Physical Education/Health Education

Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles

Grade 9 (Senior 1)

Fitness Management
Personal/Social Management
Healthy Lifestyle Practices
Movement (Grade 9 (Senior 1))

Acquisition Stage K.1.S1.A.1
Identify similarities and/or differences between characteristics of basic movement skills (e.g., striking...) as applied to different physical activities (e.g., wrist action in the tennis forehand stroke as compared to a badminton underhand clear...).

Acquisition Stage K.1.S1.B.1
Describe how movement skill patterns transfer from one activity to another (e.g., overhand throw and tennis serve...).

Acquisition Stage K.1.S1.B.2
Describe biomechanical principles (i.e., force, motion) related to projectiles and flight as applied in selected physical activity performance (e.g., 20 ° take-off angle in running long jump, 40 ° release angle for shot put...).

Acquisition Stage K.1.S1.B.3
Analyze movement concepts related to game strategies in team activities (e.g., space awareness and relationships as applied to person-to-person defence or zone defence...).

Acquisition Stage K.1.S1.C.1
Demonstrate an understanding of the rules (e.g., lost serve for serving faults in volleyball...) and etiquette (e.g., no noise during a foul shot in basketball or while a golfer is teeing off, shaking hands...) associated with selected sports and games.

Acquisition Stage K.1.S1.C.2
Apply the terminology associated with the skills and rules for selected team activities/sports (e.g., in-turn/out-turn in curling, travelling/double dribble in basketball...).

Acquisition Stage K.1.S1.C.3
Describe the basic strategies employed in specific games and sports, including individual and team activities (e.g., pacing in running, varying placement of service...).

Acquisition Stage K.1.S1.C.4
Identify the impact on youth of unethical issues (e.g., use of performance-enhancing substances, involvement of gambling in sports, female/male-only sports teams...) in sport as represented in the media.

Acquisition Stage S.1.S1.A.1
Select and refine transport skills, applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills.

Acquisition Stage S.1.S1.A.2
Select and refine manipulation skills (e.g., serve, forehand stroke, dribble, receiving a pass...) , applying mechanical principles (i.e., force, motion, balance) related to activity-specific physical activity skills.

Acquisition Stage S.1.S1.A.3
Select and refine balance abilities (i.e., static, dynamic) , applying mechanical principles (i.e., force, motion, balance) , using a variety of equipment (e.g., skates, skis, boards, stilts, pogo sticks...) related to activity-specific physical activity skills.

Acquisition Stage S.1.S1.B.1
Apply and adapt activity-specific movement skills (e.g., serving...) in physical activities, including individual/dual games/sports (e.g., badminton, tennis...).

Acquisition Stage S.1.S1.B.2
Apply and adapt activity-specific movement skills (e.g., sending a pass, receiving a pass...) in physical activities, including group/team-type activities (e.g., ultimate, rugby, touch football, team handball...).

Acquisition Stage S.1.S1.B.3
Perform various officiating duties (e.g., refereeing, scorekeeping, timekeeping, making line calls for "out of bounds"...) related to a particular physical activity/sport, including the use of hand signals where applicable (e.g., signals for side out, foot fault, net ball in volleyball...).

Acquisition Stage S.1.S1.C.1
Apply and adapt selected activity-specific skills (e.g., gripping, hanging, carrying...) required in alternative pursuits (e.g., wall climbing, backpacking...) indigenous to the selected geographic area.

Acquisition Stage S.1.S1.D.1
Demonstrate the ability to lead and/or follow while performing movement sequences, using complex rhythmic steps and patterns representing different cultural backgrounds and/or styles (e.g., traditional dance, jig, modern dance...) in a variety of rhythmic activities (e.g., exercise to music, jazz gymnastics, folk dances...).

Fitness (Grade 9 (Senior 1))

Acquisition Stage K.2.S1.A.1
Identify the skill-related fitness components (e.g., balance, agility, power, reaction time, speed, coordination...) and relate their importance to sport/physical activity performance (e.g., reaction time in goalkeeping...).

Acquisition Stage K.2.S1.B.1
Differentiate between the benefits of active living and physical fitness development, based on a health and fitness continuum (e.g., mild activity for health benefits, moderate to vigorous activity for fitness benefits...).

Acquisition Stage K.2.S1.C.1.a
Explain the structure of skeletal muscle (i.e., belly, bundle, fibre, myofibril) as it relates to muscular development.

Acquisition Stage K.2.S1.C.1b
Explain the structure of fibre types (i.e., slow-twitch, fast-twitch) as they relate to muscular development.

Acquisition Stage K.2.S1.C.1c
Identify types of strength exercises (i.e., isometric, dynamic) and stretching exercises (i.e., static, ballistic, passive) for personal fitness development (i.e., strength, endurance, range of motion).

Acquisition Stage K.2.S1.C.2
Describe the principles of training and conditioning for physical activities (i.e., progressive overload, specificity, reversibility, regularity, individual variability, starting point).

Acquisition Stage K.2.S1.C.3
Design and implement effective warm-up and cool-down routines for specific team-related physical activities (e.g., volleyball, soccer, rugby...).

Acquisition Stage K.2.S1.C.4
Identify the factors related to health and fitness development (e.g., health benefit, physical attributes, interpersonal interaction, influence of family, availability of facilities/equipment, competition, cooperation, personal success, time management...) that affect choices of physical activities for self and others.

Acquisition Stage S.2.S1.A.1a
Participate in physical activities at a level that contributes to the goals of an individualized fitness plan.

Acquisition Stage S.2.S1.A.1b
Participate in planned and self-directed activities that maintain heart-rate levels in various zones (e.g., general health, basic fitness, healthy heart...).

Acquisition Stage S.2.S1.A.2
Demonstrate use of heart-rate monitoring (e.g., pulse points, heart monitors, software programs...) to compare exertion level in a variety of activities.

Acquisition Stage S.2.S1.A.3a
Assess the level of ability in one or more skill-related components (e.g., balance, agility, power, reaction time, speed, coordination...) of physical fitness.

Acquisition Stage S.2.S1.A.3b
Analyze own fitness test results (e.g., using information technology...) to establish personal fitness goals.


Safety (Grade 9 (Senior 1))

Acquisition Stage K.3.S1.A.1
Review safety rules, routines, and procedures prior to participating in physical activity (e.g., allow space for full backswing and follow-through in golf...).

Acquisition Stage K.3.S1.A.2
Identify the common injuries (e.g., back injuries, knee injuries...) that may occur in personal fitness programming and how they can be prevented (e.g., using proper stretching techniques...).

Acquisition Stage K.3.S1.A.3
Explain the reasons (e.g., maintaining proper body temperature in rain, heat, cold, humidity...) for appropriate dress for selected indoor and outdoor activities (e.g., light and comfortable clothing for squash, layers and headwear for cross-country skiing...).

Acquisition Stage K.3.S1.A.4
Identify safety and risk factors for selected activities (e.g., cross-country skiing...) related to people (e.g., right of way, adaptations for persons with a disability...) , facilities (e.g., snow conditions...) , and equipment (e.g., appropriate clothing...).

Acquisition Stage K.3.S1.A.5a
Maintenance 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.S1.A.5b
Relate the importance of making wise choices to prevent injury in selected land-based activities (e.g., cycling, jogging...) and/or water-based activities (e.g., aquatics, diving, canoeing...).

Acquisition Stage K.3.S1.B.1
Maintenance 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.S1.B.3
Demonstrate an understanding of basic first aid (e.g., emergency scene management: check airway, breathing, circulation...) and precautions for handling body fluids (e.g., wear latex gloves, face shield/mask; handle sharp objects with extra care...).

Acquisition Stage K.3.S1.B.4
Maintenance 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 K.3.S1.B.5a
Analyze issues related to violence prevention in a variety of contexts (i.e., home, school, community, media, sport, relationships).

Acquisition Stage K.3.S1.B.5b
Demonstrate an understanding of the skills (i.e., problem solving, anger management, communication, conflict resolution, assertiveness) in dealing with case scenarios related to physically, verbally, and emotionally abusive situations.

Acquisition Stage K.3.S1.B.6a
Differentiate among the terms associated with abusive situations (i.e., physical abuse, verbal abuse, emotional abuse, sexual abuse, harassment, sexual exploitation).

Acquisition Stage K.3.S1.B.6b
Identify skills (e.g., assertiveness, problem solving...) and community resources for addressing problems associated with sexually abusive behaviours.

Acquisition Stage S.3.S1.A.1
Apply rules and procedures for safe and responsible participation and use of equipment in selected physical activities and environments (e.g., self-regulation, teamwork, promotion of fair play and inclusion...).

Acquisition Stage S.3.S1.A.2
Demonstrate the skills required to administer basic first aid (e.g., emergency scene management, seeking help, treating minor injuries, applying precautions for handling body fluids...).

Personal and Social Management (Grade 9 (Senior 1))

Acquisition Stage K.4.S1.A.1
Examine personal strengths, values, and strategies (e.g., enhancing strengths, working on weaknesses, restructuring negative thoughts, thinking positively, persisting to achieve goals in spite of setbacks...) for achieving individual success and a positive self-image.

Acquisition Stage K.4.S1.A.2a
Identify potential career choices in health education and physical education (e.g., physical educator, physiotherapist, athletic director, fitness leader, recreation director, health and wellness educator, social worker, nutritionist, medical doctor, nurse, counsellor, occupational therapist...).

Acquisition Stage K.4.S1.A.2b
Determine the skills for employability (i.e., academic, personal management, and teamwork skills).

Acquisition Stage K.4.S1.A.3
Examine factors (e.g., family, values, health knowledge, peer influence, media, social trends, requirements, costs...) that affect self and/or others in making decisions regarding active healthy lifestyles and/or career building.

Acquisition Stage K.4.S1.B.1a
Describe ways to treat others (e.g., show respect, consideration, support, encouragement, affection, understanding, forgiveness...) for developing healthy and meaningful relationships (e.g., between parent and child, siblings, best friends, in romantic relationships, in marriage, at work, in the community...).

Acquisition Stage K.4.S1.B.1b
Reflect on the factors (e.g., interest, multiple intelligences, access...) that influence choice of physical activities or sport pursuits for self and others.

Acquisition Stage K.4.S1.B.2a
Identify communication skills and strategies that promote team/group dynamics (e.g., listen actively, encourage others, be assertive in acceptable ways, show self-control, stay with the group until completion of the task, develop group consensus...).

Acquisition Stage K.4.S1.B.2b
Identify appropriate social behaviours (e.g., use inclusive language, treat others with respect...) for developing meaningful interpersonal relationships.

Acquisition Stage K.4.S1.B.3a
Examine how to manage anger (i.e., control own anger and respond to anger of others) in constructive ways (e.g., stay calm, use conflict-resolution process...) in different case scenarios.

Acquisition Stage K.4.S1.B.3b
Examine effects of conflicts (e.g., broken trust, hurt feelings, equity issues...) and the importance of seeing diverse sides of issues in developing meaningful personal and/or team relationships (e.g., seek understanding, accept differences...).

Acquisition Stage K.4.S1.B.3c
Assess behaviours and conflict-resolution strategies (i.e., negotiation, arbitration, and adjudication) in the context of final outcome (i.e., win/win, win/lose, lose/lose) for settling disputes or disagreements.

Acquisition Stage K.4.S1.B.4
Identify examples of potentially dangerous situations (e.g., physical abuse, verbal abuse, use of harmful substances, peer pressure...) and effective strategies for avoidance/refusal.

Acquisition Stage S.4.S1.A.1
Apply a goal-setting process as part of designing a short-term plan for a realistic personal goal related to academic and/or healthy lifestyle practices (e.g., active living, good nutrition, no substance use, safety...).

Acquisition Stage S.4.S1.A.2
Design, implement, and evaluate an action plan for making a decision based on personal values and beliefs related to physically active and healthy lifestyle practices (e.g., active living, good nutrition, no substance use, safety...).

Acquisition Stage S.4.S1.A.3
Apply interpersonal skills (e.g., use thoughtful language, acknowledge ideas and opinions of others, show respect, make a commitment...) in case scenarios related to developing close, meaningful relationships (e.g., between parent and child, siblings, mother and father, best friends, teammates, in romantic relationships...).

Acquisition Stage S.4.S1.A.4
Apply conflict-resolution strategies (i.e., mediation and negotiation) in different case scenarios for understanding different perspectives and points of view (i.e., determine the reason behind a conflict).

Healthy Lifestyle Practices (Grade 9 (Senior 1))

Acquisition Stage K.5.S1.D.1
Explain the meaning of addiction
(i.e., gambling) and substance dependence (e.g., alcoholism, nicotine, street drugs...) , and the possible effects on self and/or others.

Acquisition Stage K.5.S1.D.2
Examine the use and abuse of substances (e.g., caffeine, alcohol, tobacco, other stimulants and depressants, inhalants, hallucinogens, street drugs...) and potential consequences on personal health and well-being (e.g., cause behavioural changes; create social problems; cause fetal alcohol syndrome and/or fetal alcohol effects; cause reactions to drug interactions; affect self-esteem; has medical implications; may result in dependency or addictions; may affect financial status; create ethical concerns; can cause body harm or death in case of a drug overdose; may increase sexual activity; may cure or provide relief for patient...).

Acquisition Stage K.5.S1.D.3
Identify community agencies and resources available to support (e.g., addictions counselling services...) the prevention of substance use and abuse.

Acquisition Stage K.5.S1.E.1a
Review the anatomy and physiology of the reproductive system of human beings.

Acquisition Stage K.5.S1.E.1b
Describe the potential consequences and risks associated with sexual behaviour (e.g., unplanned pregnancy, STIs, HIV, AIDS...) and different types of contraceptive methods (e.g., abstinence, use of condoms, foam, the pill, diaphragm, intrauterine device...).

Acquisition Stage K.5.S1.E.1c
Describe responsible behaviours for a healthy pregnancy (e.g., receive prenatal care; avoid use of alcohol, tobacco, and other harmful drugs; consume nutritious foods and fluids; have regular medical checkups; avoid sexual intercourse with infected partners...).

Acquisition Stage K.5.S1.E.2a
Identify the components for building and maintaining healthy, close relationships (e.g., effective communication and decision-making skills, respect, trust, love...).

Acquisition Stage K.5.S1.E.2b
Examine the psychological implications of sexual activity and teenage pregnancy (e.g., hurt feelings, increased responsibility, loss of reputation...) , and responsibilities regarding prevention (e.g., discuss decision with parents/religious leaders/doctor, abstain, communicate with partner, obtain contraception...).

Acquisition Stage K.5.S1.E.3a
Describe social factors affecting human sexuality (e.g., culture, religious values, stereotyping, role models, media influence, body image, sexual orientation...).

Acquisition Stage K.5.S1.E.3b
Examine the influences (e.g., family values, culture and religion, peer pressure, media images and advertising, substance use...) on making decisions for responsible sexual behaviour.

Acquisition Stage K.5.S1.E.3c
Review personal responsibilities 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.

Acquisition Stage K.5.S1.E.4a
Examine behaviours that may decrease the risk of contracting HIV (e.g., practising abstinence, using condoms...) , and behaviours that increase the risk of contracting HIV (e.g., having intercourse with infected persons, using contaminated needles, using or handling body fluids, giving birth once infected...).

Acquisition Stage K.5.S1.E.4b
Describe the symptoms of, effects of, and treatments for the most common sexually transmitted infections (e.g., gonorrhea, chlamydia, syphilis, herpes...).

Acquisition Stage S.5.S1.A.4
Apply problem-solving strategies to respond appropriately to issues related to substance use and/or abuse (e.g., over-the-counter drugs, tobacco, alcohol, street drugs, hallucinogens, inhalants...).

Acquisition Stage S.5.S1.A.5
Apply a decision-making process in case scenarios related to developing healthy relationships and responsible sexual behaviours (e.g., abstinence, no exploitation of others, safer sex to prevent pregnancy and STIs...).