Progression in physical education
As students progress from level 6 to level 8, they deepen their conceptual understandings by applying the ‘big ideas’ (key concepts) of physical education in a range of relevant contexts.
The underlying concepts of hauora, the socio-ecological perspective, health promotion, and attitudes and values, in combination, underpin all learning.
Level 6 |
Level 7 |
Students demonstrate their knowledge and understanding of physical education by reflecting on and understanding what influences their decisions about participation (both from a physical and a socio-cultural perspective). They participate in a range of movement contexts and could examine why, for example, certain physical activity is stereotyped for males or females.
They will know how they position themselves within the movement culture by examining, for example, the way they respond to competition and challenge or by the way they respond to discrimination within a team. They will consider how they behave and will be able to explain their role in creative, social, competitive, and recreational movement contexts.
At level 6
- reflect on and understand what influences their decisions about participation
- using the concept of hauora, identify how they position themselves within the movement culture
- consider how they relate to others and how they behave in creative, social, competitive, and recreational movement contexts
- describe the nature of their performance
- accurately describe and explain their role in movement contexts, including how individuals and groups may influence other people’s values
- identify what challenges them and make informed decisions about how well they achieved their goals and managed risk
- perform motor skills in physical activity, including in recreational and sporting contexts
- analyse societal influences that shape community health goals and physical activity patterns.
Students continue to develop their knowledge and understanding by applying bio-physical and socio-cultural aspects as they participate in movement contexts. Students engage in critical thinking to consider a range of perspectives and to challenge assumptions.
Ongoing reflection, analysis, and evaluation are important processes as students adapt to ever-changing situations and movement environments. They use these processes as they consider the social and cultural significance influencing performance and participation and make informed decisions about their own and others movement goals.
At level 7
- analyse and be able to describe the complexity of the movement culture – including physical, social, cultural, and emotional aspects
- demonstrate physical skills that will help develop understandings about how they move, manage competition, and make informed choices in relation to play, recreation, and work
- demonstrate an understanding of movement through performance
- analyse the intricate nature of movement and their own and others’ movement identities
- apply knowledge and understandings of the social and cultural factors that influence the ways in which individuals and groups involve themselves in physical activity
- understand group processes and the contribution leadership can make to these
- perform motor skills in physical activity, including in sporting and in recreational contexts, ensuring that specific social and cultural needs are met
- describe how values, beliefs, and attitudes may lead to behaviours that support stereotypes and role expectations
- investigate how events promote healthy communities, and make judgments on how they have or have not achieved their aim(s).
Students develop critical evaluation and reflection skills. This allows them to understand more deeply the complexity of the movement culture and to consider the assumptions surrounding the role of movement in relation to self, others, and the wider society. For example, students at this level could explore the possible consequences (positive and negative) of schools requiring compulsory participation in school sport.
The ability to analyse participation patterns critically will enable them to suggest possible health-promoting actions that could contribute to their own and others lives. Students at this level draw on a wide range of perspectives from research, anecdotal evidence, media reporting, and their own participation.
At level 8
- critically analyse and be able to describe the complexity of the movement culture and increase their own awareness and appreciation of the diverse nature of movement, including physical, social, and cultural, aspects
- demonstrate understandings of the assumptions (frequently taken for granted) surrounding the role of movement in relation to self, others, and the wider society, and suggest possible health-promoting action(s) as solutions
- critically analyse the intricate nature of movement and their own and others’ movement performance
- evaluate complex movement situations
- critically analyse the impact of social and cultural factors on relationships in movement settings
- take increasing responsibility for the changing patterns of their life, work, relaxation, and recreation
- critically analyse ethical issues and dilemmas in sport and the movement culture
- use informed decision making, when analysing risk and considering their own and others’ safety
- take critical action to contribute positively to their own and other lives with respect to engagement in active lifestyles
- evaluate and implement strategies that lead to more positive ways of working together
- critically evaluate a range of data that provides information about current and future trends (for themselves and others) for well-being
- perform and evaluate motor skills in physical activity, including in challenging sporting and recreational contexts
- critically analyse unexamined assumptions and practices in relation to societal attitudes and influences on contemporary health or sporting issues.
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Last updated November 28, 2011