Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Fitness Management
Personal and Social Management
Healthy Lifestyle Practices

Grade 8

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 8)

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage S.1.8.A.3
Maintenance Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage S.1.8.C.1
Maintenance Stage 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...).

Acquisition Stage S.1.8.D.1
Maintenance Stage 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...).

Acquisition StageS.1.8.D.2
Maintenance Stage 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)

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage K.2.8.C.4
Maintenance Stage 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.

Acquisition Stage S.2.8.A.1a
Participate in fitness activities that use the FITT principle and contribute to personal health-related fitness goals.

Acquisition Stage S.2.8.A.1b
Participate in continuous aerobic activity related to personal target heart-rate zones.

Acquisition Stage S.2.8.A.2
Determine personal target heart-rate zone, using simple methods (e.g., Karvonen formula, software programs...).

Acquisition Stage 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.

Acquisition Stage S.2.8.A.3b
Maintenance Stage 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)

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage K.3.8.A.3
Maintenance Stage 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.

Acquisition Stage K.3.8.A.4
Maintenance Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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).

Acquisition Stage 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...).

Acquisition Stage S.3.8.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...).

Personal and Social Management (Grade 8)

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage K.4.8.C.1b
Identify stages of grieving (e.g., denial, anger, bargaining, sadness, depression, acceptance...) for understanding and supporting self and others.

Acquisition Stage K.4.8.C.2
Explain how stress may have positive or negative consequences (e.g., fight or flight, productivity, illness...).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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.

Acquisition Stage 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)

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage 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).

Acquisition Stage 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...).

Acquisition Stage 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...).

Acquisition Stage K.5.8.C.1a
Evaluate information related to healthy body weight and body image.

Acquisition Stage K.5.8.C.1b
Explain influences (i.e., healthy eating, regular activity, media, healthy body image) on growth and development during adolescence.

Acquisition Stage K.5.8.C.2
Apply "sport nutrition principles" to a variety of physical activities.

Acquisition Stage 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...).

Acquisition Stage S.5.8.A.2
Use problem-solving strategies to address the barriers that may interfere with being active daily.

Acquisition Stage 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.

Acquisition Stage S.5.8.A.3b
Implement and evaluate a personal plan for healthy eating and activity.