.g., Inuit games, gymnastics, paddleball,
handball...).
S.1.6.B.2
Apply functional use of selected movement skills
(e.g., batting, dribbling, throwing and catching
with an implement... ) to a variety of team
games/sports, including multicultural games
(e.g., modified lacrosse, kanga ball, modified
basketball...).
S.1.6.B.3
Demonstrate the ability to work cooperatively/collaboratively
in planning, organizing, and/or officiating physical
activities.
S.1.6.C.1
Apply functional use of selected movement skills
and variations (i.e., transport and balance
skills), using various equipment and
in a variety of environments (e.g., skating,
swimming, cross-country skiing, snow soccer...).
S.1.6.D.1
S.1.5.D.1 Demonstrate functional use of basic
rhythmic steps, positions, and patterns in repeatable
sequences (e.g., aerobics, jump rope, creative
dance, folk dances...), showing two or more
different styles/traditions.
S.1.6.D.2
S.1.5.D.2 Demonstrate functional use of combining
two or more selected movement skills and applying
movement concepts (e.g., combine travelling,
rolling, balancing, and weight transfer into smooth
flowing sequences; showing contrast in direction,
speed, flow...) in gymnastic-type sequences/routines
(e.g., ball gymnastics, stuntastics, pyramids,
creative hand apparatus...).
Fitness Management (Grade 6)
K.2.6.A.1
Recognize the health- and skill-related fitness
components (e.g., agility, power, reaction time,
speed, coordination...) that contribute to skill
development.
K.2.6.C.1a
Identify the names of the main bones (e.g.,
humerus, ulna, radius, femur, tibia, fibula, scapula,
clavicle, ribs, pelvis, skull...) and function
(i.e., shape, support, protection) of the human
skeletal system in the context of exercise and
physical activity.
K.2.6.C.1b
Describe the effects of exercise and inactivity
on the human skeletal system (i.e., increased/decreased
bone density, increased/decreased bone mass).
K.2.6.C.2
K.2.5.C.2 Show an understanding of the factors
(e.g., planning, regular participation, effort,
adequate information, motivation, commitment,
regular monitoring...) affecting personal fitness
development.
K.2.6.C.3
Identify the proper techniques (e.g., slow
and sustained, within comfort zone, focusing on
target muscles and minimizing other body parts,
stretching to the limit of the movement, slow
and rhythmical breathing...) and harmful techniques
(e.g., bouncing, swinging, stretching too
hard...) in stretching exercises.
K.2.6.C.4
Review behaviours (e.g., make positive
remarks, cheer for others, make encouraging gestures...)
that encourage effort and participation of others.
S.2.6.A.1a
Participate in exercises/activities (e.g.,
juggling for developing coordination, moving through
an obstacle course for agility...) designed
to improve and maintain personal fitness associated
with health-related and skill-related fitness
components.
S.2.6.A.1b
Demonstrate proper technique (i.e., pacing)
while participating in continuous aerobic activity
for a sustained period of time, while maintaining
target heart rate.
S.2.6.A.2
Compare own heart rate during aerobic activity
to the general target heart-rate zones (e.g.,
general health, basic fitness, healthy heart...).
S.2.6.A.3a
Demonstrate the use of assessment strategies
(e.g., activity log, activity calendar, stopwatch,
computer database program, heart-rate monitor...)
to determine, organize, and record fitness results
and physical activity participation.
S.2.6.A.3b
S.2.5.A.3b Compare own fitness results and
physical activity participation over a period
of time (e.g., beginning, middle, end of school
year...) to check and revise personal goals.
Safety (Grade 6)
K.3.6.A.1
K.3.5.A.1 Show an understanding of safe practices
(e.g., take turns, position self at a safe distance,
be respectful of varying ability levels...) when
helping others while practising in regular or modified
physical activities.
K.3.6.A.2
Determine how environmental conditions can
influence safety while exercising outdoors
(e.g., effects of ultraviolet rays, hot sunny
weather can lead to heat exhaustion and sunburn,
cold weather and high wind-chill factors increase
risk of hypothermia and frostbite...).
K.3.6.A.3
Recognize reasons (e.g., safety, personal
hygiene, comfort, ease of movement...) for
appropriate dress for physical activities in different
weather and environmental conditions (e.g.,
sunny, cold, windy, wet...).
K.3.6.A.4
K.3.5.A.4 Develop guidelines and behaviours
for safety related to potential hazards and risks
regarding equipment and facility use (e.g.,
protruding objects, condition of the floor, mats
in jumping/ landing activities...).
K.3.6.A.5a
K.3.5.A.5a Show an understanding of potential
safety risks related to environments for selected
alternative pursuits (e.g., jogging, cycling,
tobogganing/ sliding, snowboarding, skiing, in-line
skating...).
K.3.6.A.5b
Outline the emergency steps (e.g., stay
clear of traffic, seek help, apply basic first
aid...) related to bicycle incidents or accidents.
K.3.6.B.1
Describe safe and unsafe situations at home,
at school, and in the community while caring for
self and others (i.e., playgrounds, babysitting,
Internet use, shaken baby syndrome).
K.3.6.B.3
Show an understanding of basic injuries/conditions (i.e., bleeding, heat exhaustion, heatstroke,
frostbite, hyperthermia, hypothermia) and basic
first-aid procedures (i.e., seek adult help,
rest, apply compression, avoid touching/handling
body fluids).
K.3.6.B.4
Describe ways to seek help related to
different types of accidents and/or dangerous
situations (i.e., situations involving vehicles,
bicycles, water, fire, choking, thin ice, violence,
shaken baby syndrome, babysitting).
S.3.6.A.1
S.3.4.A.1 Follow set rules and routines for
safe participation and use of equipment in selected
physical activities (e.g., fair-play rules,
change-room routines, equipment distribution,
sharing space...).
S.3.6.A.2
Demonstrate basic first-aid procedures
(e.g., seek adult help, get ice, locate first-aid
kit, avoid contact with body fluids...) for
common injuries/conditions (e.g., nosebleeds,
cuts, bumps, asthma attacks...).
Personal and Social Management (Grade 6)
K.4.6.A.1
Describe individual characteristics (e.g.,
gender, race, family, religion, community, appearance,
interests, hobbies, preferred learning approaches...)
that contribute to the development of personal identity,
self-confidence, and self-efficacy.
K.4.6.A.2a
Identify and revise short- and long-term
goals (e.g., using a student planner for
school work, training for a marathon relay team,
saving money...) for personal management
(i.e., tasks, time, responsibilities).
K.4.6.A.2b
Determine effective time-management techniques
and organizational skills (e.g., making lists,
setting priorities...) for personal planning
(e.g., preparing for tests, examinations, projects,
competitions...).
K.4.6.A.3
Describe how personal factors (e.g., emotions,
time, previous experience, prior knowledge, personal
goals, abilities, religion...) and social factors
(e.g., peers, friends, trends, society, culture,
media, advertising...) influence making responsible
and health-enhancing decisions (e.g., participating
in daily physical activity...).
K.4.6.B.1a
Identify the influences (e.g., family beliefs/values,
role models, peers, advertising, television, movies...)
that help or hinder responsible, social decision
making (e.g., choosing friends, choosing activities,
communicating with others...).
K.4.6.B.1b
Recognize personal participation and responsibility (e.g., respect for and acceptance of individual
differences, awareness of social norms and values,
concern and compassion for others, cooperation,
motivation to solve interpersonal problems...)
in different social contexts.
K.4.6.B.2a
Identify different styles of communication (i.e., passive, aggressive, assertive) and
their characteristics (e.g., passive is ignoring
an issue, aggressive is confronting an issue without
thinking it through, assertive is addressing an
issue with tact...).
K.4.6.B.2b
Identify the behaviours (e.g., showing
respect, fulfilling a commitment, abstaining from
put-downs, helping others who are experiencing
difficulty, following directions, being encouraging...)
that are important for working cooperatively and
collaboratively with others.
K.4.6.C.1a
Determine strategies for sharing and expressing
feelings in appropriate ways (e.g., talking
out conflicts with safe adult assistance, using
self-statements or self-talk for control, using
active listening, participating in physical activities...).
K.4.6.C.1b
Recognize the range of emotions that may be
experienced when loss occurs, including the stages
of grief (e.g., denial, anger, bargaining,
sadness, depression, acceptance...), and where
to go for help (e.g., family, teacher, school
counsellor, elder, religious leader...).
K.4.6.C.2
Identify the personality traits (e.g.,
sense of humour, adaptability, patience, understanding...)
that are conducive to handling stress and showing
resiliency (i.e., ability to bounce back in
a stressful situation).
K.4.6.C.3
Describe the General Adaptation Syndrome (GAS)
relating to stress and the body's response at
the various stages (i.e., alarm stage, resistance
stage, exhaustion stage).
K.4.6.C.4a
Identify stress-management strategies (e.g.,
using self-statements or self-talk, talking to
parents, keeping an anger self-inventory, participating
in physical activity, keeping a sense of humour...)
for controlling anger in different situations (e.g., being called names, losing a game,
being pressured by parents or peers...).
S.4.6.A.1
Assess and revise personal health and academic
goals (e.g., fitness goal, movement skill
goal, nutrition goal, active living goal, personal
health-practice goal, academic goal...) to
enhance health and well-being.
S.4.6.A.2
Determine positive and negative consequences
of possible solutions as part of the decision-making/problem-solving
process for making healthy living choices.
S.4.6.A.3
Demonstrate functional use of interpersonal
skills (e.g., fair play, use of inclusive
language and actions...) for inclusion of others
in different types of physical activities
(e.g., low- competitive, cooperative, multicultural...).
S.4.6.A.5
Demonstrate the functional use of stress-management
strategies (e.g., using self-statements or
positive self-talk, talking with others, taking
time out, counting to 10, focusing, breathing
deeply...) for managing stress in case scenarios
related to a variety of situations (e.g.,
competition, anger, tests, public speaking, conflict,
change, failure...).
Healthy Lifestyle Practices (Grade 6)
K.5.6.A.1
Outline the importance of regular hygiene practices
during adolescent years (i.e., effective washing
helps to control acne and body odour, use of deodorant
helps to control body odour, dental hygiene for
maintaining dental health, appearance, and fresh
breath).
K.5.6.A.2
Identify practices and policies that support
healthy schools and communities (e.g., school
code of conduct, adequate supervision, school
and community activities, labelling of hazardous
products, evacuation procedures, fluoride treatment
of drinking water, public health services...).
K.5.6.B.1
Recognize the physical benefits (e.g.,
reduced risk of heart disease, obesity, diabetes
II, osteoporosis, colon cancer...) and the
socio-emotional benefits (e.g., reduced anxiety
and stress, enhanced sense of belonging, positive
use of leisure time, opportunity to meet people...)
of participating in daily physical activities.
K.5.6.B.2
Identify responsible decisions (e.g., play
outside rather than watch television or sit at
a computer, invite friends to play, play safely,
participate fully in physical education class,
play community sports...) that promote daily
physical activity.
K.5.6.B.3
Identify the positive and negative influences
of media and other sources on promoting active
living (e.g., commercials, sport and special
event coverage, physical activity promotions such
as fundraising walkathons/ runs...).
K.5.6.C.1a
Identify food choices and types of physical
activity for a healthy body (i.e., for bone
development).
K.5.6.C.1b
Demonstrate an understanding of the combined
benefit of daily healthy food choices and physical
activity on a healthy body (i.e., for bone
development during adolescence).
K.5.6.C.2
Identify daily nutrition habits and fluid intake
practices to support healthy participation in
various types of physical activities.
S.5.6.A.1
Develop a personal action plan for daily personal
health practices during the adolescent years.
S.5.6.A.2
Develop a personal action plan for daily active
living, including ways to adhere to the plan.
S.5.6.A.3a
Assess personal food intake and activity for
a period of one to three days, based on daily
recommended requirements.
S.5.6.A.3b
Use problem-solving strategies to improve personal
nutrition and daily physical activity habits for
a healthy body (i.e., bone development).
