Physical Education/Health Education Fitness - · PDF filePhysical Education/Health Education Fitness 63 Strand A Knowledge Strand B Strand C Skills Strand A Scope and Sequence Chart

Physical Education/Health Education Fitness

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Fitness Management

Explanation of the GLO

As daily living becomes more sedentary, it is essential that studentsdemonstrate the ability to develop and follow a personal fitness planfor lifelong physical activity and well-being. Physical education/ healtheducation must help each student develop a pattern of daily and/orregular participation in physical activities, and develop and maintain anunderstanding of how to acquire/maintain optimal personal health andfitness. The ultimate goals are for each student to value physical activityas a key component of health and to adopt a physically active lifestyle.

Explanation of the SLOs

The specific student learning outcomes in this section identify what thestudent needs to know and be able to do, related to fitness development.Students will be able to identify what the health- and skill-related fitnesscomponents are, the benefits of physical fitness, and the underlyingprinciples, physiology, and practices for fitness development. Studentswill be able to design and participate in a variety of warm-up/cool-downand fitness training-type activities to develop their own physicalcapacities. Wherever possible, learning experiences for the knowledge-related outcomes should emphasize physical activity participation andincorporate active learning strategies.

The skills component emphasizes the acquisition/application of fitnessmanagement skills and strategies for the development of physical activityhabits and personal fitness. In this Framework, the fitness managementskills and strategies are identified as active participation, heart-ratemonitoring, and fitness assessment/analysis skills. As well, there is aconnection with goal-setting/planning skills as addressed in GeneralLearning Outcome 4 (Personal and Social Management). The overallemphasis of the specific student learning outcomes is on the managementskills for developing personal fitness and preparing students for a lifetime

of physical activity. The emphasis is not on the achievement of fitnessresults or scores related to norm-referenced criteria. For example, theskills for developing upper body strength (e.g., goal-setting, activeparticipation) are emphasized over the achievement of a specificstandardized fitness score for push-ups.

Attitudes, values, and desire play significant roles in determining whetherthe student will choose to be physically active on a regular, and/or dailybasis to develop personal fitness and well-being. Positive attitudes andresponsible behaviours for active participation are essential componentsof the specific student learning outcomes. The student who shows aninterest in and responsibility for personal fitness, appreciates the role andcontribution of regular, daily participation, and understands personallimitations will be more likely to adopt daily physical activity habits forlifelong fitness and health. The attitude indicators serve to guide teaching,learning, assessment, and anecdotal reporting.

Other Considerations

The Framework supports the integration of specific student learningoutcomes across the five general student learning outcomes. Forexample, goal-setting/planning, decision-making/problem-solving,interpersonal skills, and stress management skills in Personal andSocial Management are to be applied in context with FitnessManagement. Connections can also be made with the strands ActiveLiving and Nutrition in Healthy Lifestyle Practices.

Fitness Physical Education/Health Education

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With increased technology and automation, physical activity is beingeliminated in everyday living. Students should realize that physicalinactivity is hazardous to their health, and that it is important to takeresponsibility for planning and managing their own physical activity andfitness. Teachers must aim at increasing activity during class time, enlistingthe help of others who share this responsibility to promote physicalactivity at home and at school.

Students will understand that physical activity contributes to health andfitness benefits, and that the benefits are proportional to the frequency,intensity, time, and type of exercise. For example, the higher thefrequency, more vigorous the activity, the longer the participation time,and the more challenging the activity, the greater the fitness benefit willbe. The primary focus is to ensure that all students are active rather thaninactive, develop positive feelings regarding physical activity participation,and have the knowledge and skills for developing optimal personalfitness.

Fitness testing is a component of programming related to the Framework,with emphasis on the goal of motivating students to be physically activeand to develop fitness management skills. Students will learn to assess,and then to indicate their own position on a fitness developmentcontinuum, and determine appropriate activities to develop the health-related fitness components and skill-related fitness components. Whenfitness tests are administered, teachers must focus on the use of thefitness management skills, monitoring the student’s progress, creating apositive testing environment, teaching safety precautions, encouragingself-testing, providing feedback, and reinforcing effort. The results offitness tests should not form part of students’ marks.

Learning Continuum

Early Years: Introductory Stage

During Early Years (Kindergarten to Grade 4), simple fitness conceptsare introduced, with the focus on participation in physical activity.Student learning outcomes related to fitness assessment and analysis ofthe health-related fitness components should not begin until Grade 4.

Assessment and analysis skills emphasize recording orlogging how much time is spent participating in physical activity over aperiod(s) of time.

Middle Years: General Acquisition/Application Stage

During Middle Years (Grades 5 to 8), health-related fitness componentsare developed through participation in a variety of physical activitiesand/or specific fitness activities. Students experience and apply the fitnessmanagement skills and strategies to maintain/improve personal fitness.They will also show a general understanding of fitness knowledge toguide their level of participation and to make informed choices forpersonal fitness development.

Senior Years: Specific Acquisition/Application Stage

During Senior Years (Senior 1 to 4), students will apply fitnessknowledge and skills to design a balanced, personal fitness plan for thedevelopment of health-related and/or skill-related fitness components fora specific goal. Students may choose a goal related to general health,basic fitness, healthy heart, fitness for a specific sport, or specific skillperformance.

Summary Chart

The Summary Chart for Fitness Management (refer to page 61)outlines the strands, sub-strands, and attitude indicators for the GLO. Itis an overview of what a student is expected to know and be able to doin this area.


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Scope and Sequence Chart

The Scope and Sequence Chart for Fitness Management (refer topage 62) shows grade placement of the specific student learningoutcomes and the stages of learning as indicated by the icons. This charthelps guide teaching, learning, and assessing across the grades.

Fitness Physical Education/Health Education

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Kno

wle

dge

Skill

s

Summary Chart for Fitness Management

The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activityand well-being.

StrandLetter

Strand Sub-Strands Attitude Indicators

AFitness Components 1. Fitness Components Students will:

2.1 Show an interest inand responsibility forpersonal fitness

2.2 Appreciate the roleand contribution ofregular participationin physical activityfor health and fitness

2.3 Show respect andacceptance forphysical andperformancelimitations of selfand others

BFitness Benefits 1. Fitness Benefits

C

Fitness Development 1. Exercise Physiology2. Training Principles3. Warm-Up/Cool-Down4. Motivational Factors

AAcquisition/Application of FitnessManagement Skills to PhysicalActivity and Healthy LifestylePractices

1. Active Participation2. Heart-Rate Monitoring 3. Fitness Assessment and Analysis


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Stra

nd A

Kno

wle

dge

Stra

nd B

Stra

nd C

Skil

lsSt

rand

A

Scope and Sequence Chart for Fitness Management

Sub-strands K 1 2 3 4 5 6 7 8 S1 S2

1. Fitness Components É É É ì ì ì ì ì ì ì ì

1. Fitness Benefits ì ì ì ì ì ì ì

1. Exercise Physiology É ì # ì # ì ì ì ì ì ì2. Training Principles É É É É É ì # ì ì ì ì3. Warm-Up/Cool-Down É É ì # ì ì ì ì ì ì ì4. Motivational Factors É É É ì ì ì ì ì # ì ì

Sub-strands K 1 2 3 4 5 6 7 8 S1 S2

1. Active Participation ì ì ì ì ì ì ì ì ì ì ì2. Heart-Rate Monitoring É É ì # ì ì ì ì ì ì ì3. Fitness Assessment and Analysis ì ì ì ì ì ì ì ì

See page 18 for definitions related to É Introductory stage, ë Acquisition stage, # Maintenance stage

2 — Fitness Management- KnowledgeStrand A: Fitness Components

Specific Student Learning Outcome 2 - Fitness Management Physical Education/Health Education

It is expected that the student will:

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

1. FitnessComponents

ì K.2.K.A.1É

ì K.2.1.A.1É

ì K.2.2.A.1É

ì K.2.3.A.1Discuss exercisesand physicalactivities associatedwith health-relatedfitness components(e.g., running developsendurance of the heart,jumping activitiesdevelop muscularstrength and enduranceof the leg muscles ...)

ì K.2.4.A.1Recognize the health-related fitnesscomponents (e.g.,cardiovascularendurance, muscularstrength, muscularendurance, flexibility)

2 — Fitness Management -KnowledgeStrand A: Fitness Components

Physical Education/Health Education Specific Student Learning Outcomes 2 - Fitness Management


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

ì K.2.5.A.1Identify health-related fitnesscomponents (e.g.,cardiovascularendurance, muscularendurance, muscularstrength, flexibility, bodycomposition) and oneexample of anappropriateexercise/ activity foreach component (e.g.,skip rope forcardiovascularendurancedevelopment...)

ì K.2.6.A.1Recognize the healthand skill-relatedfitness components(e.g., agility, power,reaction time, speed, co-ordination) thatcontribute to skilldevelopment

ì K.2.7.A.1Sort and classifyphysical activities/exercises (e.g.,jogging, cycling, weighttraining, gymnastics...)that are best suitedto developing eachof the health-relatedfitness components(e.g., cardiovascularendurance, muscularendurance, muscularstrength, flexibility, bodycomposition)

ì K.2.8.A.1Identify the fivehealth-related fitnesscomponents (e.g.,cardiovascularendurance, muscularendurance, muscularstrength, flexibility, bodycomposition) and their importance to abalanced fitness plan

ì K.2.S1.A.1Identify the skill-related fitnesscomponents (e.g., balance, agility,power, reaction time,speed, coordination)and relate theirimportance to sport/physical activityperformance(e.g., reaction time ingoal keeping...)

ì K.2.S2.A.1Evaluate thecontribution(i.e., associated fitnesscomponent,muscle/muscle group©s ª,type of benefit) ofselected physicalactivities and/orexercises to physicalfitness (e.g., push-upscan develop muscularstrength of arm muscleswhich contributes tohealth-related fitness...)

2 — Fitness Management - KnowledgeStrand B: Fitness Benefits

Specific Student Learning Outcomes 2 - Fitness Management Physical Education/Health Education


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1. Fitness Benefits

(ScienceConnections)

ì K.2.K.B.1Discuss the fact thatdaily physical activitymakes musclesstrong, including theheart

ì K.2.1.B.1Recognize thatvigorous physicalactivity is importantfor health and fitnessdevelopment (i.e., vigorous aerobicactivity makes the heart,muscles, bonesstronger)

ì K.2.3.B.1Recognize that thebody needssustained orintermittent vigorous physicalactivity to improvethe strength of theheart and lungs (e.g.,running, skipping,cycling, swimming,soccer to accumulate atleast 10 to 15 minutes ofvigorous activity eachday...)

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ì K.2.5.B.1Identify the fitnessbenefits (i.e., muscleand bone development,decreased susceptibilityto stress, positive self-esteem, faster heart-raterecovery) of moderateto vigorous fitness-type activities overtime

ì K.2.7.B.1Promote the benefitsof physical activity(e.g., greater workcapacity, performanceenhancement, healthyweight, prevention ofinjuries, prevention ofdisease such ascardiovascular and type IIdiabetes, and preventionof depression...) foroptimal health andfitness

ì K.2.S1.B.1Differentiatebetween the benefitsof active living andphysical fitnessdevelopment, basedon a health andfitness continuum (e.g., mild activity forhealth benefits,moderate to vigorousactivity for fitnessbenefits...)

ì K.2.S2.B.1Investigate the contribution (e.g., strength,endurance, energyexpenditure, elasticity,longevity, healthyweight...) ofexercise/physicalactivity to optimalhealth and theprevention of disease(e.g., cardiovasculardisease, breast cancer,type II diabetes,osteoporosis...)

2 — Fitness Management- KnowledgeStrand C: Fitness Development



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1. ExercisePhysiology

(ScienceConnections)

a) structure andfunction

b) effects of exerciseon body systems

ì K.2.K.C.1aÉ

ì K.2.K.C.1bÉ

ì K.2.1.C.1aShow anunderstanding of thelocation of maininternal body partsaffected by exercise(i.e., heart, lungs, bones,muscles)

ì K.2.1.C.1bRecognize thephysical changes inthe body duringphysical activity (i.e.,heart beats faster, bodygets warmer, breathingaccelerates, perspirationincreases)

ì K.2.2.C.1a#

ì K.2.2.C.1b#

ì K.2.3.C.1aShow anunderstanding of thelocation, size, andfunction of the heart(e.g., in the chest area,size of a fist, pumpsblood...)

ì K.2.3.C.1bIdentify short-termeffects of exercise/physical activity onthe body (e.g., pulserate increases,shortness of breath,body temperatureincreases, perspirationoccurs, fatigue sets in...)

ë K.2.4.C.1a#

ë K.2.4.C.1b#

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ì K.2.5.C.1aRecognize the termsassociated with thefunction of the cardiovascularsystem(i.e., resting heart rate,maximum heart rate,target heart rate, bloodpressure, recovery heartrate) in context ofexercise andphysical activity

ì K.2.5.C.1bDescribe the effectsof aerobic activitiesand inactivity on thecardiovascularsystem (i.e.,lowers/raises restingheart rate, increased/decreased heart size,increase/decreasestroke volume)

ì K.2.6.C.1aIdentify the names ofthe main bones (e.g., humerus, ulna,radius, femur, tibia,fibula, scapula, clavicle,ribs, pelvis, skull...) andfunction (i.e., shape,support, protection) ofthe human skeletalsystem in context ofexercise andphysical activity

ì K.2.6.C.1bDescribe the effectsof exercise andinactivity on thehuman skeletalsystem (i.e., increased/decreased bone density;increased/decreasedbone mass)

ì K.2.7.C.1aIdentify the namesand locations of themajor muscle groups(e.g., biceps, triceps,pectorals, abdominals,quadriceps, hamstrings...) incontext of exerciseand physical activity

ì K.2.7.C.1bDescribe the effectsof exercise andinactivity (i.e.,increased/decreasedstrength, hypertrophy/atrophy, increased/decreased lean muscle,increased/decreasedelasticity, increased/decreased muscle tone) on the muscularsystem

ì K.2.8.C.1aIdentify the names of muscle groups andspecific muscles (i.e.,biceps, triceps,pectorals, abdominals,quadriceps, deltoids,trapezius, latissimusdorsi, hamstrings, hipflexors),and primary action(i.e., flexion, extension,abduction, adduction,rotation) across thevarious joints (e.g.,knee, elbow, hip...)

ì K.2.8.C.1bExplain the effects ofexercise on use(i.e., increased size andstrength of muscles,ligaments, and tendons;increased muscularcapillary action;hypertrophy) andoveruse (i.e., fatigue,injury, muscle soreness)of muscles

ì K.2.S1.C.1.aExplain thestructure of skeletalmuscle (i.e., belly, bundle, fiber,myofibril) and fibertypes (i.e., slow-twitch,fast-twitch) as theyrelate to musculardevelopment

ì K.2.S1.C.1bIdentify types ofstrength exercises (i.e., isometric, isotonic)and stretchingexercises (i.e., static,ballistic, passive) forpersonal fitnessdevelopment (i.e., strength,endurance, range ofmotion)

ì K.2.S2.C.1aInvestigate thebody’s response (e.g.,stimulation of autonomicnervous system,endocrine response,respiration response,oxygen utilization...) toincreased activitylevels

ì K.2.S2.C.1bExplain how exerciseof differentintensities (e.g., mild, moderate,vigorous, intermittant,continuous, aerobic,anaerobic...) affects thestructure andfunction (e.g., lowerresting heart rate,increased heart size,increased stroke volume,lower blood pressure,increased bloodvolume...) of thecardiovascularsystem andrespiratory system inthe context of healthy




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2. TrainingPrinciples

3. Warm-up/Cool-down

ì K.2.K..C.2É

ì K.2.K.C.3É

ì K.2.1.C.2É

ì K.2.1.C.3É

ì K.2.2.C.2É

ì K.2.2.C.3Recognize thatproper warm-upactivities (i.e., lightaerobic activity,stretching exercises)prepare muscles forvigorous activities(e.g., warm-up activitiesincrease bloodcirculation and elasticityof muscles andligaments...)

ì K.2.3.C.2É

ì K.2.3.C.3#

ì K.2.4.C.2É

ì K.2.4.C.3Recognize theimportance of lightaerobic activities andstretching as part of cool-down following avigorous activity (e.g.,decrease blood flow andbody temperaturegradually...)

2 — Fitness Management - KnowledgeStrand C: Fitness Developement



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ì K.2.5.C.2Show anunderstanding of thefactors (e.g., planning,regular participation,effort, adequateinformation, motivation,commitment, regularmonitoring...) affectingpersonal fitnessdevelopment

ì K.2.5.C.3Show anunderstanding thatstretching exercisesfor the major musclegroups should beheld for a minimumlength of time to beeffective (e.g., as longas it feels comfortablewhich is usually 10-30seconds with 3-5repetitions...)

ì K.2.6.C.2#

ì K.2.6.C.3Identify the propertechniques (e.g., slow,sustained, within comfortzone, focus on targetmuscles, minimize otherbody parts, stretch to thelimit of the movement,slow and rhythmicalbreathing...) andharmful techniques(e.g., bouncing,swinging, stretching toohard...) in stretchingexercises

ì K.2.7.C.2Identify and explainthe F.I.T.T. principle(i.e., frequency, intensity,time, and type of activity)

ì K.2.7.C.3Describe thepurpose of a warm-up(e.g., increasedcirculation, increasedbody temperature,mental preparation,increased focus on task,prevention of injuries,improved performance...)and a cool-down (e.g.,lowers heart rategradually, prevention ofdizziness/ blood pooling,minimize musclestiffness/soreness...) forphysical activityparticipation

ì K.2.8.C.2Describe ways toapply the F.I.T.T.principle (i.e.,frequency, intensity, time,and type of activity) tohealth-related fitnesscomponents (e.g.,cardiovascularendurance, muscularstrength, muscularendurance, flexibility,body composition)

ì K.2.8.C.3Identify three stages(i.e., indirect, direct,identical) of activity-specific warm-upsand examples of eachstage for specificphysical activities(e.g., a soccer warm-upcould include lightrunning, specificleg-stretching exercises,easy dribbling/passingdrills...)

ì K.2.S1.C.2Describe theprinciples of trainingand conditioning forphysical activities(i.e., progressiveoverload, specificity,reversibility, regularity,individual variability,starting point)

ì K.2.S1.C.3Design andimplement effectivewarm-up and cool-down routines forspecific team-relatedphysical activities(e.g., volleyball, soccer,rugby...)

ì K.2.S2.C.2Explain and apply theprinciples of trainingand conditioning forspecific fitnesscomponents(e.g., develop a stretchingprogram for improvedflexibility...)

ì K.2.S2.C.3Design andimplement effectivewarm-up and cool-down routines forspecific individual/dual-type physicalactivities (e.g., running,table tennis, cycling...)




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4. MotivationalFactors

ë K.2.K.C.4É

ë K.2.1.C.4É

ë K.2.2.C.4É

ë K.2.3.C.4Identify personalfactors (e.g., interests,personal success,previous experiences,type of activities,developmental rates...)that influencephysical activityparticipation andbuild self-confidence

ì K.2.4.C.4Discuss how settingrealistic goals anddeveloping strategies (e.g., positive thinking,regular practice,participating withothers...) can contribute topersonalachievement (e.g.,sense of enjoyment, self-confidence...)




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ë K.2.5.C.4Determine the intrinsic(e.g., enjoyment,enhanced health, level ofsuccess, increasedenergy level, affiliation...)and extrinsic (e.g.,awards, media, sportheroes, family, peers...)factors that motivateparticipation forfitness development

ë K.2.6.C.4Review behaviours(e.g., make positive remarks, cheer for others,make encouraginggestures...) thatencourage effort andparticipation of others

ë K.2.7.C.4Identify personalfactors andpreferences forchoosing physicalactivities (e.g., personalinterests, influence offriends, appreciation of theoutdoors, affiliation,competition, cooperation,fun...) for fitness andhealth

ë K.2.8.C.4#

ë K.2.S1.C.4Identify the factorsrelated to health andfitness development (e.g., health benefit,physical attributes,interpersonal interaction,influence of family,availability of facilities/equipment, competition,cooperation, personalsuccess, timemanagement...) thataffect choices ofphysical activities forself and others

ì K.2.S2.C.4Examine factors(e.g., enjoyment, previousexperiences, values andattitude, social benefits,financial commitment,medical, incentives,stages of change...) thathave an impact onadherence to apersonal fitness plan

2 — Fitness Management - SkillsStrand A: Acquisition/Application of Fitness Management Skills to Physical Activity and Healthy Lifestyle Practices



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1. ActiveParticipation

a) general fitnessactivities

b) aerobic capacity

ì S.2.K.A.1aParticipate in a widevariety of physicalactivities thatcontribute to skill/fitness developmentand enjoyment

ì S.2.K.A.1b Sustain participationin moderate tovigorous activity for short periods oftime, based onfunctional capacity

ì S.2.1.A.1aParticipate in a widevariety of physicalactivities using basicmovement skills (i.e.,transport, manipulation,and balance) thatcontribute to skill/fitness developmentand enjoyment

ì S.2.1.A.1b Sustain participationin moderate tovigorous activity toexperience physicalchanges in the body

ì S.2.2.A.1aParticipate incooperative and/orlow competitive-type physical activities(e.g., with partners, insmall groups...) thatcontribute toskill/fitnessdevelopment andenjoyment

ì S.2.2.A.1bSustain participationin moderate tovigorous activity,using basicmovement skills

ì S.2.3.A.1aParticipate inexercises/activitiesthat increaseflexibility, muscularstrength, andmuscular endurance

ì S.2.3.A.1b Maintainparticipation inmoderate tovigorous activity thatcontributes toaerobic capacity forshort (e.g., intermittent)and longer periods oftime (e.g., sustained)

ì S.2.4.A.1aParticipate regularlyin a variety ofpurposeful andindividuallychallenging fitnessactivities thatdevelop health-related and/or skill-related fitnesscomponents (e.g.,activities that increaseheart rate, lung capacity,strength, muscularendurance, flexibility,coordination...)

ì S.2.4.A.1bMaintain continuousaerobic activity for aset period of time,based on functionalcapacity

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ì S.2.5.A.1aDemonstrate correctexecution ofexercises (e.g.,keeping body straight forpush-ups, keeping legsbent for curl-ups...) designed to improveand maintainpersonal fitnessassociated with health-relatedcomponents

ì S.2.5.A.1bParticipate incontinuous aerobicactivity for asustained period oftime, whilemaintaining targetheart rate

ì S.2.6.A.1aParticipate inexercises/activities(e.g., juggling fordeveloping coordination,obstacle course foragility...) designed toimprove andmaintain personalfitness associatedwith health-relatedand skill-relatedfitness components

ì S.2.6.A.1bDemonstrate propertechnique (i.e., pacing)while participating incontinuous aerobicactivity for asustained period oftime, whilemaintaining targetheart rate

ì S.2.7.A.1aDemonstratebehaviours (e.g.,regular participation,correct and safeexecution, appropriateintensity level, self-monitoring,self-discipline...) forpersonal fitness goalattainment

ì S.2.7.A.1bParticipate incontinuous aerobicactivity for asustained period oftime related to rateof perceivedexertion and generalheart-rate zones

ì S.2.8.A.1aParticipate in fitnessactivities that usethe F.I.T.T. principleand contribute topersonal health-related fitness goals

ì S.2.8.A.1bParticipate incontinuous aerobicactivity related topersonal targetheart-rate zones

ì S.2.S1.A.1aDemonstrate a levelof participation thatcontributes to thegoals of anindividualized fitnessplan

ì S.2.S1.A.1bParticipate inplanned and self-directed activitiesthat maintain heart-rate levels in variouszones (e.g., generalhealth, basic fitness,healthy heart...)

ì S.2.S2.A.1aParticipate indifferent types oftraining andconditioningactivities thatcontribute topersonal fitnessdevelopment

ì S.2.S2.A.1bParticipate at a levelconsistent withplanned and self-directed aerobicactivities




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2. Heart-RateMonitoring

ì S.2.K.A.2 É

ì S.2.1.A.2 É

ì S.2.2.A.2 Determine owndegree of exertionthrough simplemethods (e.g., put handon chest to feel increasein heart rate, “talk test”...)while participating inphysical activities

ì S.2.3.A.2 #

ì S.2.4.A.2Demonstrateefficient ways (e.g.,pulse point location andproper finger positionson wrist and neck, use ofheart monitors...) todetermine heart ratebefore and afterexercise




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ì S.2.5.A.2Demonstrate use ofshort-cut methods(e.g., 6-second count x10; 10-second count x6...) and/ortechnology (e.g., heartrate monitors...) formonitoring heart-rate counts before,during, and afteractivities, and relateto target heart-ratezones(e.g., general health,basic fitness, healthyheart...)

ì S.2.6.A.2Compare own heartrate during aerobicactivity to thegeneral target heart-rate zones (e.g.,general health, basicfitness, healthy heart...)

ì S.2.7.A.2Determine therelationship betweenthe rate of perceivedexertion and thegeneral heart-ratetarget zones (e.g., thelevel of exertion issomewhat difficult butthe ability to talk remainswhile exercising in ahealthy heart zone...)

ì S.2.8.A.2Determine personaltarget heart-ratezone, using simplemethods (e.g.,Karvonen formula,software programs...)

ì S.2.S1.A.2Demonstrate use ofheart-ratemonitoring (e.g., pulsepoints, heart monitors,software programs...) tocompare exertionlevel in a variety ofactivities

ì S.2.S2.A.2 Demonstrate use ofheart-ratemonitoring (e.g., pulsepoints, heart monitors,software programs...) inpersonal fitnesstraining




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3. FitnessAssessment andAnalysis

(MathematicsConnection)

a) assessment

b) analysis

(See page 16 forexplanation of iconsand/or absence ofoutcomes)

ì S.2.3.A.3aRecord participationin daily physicalactivities (e.g., athome, at school, in thecommunity...) over aperiod of time (e.g., aweek, a day...) todetermine level ofphysical activityparticipation

ì S.2.4.A.3aDetermine ownperformance levelfor health-relatedfitness components (i.e., cardiovascularendurance, muscularstrength, muscularendurance, flexibility),using simple tests ortasks (e.g., sit andreach, modified curl-up,1600-metre run...)

ì S.2.4.A.3bRecord own fitnessresults and physicalactivity participation over a period of time(e.g., beginning, middle,end of school year...) forpersonal progress




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ì S.2.5.A.3a#

ì S.2.5.A.3bCompare own fitnessresults and physicalactivity participationover a period of time(e.g., beginning, middle,end of school year...) tocheck and revisepersonal goals

ì S.2.6.A.3aDemonstrate the useof assessmentstrategies (e.g., activitylog, activity calendar,stopwatch, computerdatabase program,heart-rate monitor...) todetermine, organize,and record fitnessresults and physicalactivity participation

ì S.2.6.A.3b#

ì S.2.7.A.3a#

ì S.2.7.A.3bChart own fitnessresults (e.g., usinginformation technology...)throughout the yearto determine effectsof particiation and/orspecific training onpersonal progress

ì S.2.8.A.3aAssess the level ofability in one ormore health-relatedcomponents(i.e., cardiovascularendurance, muscularendurance, muscularstrength, flexibility) ofphysical fitness

ì S.2.8.A.3b#

ì S.2.S1.A.3aAssess the level ofability in one ormore skill-relatedcomponents (e.g., balance, agility,power, reaction time,speed, coordination) ofphysical fitness

ì S.2.S1.A.3bAnalyze own fitnesstest results (e.g.,using informationtechnology...) toestablish personalfitness goals

ì S.2.S2.A.3aAssess currentpersonal physicalfitness levels using appropriate fitnesstests and informationtechnology (e.g., stop-watches, heart-ratemonitors, fitness-relatedsoftware programs...)

ì S.2.S2.A.3bAnalyze own fitnesstest results (e.g., usinginformation technology...)and determine thefactors thatcontributed to theresults

Documents

Physical Education/Health Education Fitness - · PDF filePhysical Education/Health Education Fitness 63 Strand A Knowledge Strand B Strand C Skills Strand A Scope and Sequence Chart