Physical Education 30 | Saskatchewan Curriculum

Physical Education 30

Physical Education 30 homepage Curriculum Outcomes & Indicators Resources

Outcomes at a Glance

PE30.1
a Recognize the contributions that young adults have made to their community and province through activity-based service learning.
b Discuss what is known about leadership within physical activity (e.g., what leadership means; why it is important to give back to the community and province; what it means to be a mentor or an advocate in the community/province).
c Assess personal strengths and weaknesses in communication and building relationships with others.
d Examine how First Nations and Métis ways of knowing guide the development of relationships with others and the environment through activity-based service learning.
e Investigate leadership roles in a variety of activity-based service learning opportunities in the community.
f Explore the requirements (e.g., safe contact in football, concussion protocol and criminal record check) for individuals seeking certification in a specific leadership role (e.g., coaching, officiating and volunteering).
g Participate, in a leadership role, in activity-based service learning.
h Document personal leadership in activity-based service learning.
i Reflect on how participation in activity-based service learning has enhanced personal leadership skills.
j Reflect on perceived benefits for self and community from leadership in activity-based service learning.

PE30.2
a Reflect on questions such as: How might my lifestyle change after graduation? What factors after graduation might influence how I pursue personal fitness goals? How might my physical activity interests change as I age? What organizations and events exist to support my lifelong fitness?
b Implement various principles of training (e.g., specificity, progression and reversibility, overload and FITT: Frequency, Intensity, Time and Type) and reflect on how they address health- and skill-related components of fitness.
c Demonstrate how to incorporate suitable technologies (e.g., heart rate monitor, fitness and activity tracker, pedometer and video) to enhance physical activity goals.
d Recommend physical activities that maximize an individual's ability to improve aerobic thresholds (e.g., target and maximum heart rate).
e Identify events (e.g., annual winter games, fun run, yoga in the park, cycling, Spartan race and pow wow) in the community that support lifelong fitness.
f Identify organizations in the community (e.g., fitness facilities, recreational sport leagues and community-based leisure services) that promote lifelong fitness.
g Create a plan to identify events and organizations in a community that promote lifelong fitness.

PE30.3
a Participate in body management activities (e.g., dance, pilates, yoga, aquatics, karate, walking, spinning/cycling, Zumba, Tai Chi and aerobics classes) that are available in the community.
b Explore potential use of community space (e.g., rink, golf course, community green space, parks, walking/bike path, recreation center and public/private gyms) for body management activities.
c Propose body management activities that address a community need.
d 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).
e Demonstrate leadership through organization and participation in a chosen community-based body management activity.
f Document your leadership role in a community-based body management activity.
g Reflect on how participation in community-based body management activities has enhanced personal leadership skills.
h Compile the participants' perceptions of the impact of a community-based body management activity on their well-being.
i Discuss how self and community may benefit physically, emotionally, mentally and spiritually from participation in body management activities.

PE30.4
a Examine the potential lifelong benefits, for self and others, from participating in physical activities within multiple environments (e.g., in the air; on the land; on snow and ice; and in and on water).
b Participate in physical activities (e.g., fitness, leisure and/or competitive) in multiple environments.
c Construct first aid and safety plans that support physical activity in multiple environments.
d Analyze the advantages and disadvantages of technology (e.g., global positioning satellite, adjustable dumbbells, fitness and activity tracker, exercise ball and clothing/footwear) used during physical activities.
e Investigate, and follow when appropriate, First Nations and Métis protocols, traditional knowledge and practices when engaging in experiences within the outdoor environment.
f Demonstrate respect for the natural environment through stewardship.
g Document and reflect on how participation in physical activities within multiple environments contributes to the lifelong well-being of self.
h Research and design a group physical activity outside of the community while considering logistical and financial details (e.g., destination, budget, equipment, nutrition and transportation).
i Propose potential solutions for challenges (e.g., certifications, resources and geographical location) that may limit participation in physical activities outside of the community.

PE30.5
a Compare at least two complex skills (e.g., swinging a baseball bat and swinging a golf club) that have similar transferrable, basic movement patterns, strategies and performance cues.
b Demonstrate a complex skill in a specific activity and compare execution to that of a proficient performance.
c View the execution of complex skills, performed by self or others, and provide feedback to increase proficiency.
d Receive and incorporate feedback to improve skill proficiency in a variety of activities.
e Apply modifications to complex skills, tactics and strategies in activities and games, considering age and developmental stage, to enhance the confidence and competence of participants.
f Develop strategic plans and tactics for individual and multi-player activities and games, including First Nations and Métis games and activities.
g Design and implement a plan to teach skills, tactics and strategies required to participate in an individual or multi-player activities and games.

PE30.6
a Examine how First Nations and Métis ways of knowing inform people's interactions with self, others and the environment through physical activity.
b Explain how the benefits of physical activity (e.g., endurance, flexibility and social skills) serve a purpose to meet the demands of lifelong activity such as hunting, observation skills or learning social values.
c Investigate, and follow when appropriate, First Nations and Métis protocols, traditional knowledge and practices when engaging in physical activities.
d Incorporate local, traditional First Nations and Métis ways of relating to and using the environment when leading physical activities (e.g., setting traps and fishing nets, snowshoeing, orienteering and navigation).
e Plan and facilitate 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/or activities (e.g., snowshoeing and archery).
f Explore how leadership skills developed by planning and facilitating traditional games, dance and activities could be transferable to other contexts.
g Discuss the long-term physical, emotional, mental, and spiritual benefits of participation in First Nations and Métis games, dance and activities.

PE30.7
a Assess how nutritional choices (e.g., vegetarianism, carbohydrate loading, intermittent fasting and high protein meal) might impact participation in a physical activity.
b Identify how an individual's nutritional choices for a self-selected physical activity may be influenced by factors such as type of activity, cost and geographical location.
c Apply a basal metabolic rate formula with an activity factor to determine the daily caloric requirements when participating in an activity.
d Assess whether an individual's daily caloric intake meets the daily energy requirements for participating in an activity.
e Investigate the limitations of calorie counting as a method of determining how much food to eat to support participation in a physical activity.
f Describe how nutrient timing (e.g., what and when to eat and drink) impacts participation and performance in an activity.
g Research the positive and negative effects of supplements (e.g., protein powder, creatine, branched-chain amino acids and steroids) and nutritional products (e.g., meal replacement drink, sports drink, energy gel and protein bar) on physical performance.
h Critique how current nutritional trends (e.g., ketogenic, gluten free and high protein diets) might influence nutritional choices when participating in physical activity.
i Design a nutrition plan using informed nutritional choices and nutrient timing, to enhance performance in a self-selected physical activity.

PE30.8
a Analyze the physiological benefits of short- and long-term training programs.
b Identify, through participation, how to execute self-selected movement patterns and complex skills.
c Critique, for self and others, various movement patterns and complex skills for proper biomechanical (e.g., rotation of a wrist, flexion of a joint and body position) execution.
d Identify, through participation, the movement patterns required to execute self-selected weight training exercises (e.g., proper form for bench press) and fitness activities (e.g., proper foot plant for long distance running).
e Critique, for self and others, various weight training exercises and fitness activities for proper biomechanical execution.
f Discuss the potential long-term effects of using improper movement patterns in a specific activity.
g Investigate the importance of rest and active recovery as part of a fitness or training plan.
h Discuss the possible short- and long-term effects (e.g., lack of muscle growth and degeneration of joints) of over-training on an individual's physiology.
i Explore the importance of participating in multiple activities to support physical development.

PE30.9
a Investigate personal motivations for participating in physical activity.
b Research the interrelationship between physical activity 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 Examine psychological factors (e.g., self-talk, imagery/visualization, regulation of arousal, anxiety and relaxation, motivation, goal setting and concentration) that impact enjoyment, participation and performance in physical activities.
e Examine the role of external (e.g., audience, weather and teammate expectations) and internal (e.g., fatigue, mental toughness and making a mistake) factors on an individual's enjoyment, participation and performance in physical activity.
f Incorporate a psychological factor to improve participation, enjoyment and/or performance in a self-selected physical activity.
g Reflect on the effectiveness of psychological factors in supporting and maintaining participation in physical activities.

PE30.10
a Explore one or more topics such as: educational qualifications of people involved in physical education related careers (e.g., physical therapist, firefighter and educator) through research and/or participation in events such as a career fair or job shadow; societal, health and legal rationale of why certifications (e.g., first aid/cardio pulmonary resuscitation, National Coaching Certification Program, refereeing, yoga/pilates/dance instructor, personal training system and certified personal trainer) exist in physical education occupations and volunteer positions; issue related to Physical Education 30, including developing materials to support the arguments for and against a debate position; features of a well-rounded fitness plan that incorporates key concepts of Physical Education 30; how well-being may become more/less of a priority in the future and what factors may help/hinder a balanced lifestyle; and, First Nations and Métis understandings of the interrelationships between physical, emotional, mental and spiritual health in creating a balanced lifestyle.
b Assemble and reflect on a portfolio that demonstrates understanding of a Physical Education 30 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 and peer-evaluation form) to assess the process and products involved in a student-directed study.