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Grade 8

Health and Physical Education

How to Use These Resources

TVO Learn is designed to meet each student where they are on their learning journey. Learning Activities are comprehensive and require guided instruction from an adult, while Resources for Learning, Apply the Learning prompts and Vocabulary lists work well to reinforce specific skills or to enable independent exploration of a subject. Use these helpful tips to get the most from TVO Learn.

Curriculum Overview

In grade 8, learners develop relationship skills with a focus on recognizing and coping with stress and challenges in positive ways, to build resilience and an attitude of positive motivation while developing self-awareness and self-confidence in order to nurture a sense of identity and belonging.

Students expand their knowledge of factors that motivate people to be physically active, by understanding connections between physical and mental health. A more detailed understanding of physical fitness activities that includes factors affecting fitness and the application of training principles are explored. The work on manipulation skills emphasizes the use of these skills in combination and in relation to external stimuli in the playing area. The study of personal safety and injury prevention expands to include situations that students may encounter as they become more independent and active in a wider variety of situations and environments, including online and virtual environments. Students will focus on making connections between their own health and the physical and mental health and well-being of those around them.

The expectations for health and physical education are organized into four distinct but related strands:

  • Social-Emotional Learning Skills
  • Healthy Living
  • Movement Competence: Skills, Concepts, and Strategies
  • Active Living

Interested in learning more? View Curriculum
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Learning Activities

Learning Activities provide opportunity for deeper exploration of a subject. Organized by grade and topic (or strand), students should be guided through each Learning Activity by an adult. Before clicking on a topic to prepare for or begin this guided instruction, be sure to read these helpful tips about how to get the most out of TVO Learn.

Learning Activities provide opportunity for deeper exploration of a subject. Organized by grade and topic (or strand), students should be guided through each Learning Activity by an adult. Before clicking on a topic to prepare for or begin this guided instruction, be sure to read these helpful tips about how to get the most out of TVO Learn.

Learning Activities
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To access this learning activity, please visit this page in a desktop or tablet browser.

Resources for Learning

Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.

Please be aware by accessing the resources below you will be leaving TVO Learn and entering other TVO domains that are subject to different privacy policies and terms of use.

Complete the suggested activities using these resources and other TVO resources.

Apply the Learning

Choose from the following to consolidate learning across all curriculum strands.

 

  • Put together a contact list of caring adults and resources that you can access as a help seeking behaviour to support mental health and well being.

  • Create a mantra to that will act as a reminder and positive morale booster/motivation to develop habits of mind.

  • Reflect on the intersectionalities of your identity. Why is it important to be aware of your self identity?
  • Design 3 fitness stations ideas that may include individual or small group activities, movements and thythmic activies or equipment. What will it be named and what will be the goal/focus?
  • Think about how participation in physical activities may have an impact on others. Can you recall a moment in your experience outside of school or at school where this occured?
  • What is agility? Why is agility a key compoent of fitness?
  • Create a series of tableaux that demonstrate the different phases of your favouite physical activity. Be sure to show three distinct movements, and a smooth transition from each movement to the next.
  • How might you modify the movements in a dance sequence as the music changes or as you develop new movement sequences using different types of music?
  • Think about activities you do at school and those you do on your own time. How can knowing how to do an activity well affect your performance in that activity and in other activities? Share an example, if possible.
  • Compare the following activities: qigong, yoga, track and field. What are some common elements in these activities? Can you choose 3 team sports and identify common elements?
  • What are some common symptoms associated with concussion? Create a PSA that can be displayed at community centres to inform the public and create awareness.
  • How can we recognize and respect the uniqueness of all people so that everyone can develop a positive self concept and be their authentic self?
  • Practice mindful eating. How can being mindful create a sense of awareness of your everyday eating decisions?
  • The transition from elementary school to high school can be stressful. What are some things that you are doing or could do to lessen the stress? Write a letter to your future self and give some advice on how to manage the stress during the start of high school.

Vocabulary

Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.

Students should understand and be able to apply these words in context.

agility

cardiorespiratory endurance

cardiorespiratory fitness

concussion

fitness goals

fitness stations

flexibility

muscular endurance

muscular strength

self confidence

skill level

training principles

breathing rhythm

dynamic balance

external stimuli

locomotor movements

personal resilience

phases of movement

self awareness

smooth transfers

static balance

tactical solutions

abstinence

contraception

coping

credible source

eating habits

empathy

gender based violence

gender expression

gender identity

habits of mind

help seeking behaviours

perspective

positive motivation

racially based violence

safety hazard

sense of belonging

sense of identity

sexual activity

sexual health

sexual orientation

societical views

stigma

substance use

violence