Print section

Physical Education and Health

Competency 3: To adopt a healthy, active lifestyle

Knowledge (lifestyle habits)

Knowledge (effects of a sedentary lifestyle)
Knowledge (anatomy and physiology of the human body)

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. Lifestyle habits
1 2 3 4 5 6
  1. Explains in his/her own words the concepts of lifestyle habits and health
    (e.g. action often carried out every day for one’s health; state of physical and psychological well-being)
       
  1. Names lifestyle habits that are conducive to health and well-being
    (e.g. regular physical activity)
   
  1. Names lifestyle habits that are detrimental to health and well-being
    (e.g. smoking, poor posture)
   
  1. Regular physical activity
1 2 3 4 5 6
  1. Describes a few psychological benefits of his/her physical activity experience
    (e.g. enjoyment, relaxation, feeling of competence)
   
  1. Describes a few physiological benefits of his/her physical activity experience
    (e.g. improved fitness, more energy)
   
  1. Describes a few social benefits of his/her physical activity experience
    (e.g. new friends, harmonious interpersonal relations, conflict management)
   
  1. Safe participation in physical activity
1 2 3 4 5 6
  1. Explains in his/her own words the proper use of physical education equipment (light and heavy)
    1. Explains the importance of using equipment safely in accordance with the type of physical activity
      (e.g. to prevent injury to oneself and to others)
   
    1. Names the safety rules for placing equipment
      (e.g. placing mats at a safe distance from the wall or the work area of other teams)
   
    1. Names the safety rules for putting away equipment
      (e.g. waiting one’s turn to put away one’s racket)
   
  1. Explains in his/her own words the importance of wearing appropriate clothing for a given physical activity or context
    (e.g. proper footwear, appropriate clothing for the weather)
   
  1. Identifies a few exercises with a risk of injury
    (e.g. hyperextension of the neck, bending upper body while keeping legs straight)
  1. Recognizes potentially dangerous situations associated with a physical activity practised alone or with others
    1. Identifies potentially dangerous situations
      (e.g. untied shoelaces, wearing jewellery, improperly placed mat, heatstroke)
   
    1. Identifies behaviours to adopt
      (e.g. waiting one's turn, respecting the maximum height allowed when rope climbing)
   
  1. Names safety rules to observe in different physical activity settings
    (e.g. no running on the pool deck)
   
  1. Identifies the stages of a physical activity session
    1. Names the stages of a physical activity session
      (e.g. warm-up, performance, cool-down)
     
    1. Explains in his/her own words the importance of warming up before a physical activity
      (e.g. to increase body temperature, prepare the muscles for a more strenuous activity)
   
    1. Explains in his/her own words the importance of cooling down after a physical activity
      (e.g. to improve recovery, gradual transition to state of rest)
   
  1. Explains in his/her own words the importance of pacing oneself, depending on the activity
    (e.g. to vary one’s speed while running, in order to control one’s breathing)
       
  1. Physical fitness (influencing factors)
1 2 3 4 5 6
  1. Flexibility1
    1. Explains in his/her own words the importance of stretching
      (e.g. to increase the range and ease of motion of a muscle, prevent and relieve muscle soreness)
   
    1. Performs stretching exercises
      (e.g. stretches arm, thigh muscles)
    1. Explains in his/her own words a few principles of stretching effectively and safely
      (e.g. appropriate time, steps to follow, proper position, duration)
   
  1. Posture2
    1. Adopts proper posture while sitting on the floor and while standing
      (e.g. sitting cross-legged)
       
    1. Identifies postures that are beneficial (e.g. standing straight, shoulders relaxed) or harmful (e.g. lifting a load without bending at the knees) depending on the type of activity
     
    1. Explains in his/her own words the importance of proper posture
      (e.g. to prevent unnecessary muscle tension and back pain)
     
  1. Cardiovascular endurance
    1. Recognizes the level of intensity depending on the type of physical activity
      (e.g. slow walking = low intensity, cross-country skiing = moderate to high intensity)
       
    1. Makes recommendations in his/her own words for improving or maintaining cardiovascular endurance
      (e.g. type of activity, nature [continuous, discontinuous], intensity, duration and frequency)
       
    1. Explains in his/her own words the importance of cardiovascular exercise
      (e.g. the heart is a muscle and it must be kept in shape; less breathlessness)
       
    1. Measures his/her heart rate at the wrist (radial artery) or neck (carotid artery)
       
    1. Explains in his/her own words the importance of measuring one’s heart rate before, during and after physical activity
      (e.g. to pace oneself, determine the time needed to recover)
       
    1. Explains in his/her own words how to pace oneself depending on the physical activity, its duration, intensity or distance to be covered
      (e.g. to make sustained, even effort; save some energy to finish the activity)
       
  1. Muscular strength and endurance
    1. Explains in his/her own words the importance of muscular exercises
      (e.g. to tone muscles, work the entire body, help prevent injury)
       
    1. Performs a few muscular exercises in the upper and lower limbs
      (e.g. arm extensions, sit-ups)
       
    1. Distinguishes between muscular exercises and cardiovascular exercises
         
  1. Personal hygiene related to physical activity3
1 2 3 4 5 6
  1. Explains in his/her own words the importance of changing one’s clothes after engaging in physical activity
       
  1. Explains in his/her own words the importance of washing one’s clothes after engaging in physical activity
       
  1. Explains in his/her own words the importance of washing oneself after engaging in physical activity
       
  1. Relaxation and stress management
1 2 3 4 5 6
  1. Explains in his/her own words a few benefits of relaxation
    (e.g. it reduces muscle tension, helps the body recover after a physical effort)
       
  1. Performs some physical relaxation exercises
    (e.g. lies down in resting position, breathes deeply [abdominal breathing], contracts and relaxes muscles)
   
  1. Performs a few mental relaxation exercises
    (e.g. visualization)
   
  1. Explains positive and negative forms of stress in his/her own words
    (e.g. response to a situation perceived as stressful or stimulating)
       
  1. Names some sources of stress in everyday life
    (e.g. sports competition, conflict, exams, bullying)
       
  1. Explains in his/her own words the importance of managing one’s stress
    (e.g. to better adapt to situations, have better self-control, develop better relations with others)
       
  1. Names some stress management strategies
    (e.g. engaging in physical activity, laughing, performing relaxation exercises, playing with friends)
       

Knowledge (effects of a sedentary lifestyle)
Knowledge (anatomy and physiology of the human body)

1.  Because children under 12 do not necessarily need to stretch before engaging in physical activity, the point here is to introduce them to the concept and get them in the habit of stretching in order to prepare them for more elaborate stretching exercises in secondary school.
2.  In the Physical Education and Health program, posture is one of the four influencing factors of physical fitness. The objective is to make students aware of the importance of developing good posture in order to prevent neck and back pain, which can occur in children as young as six to 12 years of age.
3.  The concepts related to this lifestyle habit could be introduced in Cycle One.