Physical Education/Health Education
Movement
Explanation of the GLO
Acquisition of movement skills is a key factor for students choosing to
lead physically active and healthy lifestyles. Students are less likely to
participate in physical activity if they have not learned the skills or
experienced success in applying them. Within the Movement GLO, the
student will demonstrate competency in selected movement skills,
and knowledge of movement development and physical activities
with respect to different types of learning experiences,
environments, and cultures.
Many different physical activities/sports could serve as vehicles for
achieving specific student learning outcomes related to movement. For
balanced programming, however, specific student learning outcomes
have been developed for different types of learning experiences, including
sports/games, alternative pursuits, and rhythmic/gymnastic activities.
These learning experiences are representative of different environments
or settings (e.g., playing fields, parks, trails, recreational facilities, lakes,
pools) and of multiple cultural perspectives.
Explanation of the SLOs
The knowledge component focusses on the basic movement skills,
movement concepts, mechanical principles for efficient movement, and
skill development process. (See Basic Movement Skills Developmental
Process Chart p. 27.) Increasing students’ cognitive awareness of what
the movement should look like, how it should be performed, or why it
should be performed in a particular way assists in motor learning and skill
acquisition. Highlighting the knowledge component is not meant to
detract from the importance of being active, but, rather, to encourage
critical and creative thinking while participating in physical activity.
The skill component focusses on the acquisition of the basic movement
skills (i.e., transport skills, manipulation skills, and balance abilities)
25
Movement
across the grades, and the application of the basic movement skills for
functional use in a variety of physical activities (i.e., sports/games,
alternative pursuits, and rhythmic/gymnastic activities). The intent of all
specific student learning outcomes is to promote active participation and
enable students to demonstrate functional use of the movement skills in a
variety of physical activities that are developmentally and age-
appropriate. Sufficient practice time should be allocated for movement
skill development. The focus is on skill acquisition, personal success,
choice, inclusion, and enjoyment so students develop attitudes that
support lifelong participation in physical activity.
The attitude indicators relate to the general student learning outcome as a
whole. Personal attitudes and values play a significant role in each
student’s ability to enjoy, appreciate, and pursue lifelong physical activity.
Learning experiences need to support the development of attitudes for
making health-enhancing decisions. The attitude indicators guide
teaching, learning, assessment, and anecdotal reporting across the
grades.
Other Considerations
A skill/theme approach is central to programming across the grades,
moving from basic movement skills in Early Years to selected and/or
activity-specific movement skills in Middle and Senior Years. See the
Basic Movement Skills Developmental Process chart on page 27 for
details.
The basic movement skills are the building blocks for participation in all
physical activity and are the prerequisites to many lifetime physical
activities/sports. Physical activities/sports are the means to develop the
basic movement skills, which may look different in the context of different
physical activities (e.g., the overhand throwing pattern looks different in
baseball, football, or in a tennis serve).
Movement
However, the underlying principles will be similar. The basic movement
skills guide teaching, learning, assessment, and reporting across the
grades.
Learning Continuum
Early Years: Basic Movement Skills
During Early Years (Kindergarten to Grade 4), the emphasis is on skill
acquisition of the basic movement skills with application to simple
activities that are active and easy for children to understand. The
knowledge component helps students understand what, why, and how to
do the movements.
Middle Years: Selected Movement Skills
During Middle Years (Grades 5 to 8), the focus is on the acquisition and
application of selected movement skills (i.e., extension, variations, or
combinations of the basic movement skills) to lead-up-type physical
activities. While building on the basic movement skills through a skill-
theme approach, students are expected to attain a functional use of the
skill or the ability to use the skill while participating in a variety of activities
representative of different environments, settings, and/or cultures. For
example, students can learn the basic movement skill of striking with an
implement through activities such as badminton, paddleball, baseball,
floor hockey, and lacrosse. The applied skill of striking is different in
badminton (e.g., serve, and overhead clear) from what it is in baseball
(e.g., batting, bunting). However, the underlying concepts, such as
preparatory swing, weight transfer, follow-through, and timing, are
similar, and serve as the basis for assessing the movement skill of striking.
The knowledge component emphasizes the application of the movement
concepts and mechanical principles in game situations, as
well as activity-specific rules and procedures for safe participation in a
variety of learning experiences.
In some grades, specific student learning outcomes emphasize particular
concepts related to specific types of games/sports to help guide teaching,
learning, and assessment. This approach within the Framework was taken
to reduce repetition from grade to grade, and to provide more direction
and consistency for implementation across the province. For example,
26
Physical Education/Health Education
there is an emphasis on innovative games/activities in Grade 5,
multicultural games in Grade 6, invasion and striking/fielding-type games
in Grade 7, and net/wall and target games in Grade 8. This approach
does not imply that other types of games, sports, or activities are not
used as the basis for teaching, learning, and assessment strategies in each
grade. It does suggest that the concepts and skills related to these types
of games/activities are the focus for teaching, learning, assessment, and
reporting to increase opportunities for differentiation of content grade by
grade.
Senior Years: Activity-Specific Movement Skills
At Senior Years (Senior 1 to 4), students continue to acquire/apply the
basic movement skills as activity-specific movement skills in a variety of
physical activities. Students are provided more choice and continue to
demonstrate functional use of activity-specific movement skills for lifelong
physical activity. As well, students are guided towards using these skills in
the development and implementation of personal health fitness/physical
activity plans.
Summary Chart
The Summary Chart for Movement (refer to page 28) outlines the
strands, sub-strands, and attitude indicators for the GLO. It is an
overview of what a student is expected to know and be able to do in this
area.
Scope and Sequence Chart
The Scope and Sequence Chart for Movement (refer to page 29)
shows grade placement of the specific student learning outcomes and the
stages of learning as indicated by the icons. This chart helps guide
teaching, learning, and assessing across the grades.
Physical Education/Health Education Movement

Basic Movement Skills Developmental Process

EXTENSION º as applied to
Movement Concepts º BASIC
MOVEMENT
BIOMECHANICAL
PRINCIPLES various sports, games,

Movement
Category
SKILL alternative environments,
rhythmic activities

1. Running C Centre of gravity and Skills: leaping, sliding, step-hopping,

Body Awareness 2. Jumping laws of motion as rotating, dodging
C body parts (e.g., arms, legs, elbows,
º 3. Hopping they apply to Suggested Activities: tag games,

Transport
Skills
knees, head) 4. Galloping locomotion track and field, folk dance,
C body shape (e.g., stretched, curled, 5. Skipping hopscotch, jump rope, gymnastics,
wide, narrow, twisted, symmetrical, expressive movement
asymmetrical)
C body action (e.g., flexion, extension, 6. Rolling C Law of force and Skills: side arm throwing, passing,
rotation, swing, push, pull) 7. Underhand motion as it applies to heading, tossing, dribbling with feet
Space Awareness throwing sending skills Suggested Activities: baseball,
C location (e.g., personal and general 8. Overhand volleyball, tennis, football, bowling,
space) throwing badminton, floor hockey, soccer
C directions (e.g., forward, backward,
9. Striking
10. Kicking
º
sideways, up, down)
C levels (e.g., high, middle, low) 11. Catching C Absorption of force Skills: trapping
C pathways (e.g., curved, straight, for receiving skills Suggested Activities: baseball, ball
zigzag) games, frisbee, juggling
Manipulation

C planes (e.g., frontal, horizontal,

Skills

sagittal)
Qualities of Effort
C time (e.g., fast, slow)
C force (e.g., strong, light) 12. Bouncing C Laws of force in Skills: dribbling using hands,
C flow (e.g., free, bound) accompanying skills controlling the ball or object
Relationships Suggested Activities: basketball,
rhythmic sportive gymnastics, team
C person (e.g., alone, with partner, with handball
group, meet, part, match, mirror,
follow, lead)
º
C apparatus (e.g., near, far, in, out, over,
under, around, through, on, off, 13. Static C Laws of motion and Skills: static balances, landings,
14. Dynamic balance for body- springs, swings
Balance

above, below)
Skills

management skills Suggested Activities: gymnastics,

C other (e.g., moving in relation to station activities, dance, cross-
music, to the environment) country skiing, cycling

27
Movement Physical Education/Health Education

Summary Chart for Movement

The student will demonstrate competency in selected movement skills, and knowledge of movement development and physical
activities with respect to different types of learning experiences, environments, and cultures.

Strand Strand Sub-Strands Attitude Indicators

Letter
Basic Movement 1. Basic Movement Skills Students will:
A
Knowledge

1.1 Show a willingness to

Movement Development 1. Skill Development Process participate in a variety of
2. Mechanical Principles of Human Movement physical activities
B 3. Movement Concepts
1.2 Express enjoyment in a
variety of movement
Activity-Specific Movement 1. Rules
experiences
2. Terminology
C 3. Game Strategies
1.3 Appreciate that time,
4. Teamwork and Fair Play
commitment, and practise
Acquisition of Movement Skills 1. Transport are required for skill
2. Manipulation development
A 3. Balance
1.4 Appreciate the aesthetic
and athletic values of
Application of Movement Skills to 1. Individual/Dual Activities movement
B
Skills

Sport/Games 2. Group/Team Activities

3. Officiating Skills 1.5 Appreciate and respect
diversity while participating
Application of Movement Skills to 1. Alternative Pursuits in physical activity
C Alternative Pursuits
1.6 Appreciate and respect the
natural environment while
Application of Movement Skills to 1. Rhythmic Activities participating in physical
D Rhythmic/Gymnastic Activities 2. Gymnastic-type Activities activity

28
Physical Education/Health Education Movement

Scope and Sequence Chart for Movement

Sub-strands K 1 2 3 4 5 6 7 8 S1 S2
“ “ “ “ “ “ “ “ “ “ “
Strand B Strand A

1. Basic Movement

1. Skill Development Process “ # “ # “ “ “ “ “ “ “

Knowledge

2. Mechanical Principles of Human Movement ƒ “ “ “ “ “ “ “ “ “ “

3. Movement Concepts “ “ “ “ “ “ “ “ “ “ “
1. Rules “ “ “ “ “ “ “ “ “ “ “
Strand C

2. Terminology ƒ ƒ ƒ “ # “ “ “ “ “ “
3. Game Strategies “ “ “ “ “ “ “ “ “ “ “
4. Teamwork and Fair Play “ “ “ “ “ “ “ “ “ “ “
Sub-strands K 1 2 3 4 5 6 7 8 S1 S2
1. Transport “ “ “ “ “ “ “ # “ “ #
Strand A

2. Manipulation “ “ “ “ “ “ “ “ “ “ #
3. Balance “ “ “ “ “ “ “ “ # “ #
1. Individual/Dual Activities “ # “ # “ “ “ “ “ “ “
Strand B

“ # “ # “ “ “ “ “ “ “
Skills

2. Group/Team Activities
3. Officiating Skills ƒ ƒ “ # # “ “ # “ “ “
“ “ # # “ # “ “ # “ “
Strand C

1. Alternative Pursuits
Strand D

1. Rhythmic Activities “ “ “ “ “ “ # “ # “ “
2. Gymnastic-type Activities “ # “ # “ “ # “ #
See page 18 for definitions related to ƒ Introductory stage, ‘ Acquisition stage, # Maintenance stage

29
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand A: Basic Movement

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Basic Movement ” K.1.K.A.1 ” K.1.1.A.1 ” K.1.2.A.1 ” K.1.3.A.1 ” K.1.4.A.1
Skills Develop a Recognize the basic Observe and name Show an Show an
movement movement skills (i.e., the basic movement understanding of understanding of the
vocabulary (e.g., transport, manipulation, patterns performed how the movement main characteristics
running, hopping, balance) used in by other students patterns should be of the mature
jumping, overhand different physical (i.e., running, galloping, performed (e.g., patterns of the basic
throwing, catching, hopping, jumping,
activities opposite foot forward to movement skills from
balancing, underhand skipping, rolling, throwing hand; two-foot
throwing...) by throwing, catching, the three categories
take-off and landing in
kicking, striking, (i.e., transport,
responding to verbal jumping...) manipulation, and
bouncing, balancing)
and visual cues with balance) in self and in
the corresponding others
body movements

30
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand A: Basic Movement

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.A.1 ” K.1.6.A.1 ” K.1.7.A.1 ” K.1.8.A.1 ” K.1.S1.A.1 ” K.1.S2.A.1

Detect, analyze, and Recognize that there Recognize Recognize Distinguish Analyze own level of
correct errors in are different characteristics of characteristics of similarities and/or performance of
personal movement applications of the selected movement selected movement differences between selected movement
patterns (i.e., transport, basic movement skills and patterns skills and patterns characteristics of skills according to
manipulation, and skills to different (e.g., overhead throwing (e.g., balance/ready basic movement proper form/
balance skills) pattern...) as applied in position...) as applied
physical activities skills (e.g., striking...) technique (e.g., use
(e.g., striking skill used a variety of physical in a variety of as applied to peer-coaching or video
in baseball, hockey, activities, including physical activities, tape to analyze tennis
different physical
paddle ball...) serve for placement of
invasion and including net/wall activities (e.g., wrist toss, preparatory swing,
fielding- type and target activities action in the tennis transfer of weight, contact
activities (e.g., (e.g., badminton, paddle forehand stroke as point, and follow-
baseball, football, ball, tennis, curling...) compared to a through...)
overhand volleyball badminton underhand
serve...) clear...)

31
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Skill ” K.1.K.B.1 ” K.1.1.B.1 ” K.1.2.B.1 ” K.1.3.B.1 ” K.1.4.B.1
Development Discuss movement # Show an # Demonstrate an
Process skill development as (See page 18 for icon
understanding that understanding that
requiring good explanations) personal attitudes rate, method, and
practice and patience (e.g., willingness to try, extent of learning
in learning (e.g., to level of involvement, movement skills are
make and correct desire to learn...) affect unique to each
mistakes is part of the skill development person (e.g., accept own
learning process; try, try and success and others’ different
again...) developmental
processes...)

32
Physical Education/Health Education
Grade 5
” K.1.5.B.1.
Identify personal and
controllable factors
(i.e., time, effort, interest,
attitude, good practice
habits) that may affect
movement skill
development
Specific Student Learning Outcome 1 - Movement
1 — Movement - Knowledge
Strand B: Movement Development
It is expected that the student will:
Grade 6 Grade 7 Grade 8 Senior 1 Senior 2
” K.1.6.B.1 ” K.1.7.B.1 ” K.1.8.B.1 ” K.1.S1.B.1 ” K.1.S2.B.1
Determine personal Examine external Explain the cross- Relate how Examine the factors
and uncontrollable factors (i.e., cost, facility training effect of movement skill (e.g., personal,
availability, practice environmental, prior
factors (i.e., body type different games/ patterns transfer
and physical attributes, opportunities outside experiences...) that
may
activities on fitness from one activity to
hereditary influences, school) that may have influenced own
and movement skill another (e.g., overhand
varying rates in growth affect movement movement skill
development throw and tennis
and development) that skill development serve...) development
(e.g., aerobics develop
may affect coordination, agility used
movement skill for fastball; golf and
development hockey develop hand/eye
coordination/striking
skills...)
33
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

2. Mechanical ” K.1.K.B.2 ” K.1.1.B.2 ” K.1.2.B.2 ” K.1.3.B.2 ” K.1.4.B.2
Principles of ƒ Show an Recognize different Recognize concepts Show an
Human understanding that ways to maintain relating to force understanding of the
Movement balance is affected by static and dynamic (i.e., body alignment, concepts of force and
application of force,
the amount of force balance (i.e., increase motion (i.e., absorption
(Science base of support by addition of forces) in
(i.e., speed, weight) and of force) when
Connections) body position (i.e., widening stance, lower pulling, pushing, and receiving an object
centre of gravity by carrying activities
bent knees, feet apart in (i.e., “give” with the object
bending knees, keeping (e.g., carrying a mat
direction of movement, to absorb the force in
head level) in physical together, rope-pulling...) catching and receiving
arms spread) in
stopping and landing activities (e.g., walking skills; use as many joints
on a low beam, changing as possible over greatest
activities (e.g., stops directions while range of movement
and starts, jumping from
travelling...) possible)
low heights, movement
exploration...)

34
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.B.2 ” K.1.6.B.2 ” K.1.7.B.2 ” K.1.8.B.2 ” K.1.S1.B.2 ” K.1.S2.B.2
Identify Identify Identify the Identify the Describe Explain
biomechanical biomechanical biomechanical biomechanical biomechanical biomechanical
concepts for concepts (i.e., concepts for efficient concepts (e.g., centre principles (i.e., force, principles (i.e., force,
controlled application and amount movement (i.e., of gravity, body motion) related to motion) for the
of force, range of motion, alignment...) that are
movement, including leverage) as it relates projectiles and flight improvement of
number of body
balance activities to striking activities important for safe as applied in specific movement
segments) related to
(i.e., lower centre of (e.g., shorter radius of exercising in lifting selected physical skills in a physical
gravity, increase base of applying force in rotation reduces force, and carrying activity performance activity selected by
support, keep line of sending and as in choking up on a activities (i.e., bend (e.g., 200 take-off angle
centre of gravity in the receiving activities bat...) self or others (e.g.,
knees, hold object close in running long jump, 410 keep your head down in a
middle of base of (e.g., overhead throwing to body, avoid twisted release angle for shot golf swing, lean into the
support) with preparatory steps, positions , keep head put...) wind to reduce air
full backswing, full trunk position neutral) resistance while cycling,
rotation, and follow-
rotate trunk and hips
through...)
forward in batting...)

35
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

3. Movement ” K.1.K.B.3a ” K.1.1.B.3a ” K.1.2.B.3a ” K.1.3.B.3a ” K.1.4.B.3a
Concepts Recognize the terms Recognize the terms Recognize the terms Design a movement Recognize the
“personal space” associated with associated with sequence (e.g., qualities of space
(Mathematics, The (i.e., space around own moving in various pathways (i.e., straight, run/jump/land/roll awareness
body) and “general sequence...)
Arts, Science directions (i.e., curved, zigzag), (i.e., levels, pathways,
Connections) space” forward, backward, up, directions (i.e., up, incorporating directions) in a variety
(i.e., space available to down, sideways) and at down, right, left, forward, directions, levels, of activities (e.g., tag
move in) associated different levels backward, sideways, pathways, and planes game, obstacle course...)
a) space awareness (e.g., creative
with space (i.e., high, middle, low) clockwise, counter-
clockwise), and planes gymnastics, hoop
awareness
(i.e., frontal, horizontal, gymnastics...)
sagittal)

b) body awareness ” K.1.1.B.3b ” K.1.2.B.3b ” K.1.3.B.3b

Recognize terms Recognize and use Balance objects ” K.1.4.B.3b
” K.1.K.B.3b describing different body shapes in (e.g., bean bags, balls...) Show different ways
Recognize names of body shapes (i.e., expressive using different body to propel or move
body parts (i.e., head, curled, stretched, narrow, movement (e.g., show parts (e.g., hands, (e.g., kick, strike, roll...)
neck, shoulders, arms, wide, twisted) three different body objects using
shoulders, foot...) while
hands, elbows, wrists, shapes in a movement different body parts
travelling alone
legs, knees, ankles, feet, sequence...) (e.g., head, arms, hands,
chest, waist, hips, back) and/or in partner feet...)
when following activities
instructions for
physical activity
(e.g., bend your knees,
hands on hips, balance
on one foot...)

36
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.B.3a ” K.1.6.B.3 ” K.1.7.B.3 ” K.1.8.B.3 ” K.1.S1.B.3 ” K.1.S2.B.3
Design movement Design movement Analyze movement Analyze movement Analyze movement Analyze movement
sequences that show sequences (e.g., group concepts (i.e., body concepts in net/wall concepts related to concepts related to
contrast in levels, routine in rhythmic awareness, space activities (e.g., body game strategies in strategies for
gymnastics...) that awareness, qualities of awareness in ready
planes, pathways, team activities (e.g., individual physical
show contrast in effort, relationships) as position to receive a space awareness and
and directions serve in badminton...) activities (e.g., body
(e.g., gymnastic floor qualities of they apply to relationships as applied awareness in weight
exercise routine...) movement (e.g., levels, invasion-type and target-type to person-to-person training for strength, body
activities (e.g., effort defence or zone awareness in going up
pathways, directions...) activities (e.g.,
offensive pass to an qualities in backswing defence...) an incline in cross-
and formations (e.g.,
circles, lines, “open space,”...) and and wrist action on “out- country skiing...)
turn” in curling...)
scattered...) performed fielding-type
in a group activities (e.g., body
position to catch fly ball
or grounder in cricket...)

” K.1.5.B.3b
Show an
understanding of the
terms to describe
the action of the
muscles and joints
(e.g., flexion, extension,
rotation...)

37
Specific Student Learning Outcome 1 - Movement
Sub-Strand Kindergarten
c) qualities of effort ” K.1.K.B.3c
Explore, through
movement, the
difference between
slow and fast speeds
(e.g., walking and
running...)
d) relationships ” K.1.K.B.3d
Explore moving in
relation to objects
(i.e., around, under, over,
near, far, in, out, through,
on, off)
1 — Movement - Knowledge
Strand B: Movement Development
It is expected that the student will:
Grade 1
” K.1.1.B.3c
Recognize time (e.g.,
fast or slow...), force
(e.g., strong or light...)
and flow (e.g., free and
bound...) as qualities
of effort in
movement
” K.1.1.B.3d
Recognize terms for
moving in relation
to others (i.e., lead,
follow, chase, move with,
flee, dodge)
38
Physical Education/Health Education
Grade 2 Grade 3 Grade 4
” K.1.2.B.3c ” K.1.3.B.3c ” K.1.4.B.3c
Recognize the Show an Differentiate between
different qualities of understanding of the qualities of effort
effort (i.e., time, force, qualities of speed (e.g., fast and slow,
and flow) in own (e.g., fast and slow...), strong and light, free and
movement (e.g., force (e.g., strong and bound...) in movement
respond to different light...), and flow (e.g., sequences performed
beats and rhythms of a free and bound...) in
drum, move to music, by others
walk and move like
movement
various animals ...)
” K.1.2.B.3d ” K.1.4.B.3d
Recognize the ” K.1.3.B.3d Identify
different ways to Show an characteristics (e.g.,
move in relation to a understanding for identical and contrasting
movements and/or
partner (e.g., lead, mirroring and
rhythms...)
follow, mirror, match, matching
dodge...) and objects movements with a that enhance
or equipment (e.g., partner in a choreography of
obstacle course, stationary position movement sequences
climbing frame...) with a partner and in
and/or while moving small groups
(e.g., “follow the
leader,”...)
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand B: Movement Development

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.B.3c
Recognize the
qualities of effort
(e.g., force, time, flow...)
in a movement
sequence performed
with others (e.g., Inuit
partner activities...)

” K.1.5.B.3d
Describe the
concept of
relationships as it
applies to a moving
object and/or person
(e.g., passing a ball in
front of a person while
running...)

39
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand C: Activity-Specific Movement

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Rules ” K.1.K.C.1 ” K.1.1.C.1 ” K.1.2.C.1 ” K.1.3.C.1 ” K.1.4.C.1
Follow the Demonstrate Demonstrate Show an Explain simple rules
fundamental rules knowledge of knowledge of understanding of used in lead-up
(e.g., boundaries, roles, fundamental rules fundamental rules fundamental rules games and activities
actions, verbal cues for (e.g., boundaries, related to different used in individual or that are suitable for
stop, go, switch...) used safety...) used in aspects (e.g., purpose, partner games and recess (e.g., four
in simple games and simple games and number of players, role activities (e.g., make square, hopscotch, jump-
activities (e.g., activities (e.g., partner of each player, up a game and share it rope activities, game of
cooperative tag equipment, scoring...) of with a partner...) own design...)
tag games...) designed
games...)
by self or others simple games and
activities (e.g., grid
activities...) designed
by self and/or others

” K.1.K.C.2 ” K.1.3.C.2
2. Terminology ” K.1.1.C.2 ” K.1.2.C.2
ƒ ƒ Recognize ” K.1.4.C.2
ƒ movement #
vocabulary (e.g., hop,
skip, spin, deke, dodge,
counter-clockwise...)
when following
directions related to
simple games and
activities (e.g.,
obstacle courses...)

40
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand C: Activity-Specific Movement

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.C.1 ” K.1.6.C.1 ” K.1.7.C.1 ” K.1.8.C.1 ” K.1.S1.C.1 ” K.1.S2.C.1
Apply the rules of Adapt the rules of Identify the Examine the reasons Demonstrate an Demonstrate an
lead-up games lead-up games based importance of for rules and for understanding of the understanding of
(i.e., organized and on criteria pre- following rules (i.e., adaptation of rules rules (e.g., lost serve for rules (i.e., safety rules,
games of own design) safety, control, fair play, serving faults in game rules, etiquette,
determined through related to safety and
while participating problem-solving inclusion, enjoyment, risk factors (e.g., set volleyball...) and officiating signals)
and/or officiating activities (e.g., suggest entertainment) of boundaries to avoid etiquette (e.g., no associated with
rule changes for selected sports and contact with other noise during a foul shot selected sports while
enhanced activity, games players, equipment, or in basketball or while a participating and/or
inclusivity, and/or walls...) of selected player is teeing off in officiating
safety...) sports and games golf, shaking hands...)
associated with
selected sports and
games

” K.1.5.C.2 ” K.1.6.C.2 ” K.1.7.C.2 ” K.1.8.C.2 ” K.1.S1.C.2

Use the general Use activity-specific Show an Show an Apply the ” K.1.S2.C.2
terminology (e.g., terminology (e.g., understanding of the understanding of the terminology Apply the
offence, defence, crease, bump, volley, free throw, specific terminology specific terminology associated with the terminology
pacing...) associated serve...) associated associated with associated with skills and rules for associated with the
with lead-up games with selected lead-up selected sports and selected sports and selected team skills and rules for
and activities games and physical games, including games including activities/sports selected individual
activities territory/invasion net/wall (e.g., volleyball, (e.g., in-turn/out-turn in and dual activities/
badminton, handball...) curling, travelling/double
(e.g., lacrosse, soccer...)
dribble in basketball...)
sports (e.g., forehand/
and striking/fielding- and target-type backhand in badminton,
type activities (e.g., activities (e.g., archery, bogie/par/birdie/eagle in
curling...) golf...)
baseball, cricket...)

41
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Knowledge
Strand C: Activity-Specific Movement

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

3. Game Strategies ” K.1.K.C.3 ” K.1.1.C.3 ” K.1.2.C.3 ” K.1.3.C.3 ” K.1.4.C.3
Recognize the Identify the factors Recognize and Recognize the basic Recognize the basic
fundamental (i.e., target distance, size discuss simple concepts (e.g., concepts (e.g.,
of target, weight or shape invading, getting accuracy, body
strategies of simple strategies (e.g.,
of projectile) affecting dodging, varying speed, possession, keeping positioning, object
games/station possession, scoring...)
activities (e.g., aiming the level of difficulty changing directions, placement...) of simple
at a target, fleeing in a of target games/ funnelling in tag of simple net/wall and
tag game, hitting an activities games...) used in territory/invasion striking/fielding
object with an chasing/fleeing games/activities games/activities
implement, staying in games/ activities
boundaries...)

4. Teamwork and ” K.1.1.C.4

Fair Play ” K.1.K.C.4 Discuss the meaning
Discuss ways to play of sharing, honesty,
cooperatively and respect, and other
safely (e.g., share social behaviours
equipment, follow
related to physical
directions, help others,
be considerate...) activity participation
(e.g., honesty means
acknowledging that you
have been tagged in a
tag game...)
” K.1.2.C.4 ” K.1.3.C.4 ” K.1.4.C.4
Identify activity Demonstrate an Identify the five fair-
situations that understanding of how play ideals (i.e., respect
require sharing, positive and for rules, officials, and
negative social opponents, self-control,
respect, honesty, equitable playing time)
behaviours (e.g.,
and other positive
sharing, showing
social behaviours
(e.g., explain how the respect, fairness,
honesty, cheating,
“tagger’s rule” helps
improve the game of lying...) may affect the
tag...) outcome of an
activity

42
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Knowledge
Strand C: Activity-Specific Movement

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” K.1.5.C.3 ” K.1.6.C.3 ” K.1.7.C.3 ” K.1.8.C.3 ” K.1.S1.C.3 ” K.1.S2.C.2
Determine effective Identify simple Determine basic Describe common Describe the basic Analyze the
game strategies in offensive and offensive and strategies used in strategies employed effectiveness of
group activities defensive strategies defensive strategies various games, in specific games and offensive and/or
using a problem- (e.g., give and go, (e.g., hitting to an open including net/wall sports, including defensive strategies
marking an opponent, space, shuffle-step to
solving approach formations...) maintain a guarding
and target activities individual and team in a variety of specific
(e.g., devise an attacking (e.g., positioning for activities (e.g., pacing games and sport
and defending strategy employed in lead-up position...) in games serve reception, speed, in running, varying
in a mass participation games of different including invasion and control of the
situations (e.g., analyze
placement of service...) a team’s strategies for
game...) sports and striking/fielding- projectile...) strengths and
type activities weaknesses...)

” K.1.5.C.4 ” K.1.7.C.4 ” K.1.8.C.4 ” K.1.S1.C.4 ” K.1.S2.C.4

Show an ” K.1.6.C.4 Distinguish between Set and/or review Identify the impact Examine moral and
understanding of Identify examples of fair play behaviour expectations for on youth of unethical ethical conduct in
teamwork and fair fair play and good (e.g., showing respect personal and group issues (e.g., use of specific sport
teamwork by others for rules, officials, and performance-enhancing situations (e.g.,
play while conduct (i.e., ethical
(e.g., shows respect for opponents...) and substances, involvement intentional fouls in
participating in all players, makes
behaviour) regarding
of gambling in sports,
different physical unethical behaviours participation in basketball, fighting in
encouraging remarks to (e.g., cheating, arguing male-only sports hockey...)
activities (e.g., suggest other players...) in with an official, foul physical activities teams...) in sport as
rule changes to improve and/or sports
fairness of the game...) different physical play...) regarding represented in the
activities participation in media
physical activities
and/or sports

43
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Skills
Strand A: Acquisition of Movement Skills

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Transport ” S.1.K.A.1 ” S.1.1.A.1 ” S.1.2.A.1 ” S.1.3.A.1 ” S.1.4.A.1
Travel safely using Demonstrate the Demonstrate Demonstrate Demonstrate
the basic transport basic transport skills competency in basic proficiency in basic proficiency in basic
skills (i.e., running, (i.e., running, hopping, transport skills transport skills transport skills and
hopping, galloping, galloping, jumping ) in
a (i.e., running, hopping, (i.e., running, hopping, other locomotor
jumping) in general variety of movement galloping, jumping, galloping, jumping, and variations and
experiences skipping), moving in skipping)
space (e.g., gallop freely extensions (e.g., slide,
without bumping into (e.g., run/hop around a different directions leap, grapevine...)
others or falling...) hoop, jump consecutively (e.g., hop consecutively
in a forward direction...) in a forward direction on
the right and on the left
foot; jump and land
using a two-foot take-off
and a two-foot landing...)

2. Manipulation ” S.1.K.A.2 ” S.1.1.A.2 ” S.1.2.A.2 ” S.1.3.A.2 ” S.1.4.A.2

Explore the basic Demonstrate the
manipulation skills basic manipulation
(i.e., rolling, underhand skills
throwing, catching, (i.e., rolling, underhand
striking, bouncing, throwing, catching,
kicking) in a variety of striking, bouncing, and
kicking) in a variety of
simple movement
experiences (e.g., simple movement
throw a ball or bean bag experiences (e.g., roll
a ball to a partner; toss a
underhand to an open
space, strike a balloon ball and catch it before it
bounces twice; kick a
with the hand...)
stationary ball...)
Demonstrate the
basic manipulation
skills (i.e., rolling,
underhand throwing,
overhand throwing,
catching, striking,
bouncing, kicking) in a
variety of activities
to challenge different
levels of ability (e.g.,
catch a ball from different
distances; strike a ball
using a short-handled
implement; kick a slow
Demonstrate
competency in basic
manipulation skills
(i.e., rolling, underhand
and overhand throwing,
catching, bouncing,
striking, kicking, dribbling
a ball using feet)
Demonstrate
proficiency in
selected manipulation
skills in a variety of
individual activities
(i.e., rolling, underhand
and overhand throwing,
catching, striking,
bouncing, kicking,
dribbling a ball using feet)

44
Physical Education/Health Education
Grade 5
” S.1.5.A.1
Perform transport
skills for control,
applying mechanical
principles (e.g., angle
of projection, gravity,
absorption...) while
travelling alone
and/or with others,
with or without
obstacles
” S.1.5.A.2
Perform manipulation
skills for control (e.g.,
hand dribbling and foot
dribbling a ball for
maintaining control...),
applying mechanical
principles (e.g., body
alignment, application of
force, addition of forces...)
while travelling alone
and/or with others
Specific Student Learning Outcome 1 - Movement
1 — Movement - Skills
Strand A: Acquisition of Movement Skills
It is expected that the student will:
Grade 6 Grade 7 Grade 8 Senior 1 Senior 2
” S.1.6.A.1 ” S.1.7.A.1 ” S.1.8.A.1 ” S.1.S1.A.1 ” S.1.S2.A.1
Perform extensions
and/or variations of
# Perform
combinations of
Select and refine
transport skills,
#
transport skills (e.g., transport, applying mechanical
sprinting, jumping, manipulation, and principles (i.e., force,
springing, rotating...), motion, balance)
balance skills
applying (e.g., moving into a ready related to activity-
mechanical position to contact the specific physical
principles (e.g., speed ball in volleyball...), activity skills
is affected by the weight applying mechanical
of body, range of
motion, number of principles (e.g., force,
involved body motion, balance...) for
segments, application control
of force...) for speed,
height, and/or
distance
” S.1.7.A.2 ” S.1.S2.A.2
” S.1.6.A.2 ” S.1.8.A.2 ” S.1.S1.A.2
Perform
manipulation skills Perform Select and refine #
Perform
manipulation skills (e.g., bouncing, rolling, combinations of manipulation skills
striking...), applying (e.g., serve, forehand
(e.g., throwing, kicking, manipulation skills stroke, dribble, receive a
catching...), applying mechanical (e.g., dribbling/shooting,
tossing/catching...), pass...), applying
mechanical principles (e.g., length
of lever, range of motion, applying mechanical mechanical
principles (e.g., range
of motion, number of number of body principles on use of principles (i.e., force,
segments, application of motion, balance)
body segments, projectiles (e.g.,
application of force, force...) for increasing relative related to activity-
absorption of force...) consistency projection height or specific physical
for accuracy and angle tends to increase activity skills
distance flight time...) for control
45
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Skills
Strand A: Acquisition of Movement Skills

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

3. Balance ” S.1.K.A.3 ” S.1.1.A.3 ” S.1.2.A.3 ” S.1.3.A.3 ” S.1.4.A.3
Explore static and Explore static and/or Demonstrate Demonstrate Demonstrate
dynamic balance dynamic balance, balancing in different competency in soft competency in static
(i.e., stopping, starting) using different ways (i.e., showing and balanced and dynamic balance
in response to movement concepts symmetrical and landings from on apparatus at a low
signals/ (e.g., using different asymmetrical shapes, developmentally level (e.g., on a line,
shapes, levels, and body balancing on different
cues/commands appropriate heights bench, low beam...)
parts...) parts/number of parts of
(e.g., floor, bench, low
the body) at different beam, jumping box...)
levels and/or heights

46
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Skills
Strand A: Acquisition of Movement Skills

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” S.1.5.A.3
Demonstrate static
balance showing
different body shapes
(e.g., tuck, straddle, pike,
straight...), applying
mechanical principles,
(i.e., lower centre of
gravity, increased base of
support, keeping line of
centre of gravity within
base of support), using a
variety of equipment
(e.g., mats, balance
boards, skates,
scooters...)
” S.1.6.A.3
Demonstrate
dynamic balance
(e.g., cartwheels,
running backwards,
kicking...), applying
mechanical
principles
(i.e., lower centre of
gravity, increased base
of support, keeping the
line of centre of gravity at
the edge of the base of
support in the direction
of force application) for
stability
” S.1.7.A.3
Demonstrate balance
abilities (i.e., static,
dynamic), applying
mechanical
principles
(i.e., lower centre of
gravity, increased base
of support, keeping 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...)
” S.1.8.A.3 ” S.1.S1.A.3 ” S.1.S2.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

47
Specific Student Learning Outcome 1 - Movement
Strand B: Application of Movement Skills to Sport/Games
Sub-Strand Kindergarten
1. Individual/Dual ” S.1.K.B.1
Activities Explore basic
movement skills
(i.e., transport,
manipulation, balance)
and concepts (i.e.,
body awareness, space
awareness) in simple
individual/dual
activities (e.g., use
transport skills while
moving in relation with
another student as in
?follow the leader”...)
” S.1.K.B.2
2. Group/Team
Activities Explore basic
movement skills
(i.e., transport,
manipulation, balance)
and concepts (i.e.,
body awareness, space
awareness) in simple
group activities
(e.g., chasing/fleeing type
games...)
Physical Education/Health Education
1 — Movement - Skills
It is expected that the student will:
Grade 1 Grade 2 Grade 3 Grade 4
” S.1.1.B.1 ” S.1.2.B.1 ” S.1.3.B.1 ” S.1.4.B.1
# Use basic movement
skills (e.g., hopping,
# Demonstrate
functional use of basic
rolling, underhand movement skills
throw...) and concepts (e.g., jumping, hopping,
(i.e., body and space throwing, catching...) in
awareness, sport-related lead-up
relationships) in individual/dual games
creating cooperative and physical activities
and/or low- (e.g., juggling, rope
competitive games jumping...)
with partners or in
small groups (e.g.,
hopscotch, playing catch
with a partner, simple
target games...)
” S.1.1.B.2 ” S.1.4.B.2
” S.1.3.B.2
# ” S.1.2.B.2
# Demonstrate
Use basic movement functional use of basic
skills (e.g., running, movement skills
catching...) and (e.g., kicking, striking...) in
concepts in large group/mass
cooperative and/or participation activities
low-competitive (e.g., invasion and
group games (e.g., striking/fielding-type
activities...)
dodging activities, tag
games ...)
48
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Skills
Strand B: Application of Movement Skills to Sport/Games

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior S2

” S.1.5.B.1
Combine selected
movement skills
(i.e., extensions or
variations of basic
movement skills) in a or without an implement...) drop shot, high jumping,
variety of individual
and dual-type lead-up
activities/games,
including innovative
activities (e.g., rallying,
two-on-two activities...)
” S.1.6.B.1 ” S.1.7.B.1 ” S.1.8.B.1 ” S.1.S1.B.1 ” S.1.S2.B.1
Apply functional use of Apply functional use of Apply functional use of Apply and adapt Apply and refine
selected movement selected and/or selected and/or activity-specific selected activity-
skills (e.g., leaping, activity-specific activity-specific movement skills specific movement
rolling, striking a ball withmovement skills (e.g., movement skills (e.g., serving... ) in skills and variations
(e.g., rolling, forehand, and physical activities, (e.g., running for long
to a variety of kicking...) in a variety of backhand strokes...) in a including individual/ distance, dynamic
balancing, double-polling,
individual/dual individual/ dual variety of individual/ dual games/sports lunging, chipping,
games/sport activities, games/sports (e.g., dual games/sports, (e.g., badminton,
putting...) in physical
including multicultural badminton, track and field including net/wall tennis...)
activities, including
games (e.g., Inuit games, activities, hacky-sack...) (e.g., table tennis ...) and
individual/dual type
gymnastics, paddle ball, target-type activities
handball...) (e.g., miniature golf, activities (e.g., cross-
country skiing, golf,
bowling...) cycling...)

” S.1.5.B.2 ” S.1.6.B.2 ” S.1.S1.B.2

Combine selected Apply functional use of ” S.1.7.B.2 ” S.1.8.B.2 Apply and adapt ” S.1.S2.B.2
movement skills (e.g., selected movement Apply functional use of Apply functional use of activity-specific Apply and refine
extentions, variations...) skills (e.g., batting, selected and/or selected and/or movement skills selected activity-
in a variety of dribbling, throwing and activity-specific activity-specific (e.g., sending a pass, specific movement
group/team catching with an movement skills (e.g., receiving a pass... ) skills (e.g., shooting...) in
movement skills with
activities/games, implement... ) to a a defensive and/or volleying, dynamic in physical activities, physical activities,
including innovative variety of team offensive component balancing...) in a variety including including team games
activities (e.g., modified games/sports, (e.g., faking out an of physical activities, group/team- type using an implement
soccer, cooperative including multicultural opponent, guarding, including net/wall activities (e.g., field hockey, lacrosse,
challenges...) games (e.g., modified running for positioning to (e.g., volleyball...) and (e.g., ultimate, rugby, ice hockey, bandy...)
lacrosse, kanga ball, catch a ball, batting...) in touch football, team
target-type games handball...)
modified basketball...) a variety of games/ (e.g., curling...)
sports, including
invasion (e.g.,
basketball...) and
striking/fielding-

49
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Skills
Strand B: Application of Movement Skills to Sport/Games

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

3. Officiating Skills ” S.1.K.B.3 ” S.1.1.B.3 ” S.1.2.B.3 ” S.1.3.B.3 ” S.1.4.B.3
ƒ ƒ Set up and manage
own games (e.g.,
# #
skipping games, target
games, hopscotch...)

50
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Skills
Strand B: Application of Movement Skills to Sport/Games

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior 2

” S.1.5.B.3 ” S.1.6.B.3 ” S.1.7.B.3 ” S.1.8.B.3 ” S.1.S1.B.3 ” S.1.S2.B.3
Perform simple Demonstrate the # Contribute to the Perform various Demonstrate the
officiating duties ability to work organization and officiating duties ability to keep score
(e.g., refereeing, cooperatively/ administration (e.g., refereeing, and/or officiate in
scorekeeping, (e.g., schedules, team scorekeeping,
collaboratively in selected organized
timekeeping, making formation, rules, set-up, timekeeping, making line
line calls for out of planning, organizing, sports (e.g., scoring in
clean-up, recording calls for out of bounds...)
and/or officiating bowling, golf...)
bounds...) in class results, promotion, related to a
physical activities physical activities announcements...) of a particular physical
tournament (e.g., activity/ sport,
round robin, ladder, including the use of
double consolation...)
hand signals where
applicable (e.g.,
signals for side out, foot
fault, net ball in
volleyball...)

51
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Skills
Strand C: Application of Movement Skills to Alternative Pursuits

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Alternative ” S.1.K.C.1 ” S.1.1.C.1 ” S.1.2.C.1 ” S.1.3.C.1 ” S.1.4.C.1

Pursuits Experience different Demonstrate # # Demonstrate
ways of moving functional use of functional use of basic
(e.g., climbing, running, basic movement movement skills (e.g.,
hopping...) in a variety skills striking a ball with the
of play areas on the (e.g., hopping, jumping, hand and/or implement,
school grounds kicking...) and balancing...) in outdoor
(e.g., on playground equipment in activities on the
equipment, hard-top school grounds and/or
outdoor activities
area, grassy fields...) special events (e.g.,
and/or special events
(e.g., hopscotch, rope four square ball, t-ball,
skipping, snow soccer, skating, snowshoeing,
tabloids, cultural theme tabloids, mini-olympics,
days, Aboriginal multicultural games...)
games...)

52
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement - Skills
Strand C: Application of Movement Skills to Alternative Pursuits

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior S2

” S.1.5.C.1 ” S.1.6.C.1 ” S.1.7.C.1 ” S.1.8.C.1 ” S.1.S1.C.1 ” S.1.S2.C.1
# Apply functional use Apply functional use # Apply and adapt Apply and refine
of selected of selected activity- selected activity- selected activity-
movement skills and specific skills specific skills specific skills
variations (e.g., care and carrying of (e.g., gripping, hanging, (e.g., balancing, turning,
(i.e., transport and equipment, compass carrying...) required in sculling, paddling...)
and map reading, star required in
balance skills), using alternative pursuits
turn, snow-plough...) in (e.g., wall climbing, alternative pursuits
various equipment
and in a variety of alternative pursuits back-packing...) (e.g., downhill skiing;
(e.g., orienteering, hiking, indigenous to the canoeing, rowing, inline
environments skiing...) geographic area skating...) indigenous
(e.g., skating, swimming,
cross-country skiing, to the geographic
snow soccer...) area

53
Specific Student Learning Outcome 1 - Movement Physical Education/Health Education

1 — Movement - Skills
Strand D: Application of Movement Skills to Rhythmic/Gymnastic Activities

It is expected that the student will:

Sub-Strand Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

1. Rhythmic ‘ S.1.K.D.1 ‘ S.1.1.D.1 ‘ S.1.2.D.1 ‘ S.1.3.D.1 ‘ S.1.4.D.1
Activities Experience moving Demonstrate Demonstrate basic Create rhythmic Demonstrate
to different rhythms transport skills (e.g., rhythmic steps and sequences using functional use of basic
(e.g., quick, slow...), running, hopping, patterns (e.g., walk/ transport skills rhythmic steps and
sliding/galloping, clap, skip, slide, (e.g., walk, jump, step-
applying movement patterns (e.g.,
concepts (e.g., body jumping...), applying stamp...), applying hop, stamp, slide...) grapevine, walk/turn,
awareness, space movement concepts movement concepts alone and/or with slide, stamp, run...),
(i.e., body and space (e.g., body awareness, others (e.g., jump-rope
awareness...) in simple applying movement
rhythmic activities awareness) while qualities of effort...) activities, aerobics, concepts alone and
(e.g., creative movement, responding to a alone and with others creative movement...)
with others in a
action songs/games...) variety of stimuli in simple and/or variety of rhythmic
(e.g., beat of a drum, creative rhythmic
music, action words, activities (e.g.,
poem...) activities (e.g., creative multicultural activities to
movement, multicultural reflect different styles
activities such as folk such as folk, country,
dances, round dances...) novelty...)

2. Gymnastic-type ” S.1.K.D.2 ” S.1.2.D.2 ” S.1.3.D.2 ” S.1.4.D.2

Activities Explore the ” S.1.1 D.2 Demonstrate
gymnastic movement # functional use of # Demonstrate
functional use of basic
patterns (e.g., basic movement movement skills
landings, statics, skills (i.e., transport, using two or more
springs, rotations, manipulation, and gymnastic movement
in
locomotion, swings...) balance), applying patterns in a
activities using large movement concepts gymnastic sequence/
and/or small (e.g., body and space
routine with small
apparatus awareness...) to
(e.g., educational hand apparatus (e.g.,
gymnastic-type hoops, scarves, ropes...),
gymnastics, rhythmic activities (e.g.,
sportive gymnastics...) balancing on different or on large apparatus
body parts, swinging and (e.g., mats, balance
circling small hand beam...), alone or with
apparatus...) others

54
Physical Education/Health Education Specific Student Learning Outcome 1 - Movement

1 — Movement -Skills
Strand D: Application of Movement Skills to Rhythmic/Gymnastic Activities

It is expected that the student will:

Grade 5 Grade 6 Grade 7 Grade 8 Senior 1 Senior S2

‘ S.1.5.D.1 ‘ S.1.6.D.1 ‘ S.1.7.D.1 ‘ S.1.8.D.1 ‘ S.1.S1.D.1 ‘ S.1.S2.D.1
Demonstrate
functional use of # Design and perform
rhythmic sequences # Demonstrate the
ability to lead and/or
Respond and move
to selected rhythms
basic rhythmic steps, that use movement follow while and tempos (e.g., 3/4
positions, and concepts (i.e., shows performing time waltz step, 3/4 time
patterns in contrast in directions, movement polka step...) in a
repeatable effort, leading/ following), sequences, using variety of rhythmic
sequences (e.g., and selected complex rhythmic activities (e.g., social
aerobics, jump rope, rhythmic steps, steps and patterns dances, folk dances,
creative dance, folk positions, and contemporary dances,
representing figure skating,
dances...), showing patterns in rhythmic different cultural synchronized swimming,
two or more different activities related to backgrounds and/or aerobics, rhythmic
styles/traditions own culture or styles (e.g., traditional gymnastics, juggling...)
culture of interest dance, jig, modern...) in
(e.g., bench step a variety of rhythmic
aerobics, square dance,
novelty dance, highland activities (e.g., exercise
dance, hoop dance...) to music, jazz
” S.1.6.D.2 ” S.1.8.D.2 gymnastics, folk
dances...)
” S.1.5.D.2
Demonstrate # ” S.1.7.D.2
Design and perform #
functional use of movement
combining two or sequences with
more selected others that use
movement skills and movement concepts
applying movement (e.g., leading,
concepts (e.g., following...) and
combine travelling, selected activity-
rolling, balancing, and specific skills, using
weight transfer into small or large
smooth flowing
sequences; showing apparatus (e.g.,
contrast in direction, rhythmic sportive
gymnastics, artistic
speed, flow...) in gymnastics, stuntastics,
gymnastic-type educational
sequences/routines gymnastics...)
(e.g., ball gymnastics,

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