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Physical Education and Health

Competency 1: To perform movement skills in different physical activity settings

Knowledge

Motor Skills

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

Elementary
Cycle
One
Cycle
Two
Cycle
Three
  1. Elements related to the body1
1 2 3 4 5 6
  1. Identifies the main parts of the body
    (e.g. head, trunk, lower limbs)
       
  1. Locates his/her body and main body parts in space
    (e.g. left, right, in front)
       
  1. Names some sensations perceived by the body when it is moving or stationary
    (e.g. imbalance, dizziness)
   
  1. Concepts of time and space
1 2 3 4 5 6
  1. Determines how much space is available
    (e.g. restricted space, play area)
       
  1. Distinguishes different levels
    (e.g. high, medium, low)
       
  1. Identifies reference points
    (e.g. inside a hoop, outside a mat, in relation to a cone, on the yellow line)
       
  1. Distinguishes different directions
    (e.g. before, behind, ahead, to the right)
       
  1. Estimates distances
    (e.g. near, far, five steps from . . .)
       
  1. Recognizes duration
    (e.g. second, minute)
       
  1. Recognizes speed
    (e.g. slow, fast)
       
  1. Recognizes rhythm
    (e.g. regular, jerky)
       
  1. Principles of balance
1 2 3 4 5 6
  1. Identifies his/her centre of gravity
       
  1. Finds a few ways of maintaining his/her balance (number of body parts in contact with floor or surface, position of body parts used for support, surface used for support, etc.)
    (e.g. spreads feet shoulder-width apart, uses arms when walking along a balance beam, bends knees when landing)
   
  1. Principles of coordination
1 2 3 4 5 6
  1. Explains a few different ways of coordinating movements (dissociation, linking of movements, flow, etc.)
    (e.g. moving one’s legs and then hands to jump like a marionette)
   
  1. Types of support
1 2 3 4 5 6
  1. Names different types of support
    (e.g. on hands, feet, buttocks)
       
  1. Types of grips
1 2 3 4 5 6
  1. Identifies grips based on the object used
    (e.g. baseball, Frisbee)
   
  1. Identifies grips based on the apparatus used
    (e.g. mixed grip on the horizontal bar)
   
  1. Identifies grips based on the implement used
    (e.g. racket, hockey stick)
       
  1. Vocabulary related to the equipment used
1 2 3 4 5 6
  1. Names objects
    (e.g. medicine ball, shuttlecock)
   
  1. Names apparatus
    (e.g. balance bench, stall bars, balance beam)
   
  1. Names the main parts of objects used for locomotion
    (e.g. snowshoe frame, ski binding, skate blade)
   
  1. Names the main parts of implements
    (e.g. head of a racket)
       

Motor Skills

1.  These elements include basic knowledge that students should acquire to better understand their bodies. The knowledge associated with human anatomy and physiology is presented in the section on Competency 3, To adopt a healthy, active lifestyle. This knowledge serves two purposes: to help students learn how to move independently, effectively and safely in their physical surroundings (e.g. move to the right, quickly, without running into obstacles) and help them develop healthy, active lifestyle habits (e.g. I know how my heart works and I want to take care of it; I know what muscle to stretch in order to . . .).

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