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 8
Movement (Grade 8)
K.1.8.A.1
Recognize characteristics of selected movement
skills and patterns (e.g., balance/ready position...)
as applied in a variety of physical activities,
including net/wall and target-type activities
(e.g., badminton, paddleball, tennis, curling...).
K.1.8.B.1
Explain the cross-training effect of different
games/activities on fitness and movement skill
development (e.g., aerobics develop coordination,
agility used for fastball; golf and hockey develop
hand-eye coordination/striking skills...).
K.1.8.B.2
Identify the biomechanical concepts (e.g.,
centre of gravity, body alignment...) that
are important for safe exercising in lifting
and carrying activities (i.e., bend knees,
hold object close to body, avoid twisted positions,
keep head position neutral).
K.1.8.B.3
Analyze movement concepts in net/wall activities
(e.g., body awareness in ready position to receive
a serve in badminton...) and target-type activities
(e.g., effort qualities in backswing and wrist
action on "out-turn" in curling...).
K.1.8.C.1
Examine the reasons for rules and for adaptation
of rules related to safety and risk factors (e.g.,
set boundaries to avoid contact with other players,
equipment, or walls...) of selected sports
and games.
K.1.8.C.2
Show an understanding of the specific terminology
associated with selected sports and games, including
net/wall (e.g., volleyball, badminton, handball...)
and target-type activities (e.g., archery,
curling...).
K.1.8.C.3
Describe common strategies used in various
games, including net/wall and target-type activities
(e.g., positioning for serve reception, speed,
and control of projectiles...).
K.1.8.C.4
Set and/or review expectations for personal
and group conduct (i.e., ethical behaviour)
regarding participation in physical activities
and/or sports.
S.1.8.A.1
Perform combinations of transport, manipulation,
and balance skills (e.g., moving into a ready
position to contact the ball in volleyball...),
applying mechanical principles (e.g., force,
motion, balance...) for control.
S.1.8.A.2
Perform combinations of manipulation skills
(e.g., dribbling/shooting, tossing/catching...),
applying mechanical principles on use of projectiles
(e.g., increasing relative projection height
or angle tends to increase flight time...) for
control.
S.1.8.A.3
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.1.8.B.1
Apply functional use of selected and/or activity-specific
movement skills (e.g., rolling, forehand and
backhand strokes...) in a variety of individual/
dual games/sports, including net/wall (e.g.,
table tennis...) and target-type activities
(e.g., miniature golf, bowling...).
S.1.8.B.2
Apply functional use of selected and/or activity-specific
movement skills (e.g., volleying, dynamic
balancing...) in a variety of physical activities,
including net/wall (e.g., volleyball...) and
target-type games (e.g., curling...).
S.1.8.B.3
Contribute to the organization and administration
(e.g., schedules, team formation, rules, set-up,
clean-up, recording ofresults, promotion, announcements...)
of a tournament (e.g., round robin, ladder,
double consolation...).
S.1.8.C.1
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.1.8.D.1
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.1.8.D.2
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 8)
K.2.8.A.1
Identify the five health-related fitness components
(e.g., cardiovascular endurance, muscular endurance,
muscular strength, flexibility, body composition...)
and their importance to a balanced fitness plan.
K.2.8.C.1a
Identify the names of muscle groups and specific
muscles (i.e., biceps, triceps, pectorals,
abdominals, quadriceps, deltoids, trapezius, latissimus
dorsi, hamstrings, hip flexors) and primary
action (i.e., flexion, extension, abduction,
adduction, rotation) across the various joints
(e.g., knee, elbow, hip...).
K.2.8.C.1b
Explain the effects of exercise on use (i.e.,
increased size and strength of muscles, ligaments,
and tendons; increased muscular capillary action;
hypertrophy) and overuse (i.e., fatigue,
injury, muscle soreness) of muscles.
K.2.8.C.2
Describe ways to apply the FITT principle
(i.e., frequency, intensity, time, and type of
activity) to health-related fitness components
(e.g., cardiovascular endurance, muscular strength,
muscular endurance, flexibility, body composition...).
K.2.8.C.3
Identify three stages (i.e., indirect,
direct, identical) of activity-specific warm-ups
and examples of each stage for specific physical
activities (e.g., a soccer warm-up could include
light running, specific leg-stretching exercises,
easy dribbling/passing drills...).
K.2.8.C.4
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.2.8.A.1a
Participate in fitness activities that use
the FITT principle and contribute to personal
health-related fitness goals.
S.2.8.A.1b
Participate in continuous aerobic activity
related to personal target heart-rate zones.
S.2.8.A.2
Determine personal target heart-rate zone,
using simple methods (e.g., Karvonen formula,
software programs...).
S.2.8.A.3a
Assess the level of ability in one or more
health-related fitness components (i.e., cardiovascular
endurance, muscular endurance, muscular strength,
flexibility) of physical fitness.
S.2.8.A.3b
S.2.7.A.3b Chart own fitness results
(e.g., using information technology...) throughout
the year to determine effects of activity particiation
and/or specific training on personal progress.
Safety (Grade 8)
K.3.8.A.1
Determine safety rules, routines, and procedures
related to selected physical activities, including
net/wall and target-type activities (e.g., not
entering a racquet sport court when play is in progress,
retrieving shot- put/discus only on signal in a
group situation...).
K.3.8.A.2
Identify the risks of contraindicated exercises
(e.g., deep knee bends, straight leg sit-ups,
full neck rotations...) and safe exercises
alternatives.
K.3.8.A.3
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.3.8.A.4
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.3.8.A.5a
Investigate potential safety risks inherent
in selected alternative pursuits (e.g., climbing
walls, in-line skating, downhill skiing, activities
on ice...).
K.3.8.A.5b
Determine safe areas and opportunities for
cycling and/or other similar activities in the
community (e.g., in-line skating, skateboarding,
walking...).
K.3.8.B.1
Evaluate the effectiveness of laws and policies
that promote personal and community safety (e.g.,
driving age, drinking/driving, boating, domestic
violence, vandalism, shaken baby syndrome...).
K.3.8.B.3
Identify common injuries/conditions (i.e.,
sprains, strains, fractures, bleeding, cramps,
shock) and basic first-aid procedures (i.e.,
seek adult help, rest, apply ice, compression,
elevation, avoid touching/handling body fluids).
K.3.8.B.4
Demonstrate the ability to access valid health
information and health-promoting products and
services available in the community (e.g.,
doctors, public health nurses, health agencies
and associations related to cancer, heart disease,
kidney disease, sexuality education, alcoholism;
youth advocates, helplines, school/community counselling
programs, friendship centres, ombudsperson, the
Internet...).
S.3.8.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 8)
K.4.8.A.1
Examine the effects of stereotyping based on
a variety of factors (e.g., gender, age, race,
roles, media influences, body type, sexual orientation,
source of income...), and ways (e.g., set/review
personal and group norms, standards...) to promote
acceptance of self and others.
K.4.8.A.2a
Develop self-monitoring strategies (e.g.,
keep a journal, participate with a friend...)
and criteria (e.g., believable, achievable,
controllable, within timelines... ) in setting
individual and/or group goals.
K.4.8.A.2b
Analyze how factors (e.g., family, peers,
cultural beliefs, knowledge, personal qualities,
scheduling, motivation level, degree of challenge,
supports...) affect one's planning and setting
of goals.
K.4.8.A.3
Describe the social factors (e.g., self-esteem,
interests, opinions, abilities, interpersonal
skills...) that affect the decision-making/
problem-solving process in group situations.
K.4.8.B.1a
Describe behaviours that show social
responsibility and respect for diversity (e.g.,
showing respect toward officials and other players,
inviting others to play, greeting others, helping
others who are experiencing difficulty...)
in different contexts (e.g., sports, physical
activity participation, classroom settings...).
K.4.8.B.1b
Discuss personal participation and responsibilities
in physical activities and/or social events for
the promotion of inclusion and cultural diversity
in communities.
K.4.8.B.2a
Describe examples of assertive behaviours (e.g.,
saying no to something that makes you feel uncomfortable,
including others who are left out...) for resisting
negative peer pressure.
K.4.8.B.2b
Identify roles and responsibilities (e.g.,
loyalty, commitment, support, respect, leadership...)
in developing positive relationships (e.g.,
between friends, within families, in a sports
team, band/choir...).
K.4.8.C.1a
Identify how self (e.g., accepting one's
feelings...), peers (e.g., listening supportively...),
and the community (e.g., providing resources
for support when needed...) contribute to the
enhancement of personal health and well-being.
K.4.8.C.1b
Identify stages of grieving (e.g., denial,
anger, bargaining, sadness, depression, acceptance...)
for understanding and supporting self and others.
K.4.8.C.2
Explain how stress may have positive or negative
consequences (e.g., fight or flight, productivity,
illness...).
K.4.8.C.3
Examine the effects of stress (e.g., increased
blood pressure, elevated heart rate, muscle soreness,
nausea...) and relaxation (e.g., low blood
pressure and heart rate...) on body systems
(e.g., digestive, cardiovascular, endocrine...).
K.4.8.C.4a
List healthy strategies (e.g., seeking
support from others and community resources, positive
self- talk, physical exercise...) and unhealthy
strategies (e.g., smoking, alcohol misuse,
isolation, fighting...) for dealing with stress
and/or anxiety.
S.4.8.A.1
Develop, implement, self-monitor, and revise
a plan using predetermined criteria for active
healthy living to achieve a personal and/or group
goal (e.g., participate in daily physical
activity, a healthy lifestyle behaviour, a social
behaviour, a specific academic goal...).
S.4.8.A.2
Apply the decision-making/problem-solving process
in making group decisions in different case scenarios
(e.g., plan a class activity, solve a social-related
problem, make a decision in the context of an
orderly meeting...).
S.4.8.A.3
Demonstrate functional use of interpersonal
skills (i.e., communicate effectively, cooperate/
collaborate, be respectful, be responsible)
that promote fair play and teamwork.
S.4.8.A.5
Apply stress-management strategies (e.g.,
progressive relaxation, deep breathing, guided
imagery, focusing, positive thinking, self-talk,
talking with others, humour...) in case scenarios
related to stressful situations (e.g., coping
with anger, sadness, defeat, loss, changes associated
with puberty, illness, environmental destruction...).
Healthy Lifestyle Practices (Grade 8)
K.5.8.A.1
Examine positive and negative health habits of
daily living for self and/or others (e.g., daily
physical activity, skin care, hygiene, dental hygiene,
rest, caring for others, handling/sharing of food/beverages,
tobacco use...).
K.5.8.A.2
Examine lifestyle practices (e.g., physical
activity habits, nutritional habits, use of tobacco
and alcohol, rest habits, personal hygiene, stress
management...) and their effects on body systems
(e.g., contribute to or prevent coronary heart
disease, diabetes, hypertension, cancer, osteoporosis,
obesity, depression...).
K.5.8.B.1
Identify and categorize physical activities
of different intensities (i.e., vigorous,
moderate, light) and their potential benefits
(i.e., health, fitness, recreation, sport performance).
K.5.8.B.2
Investigate different ways to increase physical
activity in daily living as it relates to sustainable
development (e.g., using stairs, cycling/
walking to school to help the environment and
to contribute to the health of society...).
K.5.8.B.3
Determine the degree to which technology has
had an impact on personal health (e.g., personal
fitness equipment/aids; prolonged exposure to
technological devices and machines decreases physical
activity; effect of media messages on body image...).
K.5.8.C.1a
Evaluate information related to healthy body
weight and body image.
K.5.8.C.1b
Explain influences (i.e., healthy eating,
regular activity, media, healthy body image)
on growth and development during adolescence.
K.5.8.C.2
Apply "sport nutrition principles"
to a variety of physical activities.
S.5.8.A.1
Apply personal and social management skills
(e.g., goal setting, decision making/ problem
solving...) in case scenarios related to personal
health practices (e.g., sleep habits, cleanliness,
nutritional practices, exercise habits...).
S.5.8.A.2
Use problem-solving strategies to address the
barriers that may interfere with being active
daily.
S.5.8.A.3a
Develop a personal plan that includes daily
health practices (e.g., physical activity
participation, healthy food choices, positive
thinking...) to maintain a healthy body.
S.5.8.A.3b
Implement and evaluate a personal plan for
healthy eating and activity.
