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 7
Movement (Grade 7)
K.1.7.A.1
Recognize characteristics of selected movement
skills and patterns (e.g., overhead throwing
pattern...) as applied in a variety of physical
activities, including territory invasion-type and
striking/fielding-type activities (e.g., baseball,
football, overhand volleyball serve...).
K.1.7.B.1
Examine external factors (i.e., cost, facility
availability, practice opportunities outside school)
that may affect movement skill development.
K.1.7.B.2
Identify the biomechanical concepts for efficient
movement (i.e., leverage) related to striking
activities (e.g., shorter radius of rotation
reduces force, as in choking up on a bat...).
K.1.7.B.3
Analyze movement concepts (i.e., body awareness,
space awareness, qualities of effort, relationships)
as they apply to territory invasion-type activities (e.g., offensive pass to an "open space"...)
and striking/fielding-type activities (e.g.,
body position to catch fly ball or grounder in
cricket...).
K.1.7.C.1
Identify the importance of following
rules (i.e., safety, control, fair play, inclusion,
enjoyment, entertainment) of selected sports
and games.
K.1.7.C.2
Show an understanding of the specific terminology
associated with selected sports and games, including
territory/invasion-type activities (e.g.,
lacrosse, soccer...) and striking/fielding-type
activities (e.g., baseball, cricket...).
K.1.7.C.3
Determine basic offensive and defensive strategies (e.g., hitting to an open space, shuffle-step
to maintain a guarding position...) in games,
including territory/invasion-type and striking/fielding-type
activities.
K.1.7.C.4
Distinguish between fair play behaviours
(e.g., showing respect for rules, officials, and
opponents...) and unethical behaviours (e.g.,
cheating, arguing with an official, foul play...)
regarding participation in physical activities
and/or sports.
S.1.7.A.1
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 the
weight of body, range of motion, number of involved
body segments, application of force...) for
speed, height, and/or distance.
S.1.7.A.2
Perform manipulation skills (e.g., bouncing,
rolling, striking...), applying mechanical
principles (e.g., length of lever, range of
motion, number of body segments, application of
force...) for consistency.
S.1.7.A.3
Demonstrate balance abilities (i.e.,
static, dynamic), applying mechanical principles
(i.e., lower centre of gravity, increase base
of support, keep line of centre of gravity within
base of support) for stability and strength
in cooperative-type activities (e.g., team-building
activities, rescuing activities, pulling activities...).
S.1.7.B.1
Apply functional use of selected and/or activity-specific
movement skills (e.g., drop shot, high jumping,
kicking...) in a variety of individual/ dual
games/sports (e.g., badminton, track and field
activities, kick-sack...).
S.1.7.B.2
Apply functional use of selected and/or activity-specific
movement skills with a defensive and/or an offensive
component (e.g., faking out an opponent, guarding,
running for positioning to catch a ball, batting...)
in a variety of games/ sports, including territory/invasion-type
activities (e.g., basketball...) and striking/fielding-type
activities (e.g., cricket, softball...).
S.1.7.B.3
S.1.6.B.3 Demonstrate the ability to work
cooperatively/collaboratively in planning, organizing,
and/or officiating physical activities.
S.1.7.C.1
Apply functional use of selected activity-specific
skills (e.g., care and carrying of equipment,
compass and map reading, star turn, snowplough...)
in alternative pursuits (e.g., orienteering,
hiking, skiing...).
S.1.7.D.1
Design and perform rhythmic sequences that
use movement concepts (i.e., showing contrast
in directions, effort, leading/ following) and
selected rhythmic steps, positions, and patterns
in rhythmic activities related to own culture
or culture of interest (e.g., bench-step aerobics,
square dance, novelty dance, highland dance, hoop
dance...).
S.1.7.D.2
Design and perform, with others, movement sequences
that use movement concepts (e.g., leading,
following...) and selected activity-specific
skills, using small or large apparatus (e.g.,
rhythmic sportive gymnastics, artistic gymnastics,
stuntastics, educational gymnastics...).
Fitness Management (Grade 7)
K.2.7.A.1
Sort and classify physical activities/ exercises
(e.g., jogging, cycling, weight training, gymnastics...)
that are best suited to developing each of the health-related
fitness components (e.g., cardiovascular endurance,
muscular endurance, muscular strength, flexibility,
body composition...).
K.2.7.B.1
Promote the benefits of physical activity
(e.g., greater work capacity, performance enhancement,
healthy weight, prevention of injuries, prevention
of disease such as cardiovascular and type II
diabetes, prevention of depression...) for
optimal health and fitness.
K.2.7.C.1a
Identify the names and locations of the major
muscle groups (e.g., biceps, triceps, pectorals,
abdominals, quadriceps, hamstrings...) in the
context of exercise and physical activity.
K.2.7.C.1b
Describe the effects of exercise and inactivity (i.e., increased/decreased strength, hypertrophy/
atrophy, increased/ decreased lean muscle, increased/decreased
elasticity, increased/ decreased muscle tone)
on the muscular system.
K.2.7.C.2
Identify and explain the FITT principle
(i.e., frequency, intensity, time, and type of
activity).
K.2.7.C.3
Describe the purpose of a warm-up (e.g.,
increased circulation, increased body temperature,
mental preparation, increased focus on task, prevention
of injuries, improved performance...) and a
cool-down (e.g., gradual lowering of heart
rate, prevention of dizziness/blood pooling, minimize
a muscle stiffness/soreness...) for physical
activity participation.
K.2.7.C.4
Identify personal factors and preferences for
choosing physical activities (e.g., personal
interests, influence of friends, appreciation
of the outdoors, affiliation, competition, cooperation,
fun...) for fitness and health.
S.2.7.A.1a
Demonstrate behaviours (e.g., regular participation,
correct and safe execution, appropriate intensity
level, self-monitoring, self-discipline...) for
personal fitness-goal attainment.
S.2.7.A.1b
Participate in continuous aerobic activity
for a sustained period of time related to rate
of perceived exertion and general target heart-rate
zones.
S.2.7.A.2
Determine the relationship between the rate
of perceived exertion and the general target heart-rate
zones (e.g., the level of exertion is somewhat
difficult but the ability to talk remains while
exercising in a healthy heart zone...).
S.2.7.A.3a
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.2.7.A.3b
Chart own fitness results (e.g., using
information technology...) throughout the year
to determine effects of activity participation
and/or specific training on personal progress.
Safety (Grade 7)
K.3.7.A.1
Determine safety rules, routines, and procedures
related to selected activities, including territory/invasion-type
and striking/fielding-type activities (e.g.,
no blocking or tackling in flag football...).
K.3.7.A.2
Determine personal responsibilities (e.g.,
keep inhalator handy for asthmatic condition when
participating in aerobic activities...) and
risk levels (e.g., low personal strength/fitness
level may result in back injury during lifting
activities...) in performing specific exercises.
K.3.7.A.3
Justify reasons (e.g., ease of movement;
personal hygiene; prevention of injury, sunburn,
frostbite, hyperthermia, hypothermia...) for
appropriate dress for selected physical activities.
K.3.7.A.4
Investigate factors related to facilities and
equipment (e.g., eye protection for court
sports, ramps for wheelchair access, condition
of field and/or court surfaces...) to ensure
the safe inclusion of all students in selected
activities.
K.3.7.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.3.7.A.5b
Outline the emergency steps (e.g., seeking
help, administering basic first aid...) related
to water incidents or accidents (e.g., hypothermia,
drowning...).
K.3.7.B.1
Describe ways to respond to dangerous situations
in the community (i.e., school intruders,
home invasion, hazing, Internet use).
K.3.7.B.4
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).
K.3.7.B.5a
Describe scenarios that illustrate examples
of physically, verbally, and emotionally abusive
behaviours in different relationships (i.e.,
within families, between friends, among peers,
with employers, groups, gangs, on sports teams,
when babysitting).
K.3.7.B.5b
Develop strategies (e.g., conflict-resolution
skills...) for avoiding situations (e.g.,
conflict between parents' and peer values, with
the law, in competition, within school...)
that can potentially lead to conflict and violence.
K.3.7.B.6a
Establish safety guidelines to protect self
and others from sexually abusive situations
(e.g., pornography, incest, stalking, prostitution,
sexual assault...).
K.3.7.B.6b
Demonstrate an understanding of skills (i.e.,
problem solving, conflict resolution, communication,
assertiveness, anger management skills) in
dealing with case scenarios related to sexually
abusive situations and ways to seek help.
S.3.7.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...).
Personal and Social Management (Grade 7)
K.4.7.A.1
Compare attitudes and behaviours (i.e., inclusive/exclusive,
positive acceptance/rejection, open/discriminatory)
that contribute to a sense of belonging.
K.4.7.A.2a
Identify the obstacles (e.g., changing
information, abilities, priorities, values, resources,
attitudes, illness, injury, responsibilities...)
that may influence achievement of and making revisions
to personal goals and strategies (e.g., decision-making/
problem-solving process...).
K.4.7.A.2b
Describe the mental skills (i.e., goal
setting, focusing, stress management, visualization,
positive thinking) necessary to enhance performance,
readiness, and satisfaction.
K.4.7.A.3
Explain the benefits of using the decision-making/problem-solving
process for making responsible and health-enhancing
personal decisions (e.g., prevents impulsive
and/or negative decisions, contributes to long-term
health...).
K.4.7.B.1a
Identify socially acceptable behaviours
(e.g., keep an open mind, show a willingness to
try, recognize own feelings and emotions, step
away from the situation if feeling anger...)
for dealing with new situations and/or change
(e.g., participating in new activities, choosing
friends...).
K.4.7.B.1b
Describe conduct (e.g., personal, group,
team...) and ethical behaviours appropriate
for engaging in physical activity and/or social
events.
K.4.7.B.2a
Identify the characteristics (e.g., compliance/
conflict, confidence level, tone of voice, eye
contact, body language...) associated with
each of the communication styles (e.g., passive,
aggressive, assertive...) and leadership qualities
(e.g., enthusiasm, presentation skills, reliability,
organization...).
K.4.7.B.2b
Identify areas within the school (e.g.,
staff, school teams, clubs...) and community
(e.g., community projects...) that offer
opportunities to make new friends and belong to
a group (e.g., staff, school teams, clubs...).
K.4.7.B.3a
Identify anger-management skills (e.g.,
use self-statements, participate in physical activities,
write letters to express feelings...) as alternatives
to aggression and violence.
K.4.7.B.3b
Describe how conflict situations (i.e.,
change, new situations, negative group influences,
dishonesty) affect personal behaviour and development
(e.g., adapting to new surroundings or routines,
making new friends, coping with change, being
assertive...).
K.4.7.B.3c
Review strategies (e.g., mediation, conflict
resolution...), possible outcomes (i.e.,
win/win, win/lose, lose/win, lose/lose), and
behaviours (e.g., compromising, negotiating,
accommodating, blaming, avoiding, collaborating,
consensus building...) for conflict resolution
among friends and/or peers.
K.4.7.B.4
Describe appropriate use (e.g., saying
"no" to negative peer pressure, differentiating
between situations where assertiveness is/isn't
warranted...) of avoidance/refusal strategies
when dealing with potentially dangerous situations
and/or stressful social situations.
S.4.7.A.1
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.4.7.A.2
Develop criteria (e.g., cost, values, expectations,
long-term benefits...) and a rating system
for weighing the benefits of the alternatives
for making physically active and healthy lifestyle
choices in different case scenarios (e.g.,
choosing to smoke, gamble, consume alcohol...).
S.4.7.A.3
Demonstrate functional use of interpersonal
skills (i.e., communicate effectively, cooperate/
collaborate, be respectful, be responsible)
for dealing with new activities, situations, and/or
changes in class activities.
S.4.7.A.4
Apply conflict-resolution strategies (e.g.,
role-play responses to conflict situations, participate
in peer mediation...) to different scenarios
(e.g., engaging with new classmates, moving
to a new classroom, saying "no" to negative
peer-group influence...).
Healthy Lifestyle Practices (Grade 7)
K.5.7.D.1
Differentiate between the use and abuse (i.e.,
prescribed/ unprescribed drugs; own medication/someone
else's medication; correct/ incorrect dosage, addiction)
of medicinal and non-medicinal substances
(e.g., medicines, over-the-counter drugs, vitamins,
alcohol, tobacco, inhalants, street drugs...).
K.5.7.D.2
Explain different consequences, related to
different variables (i.e., fair play, legalities,
performance, medical, safety, and financial implications),
of taking harmful and beneficial drugs or other
substances (e.g., antibiotics, anti-inflammatories,
stimulants, narcotics, anabolic steroids, marijuana,
diuretics, herbs...).
K.5.7.D.3
Identify the positive and negative social factors
(i.e., influences of peers, families, role models,
media, Internet, celebrities, social occasions,
parties) that may influence avoidance and/or
use of substances (e.g., tobacco, alcohol,
caffeine, street drugs, inhalants...).
K.5.7.E.1a
Describe the human reproductive systems as
they relate to fertilization and fetal development
(e.g., names of the genitals, union of sperm and
egg, stages of fetal development at each trimester,
sexual intercourse...).
K.5.7.E.1b
Explain the human reproduction process and
recognize myths related to fertilization (e.g.,
can't get pregnant the first time, when intercourse
is interrupted, when using contraception, if douching
immediately afterward, and in certain body positions...).
K.5.7.E.1c
Describe how the endocrine system regulates
body changes associated with puberty (e.g.,
pituitary gland triggers release of estrogen and
progesterone, menstruation cycle...).
K.5.7.E.2a
Identify the emotional changes at puberty
(e.g., fluctuation of moods and energy, sexual
attraction...) and their effect on personal
well-being (e.g., fatigue, shyness, lower
or greater self-confidence...).
K.5.7.E.2b
Identify positive ways of coping with daily
moods and emotions associated with puberty
(e.g., engaging in physical activity, discussing
emotions with family/friends/religious leaders,
listening to music, laughing, taking part in hobbies,
participating in school/community activities,
reading books...).
K.5.7.E.3a
Recognize the importance of sexual abstinence
as a responsible decision for the adolescent male
and female (e.g., abstinence prevents STIs
and AIDS; parenthood entails many personal responsibilities;
teenage pregnancy puts the baby at risk, affects
career choices, and can have traumatic psychological
and sociological effects...).
K.5.7.E.3b
Identify the effects of social influences
(e.g., styles related to dress, hair, make-up,
jewellery; cultural rituals; gender equity; harassment,
nudity; violence against women...) on sexuality
and gender roles.
K.5.7.E.3c
Identify responsibilities (e.g., respect,
abstinence...) 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.5.7.E.4a
Identify the causes, nature, methods of transmission
(e.g., sexual intercourse, body fluids, contaminated
needles, number of sexual partners...) and
methods of prevention of AIDS and HIV infection
(e.g., sexual abstinence, monogamous relationship
with uninfected person, use of condoms...).
K.5.7.E.4b
Identify the common STIs (e.g., genital
herpes, gonorrhoea, chlamydia...), their symptoms,
and means of prevention (e.g., sexual abstinence,
monogamous relationship with uninfected person,
use of condoms...).
S.5.7.A.4
Apply decision-making/problem-solving strategies
in case scenarios that focus on substance use
and abuse (e.g., over-the-counter drugs, supplements,
performance-enhancing drugs, tobacco, alcohol,
street drugs, restricted drugs...).
S.5.7.A.5
Apply a decision-making/problem-solving process
in case scenarios for making informed decisions
regarding responsible sexual behaviours (e.g.,
abstinence, pregnancy prevention, safer sex practices...).
