CURRICULUM FOR PHYSICAL EDUCATION EXPLAINED...

The expectations for Health and Physical Education are organized into three distinct but related strands: Active Living (separated into Active Participation, Fitness and Safety) Movement Competence (separated into Skills/Concepts and Strategies/Tactics) Living Skills (the Living Skills personal, interpersonal, and critical and creative thinking skills - and will be taught and evaluated in conjunction with learning in each of the strands) Healthy Living

Physical Education: Strands, Subgroups, and Living Skills

Living Skills
A1. Active Participation Personal Skills [PS] Self-awareness and self-monitoring skills Adaptive, management, and coping skills Interpersonal Skills [IS] Communication skills Relationship and social skills Critical and Creative Thinking [ct] Planning Processing Drawing conclusions/ presenting results Reflecting/ evaluating Regular participation, variety, lifelong activity Enjoyment, motivation

Strand A: Active Living

A2. Physical Fitness Fitness development through daily physical activity, personal fitness plans A3. Safety Personal safety and safety of others during physical activity

Strand B: Movement Competence: Skills, Concepts, Strategies

B1. Movement Skills and Concepts Movement skills - stability, locomotion, manipulation Movement concepts - body awareness, effort, spatial awareness, relationships . Movement principles B2. Movement Strategies Components of physical activities Strategies and tactics in all physical activities

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What/How Movement skills and concepts Skills

Stability with static balance, in which the body remains in place but moves around its horizontal or vertical axis, and stability with dynamic balance, in which core strength is used to maintain balance and control of the body while moving through space (e.g., bending, stretching, twisting, turning, rolling, balancing, transferring weight, curling up, landing from a jump) Locomotion or travelling skills, used to move the body from one point to another (e.g., walking, wheeling, running, skipping, hopping, galloping, chasing, dodging) Stability skills, which involve giving force to objects (e.g., bending, stretching, twisting, turning, rolling, balancing, transferring weight, curling up, landing from a jump)

Why/When Movement strategies Concepts

MOVEMENT COMPETENCE

Body Awareness - What parts of the body move, and in what way? Awareness of body parts, shape, actions (e.g., wide, narrow, twisted, symmetrical, curled, stretched) Spatial Awareness - Where does the body move? (e.g., location, direction, level, pathway, plane, extensions) Effort Awareness - How does the body move? (e.g., fast or slow, with strong or light force, bound or free) Relationship - With whom or with what does the body move? (e.g., with people or objects, or in a particular environment)

Activity Appreciation Learning about game or activity structures, rules, and skills through participation in activities, modified as necessary Tactical Awareness Developing understanding of the principles of play or participation common to similar activities Decision Making Learning to make decisions about what to do and how to do it in different situations Application of Skills Developing understanding of what skills are required to improve proficiency and how to apply those skills while participating in activities Performance Demonstrating skills, techniques, and tactics in activities or demonstrations

Movement Principles
Spatial Awareness - Stability increases as the centre of gravity becomes lower, the base of support becomes larger, the line of gravity moves nearer to the centre of the base of support, and the mass becomes greater Laws of motion and force o Summation of joints: The production of maximum force requires the use of all the joints that can be used. o Maximum velocity: The production of maximum velocity requires the use of joints in order, from largest to smallest. o Applied impulse: The greater the applied impulse, the greater the increase in velocity o Law of reaction: Movement usually occurs in the direction opposite that of the applied force.

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