Saskatchewan - Curriculum Links
Training to Train Stage
Males 12-16, Females 11-15
Grades Corresponding to Training to Train Stage of LTAD: Males Grades 6-11, Females Grades 5-10
Provincial Curriculum Document Organization: The curricula relevant to the Training to Train Stage (Grades 5, 6, 7, 8, 9, 10, and 11) exists
within the 2010 Saskatchewan Curriculum Physical Education 5, 2009 Saskatchewan Curriculum Physical Education 6, 7, 8, and 9, Wellness 10
(2004), and Physical Education 20 & 30 (1994) documents. These curriculum documents are available at:
https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en.
Structure of Saskatchewan’s Physical Education Curriculum:
The Grades 5-9 curriculums are organized into:
• Goals
o Outcomes
• Indicators
Each outcome is represented with a code, such as 1.3.
• The first letters or digit represents the grade of the outcome
• The last digit represents the number of the outcome within that particular grade
The Wellness 10 and Physical Education 20 & 30 curriculums are organized into:
• Foundational Objectives
o Learning Objectives
Saskatchewan - Curriculum Links
Grade 5:
Component of Training to Train Stage
Sport specific skill development
Linking Outcomes
5.3 Complex Skills
• Demonstrate a progression towards control in complex movement skills that combine
locomotor skills with non-locomotor skills to be used in body management activities
(including dance and educational gymnastics, and others such as track and field,
aquatics, aerobics, skipping, pilates, yoga) and games.
5.4 Manipulative Skills
• Express and apply, with guidance, a variety of ways to skillfully move objects while
participating in movement activities, including at a: • utilization level of skill when: •
volleying (to send an object in the air before it comes to rest) • striking with longhandled implements (bats, golf clubs, hockey sticks) • control level of skill when: •
punting.
5.5 Complex Manipulative Skills
• Refine manipulative (sending, receiving, and accompanying objects) skills used in
increasingly complex movement activities such as lead-up games, including: • throwing
• catching (collecting, gathering) • kicking • hand dribbling • foot dribbling • striking
with hands and short-handled implements (short-handled racquets and paddles).
5.6 Performance Refinement
• Apply performance cues, movement variables, tactics (e.g., body fakes, change of speed,
change of direction, keeping the body low while moving), and principles of practice
(e.g., form, consistency, repetition) in complex movement activities to improve the
performance of self and others.
5.7 Skillful Play
• Refine, alone and with others, selected movement skills, tactics, and strategies while
participating in: • small-sided and lead-up net/ wall games (e.g., badminton, tennis,
table tennis, one bounce, three-on-three volleyball, pickleball, paddle ball) and critically
reflect on chosen movement skills, tactics, and strategies used in: • small-sided and leadup target games (e.g., bowling, curling, golf, bocce ball, archery) • small sided and leadup striking/fielding games (e.g., long ball, softball, kickball, cricket) • small-sided and
Saskatchewan - Curriculum Links
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Integrated mental, cognitive and emotional
development
lead-up invasion/territorial games (e.g., two-on-two, three-on-three games using skills
from games such as soccer, basketball, and soft lacrosse) • small-sided and lead-up
alternate environment activities and games (e.g., hiking, aquatics, orienteering, skating,
roping, tobogganing, cross-country skiing, downhill skiing, tracking, cycling, wall
climbing, paddling).
5.1 Health-related Fitness
• Create and implement, with guidance, as a class, a health-related fitness plan targeting
the health-related fitness component of cardiovascular endurance that includes setting a
personal goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity,
Type of activity, and Time), and incorporates daily moderate to vigorous movement
activity.
5.2 Muscular Fitness
• Apply, with guidance, beneficial and safe strategies to improve flexibility and muscular
endurance through participation in a variety of movement activities.
5.6 Performance Refinement
• Apply performance cues, movement variables, tactics (e.g., body fakes, change of speed,
change of direction, keeping the body low while moving), and principles of practice
(e.g., form, consistency, repetition) in complex movement activities to improve the
performance of self and others.
5.7 Skillful Play
• Refine, alone and with others, selected movement skills, tactics, and strategies while
participating in: • small-sided and lead-up net/ wall games (e.g., badminton, tennis,
table tennis, one bounce, three-on-three volleyball, pickleball, paddle ball) and critically
reflect on chosen movement skills, tactics, and strategies used in: • small-sided and leadup target games (e.g., bowling, curling, golf, bocce ball, archery) • small sided and leadup striking/fielding games (e.g., long ball, softball, kickball, cricket) • small-sided and
lead-up invasion/territorial games (e.g., two-on-two, three-on-three games using skills
from games such as soccer, basketball, and soft lacrosse) • small-sided and lead-up
alternate environment activities and games (e.g., hiking, aquatics, orienteering, skating,
roping, tobogganing, cross-country skiing, downhill skiing, tracking, cycling, wall
Saskatchewan - Curriculum Links
climbing, paddling).
5.8 Rules
• Demonstrate an understanding of and willingness to accept the rules of teacher-selected
games, including lead-up games, and invented games by officiating and participating in
classmate officiated competitions.
5.9 Safety and First-Aid
• Make decisions about how to prevent and care for common movement activity-related
discomforts and injuries (e.g., stiffness, nose bleeds, and sprains).
5.10 Social Skills
• Examine and critically assess personal positioning within the five levels of a social skills
continuum for participation in movement activities (i.e., irresponsible behaviour, selfcontrol, involvement).
Develop mental preparation
Introduce free weights
Develop ancillary capacities
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
5.2 Muscular Fitness
• Apply, with guidance, beneficial and safe strategies to improve flexibility and muscular
endurance through participation in a variety of movement activities.
Saskatchewan - Curriculum Links
Grade 6:
Component of Training to Train Stage
Sport specific skill development
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Linking Outcomes
6.4 Skill-related Fitness
• Demonstrate, through participation in movement activities, an understanding of the
skill-related components of fitness (power, agility, speed, reaction time, balance, and
coordination) and how they connect with the health-related components of fitness
(cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body
composition) in the development of each other.
6.5 Complex Skills
• Demonstrate a progression towards control in complex movement skills that combine
locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative
(moving objects) skills as they apply to games and sports (e.g., lay-up in basketball,
spike in volleyball, dribbling to a shot in soccer, gathering a grounder and throwing to a
base in softball, stick handling to a shot in floor hockey, receiving and sending the
double balls in double ball).
6.6 Manipulative Skills
• Express and apply, with guidance, performance cues (visual contact, point of release or
contact, absorption) to enhance manipulative (moving objects) skills: to the utilization
level of skill when punting.
6.1 Cardiovascular Fitness
• Create and implement a personal health-related fitness plan targeting the health-related
fitness component of cardiovascular endurance that involves setting a goal for
improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and
Time), and incorporates daily moderate to vigorous movement activity.
6.3 Muscle Fitness
• Apply self-selected strategies for effectively and safely improving muscular endurance
and flexibility, and apply, with guidance, an understanding of how to effectively and
safely improve muscular strength.
6.4 Skill-related Fitness
Saskatchewan - Curriculum Links
•
Integrated mental, cognitive and emotional
development
Demonstrate, through participation in movement activities, an understanding of the
skill-related components of fitness (power, agility, speed, reaction time, balance, and
coordination) and how they connect with the health-related components of fitness
(cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body
composition) in the development of each other.
6.7 Biomechanics
• Explore, apply, and communicate the biomechanical concepts and principles of force
production, force absorption, and resistance as a means to enhance independence in
learning motor skills involving locomotor (traveling), non-locomotor (non-traveling),
and manipulative (moving objects) skills.
6.8 Movement Concepts
• Analyze and apply, with guidance, movement concepts to support skill development
while participating in: target games (e.g., effort qualities in backswing and wrist action
on “out-turn” in curling) invasion/territorial games (e.g., offensive pace to an “open
space”).
6.9 Decision Making
• Make situational decisions (individual, partner, and team) related to the selection of
skills, tactics, and strategies to enhance individual and team performance while
participating in: target games (e.g., bowling, curling, golf, bocce ball, archery)
invasion/territorial games (e.g., basketball, touch football, soccer, team handball, soft
lacrosse, floor hockey, ultimate Frisbee) low-organizational, inventive, and co-operative
games (e.g., capture the flag, prisoner’s base, four goal game).
6.12 Influences
• Analyze the attributes (e.g., height, natural speed of movement, rhythmical sense) and
limitations (e.g., physical development, motor disabilities, visual impairments) of self
and others as source of information for making decisions related to participation of self
and others in movement activity as well as possible career choice implications.
6.13 Safety & Rules
• Analyze and apply safety guidelines and rules that apply to the target games,
invasion/territorial games, and alternate environment activities to develop an
Saskatchewan - Curriculum Links
appreciation of their impact on self and others.
6.14 Relationship Skills
• Apply personally developed plan for progressing through the five levels of a social skills
continuum that begins with irresponsible behaviour and progresses through selfcontrol, involvement, self-responsibility, and caring for others to support personal
growth in making positive connections to others, while participating in movement
activities.
Develop mental preparation
Introduce free weights
Develop ancillary capacities
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
6.3 Muscle Fitness
• Apply self-selected strategies for effectively and safely improving muscular endurance
and flexibility, and apply, with guidance, an understanding of how to effectively and
safely improve muscular strength.
6.1 Cardiovascular Fitness
• Create and implement a personal health-related fitness plan targeting the health-related
fitness component of cardiovascular endurance that involves setting a goal for
improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and
Time), and incorporates daily moderate to vigorous movement activity.
6.2 Body Composition
• Demonstrate an understanding of the impact of inactivity on body composition and
how to make healthy choices for a balanced self, including regular participation in
movement activity, that effectively and safely affect (maintain, increase, decrease) body
fat composition.
6.2 Body Composition
• Demonstrate an understanding of the impact of inactivity on body composition and
how to make healthy choices for a balanced self, including regular participation in
movement activity, that effectively and safely affect (maintain, increase, decrease) body
fat composition.
6.10 Alternate Environment & Body Management
Saskatchewan - Curriculum Links
complementary sports
•
Apply controlled use of selected movement skills and variations (i.e., locomotor, nonlocomotor, and manipulative skills) as well as safe and environmentally friendly
behaviours while participating in a variety of: alternate environment activities (e.g.,
skating, cross-country skiing, downhill skiing, snowshoeing, roping, cycling, hiking,
kayaking, aquatics, tobogganing, orienteering) body management activities including
dance and educational gymnastics, as well as others (e.g., pilates, wrestling, skipping,
track and field, yoga, aerobics).
Saskatchewan - Curriculum Links
Grade 7:
Component of Training to Train Stage
Sport specific skill development
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Integrated mental, cognitive and emotional
development
Linking Outcomes
7.4 Cross-training
• Examine and apply strategies to incorporate cross-training using different movement
activities to improve fitness and skill (e.g., aerobic dance develops coordination and
agility used in basketball; golf and hockey develop hand/ eye coordination/striking
skills) while participating in movement activities.
7.5 Complex Skills
• Demonstrate control, including smooth transitions, of complex movement skills that
combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and
manipulative (moving objects) skills as they apply to games and sports (e.g., lay-up in
basketball, spike in volleyball, dribbling to a shot in soccer, gathering a grounder and
throwing to a base in softball, stick handling to a shot in floor hockey, paddling a kayak,
passing a lacrosse ball) while participating in movement activities.
7.1 Health-related Fitness
• Create and implement a personal health-related fitness plan targeting the health-related
fitness components of cardiovascular endurance, muscular endurance, and flexibility
that involves setting a goal for improvement, applies the F.I.T.T. principle (Frequency,
Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous
movement activity.
7.2 Body Composition
• Examine personal daily nutritional habits and fluid intake practices that support healthy
participation in various types of movement activities and the attainment or maintenance
of healthy body weight and body composition.
7.3 Skeletal System
• Demonstrate an understanding of the effects of exercise and inactivity on the skeletal
system (i.e., increased/ decreased bone density, increased/decreased bone mass) and
the function (i.e., shape support, protection) of the skeletal system in relation to
participating in movement activities.
Saskatchewan - Curriculum Links
7.6 Biomechanics
• Explore, apply, and communicate biomechanical concepts and principles of balance,
stability, spin, and rotation as a means to enhance independence in learning motor skills
involving locomotor (traveling), non-locomotor (non-traveling), and manipulative
(moving objects) skills.
7.7 Movement Concepts
• Analyze and apply, with guidance, movement concepts while participating in: net/wall
games (e.g., badminton - body awareness in ready position to receive a serve)
striking/fielding games (e.g., softball - body position to catch a fly ball or grounder).
7.8 Decision Making
• Make situational decisions (individual, partner, and team) related to the selection of
skills, tactics, and strategies to enhance individual and team performance while
participating in: net/wall games (e.g., badminton, volleyball, tennis, table tennis,
pickleball, paddleball) striking/fielding games (e.g., softball, longball, kickball, cricket)
low-organizational, inventive, and co-operative games (e.g., walleyball, king’s court).
7.11 Influences
• Examine external influences (i.e., cost, facility availability, practice opportunities outside
school) that may affect movement skill development and options for active living in the
community.
7.12 Safety & Rules
• Analyze and apply the safety guidelines and rules related to net/wall games,
striking/fielding games, low-organizational and inventive games, alternate environment
activities, and body management activities to develop an appreciation of their impact on
self and others.
7.13 Relationship Skills
• Role model and practise the behaviours associated with demonstrating responsibility
and caring for others to support personal growth in making positive connections while
participating in movement activities.
Develop mental preparation
Introduce free weights
Saskatchewan - Curriculum Links
Develop ancillary capacities
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
7.2 Body Composition
• Examine personal daily nutritional habits and fluid intake practices that support healthy
participation in various types of movement activities and the attainment or maintenance
of healthy body weight and body composition.
7.2 Body Composition
• Examine personal daily nutritional habits and fluid intake practices that support healthy
participation in various types of movement activities and the attainment or maintenance
of healthy body weight and body composition.
7.3 Skeletal System
• Demonstrate an understanding of the effects of exercise and inactivity on the skeletal
system (i.e., increased/ decreased bone density, increased/decreased bone mass) and
the function (i.e., shape support, protection) of the skeletal system in relation to
participating in movement activities.
7.9 Alternate Environment & Body Management
• Utilize selected movement skills and combinations of skills (i.e., locomotor, nonlocomotor, and manipulative) to participate in a variety of: alternate environment
activities (e.g., skating, cross-country skiing, swimming, snowshoeing, cycling, hiking,
tracking, skateboarding, roping, canoeing, downhill skiing, orienteering) body
management activities including dance and educational gymnastics, as well as others
(e.g., wrestling, track and field, pilates, yoga, aerobics).
Saskatchewan - Curriculum Links
Grade 8:
Component of Training to Train Stage
Sport specific skill development
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Linking Outcomes
8.4 Complex Skills
• Utilize, including smooth transitions, complex movement skills that combine
locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative
(moving objects) skills (e.g., lay-up in basketball, spike in volleyball, hoop dancing,
dribbling to a shot in soccer, rhythmical gymnastics movement, gathering a grounder
and throwing to a base in softball, stick handling to a shot in floor hockey, ball control
while moving in double ball) to enhance personal performance and enjoyment in a
variety of movement activities.
8.6 Concepts, Tactics , & Strategies
• Design and implement, collaboratively, plans to develop the performance concepts and
application of tactics and strategies to enhance individual and team performance,
involved in each of: target games (e.g., bowling, curling, archery, golf, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch, cricket) net/wall games (e.g.,
badminton, tennis, table tennis, volleyball, pickleball) invasion/territorial games (e.g.,
double ball, basketball, soccer, soft lacrosse, touch football, floor hockey, ultimate
Frisbee, rugby, team handball) low-organizational and inventive games (e.g., walleyball,
capture the flag, prisoner’s base, speedball, kick the can, snowsnakes, bombardment).
8.9 Movement Sequences
• Perform, both as a leader and a follower, self-created, collaboratively created, and
established sequences of movements with smooth transitions, incorporating skills and
combinations of skills from a variety of games (i.e., target games, net/wall games,
striking/fielding games, invasion/territorial games, low-organizational and inventive
games) and body management activities (e.g., dance, aquatics, educational gymnastics,
track and field, pilates, yoga, wrestling, martial arts, aerobics), alone and with others.
8.1 Health-related Fitness
• Create, implement, evaluate, and revise a personal health-related fitness plan targeting
the health-related fitness components of cardiovascular endurance, muscular
endurance, muscular strength, and flexibility that involves setting goals for
Saskatchewan - Curriculum Links
Integrated mental, cognitive and emotional
development
improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and
Time), and incorporates daily moderate to vigorous movement activity.
8.2 Muscular System
• Apply an understanding of how to positively affect the major muscle groups (e.g.,
biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an
understanding of the effects of exercise and inactivity on the muscular system (e.g.,
increased/ decreased strength, increased/ decreased lean muscle, increased/decreased
elasticity, increased/decreased muscle tone).
8.3 Skill-related Fitness
• Implement personal plans for improvement of skill-related components of fitness
(power, agility, speed, reaction time, balance, and coordination) to improve the weaker
components and to support enjoyment in personal, social, and competitive movement
activities.
8.2 Muscular System
• Apply an understanding of how to positively affect the major muscle groups (e.g.,
biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an
understanding of the effects of exercise and inactivity on the muscular system (e.g.,
increased/ decreased strength, increased/ decreased lean muscle, increased/decreased
elasticity, increased/decreased muscle tone).
8.5 Biomechanics
• Explore, apply, and communicate biomechanical concepts and principles related to
levers and projectiles as well as Newton’s Laws of Motion as a means to enhance
independence in learning motor skills.
8.6 Concepts, Tactics , & Strategies
• Design and implement, collaboratively, plans to develop the performance concepts and
application of tactics and strategies to enhance individual and team performance,
involved in each of: target games (e.g., bowling, curling, archery, golf, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch, cricket) net/wall games (e.g.,
badminton, tennis, table tennis, volleyball, pickleball) invasion/territorial games (e.g.,
double ball, basketball, soccer, soft lacrosse, touch football, floor hockey, ultimate
Saskatchewan - Curriculum Links
Frisbee, rugby, team handball) low-organizational and inventive games (e.g., walleyball,
capture the flag, prisoner’s base, speedball, kick the can, snowsnakes, bombardment).
8.7 Decision Making
• Analyze the situational decisions, of self and others, while under the pressure of game
play in target games, net/wall games, striking/ fielding games, invasion/ territorial
games, and low-organizational, inventive, and cooperative games to determine the
effectiveness of the decisions and to propose options for improvement.
8.11 Technological Influences
• Demonstrate an understanding of the impact of current and emerging technologies
(e.g., computer and video games, fitness equipment such as treadmills, heavy wooden
racquets compared to lightweight fibreglass racquets, sports shoes) on fitness, fitnessrelated career options, and well-being.
8.12 Basic First Aid
• Demonstrate the skills required to administer basic first aid (e.g., scene management,
seeking help, treating minor injuries, applying precautions for body fluids) required as a
result of injury caused by participation in movement activities.
8.13 Social Behaviour
• Analyze environmental influences (e.g., family beliefs/ values, culture, gender, role
models, workplace, peers, advertising, television) to assess their impact on responsible
social behaviour in movement activity settings.
Develop mental preparation
Introduce free weights
Develop ancillary capacities
8.2 Muscular System
• Apply an understanding of how to positively affect the major muscle groups (e.g.,
biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an
understanding of the effects of exercise and inactivity on the muscular system (e.g.,
increased/ decreased strength, increased/ decreased lean muscle, increased/decreased
elasticity, increased/decreased muscle tone).
8.1 Health-related Fitness
• Create, implement, evaluate, and revise a personal health-related fitness plan targeting
the health-related fitness components of cardiovascular endurance, muscular
Saskatchewan - Curriculum Links
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
endurance, muscular strength, and flexibility that involves setting goals for
improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and
Time), and incorporates daily moderate to vigorous movement activity.
8.2 Muscular System
• Apply an understanding of how to positively affect the major muscle groups (e.g.,
biceps, triceps, pectorals, abdominals, quadriceps, hamstrings) while clarifying an
understanding of the effects of exercise and inactivity on the muscular system (e.g.,
increased/ decreased strength, increased/ decreased lean muscle, increased/decreased
elasticity, increased/decreased muscle tone).
Saskatchewan - Curriculum Links
Grade 9:
Component of Training to Train Stage
Sport specific skill development
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Linking Outcomes
9.5 Complex Skills
• Build skills towards proficiency in four self-selected complex movement skills including
one from four of the following categories: target games (e.g., bowling, curling, golf,
archery) striking/fielding games (e.g., long ball, softball, slo-pitch, cricket) net/wall
games (e.g., badminton, tennis, table tennis, volleyball) invasion/territorial games (e.g.,
basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate Frisbee,
double ball, team handball) alternate environment activities (e.g., orienteering, skating,
cross-country skiing, canoeing, roping, downhill skiing, dog sledding, wall climbing, inline skating, skate boarding, cycling) body management activities (e.g., dance, wrestling,
track and field, pilates, martial arts, yoga, aerobics, gymnastics).
9.6 Games, Tactics, & Strategies
• Design and implement, collaboratively, plans to use effective tactics and strategies
(while considering rules and skills when participating in a variety of movement activity
situations) to enhance performance and enjoyment of self and others in each of the
following: target games (e.g., bowling, curling, golf, archery, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch) net/wall games (e.g.,
badminton, tennis, table tennis, volleyball, pickleball) invasion/territorial games (e.g.,
basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate Frisbee,
double ball, team handball) low-organizational, inventive, and cooperative games (e.g.,
capture the flag, prisoner’s base, speedball, kick the can, bombardment, dodgeball).
9.1 Health-related Fitness
• Examine and apply the principles of training (i.e., overload, progression, specificity,
adaptation, use/ disuse) to personal action plans that incorporate daily moderate to
vigorous movement activity and focus on the improvement and/or maintenance of selfselected components of health-related fitness (cardiovascular endurance, muscular
endurance, muscular strength, flexibility).
9.3 Core Strength
• Investigate and apply safe and effective strategies for developing the strength of core
Saskatchewan - Curriculum Links
Integrated mental, cognitive and emotional
development
muscles and joint muscles.
9.4 Skill-related Fitness
• Implement personal plans for improvement of a self-selected skill-related component of
fitness (power, agility, speed, reaction time, balance, and coordination) as it applies to
complex movement skills used in a sport or activity of interest (e.g., power in the legs to
increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance
used in ballet, coordination used in juggling or cup stacking).
9.8 Body Management
• Express insights on the experience of participating in body management activities,
including dance and gymnastics, as well as others (e.g., pilates, yoga, aquatics, karate,
cross country running, aerobics, weight training, tai chi) as a means to support
participation in recreational and leisure time activities for physical, emotional, mental,
and spiritual well-being.
9.2 Body Composition
• Determine safe and credible publicly promoted options for managing body
composition and weight (i.e., decrease body fat, increase muscle content) and analyze
the influence of mass media on body image.
9.6 Games, Tactics, & Strategies
• Design and implement, collaboratively, plans to use effective tactics and strategies
(while considering rules and skills when participating in a variety of movement activity
situations) to enhance performance and enjoyment of self and others in each of the
following: target games (e.g., bowling, curling, golf, archery, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch) net/wall games (e.g.,
badminton, tennis, table tennis, volleyball, pickleball) invasion/territorial games (e.g.,
basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate Frisbee,
double ball, team handball) low-organizational, inventive, and cooperative games (e.g.,
capture the flag, prisoner’s base, speedball, kick the can, bombardment, dodgeball).
9.11 Prevention & Care
• Apply an understanding of how to prevent (e.g., using proper technique) and care for a
variety of movement activity-related injuries (e.g., sprains, breaks, contusions, skin
Saskatchewan - Curriculum Links
irritations, concussions).
9.12 Respectful Behaviour
• Demonstrate an understanding of and incorporate positive social behaviours into all
aspects of personal involvement in movement activities, in the context of both a
participant and a spectator, after examining the positive and negative influences of
organized sports, movement competitions (e.g., dance competition), and mass media
on the social behaviour of self and others.
Develop mental preparation
Introduce free weights
Develop ancillary capacities
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
9.3 Core Strength
• Investigate and apply safe and effective strategies for developing the strength of core
muscles and joint muscles.
9.1 Health-related Fitness
• Examine and apply the principles of training (i.e., overload, progression, specificity,
adaptation, use/ disuse) to personal action plans that incorporate daily moderate to
vigorous movement activity and focus on the improvement and/or maintenance of selfselected components of health-related fitness (cardiovascular endurance, muscular
endurance, muscular strength, flexibility).
9.2 Body Composition
• Determine safe and credible publicly promoted options for managing body
composition and weight (i.e., decrease body fat, increase muscle content) and analyze
the influence of mass media on body image.
Saskatchewan - Curriculum Links
Wellness 10:
Component of Training to Train Stage
Sport specific skill development
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Integrated mental, cognitive and emotional
development
Linking Learning Objective
Foundational Objective #5
Demonstrate increasing competency in many lifelong physical activities.
Learning Objectives
Students will:
• apply the principles of mechanics to improve performance in alternative environment
activities, rhythmics and dance, games, gymnastics, and individual and dual activities
• demonstrate competence in more complex versions of at least three activities from the
five activity areas: alternative environment activities, rhythmics and dance, games,
gymnastics, and individual and dual activities
Foundational Objective #4
Exhibit progress toward achievement and maintenance of a wellness-enhancing level of
physical fitness.
Learning Objectives
Students will:
• participate in a variety of fitness-enhancing physical activities in both school and nonschool settings
• incorporate fitness into daily life
• use principles of training for the purpose of improving or maintaining a wellnessenhancing level of physical fitness
• assess personal physical fitness status
• work toward personal fitness goals.
Foundational Objective #1
Improve their ability to use physical activity to attain and maintain optimal physical,
psychological, social, and spiritual wellness.
Learning Objectives
Students will:
• identify aspects of each of the four dimensions of wellness that influence or are
Saskatchewan - Curriculum Links
•
•
•
•
•
•
influenced by participation in physical activity
identify situations where physical activity can have a negative influence on their wellness
analyze activities to determine how they may help students move toward, or away from,
the optimal wellness end of the illness-wellness continuum
explain how participation in a variety of physical activities may help keep their wellness
wheel balanced (round)
analyze if the activity contributes sufficiently to wellness to be worth the time and effort
analyze how the activity could be changed to more effectively address the four
dimensions of wellness
analyze to what extent participation in a variety of physical activities may contribute to
the three spheres of wellness.
Foundational Objective #2
Improve their ability to balance Physical Activity and Fitness and the other strands of
wellness to attain and maintain optimal wellness.
Learning Objectives
Students will:
• explain how participating in physical activity can help control stress, and can also be a
cause of stress
• identify ways in which physical activity can contribute to healthy eating and ways in
which healthy/unhealthy eating can influence participation in physical activity
• expand their awareness of how positive relationships can be developed and maintained
through participation in physical activity
• recognize relationships that may have a negative impact on their participation in
physical activity
• identify ways in which physical activities can serve as sources of leisure.
Foundational Objective #3
Exhibit progress toward adoption of a physically active lifestyle.
Saskatchewan - Curriculum Links
Learning Objectives
Students will:
• participate regularly in wellness-enhancing and personally rewarding physical activity
within the Wellness 10 program and their daily lives
• analyze and compare fitness benefits derived from various physical activities
• analyze and evaluate personal fitness
• identify personal behaviour related to physical activity that supports and does not
support a wellness lifestyle
• participate in a range of activities from all activity areas
• use the decision-making process to design and implement a Physical Activity and
Fitness action plan that meets their individual needs.
Foundational Objective #4
Exhibit progress toward achievement and maintenance of a wellness-enhancing level of
physical fitness.
Learning Objectives
Students will:
• use principles of training for the purpose of improving or maintaining a wellnessenhancing level of physical fitness
• assess personal physical fitness status
• work toward personal fitness goals.
Foundational Objective #5
Demonstrate increasing competency in many lifelong physical activities.
Learning Objectives
Students will:
• select physical activities from several activity areas based on interest, meaning, and
fulfillment
• apply the principles of mechanics to improve performance in alternative environment
Saskatchewan - Curriculum Links
•
activities, rhythmics and dance, games, gymnastics, and individual and dual activities
demonstrate competence in more complex versions of at least three activities from the
five activity areas: alternative environment activities, rhythmics and dance, games,
gymnastics, and individual and dual activities.
Foundational Objective #6
Become more able to apply movement concepts and principles to learning and
development of movement patterns and skills.
Learning Objectives
Students will:
• use more specialized knowledge to develop movement competency or proficiency
• identify and apply performance cues to enable the development of movement
proficiency
• apply biomechanical concepts and principles to analyze and improve performance of
self and others
• describe and demonstrate the significance of some basic physiological principles to the
development of a personal fitness program
• understand and independently apply activity specific information to their own
performance.
Foundational Objective #7
Demonstrate increasingly responsible personal and social behaviour in their daily lives,
including physical activity settings.
Learning Objectives
Students will:
• apply safe practices, rules, procedures, and etiquette in all physical activity settings
• act independently of peer pressure
• resolve conflicts in appropriate ways
• keep the importance of winning and losing in perspective relative to other established
goals of participation.
Saskatchewan - Curriculum Links
Foundational Objective #8
Demonstrate a deepening understanding of and respect for differences among people in
their daily lives, including physical activity settings.
Learning Objectives
Students will:
• recognize the potential of physical activity for understanding multiculturalism
• invite others with differences (e.g., movement, skill level, ethnicity, gender, disabilities)
to join in personally enjoyable physical activity
• discuss the historical roles of games, dance, and other physical activities in the cultural
life of a population
• enjoy the satisfaction of meeting and co-operating with others of various backgrounds
during physical activity.
Foundational Objective #9
Enhance their understanding of the role of physical activity in providing opportunities for
enjoyment, challenge, self-expression, social interaction, work, and leisure.
Learning Objectives
Students will:
• enjoy participating in a variety of physical activities
• try new activities alone or with others
• work with others in a physical activity to achieve a common goal
• recognize that physical activity can provide a positive social environment for interacting
with others
• identify participation factors that contribute to enjoyment and self-expression.
Develop mental preparation
Introduce free weights
Develop ancillary capacities
Foundational Objective #2
Improve their ability to balance Physical Activity and Fitness and the other strands of
wellness to attain and maintain optimal wellness.
Learning Objectives
Saskatchewan - Curriculum Links
Students will:
• identify ways in which physical activity can contribute to healthy eating and ways in
which healthy/unhealthy eating can influence participation in physical activity
Foundational Objective #3
Exhibit progress toward adoption of a physically active lifestyle.
Learning Objectives
Students will:
• use the decision-making process to design and implement a Physical Activity and
Fitness action plan that meets their individual needs.
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
Saskatchewan - Curriculum Links
Grade 20 & 30:
Component of Training to Train Stage
Sport specific skill development
Linking Learning Objective
Aquatics
Students will develop water-related skills in order to be comfortable in an aquatic
environment.
• Students will display an understanding of how locomotions performance cues are
specifically related to swimming.
• Students will display an understanding of performance cues related to springs, rotations
and landings.
Students will develop an appreciation of and respect for the water environment.
• Students will explain and demonstrate an understanding of techniques related to selfrescue skills.
Developmental Games
Students will develop skills that will enable them to be more comfortable in a games and
sports environment.
• Students will display an understanding of the terminology, rules, safety concepts,
movement patterns and performance cues that apply to games and sports.
Students will develop skills which promote lifelong pursuit of activity through games and
sports.
• Students will explain and demonstrate basic movement patterns and performance cues
related to games and sports.
Educational Gymnastics
Students will develop skills in order to be comfortable in an educational gymnastics
environment.
• Students will display an understanding of how these movement patterns and their
performance cues are specifically related to educational gymnastics.
Saskatchewan - Curriculum Links
Outdoor Pursuits
Students will develop skills related to the outdoors which will make them more comfortable
in an outdoor environment.
• Students will display an understanding of the terminology, rules, safety concepts,
mechanical principles and current developments that apply to outdoor pursuits.
Students will develop skills which promote lifelong outdoor leisure pursuits.
• Students will develop the basic movement patterns and performance cues related to
outdoor pursuits.
Students will develop an appreciation of the contribution outdoor pursuits make to personal
fitness.
• Students will develop the ability to identify and pursue a variety of fitness-related
activities that complement selected outdoor pursuits.
Major fitness development stage: aerobic and
strength. The onset of Peak Height Velocity (PHV)
and PHV are the reference points.
Rhythmics / Dance
Students will develop skills in order to be comfortable in a dance or rhythmics environment
• Students will display an understanding of performance cues related to locomotions,
springs, landings and statics.
• Students will display an understanding of how these movement patterns and
performance cues are specifically related to dance and rhythmics.
Aquatics
Students will develop an appreciation of the contribution of aquatics to personal fitness.
• Students will participate in physical fitness-related aquatics activities.
Developmental Games
Students will develop an appreciation of the contribution games and sports make to personal
fitness
• Students will demonstrate the ability to identify and pursue a variety of fitness-related
activities that involve games and sports.
Saskatchewan - Curriculum Links
Educational Gymnastics
Students will develop an appreciation of the contribution of educational gymnastics to
personal fitness
• Students will identify and pursue a variety of fitness-related activities that complement
educational gymnastics
Integrated mental, cognitive and emotional
development
Rhythmics / Dance
Students will develop an appreciation of the contribution of dance or rhythmics to personal
fitness.
• Students will explain the benefits of choosing dance or rhythmics related activities to
increase or maintain physical fitness levels.
Aquatics
Students will develop water-related skills in order to be comfortable in an aquatic
environment.
• Students will display an understanding of performance cues related to locomotions.
• Students will display an understanding of how locomotions performance cues are
specifically related to swimming.
• Students will display an understanding of performance cues related to springs, rotations
and landings.
Students will develop skills which will promote lifelong recreational activity.
• Students will explain how knowledge about movement patterns and performance cues
learned during the aquatics unit can be transferred to other physical activity areas (e.g.,
educational gymnastics).
Students will develop an appreciation of and respect for the water environment.
• Students will explain and demonstrate an understanding of techniques related to selfrescue skills.
• Students will explain how to assist those in danger near or in the water.
• Students will explain and demonstrate an understanding of safety and lifesaving skills
associated with water activities.
Students will develop an appreciation of the contribution of aquatics to personal fitness.
Saskatchewan - Curriculum Links
•
Students will explain the benefits of choosing water-related activities to increase or
maintain physical fitness levels.
Developmental Games
Students will develop skills that will enable them to be more comfortable in a games and
sports environment.
• Students will display an understanding of the terminology, rules, safety concepts,
movement patterns and performance cues that apply to games and sports.
Students will develop skills which promote lifelong pursuit of activity through games and
sports.
• Students will explain and demonstrate basic movement patterns and performance cues
related to games and sports.
Students will develop an appreciation of the contribution games and sports make to personal
fitness
• Students will demonstrate the ability to identify and pursue a variety of fitness-related
activities that involve games and sports
Educational Gymnastics
Students will develop skills in order to be comfortable in an educational gymnastics
environment.
• Students will display an understanding of performance cues related to springs, swings,
landings, statics and locomotions.
• Students will display an understanding of how these movement patterns and their
performance cues are specifically related to educational gymnastics
Students will develop an appreciation of and respect for the educational gymnastics
environment.
• Students will explain and demonstrate an understanding of the importance of safety,
etiquette and the abilities of others.
Students will develop an appreciation of the contribution of educational gymnastics to
personal fitness.
Saskatchewan - Curriculum Links
•
Students will demonstrate an understanding of the role of educational gymnastics in the
achievement and maintenance of personal fitness.
Fitness
Students will develop an appreciation of the role physical fitness plays in achieving and
maintaining a personal sense of well-being.
• Students will explain and use new terminology related to physical fitness
• Students will demonstrate the desire to participate willingly in vigorous physical
activities
• Students will demonstrate an understanding of how one’s level of personal fitness is
related to stress management, healthy eating and choice of leisure activities
• Students will demonstrate the ability to assess and apply acceptable training principles
in designing personal programs to improve health-related components of
cardiovascular/respiratory efficiency, muscular strength, muscular endurance,
flexibility, body composition, and posture.
Outdoor Pursuits
Students will develop skills related to the outdoors which will make them more comfortable
in an outdoor environment.
• Students will display an understanding of the terminology, rules, safety concepts,
mechanical principles and current developments that apply to outdoor pursuits.
Students will develop an appreciation of and respect for the outdoor environment.
• Students will develop social skills that promote acceptable standards of behavior and
positive relationships with each other and the environment.
Students will develop an appreciation of the contribution outdoor pursuits make to personal
fitness.
• Students will develop the ability to identify and pursue a variety of fitness-related
activities that complement selected outdoor pursuits.
Saskatchewan - Curriculum Links
Develop mental preparation
Introduce free weights
Develop ancillary capacities
Frequent musculoskeletal evaluations during PHV
Selection
Single or double periodization
Sport specific training 6-9 times per week including
complementary sports
Rhythmics / Dance
Students will develop skills in order to be comfortable in a dance or rhythmics environment
• Students will display an understanding of performance cues related to locomotions,
springs, landings and statics.
• Students will display an understanding of how these movement patterns and
performance cues are specifically related to dance and rhythmics.
Educational Gymnastics
Students will develop skills which will promote lifelong leisure activity.
• Students will demonstrate perseverance, self-confidence and individual initiative.
Fitness
Students will develop an appreciation of the role physical fitness plays in achieving and
maintaining a personal sense of well-being.
• Students will demonstrate the ability to assess and apply acceptable training principles
in designing personal programs to improve health-related components of
cardiovascular/respiratory efficiency, muscular strength, muscular endurance,
flexibility, body composition, and posture.