Physical Education 20
Physical Education 20 homepage Curriculum Outcomes & Indicators Resources
Outcomes at a Glance
PE20.1
a Discuss how participating in service learning develops positive citizenship and community involvement, including relationship building to support reconciliation.
b Investigate a variety of fitness-related opportunities (e.g., coaching/officiating minor sports, helping seniors who are housebound, senior centre fitness class, Special Olympics and walking school bus) that can benefit the well-being of self and/or community.
c Assess personal interests and skills to determine the most appropriate role (e.g., coach, instructor, manager, official, volunteer) in a specific activity-based service learning opportunity.
d Explore requirements (e.g., safe contact standards in football, concussion protocol and criminal record check) for individuals seeking a role in activity-based service learning.
e Participate in activity-based service learning such as local, provincial and national cultural (e.g., pow wow, children's festival and multicultural celebrations) and sporting (e.g., rodeo, track and field and national championships) events.
f Document participation in activity-based service learning.
g Reflect on perceived benefits for self and community from participation in activity-based service learning.
h Explore careers in your community related to physical activity, health and wellness.
PE20.2
a Reflect on questions such as:
  • How might participation in physical activity affect my lifestyle?
  • What factors might influence how I pursue personal fitness goals?
  • How might my physical activity interests change based on my fitness goals?
  • What organizations and events exist to support my fitness?
b Identify how to measure components of health- (e.g., cardiovascular endurance, flexibility, muscular strength and endurance) and skill-related (e.g., agility, balance, coordination, power, reaction time and speed) fitness.
c Research how to use fitness appraisal tools (e.g., fitness apps, sit and reach board and stop watch) to collect data on specific components of health- and skill-related fitness.
d Discuss how to apply principles of training such as FITT (Frequency, Intensity, Time, Type), overload, progression, reversibility and specificity to improve health- and skill-related fitness.
e Assess, through participation, how different training styles and approaches (e.g., cross fit, pilates, plyometrics, weight training and yoga) improve components of health- and skill-related fitness.
f Discuss the drawbacks of overemphasizing specific components of fitness when engaging in physical activity.
g Identify personal aerobic thresholds, such as maximum and target heart rates, while participating in physical activity.
h Collect and analyze health -and skill-related data, using fitness appraisal tools and available equipment (e.g., free weights, medicine balls, stability balls and wobble boards), to identify personal strengths and weaknesses.
i Develop a personal fitness plan with a focus on improving components of health- and skill-related fitness.
PE20.3
a Participate in body management activities (e.g., aquatics, dance, gymnastics, karate, pilates, weight training and yoga) to enhance personal well-being.
b Analyze how fundamental movement skills transfer between different body management activities.
c Discuss physical, emotional, mental and spiritual benefits that can result from participating in body management activities.
d Propose solutions to potential challenges (e.g., cultural, financial, safety, motivation and time) that might restrict an individual's participation in body management activities.
e Apply knowledge of a body management activity from another culture by teaching it to peers or other members of the community.
f Examine the physical, emotional, mental and spiritual benefits of participation in First Nations and Métis body management activities (e.g., jigging, hoop dance, pow wow and hand games).
g Evaluate the influence of current societal trends (e.g., CrossFit and yoga) on individuals' participation in body management activities.
h Examine the benefits of technology (e.g., apps, fitness watches and heart rate monitors) when engaging in body management activities.
PE20.4
a Demonstrate complex skills within various activities and/or games in multiple environments (e.g., air, land, snow/ice and water).
b Investigate First Nations and Métis perspectives on holistically developing complex skills (e.g., throwing a ball using either hand).
c Identify the components of a specific complex skill.
d Determine, through feedback, which components of a complex skill to target in order to improve performance.
e Apply principles of practice (e.g., part-whole and whole-part-whole) to improve performance of complex skills.
f Identify how improved performance in a complex skill can influence proficiency in other complex skills.
g Document progress (e.g., blog, journal, photos and video) of improved performance of one or more complex skills.
PE20.5
a Identify the benefits for well-being of self and others that can result from participating in physical activities within multiple environments (e.g., air, land, snow/ice and water).
b Identify opportunities to participate in outdoor physical activities within your community.
c Participate in fitness, leisure and/or competitive activities in multiple environments.
d Design and/or participate in an outdoor experience (e.g., biking, canoeing, geocaching, hiking, ice-fishing, skiing and trapping) that promotes personal well-being.
e Demonstrate respect for the environment when participating in physical activities.
f Investigate, and follow when appropriate, First Nations and Métis protocols, traditional knowledge and practices when interacting with the environment.
g Use technology (e.g., backpack, compass, fitness and activity apps, global positioning satellite, hiking boots, maps and satellite phone) appropriately and responsibly when participating in physical activities.
h Propose potential solutions for challenges (e.g., cultural, financial and geographical location) that might limit individual's participation in physical activities.
i Document and reflect on how participation in physical activities within multiple environments contributes to the well-being of self and others.
PE20.6
a Recognize how prior knowledge of tactics and strategies can transfer to different games.
b Identify tactics and strategies used in traditional First Nation and Métis games (e.g., double ball, knuckle hop, lacrosse, leg wrestling and snow snake).
c Incorporate effective tactics and strategies in target, invasion/territorial, net/wall, striking/fielding, low organization and inventive games to enhance performance and enjoyment.
d Differentiate between individual and team tactics and strategies used in individual/partner and group/team games.
e Demonstrate an understanding of effective tactical and strategic decisions used in a variety of game situations while participating in individual/partner and group/team games.
f Assess personal use of effective tactics and strategies incorporated in game situations.
g Modify tactics and strategies to enhance participation in games for all students.
h Discuss and apply different models (e.g., teaching games for understanding, sport-model and Long-Term Athlete Development) for teaching games, tactics and strategies.
i Present a game from another culture, including its tactics and strategies, to peers or members of the community.
PE20.7
a Examine how First Nations and Métis ways of knowing inform people's interactions with self, others and the environment through physical activity.
b Discuss how First Nations and Métis people use story-telling to convey knowledge about learning through physical activity.
c Explain how the benefits of physical activity (e.g., endurance, flexibility and social skills) serve a purpose to meet the demands of activities such as hunting, observation skills or learning social values.
d Identify, and follow when appropriate, First Nations and Métis protocols, traditional knowledge and practices when engaging in physical activities.
e Incorporate local, traditional First Nations and Métis ways of relating to and using the environment when participating in activities (e.g., orienteering and navigation, setting fishing nets and traps, and snowshoeing).
f Participate in traditional First Nations and Métis games (e.g., snowsnake, double ball, lacrosse, leg wrestling and knuckle hop), dance (e.g., jigging, hoop and pow wow) and activities (e.g., snowshoeing and archery).
g Explore how skills developed in traditional games, dance and activities could be transferable to other contexts.
PE20.8
a Compare personal nutritional practices to the recommendations in Canada's Food Guide.
b Identify how an individual's nutritional choices may be influenced by factors such as cultural eating practices, finances, advertising and marketing and/or geographical location.
c Analyze personal daily caloric intake to determine if it meets energy requirements (e.g., basal metabolic rate calculation) of a physically active lifestyle.
d Investigate the limitations of calorie counting as a method of determining how much food to eat to support a physically active lifestyle.
e Discuss the role of macro and micronutrients and hydration in supporting a physically active lifestyle, before, during and after activity.
f Examine how nutrition-related illnesses (e.g., cardiovascular disease and type 2 diabetes) may be impacted by participation in physical activity.
g Examine how nutritional trends (e.g., ketogenic, gluten free and high protein diets) compare with the recommendations in Canada's Food Guide.
h Identify how a specific nutritional trend can influence personal nutrition practices.
i Create or evaluate a nutrition plan that supports a physically active lifestyle considering food availability, cost, likes and dislikes.
PE20.9
a Identify the major bones, joints and muscles that are affected by participation in a specific physical activity.
b Demonstrate the three types (i.e., concentric, eccentric and isometric) of muscle contractions.
c Explore the impact of the three types of muscle contractions on muscle development.
d Investigate and perform isolated and compound movements that target major muscles.
e Identify and perform different exercises that increase the efficiency of slow and fast twitch muscle fibres.
f Explain how various types of exercise incorporate specific joint actions (e.g., abduction, adduction, circumduction, eversion, inversion, pronation and supination).
g Research common injuries (e.g., fracture, sprain and tear) to bones, joints and muscles that result from physical activity.
h Explore the cause and treatment of injuries (e.g., stress fracture, tendonitis and muscle strain) that result from over-use of a bone, joint and/or muscle during physical activity.
i Analyze the impact of a sedentary lifestyle on skeletal and/or muscular systems in the short and long-term.
PE20.10
a Examine the short- and long-term effects of physical activity on factors that can affect mental health such as anxiety, body image, depression, self-esteem and stress.
b Research the interrelationship between physical activity, hormone levels (e.g., dopamine, cortisol, endorphin and serotonin) and physical, emotional, mental and spiritual health.
c Discuss First Nations and Métis understandings of the interrelationships between physical, emotional, mental and spiritual health.
d Incorporate physical activity as a strategy to enhance personal positive mental health.
e Document personal perceptions of how physical activity affects mental health over an extended period of time.
f Reflect on how participation in individual (e.g., jogging, meditation and yoga) and group (e.g., cooperative games, fitness classes and team sports) activities may provide mental health benefits.
g Communicate (e.g., brochure, display, oral, presentation software, video and website) research findings on community resources (e.g., Kids Help Phone and Sask Health) designed to support individuals and raise mental health awareness.
PE20.11
a Explore one or more topics such as:
  • educational qualifications of people involved in physical education related careers (e.g., occupational therapist, firefighter and educator) through research and/or participation in events such as a career fair or job shadow;
  • an issue related to Physical Education 20, including developing materials to support the arguments for and against a debate position;
  • creation and implementation of a fitness plan for self which includes physical activity, nutrition and personal mental health concepts of Physical Education 20;
  • how well-being may become more/less of a priority and what factors may help/hinder the creation of a balanced lifestyle;
  • First Nations and Métis understandings of the interrelationships between physical, emotional, mental and spiritual health in creating a balanced lifestyle;
  • purpose, benefits and drawbacks of various types of diets (e.g., ketogenic and high protein);
  • historical, current and potential future use of technology in relation to physical fitness;
  • benefits and proper use of training styles like HIIT, cross fit and circuit training and the different methods (e.g., pyramid, drop set, Poloquin series) of weight training; and,
  • impact of ethical decision making (e.g., respect for self and others, safety, fairness, sportsmanship and the prevention of harassment and abuse) in physical education.
b Assemble and reflect on a portfolio that demonstrates understanding of a Physical Education 20 topic of interest to the student.
c Share the results of student-directed study through a display, presentation, performance, demonstration, song, game, commercial, fine art representation or research paper.
d Construct a tool (e.g., rubric, checklist, self-evaluation form or peer-evaluation form) to assess the process and products involved in a student-directed study.