High School Block:

Physical Education 9

In Physical Education 9, learners set SMART goals to enhance their own physical, emotional, and social well-being.
In their pursuit to live healthy active lifestyles, they seek out opportunities to learn about nutrition, fitness goals,
and principles. They model respectful, ethical, and safe behaviours during activities and games in a variety of
environments. They demonstrate increased efficiency and effectiveness in modeling movement concepts and
principles. They take learned strategies and tactics skills and apply them to offensive and defensive patterns
of play. Thirty minutes of structured daily physical education time is recommended to build endurance, strength,
balance, and flexibility. This will support immediate and long-term health and well-being.

Physical Education Safety Guidelines:

For Educators: Physical Education K-9 Companion Document

CONTEXTS AND CONCEPTS

DEMONSTRATE

SKILLS AND CONCEPTS

  •  Model combinations of fundamental movement skills (locomotor, manipulative, stability, and balance) in complex activities in multiple environments

STRATEGIES AND TACTICS

  • Apply specific strategies and tactics relating to offensive and defensive play to a variety of activities and games in multiple environments

WELL-BEING

  • Analyze well-being for own self and create SMART goals to enhance it
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GRADE 9

Strand: Skills and Concepts

Big Idea: Fundamental Locomotor and Manipulative Skills

Skill Descriptor: Model efficient and effective combinations of fundamental locomotor skills and fundamental manipulative skills in complex activities and various environments.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

  • Demonstrate and/or extend movement concepts (body, space, effort, relationships) and principles (force, motion, rotation, etc.) in individual, dual, and team activities
  • Participate daily in physical activity designed to enhance and maintain health components of fitness
  • Demonstrate ready position for variety of activities in multiple environments

Strand: Strategies and Tactics

Big Idea: Strategies and Tactics

Skill Descriptor: Apply appropriate strategies and tactics relating to offensive and defensive patterns of play within games, activities, and environments.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

  • Apply increasingly complex offensive and defensive strategies in a variety of games, activities, and environments
  • Demonstrate individual, dual, and team strategies on offence and defence during games, activities, and in multiple environments
  • Apply game strategies in variation/invention of games

Strand: Well-being

Big Idea: Social-emotional Skills

Skill Descriptor: Analyze personal and group use of social-emotional skills to learning and performing physical activities.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

  • Research and describe how enjoyment in physical activity is important to sustain well-being
  • Demonstrate self-control and willingness to participate in a variety of activities
  • Participate in new activities and define success for own self
  • Develop and implement strategies to increase participation
  • Participate cooperatively by showing respect for diversity of ability, culture, and interests
  • Discuss how an alternative environment may require a particular safety precaution
  • Model respectful, ethical, and safe behaviours in a variety of physical activities in multiple environments

Big Idea: Physical Fitness Concepts

Skill Descriptor: Create and justify the efficacy of personal wellness SMART goals that use fitness concepts and principles.

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

  • Discuss the principles of training
  • Explain the principles of training for physical activities
  • Demonstrate the FITT principle (Frequency, Intensity, Time, and Type) in the development of personal fitness
  • Explain the differences between skill and health-related fitness components and how they relate to healthy active living
  • Discuss the benefits of skill and health-related fitness assessments
  • Explain strategies required to improve skill and health-related fitness assessment results
  • Perform skill and health-related fitness assessments
  • Assess personal results of skill and health-related fitness assessments
  • Design personal SMART goals based on results of skill and health-related fitness assessments
  • Demonstrate and implement effective warm-up and cool-down for specific activities
  • Identify and discuss target heart rate zone
  • Monitor and adapt physical exertion levels based on own target heart rate

Skill Descriptor: Describe major body systems functions.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

  • Describe the function of the cardiovascular system
  • Describe the function of the respiratory system
  • Describe the function of the skeletal system
  • Describe the function of the muscular system
  • Apply knowledge of major body systems and functions to SMART goals

Big Idea: Nutrition for Healthy Living

Skill Descriptor: Connect the relationship of nutrition and its categories to wellness.

Global Competencies: CM, CTPS, SASM

Achievement Indicators:

  • Define nutrition
  • Identify macronutrients and micronutrients
  • Explain the roles of macronutrients and micronutrients
  • Explain the roles of nutrients
  • Define calorie
  • Explain and discuss the importance of food label information
  • Discuss personal energy requirements
  • Discuss components of healthy active living
  • Discuss the role of exercise and nutrition in healthy active living
  • Apply concepts of energy consumption and expenditures within daily routines
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