Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Fitness Management
Personal and Social Management
Healthy Lifestyle Practices

Grade 6

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 6)

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage S.1.6.B.3
Demonstrate the ability to work cooperatively/collaboratively in planning, organizing, and/or officiating physical activities.

Acquisition Stage 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...).

Acquisition Stage S.1.6.D.1
Maintenance Stage 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.

Acquisition Stage S.1.6.D.2
Maintenance Stage 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)

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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).

Acquisition Stage K.2.6.C.2
Maintenance Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage S.2.6.A.3b
Maintenance Stage 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)

Acquisition Stage K.3.6.A.1
Maintenance Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage K.3.6.A.4
Maintenance Stage 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...).

Acquisition Stage K.3.6.A.5a
Maintenance Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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).

Acquisition Stage 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).

Acquisition Stage 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).

Acquisition Stage S.3.6.A.1
Maintenance Stage 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...).

Acquisition Stage 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)

Acquisition Stage 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.

Acquisition Stage 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).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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).

Acquisition Stage 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).

Acquisition 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...).

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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)

Acquisition Stage 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).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage K.5.6.C.1a
Identify food choices and types of physical activity for a healthy body (i.e., for bone development).

Acquisition Stage 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).

Acquisition Stage K.5.6.C.2
Identify daily nutrition habits and fluid intake practices to support healthy participation in various types of physical activities.

Acquisition Stage S.5.6.A.1
Develop a personal action plan for daily personal health practices during the adolescent years.

Acquisition Stage S.5.6.A.2
Develop a personal action plan for daily active living, including ways to adhere to the plan.

Acquisition Stage S.5.6.A.3a
Assess personal food intake and activity for a period of one to three days, based on daily recommended requirements.

Acquisition Stage 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).