K-12 Programming

K-12 Physical Education Programs

Alberta Education Kindergarten to Grade 12 Physical Education Program of Studies (2000) pages 2-3 states that:

“Students will meet the aim of the physical education program and lead an active, healthy lifestyle if they have developed a desire to participate continually in physical activity and experience programs that address the prescribed outcomes. This can only be achieved in activity rooms where students are emotionally and physically safe, the climate is positive and a variety of skill-building experiences are provided that are socially, emotionally, intellectually and physically developmentally appropriate.”

The physical education program identifies four general student learning outcomes. Whether general outcome is being addressed, or an activity is being offered, the safety of students must be ensured in all aspects of program delivery as is evident from the statement above found in the program of studies.

School authorities and their staff will make decisions about what activities to present so students can achieve the outcomes. The curriculum does not prescribe what specific activities should be offered. It does, however, prescribe that a variety of experiences in the following dimensions be offered:

Alternative environments
Types of gymnastics
Dance
Games
Individual activities

Any activity that teachers choose to provide will be the “vehicle” through which the outcomes can be achieved. Choosing activities should be based on teacher expertise, student needs and school resources. The curriculum also states that activities chosen should be suitable for the developmental readiness of children, i.e., emotionally, socially, physically and intellectually. The activities identified in this guide could provide a variety of experiences for children.

K-12 Physical Education Program of Studies

The aim of the Kindergarten to Grade 12 Physical Education Program is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle.

Curriculum Model

General Outcome A Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment, e.g., aquatics and outdoor pursuits. Basic Skills; Locomotor; Non-locomotor; Manipulative Application of Basic Skills in an Alternative Environment; Aquatics and Outdoor Pursuits; Dance, Games, Types of Gymnastics, Individual Activities General outcomes B, C and D are interrelated and interdependent and are achieved through involvement in movement activities identified in General Outcome A.
General Outcome B - Benefits Health Students will understand, experience and appreciate the health benefits that result from physical activity. Functional Fitness Body Image Well-being
General Outcome C - Cooperation Students will interact positively with others. Communication Fair Play Leadership Teamwork
General Outcome D - Do it for daily life Students will assume responsibility to lead an active way of life. Effort Safety Goal-setting, Personal challenge Active Living in the community

Kindergarten [DK-1]	Grade 1 [D1-]	Grade 2 [D2-]	Grade 3 [D3-]
DK–3 show a willingness to listen to directions and simple explanations	D1–3 show a willingness to listen to directions and simple explanations	D2–3 demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while participating in physical activity	D3–3 demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while participating in physical activity
DK–4 participate in safe warm-up and cooldown activities	D1–4 participate in safe warm-up and cooldown activities	D2–4 demonstrate and participate in safe warm-up and cooldown activities	D3–4 demonstrate and participate in safe warm-up and cooldown activities
DK–5 experience moving safely and sensitively through all environments, e.g., movement activities	D1–5 move safely and sensitively through all environments, e.g., space awareness activities	D2–5 Demonstrate moving safely and sensitively in various environments, e.g., modified games	D3–5 tell about safe movement experiences in various environments, e.g., gymnastic equipment

Grade 4 [D4-]	Grade 5 [D5-]	Grade 6 [D6-]
D4–3 follow rules, routines and procedures for safety in a variety of activities	D5–3 identify and follow rules, routines and procedures for safety in a variety of activities	D6–3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities from all movement dimensions
D4–4 participate in, and identify the benefits of safe warm-up and cool-down activities	D5–4 participate in, and identify the benefits of, safe warmup and cool-down activities	D6–4 participate in, and demonstrate the benefits of, safe warm-up and cool down activities
D4–5 describe how to move safely in various environments, e.g., skating rink	D5–5 identify safe practices that promote an active, healthy lifestyle, e.g., water safety	D6–5 select simple, safe practices that promote an active, healthy lifestyle, e.g., rules of the road for cycling, inline skating
Grade 7 [D7-]	Grade 8 [D8-]	Grade 9 [D9-]
D7–3 identify, describe and follow the rules, routines and procedures for safety in a variety of activities in all dimensions	D8–3 select and apply rules, routines and procedures for safety in a variety of activities	D9–3 select and apply rules, routines and procedures for safety in a variety of activities from all movement dimensions
D7–4 explain the benefits of and demonstrate safe, warm-up and cool-down activities	D8–4 design and perform warmup and cool-down activities	D9–4 analyze, design and perform warm-up and cool down activities
D7–5 recommend safe movement experiences that promote an active, healthy lifestyle, e.g., protective equipment for inline skating, ball hockey	D8–5 appraise or judge movement experiences for safety that promote an active, healthy lifestyle, e.g., safe use of equipment	D9–5 design safe movement experiences that promote an active, healthy lifestyle, e.g., student created games
Physical Education 10	Physical Education 20	Physical Education 30
D10–3 select and apply rules, routines and procedures of safety in a variety of activities	D20–3 develop and apply safety standards and rules in a variety of activities	D30–3 develop and apply safety standards and rules in a variety of activities
D10–4 analyze, design and assess warm-up and cool-down activities	D20–4 analyze, design and assess warm-up and cool-down activities	D30–4 analyze, design and assess warm-up and cool-down activities
D10–5 define and understand first aid principles and survival skills, including cardiopulmonary resuscitation (CPR), as they relate to physical activity, e.g., aquatics, and demonstrate responsibility for actions taken to address immediate and potential hazards that might affect self and others	D20–5 demonstrate first aid principles and survival skills as they relate to physical activity, e.g., camping, and identify and analyze potential hazards that might affect self and others	D30–5 apply the use of first aid principles and survival skills as they relate to physical activity, e.g., athletic training, and recommend actions that will minimize potential hazards to self and others

Contact us

INJURY PREVENTION CENTRE
4-248 ECHA, University of Alberta
11405 87 Ave NW
Edmonton AB T6G 1C9

Telephone: 780.492.6019

hello@myspheres.ca

Administration

Injury Prevention Centre

The Injury Prevention Centre is part of the School of Public Health at the University of Alberta and is dedicated to helping Albertans and our governments make safe choices the easy choices.

Funding for the Centre is provided, in whole or in part, by Alberta Health. Provisions of funding by Alberta Health does not signify that this project represents the policies or views of Alberta Health.