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EUROPEAN FRAMEWORK OF QUALITY PHYSICAL EDUCATION

EFQPE

Project coordinator:

Authors: Zoltán Vass, Zoltán Boronyai, Tamás Csányi (Hungarian School Sport Federation)

Partners:

• Ministry of Education and Religious Affairs of Greece,

• Johann Wolfgang von Goethe University, Department

of Sports Medicine, from Germany,

• Kaunas University of Technology, from Lithuania,

• University Ljubljana from Slovenia

• European Physical Education Association (EUPEA)

“Shaping the principles and development areas for health-oriented physical education based upon the comparative analysis of the core curricula in some EU member states in order to establish a common European framework / SHA P.E.”

ERASMUS+

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1. INTRODUCTION 3

2. STANDARD-BASEDQUALITYPHYSICALEDUCATION 4

2.1.DEFININGSTANDARD-BASEDEDUCATION 4

2.2.DEFININGQUALITYEDUCATION 4

2.3.DEFININGQUALITYPHYSICALEDUCATION 5

3. EUROPEANFRAMEWORKOFQUALITYPHYSICALEDUCATION(EFQPE) 6

3.1.THEREASONBEHINDTHEESTABLISHMENTOFEFQPE 6

3.2.THEDEVELOPMENTALPROCESSOFEFQPE 6

3.3.THEAIMOFEFQPE 6

3.4.THEROLEOFEFQPE 7

3.5.THELEARNINGDOMAINSANDSTANDARDSOFEFQPE 7

3.5.1.DEFINITIONOFPHYSICALLITERACY 7

3.5.2.STANDARDSOFTHEPHYSICALLYLITERATEINDIVIDUAL(SHAPEAMERICA,NASPE) 7

3.5.3.DEFINITIONOFPHYSICALLYEDUCATEDPERSON(EUPEA) 8

3.5.4.STANDARDSOFPHYSICALLYLITERATEINDIVIDUAL(EFQPE) 8

3.6.THELEVELSANDGRIDOFEFQPE 10

4. THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITIONPROCESSOFEFQPE 11

5. REFERENCES 23

6. CONTRIBUTORS 24

TABLEOFCONTENT

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1. INTRODUCTION

InordertomaintaintheglobalcompetitivenessintherecentyearsinternationallyandparticularlyinEuropeitbecameexcessivelysignificanttosubsurviencethemobilizationofsocialgroups,whichalsobroughtthenecessityofcreatingthepermeabilitybetweeneducationalsub-systems.BasedonthatitbecameinevitableonEuropeanleveltodefinetheelementsforallofthemembercoun-tries,whichwouldbeabletoensurethestandardlearningoutcomes(knowledge,skillsandattitudes)independentlyfromthehighlyheterogeneous education systems.

TheCouncilproclaimsintheEducationandTraining2020documentthatthemainaimoftheframeworkistosupportMemberStatesinfurtherdevelopingtheireducationalandtrainingsystems.Thesesystemsshouldprovidethemeansforallcitizenstorealisetheirpotentials,aswellasensuresustainableeconomicprosperityandemployability.Theframeworkshouldtakeintoconsiderationthewholespectrumofeducationandtrainingsystemsfromalifelonglearningperspective,coveringalllevelsandcontexts(includingformal,non-formalandinformallearning).

Theframeworkfordevelopinglife-longlearningisbasedontheRecommendationoftheEuropeanParliamentandCouncilfrom2006(hereafterLLL-KC),whilsttheEuropeanQualificationFramework(hereafterEQF)isresponsibletodefinetheelementsoflearning(educationandtraining)ondifferentlevels.

TheEUinmediumandlong-termwillfacethenecessityofhavingcitizens,whoareabletobeactiveonthework-fieldbeyondtheir70’s,whichbringstheneedtohavehighly-qualifiedjob-skillsandgoodconditionofhealth,mentalandphysicalfitness.

Regrettablytheheadwayofinactive,sedentarylifestyleissignificantatallage-groups,thereforeitbecameinevitablethroughouttheWorldandinEuropethatstrategiesregardinglifemanagementonawholelife-spanshouldnotonlysupportthebuildingofthefinancialconditionsbutalsothedevelopmentofskillsandcompetencesnecessarytoestablishphysical,socialandmentalhealth.

It shouldbeunderlined, that theacquisitionanddevelopmentofhealth-enhancingphysicalactivity (hereafterHEPA)and thestronglyrelatedcompetenceelementsofthehealth-consciousfuture-orientedlifemanagementalongwiththeawarenessofthenecessityofregularphysicalactivityshouldbeginasearlyaschildhood.Themostimportantfieldsofactionofthathugechallengearetheschoolsworldwide.

Schoolsprovidethemostaccessibleandoftentheonlypossibilityforallchildrentoplay,dosports,takepartinorganizedgamesanddifferentformsofphysicalactivity.Inadditiontothat,schoolshaveanenormouseffectonchildrenfromtheirearlyschoolyearsbygivingthempositivemessagesabouthealth-managementandofferingphysicalactivityopportunities.

Ontheotherhand,duringschooltime,childrenaresedentaryforseveralhoursandwithafter-schoollearningactivities(home-work,etc.),thisschool-relatedsedentarytimeextendsalsoinchildren’sfreetime.Therefore,inorderforthelearningprocessinschoolstobeeffective,schoolshavetoprovideopportunitiestocounterbalancethesedentaryactivitieswithphysicalactivity.

Physicaleducationisacurriculumbasedandcompulsoryschoolsubject,thatplaysamajorroleinpromotingoverallhealthandphysicalliteracyforchildrenandadolescentsallaroundEuropeandtheglobe.Physicaleducationphilosophyandtraditionspecifythecurriculumaimsandcontentsincludingtheexpectationsaboutwhatthestudentshavetoknow,understand,feelandbeabletodo.However,takingintoconsiderationtheimportanceoftheculturalbackgroundandtheeducationalsystemofdifferentcountries,thereisaneedfordevelopingatoolthathelpstosynchronisethelearningoutcomesinEUlevel.TheprojectexpertgroupofEuropeanFrameworkofQualityPhysicalEducation(hereafterEFQPE)wereaimingatdevelopingaframeworkoflearningoutcomesystemthatwouldbeacceptablein6EUcountries.Thisdocumentisthefirstversionofthisinitiative.

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2.STANDARD-BASEDQUALITYPHYSICALEDUCATION

2.1. DEFINING STANDARD-BASED EDUCATION

“Ineducation,thetermstandards-basedreferstosystemsofinstruction,assessment,grading,andacademicreportingthatarebasedonstudentsdemonstratingunderstandingormasteryoftheknowledge,skillsandbehaviourstheyareexpectedtolearnoradoptastheyprogressthroughtheireducation.Inaschoolthatusesstandards-basedapproachestoeducatingstudents,learningstandardsdeterminethegoalsofalessonorcourse,andteachersthendeterminehowandwhattoteachstudentssotheyachievethelearningexpectationsdescribedinthestandards.”1. Thegeneralgoalofstandards-basedlearningistoensurethatstudentsareacquiringtheknowledgeandskillsattitudesandcompetencethatareessentialtosuccessinalife-longlearningperspective.

2.2. DEFINING QUALITY EDUCATION

„Qualityeducationisonlyeffectivewheretherequirementsofefficiencyandequityismetonschoollevel.Withdifferentwordsonlythoseschoolsareefficientthathavereachedhigherlevelofeducationaloutcomebystartingfromanequalstartingpointwithtakinglocalcharacteristicsintoaccount.”2.

Qualityeducationincludes:3.

• Learnerswhoarehealthy,well-nourished,capableandready toparticipateand learn,andsupported in learningby theirfamiliesandcommunities.

• Environmentsthatarehealthy,safe,protectiveandgender-sensitive,andprovideadequateresourcesandfacilities.• Contentthatisreflectedinrelevantcurriculaandmaterialsfortheacquisitionofbasicskills,especiallyintheareasofliteracy,

numeracyandskillsforlife,andknowledgeinsuchareasasgender,health,nutrition,prevention.• Processesthroughwhichtrainedteachersusechild-centredteachingapproachesinwell-managedclassroomsandschools

andskilfulassessmenttofacilitatelearningandreducedisparities.• Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive

participation in society.

Inordertoprovidequalityeducationthefollowingcriticalareasmustbeaddressed:4.

TeacherCredentials:• Allteacherspossessadequatephysicaleducationteachingcompetenciesinphysicaleducation.• Allteachersparticipateregularlyinprofessionaldevelopmentactivitiestomaintainandupgradeknowledgeofappropriate

pedagogyandtechnologyregardingtheteachingofphysicaleducation.

ClassSizeandTimeRequirements:• Allclassesareconsistentwithteacher-to-studentratiosinotheracademicareasorclassrooms.• Timerequirements.

LearningEnvironment:• Allclassesprovideforasafe,positive,anddevelopmentallyappropriatelearningenvironment.• All classes are supplied with adequate equipment and facilities for each student to actively participate in all phases of

instruction.• Allclasseshaveadequatetechnologyavailableforusebyteachersandstudents.

Instruction:• Designedtoprovideforaplanned,sequencedcurriculumthatincludesstatedstandardsthatareassessedonaregularbasis.• Designedtoprovidestudentswiththeknowledge,skills,andcompetencesrequiredtoparticipatesafelyinphysicalactivity

throughoutalifetime.• Designedtoprovideforinclusionofallstudentsindevelopmentallyappropriateactivities.

Assessment:• Isfrequentandbasedondesignatedlearningoutcomesalignedwithnational,andlocalstandards.• Includesavarietyofmethods,techniques,andforms.• Isdesignedtoassiststudents inunderstandingand improvingknowledge,skills,andcompetencesrelated toactivityand

health-relatedphysicalfitness.• Providesfeedbackforstudentlearningandcurricularplanning.

1. http://edglossary.org/standards-based/ 2.http://www.mdsz.hu/wp-content/uploads/2014/09/Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanya.pdf 3.http://www.unicef.org/education/files/QualityEducation.PDF 4. http://www.mdsz.hu/wp-content/uploads/2014/09/Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanya.pdf

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2.3. DEFINING QUALITY PHYSICAL EDUCATION

QualityPhysicalEducation(QPE)isawidelyusedtermamongtheexpertsonthefieldofP.E.WehighlightthreedefinitionswhichhavemanycommonaspectsandelementsonthecharacteristicsofQualityPhysicalEducation.

1. UNESCO(2015)defines:“QualityPhysicalEducationistheplanned,progressive,inclusivelearningexperiencesthattakeplaceaspartofthecurriculuminearlyyears,primaryandsecondaryeducation,andactsasthefoundationforalifelongengagementinphysicalactivityandsport.Thelearningexperiencesofferedtochildrenandyoungpeopleinphysicaleducationlessonsshouldbedevelopmentallyappropriatetohelpthemacquirepsychomotorskills,cognitiveunderstanding,andsocialandemotionalskillstheyneedtoleadaphysicallyactivelife.”5.

2. AIESEPdefinesqualityphysical education, at any level, “as thatwhichconcerns thephysical, affective, social andcognitivedevelopmentofyoungpeople,exposingthemtopositiveindividualandcollectivelearningexperienceswheretheydevelopknow-ledge,skillsanddispositionsthatallowthemtobeinformedandresponsibledecisionmakersrelativetoengagementinphysicalactivityandsportintheirlives.”6.

3. SHAPEAmerica(2014):“QualityPhysicaleducationdevelopsphysicallyliterateindividualthroughdeliberatepracticeofwell-de-signedlearningtasksthatallowforskillacquisitioninaninstructionalclimatefocusedonmastery.Physicaleducationaddressesthe threedomainsof learning:cognitiveormentalskills related to theknowledgeofmovement;affective,whichaddressesgrowthinfeelingsorattitudes;andpsychomotor,whichrelatestothemanualorphysicalskillsrelatedtomovementliteracy.”7.

5. McLennan,N.,&Thompson,J.(2015).QualityPhysicalEducation(QPE):GuidelinesforPolicyMakers.UNESCOPublishing6.AIESEPPositionStatementonPETE20147. America,S.H.A.P.E.(2015).Theessentialcomponentsofphysicaleducation.Reston,VA:Author.

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3.EUROPEANFRAMEWORKOFQUALITY PHYSICALEDUCATION(EFQPE)

3.1. THE REASON BEHIND THE ESTABLISHMENT OF EFQPE

Physicaleducationisacompulsoryschoolsubjectinall27EUcountriesandisgovernedbygovernment-sanctionedcurriculaand/orregulationsforschoolteaching.Recentstudiesdocriticisenumerousdeficienciesasregardsphysicaleducationfunding,itsacceptanceatvariouslevelsoftheschoolsystem,itsstatusinschoolsanditsactualtimeallocation.8.

ThephysicaleducationcurriculumshapesphysicaleducationinstructioninschoolsthereforthereisaneedtoexploreaminimumEuropeancurriculumforphysicaleducationandtoensuretheprovisionofresourcestoimplementit.9.

Unfortunately in EU the countries opt for various ways of defining learning outcomes in physical education at school.The difference between national aims and learning outcomes in physical education is not very clear-cut and distinguishingbetweenthemcanbedifficult.10.

Thereforeitiscrucialtodevelopstandardsandlearningoutcomesrelatedtothestandards,whichcanbeimplementedinnationalcurriculumineveryEUmemberstatesinordertodeliverqualityphysicaleducationtothestudentsinschools.

TheEFQPEdeterminesthestandards,learningdomainsandlearningoutcomesregardingtoEuropeanQualificationFramework(hereafter:EQF)level1.-4.providinganobjective,adaptableframeworkdevelopingnationalPEcurriculuminordertosupportandtoimplementstandard-basedqualityphysicaleducation.

3.2. THE DEVELOPMENTAL PROCESS OF EFQPE

TheHungarianSchoolSportFederation(HSSF)astheinventoroftheideaofEFQPEhasbeenestablishedanERASMUS+project.Throughoutthetwo-yearperiodoftheprojectaEuropeanFrameworkofQualityPhysicalEducationwaselaboratedbasedontheexistingexperiencesofHSSFandthe5partnerinstitutions’researches,workshopsandtheprogressiveinputfromindividualexperts.

Theprospectivetoolsoftheprojectimplementationwere:

• Mutualthinkingandplanning;research;• Preparationofstudies,publicationsandotherdocuments;• TranslationofrelevantdocumentsintoEnglish;• Sharingtherelevantdocumentswiththeparticipatingorganizationsandotherkeyactorsofsportscienceandeducation systems;• Sharingofexperiencesintheframeof3workshops,internationalconferencesandintheclosingconference;• Creationofnationalstudiesbasedonkeyissuesandmeta-analysesofthestudiesinordertocreateacommonvision;• PreparationofNationalRecommendationsforalltheparticipatingcountries.

3.3. THE AIM OF EFQPE

Onthebasisofthecountryspecificanalysesdonebythepartnersintheprojectandtheirmeta-analysis(SHAPEproject),11. it may be concludedthatthedocumentswithPEcontentsarecentrallyprescribedorregulatedintheformofaCoreorFrameCurriculumoracombinationthereof.IntheMemberStates,centralregulationisaratherfortunatesituationbecauseitallowsfortheintroductionandimplementationofEFQPE,therebyexertingadirectimpactonthecontentsandevaluationsystemofthenationalPEeducationthrough the content regulations. The meta-analysis also made it clear that the curricula contained both outcome based and content basedelements.Itisageneralfeaturethatwhilethecontentswereelaboratedwell,itcouldnotbesaidclearlyinrelationtotheoutcomes.Obviously,thestructureofcurriculavariesagreatdealbecauseitisadjustedtothestructureoftheeducationsystemoftheparticularcountry.Consequently,thelearningoutcomesandthetimesoftheiracquisitioncannotbewellco-ordinatedorcomparedamongtheMemberStates.Itmaybeconcludedagainthataspecificlearningoutcomessystemmustbecreatedthatareindependentfromtheheterogeneousstructureofthenationaleducationalsystemsandphysicaleducationcurricula.

Onthebasisofthemeta-analysis:

• ItmaybestatedthatintermsofthePEcurriculacontents,thetraditionalandsports-basedcontentdistributiondominatesassuggestedinthemainproblem,supplementedwiththeculturalspecificitiesthatprevailatnationallevel.Themotor,typicallysportsrelatedcontentswereelaboratedindetail,inaninterrelatedsystemineachMemberStates.Itcan

8. Marshall,J.,&Hardman,K.(2000).Thestateandstatusofphysicaleducationinschoolsininternationalcontext.EuropeanPhysicalEducationReview,6(3),203-229.

9. EUPEADECLARATIONOFMADRID/AMSTERDAM(1991/2009) retrivedfromhttp://w3.restena.lu/apep/docs/EUPEA/DeclMadridAmsterdam.pdf10. EuropeanCommission/EACEA/Eurydice,2013.PhysicalEducationandSportatSchoolinEurope EurydiceReport.Luxembourg:PublicationsOfficeoftheEuropeanUnion.11. Meta-analysisoftheNationalPublicEducationSystems,QualificationFrameworksand KeycompetencesofGreece,Hungary,Luxemburg,Lithuania,Netherland,Germany -SHAP.E.

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alsobeclearlystatedthatpersonaldevelopmentandattitudeformingcomponentsandcontentsaredifficulttodetectordonotappearatallinthegeneralPEobjectivesotherthanthosespecifiedinthepsychomotordomain.

• Itmaybeconcludedthatformativeandsummativeassessmentisconstantlypresentintheinternationalpracticeandisalsousedbytheteachers.However,dependingonthecontents,bothtypesofassessmentareusedprimarilyfortheassessmentofpsychomotordomainandtheassessmentsystemaffectingthefulldimensionofthepersonalityhardlyappearsinpractice.Itcanalsobestatedthatinsummativeassessmenttheteacherhasagreatdealoffreedom,whichalsomakestheobjectiveassessmentandmeasurementofthestudent’sperformancesubjectivebothwithintheMemberStateandalsointernationally.

Morespecifically,thismeansthatitisverydifficulttocompareorestablishtheactualstudentperformancebehindaparticularmark.

• ItcanalsobestatedthatitisnotclearwhethertheoutputcontentsreflectedinthePEregulationsareminimumoroptimumrequirementsandthatthereisnocomplexoverviewofthefitnessassessmentsystemseither.Consequently,itmaybestatedthataframeworkwouldbecapableofclassifyingandpresentingthelearningoutcomesinastructuredmannerwouldprovideanopportunitytogiveobjectiveandaccuratefeedbackandassessmentinphysicaleducation.

Based on the abovementioned conclusions theEFQPE is establishedwith the aim to determinePE standards,PE learningdomainsandlearningoutcomesregardingtoEQFlevel1.-4.providinganobjective,adaptableframeworkdevelopingnationalPEcurriculuminordertosupportandtoimplementstandard-basedqualityphysicaleducationinEUlevel.

3.4. THE ROLE OF EFQPE

Aswehaveseenintheprevioussectiononeoftheimportantelementsinthesuccessfulimplementationofthestandard-basedqualityphysicaleducationisthatthePElessonsshouldbewell-plannedandorganizedonthebasisofasequencedcurriculumthat includes developmentally appropriate standards and learning outcomes that are assessed on a regular basis.

ThereforetheroleofEFQPEistoprovideanobjective,adaptableframeworkofdevelopmentallyappropriatePEstandardsandlearningoutcomes(indicators)whichcanbeintegratedintoPEcurriculumineveryEUmemberstatesinordertosuccessfullyimplementStandard-basedQualityPhysicalEducation.

3.5. THE LEARNING DOMAINS AND STANDARDS OF EFQPE

3.5.1.DefinitionofPhysicalLiteracy

Itcanbestatedthatthegoalofphysicaleducationistodevelopphysicallyliterateindividuals.BasedonthereviewofcurrentPhysicalEducationscientificliteraturewechosetohighlightthreeinternationallyacceptedPhysicalLiteracydefinition.12.

“Physicalliteracyistheability,confidence,anddesiretobephysicallyactiveforlife.”13.

Whitehead(2014)hasgivenconsiderablethoughttothedifficulttaskofdeterminingwhatcontentshouldbetaughtinPEtohelpstudentsbecomephysicallyliterate.Sheidentifiesthefollowingelementsascriticaltodevelopingstudents’physicalliteracyinPEprograms :14.

1. Apositiveattitudetowardphysicalactivitythroughhavingexperiencedasenseofachievementandenjoymentinthesubject;2. Themotivationandconfidencetocontinueactiveparticipationinphysicalactivity;3. Movementcompetence,commensuratewiththeirphysicalpotential;4. Experienceofarangeofmovementactivities;5. Realisticself-knowledgeandself-awarenessenablingthemtosetappropriatepersonalgoalsinrespectofphysicalactivity;6. An understanding of the nature ofmovement and of the importance and value of physical activity as contributing to a

physicallyactivelifestyle;7. Anunderstandingofhowtoaccessphysicalactivitybeyondtheschool.

3.5.2.StandardsofthePhysicallyLiterateIndividual(ShapeAmerica,NASPE)

StandardsofPhysicallyliterateindividual:

Standard1 –Thephysicallyliterateindividualdemonstratescompetencyinavarietyofmotorskillsandmovementpatterns.

Standard2 –Thephysicallyliterateindividualappliesknowledgeofconcepts,principles,strategiesandtacticsrelatedtomovementandperformance.

12. http://www.shapeamerica.org/standards/upload/national-standards-flyer.pdf13. Whitehead,2016retrievedfromhttps://www.physical-literacy.org.uk/14. Roetert,E.P.,&MacDonald,L.C.(2015).UnpackingthephysicalliteracyconceptforK-12physicaleducation:Whatshouldweexpectthe

learnertomaster?.JournalofSportandHealthScience,4(2),108-112.

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Standard3 – The physically literate individual demonstrates the knowledge and skills to achieve andmaintain a health-enhancinglevelofphysicalactivityandfitness.

Standard4 –Thephysicallyliterateindividualexhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfandothers.

Standard5 –Thephysicallyliterateindividualrecognizesthevalueofphysicalactivityforhealth,enjoyment,challenge,self-expressionand/orsocialinteraction.

3.5.3.DefinitionofPhysicallyEducatedPerson(EUPEA)

BasedonEUPEAresearchitisclearthatasfarasteachersareconcernedtheprofileofaphysicallywell-educatedyoungpersonincludesbeing:15.

• aresponsiblecitizenwhoisabletochoosesuitableactivities,tofollowgoodpracticeandtorespectandhelpothers;• apersonwhoisknowledgeableaboutphysicalactivityaboutsportwithagoodrepertoireofskillsandabilities;• somebodywhocanberesponsiblefortheirownhealthandadoptinganactivelifestyleandbecapableofevaluatingtheirown

progressandthatofothers.

3.5.4.StandardsofPhysicallyLiterateIndividual(EFQPE)

Taking thestandardscreatedbyNASPE,WhiteheadandEUPEA intoaccountwithin theSHAP.E.projectweestablished thefollowingstandardsinEFQPE.

Standard 1 –Thephysicalliterateindividualhastheknowledge,skills,competenceandattitudesnecessarytodemonstratecompetencyinavarietyofmotorskillsandmovementpatternsandtounderstandtheimportanceofmovementcompetenceanditscontributiontotheefficientandjoyfulengagementindifferentphysicalactivitysettingsthroughthewholelife-span.

Standard 2 –Thephysicalliterateindividualhastheknowledge,skills,competenceandattitudesnecessarytounderstandtheimportanceofregularphysicalactivityandtoachieveandmaintainahealth-enhancinglevelofphysicalactivityandfitnessthroughthewholelife-span.

Standard 3 –Thephysicalliterateindividualhastheknowledge,skills,competenceandattitudesnecessarytounderstandtheimportanceofnutritionintake,personalhygiene,andstresscontroltoincreasetheefficiencyofHEPAanditscontributiontowell-being.

Standard 4 –Thephysicalliterateindividualhastheknowledge,skills,competenceandattitudesnecessarytounderstandthe importanceof realistic self-imageandself-estimationand toexhibit responsiblepersonalandsocialbehaviorthatrespectsselfandothersinordertointeractpositivelyandworkeffectivelywithothers.

Standard 5 –Thephysicalliterateindividualhastheknowledge,skills,competenceandattitudesnecessarytounderstand theimportanceofsystemising,planning,executingandevaluatingstrategiesandtoapplyknowledgeof concepts,principles,strategiesandtacticsrelatedtomovement,performanceandhealthylifemanagement.

Thedefinedstandardssimultaneouslydefinethelearningdomainswheretheindicatorsofthelearningoutcomescanbeidentified.Weinterpretedthefollowingdefinitions.

15. Fisher,RICHARD.,Repond,R.,&Diniz,JOSÉ.(2011).Aphysicallyeducatedperson. ContemporaryIssuesinPhysicalEducation:InternationalPerspectives. Meyer&MeyerSport,Mainhead,69-89.

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StandardsandLearningdomains DEFINITION

Standard 1

MOVEMENTLITERACYMovementliteracylearningdomainencompassestheknowledge,skills,competenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofmovementcompetenceanditsdevelopmentinordertoengageefficientlyandjoyfullyindifferentphysicalactivitysettingsthroughthewholelife-span.

Standard 2

HEALTH-ENHANCINGPHYSICALACTIVITYHealth-enhancingPhysicalActivitylearningdomainencompassestheknowledge,skills,competenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofregularphysicalactivityinordertodevelopandmaintainahelath-enhancinglevelofphysicalactivityandfitnessthroughthewholelife-span.

Standard 3

HEALTH-CONSCIOUSNESSBEYONDPHYSICALACTIVITY

Health-consciousness beyond Physical Activity learning domain encompasses the knowledge, skills, competence and attitudesnecessary to have a comprehensive understanding of the importance of nutrition intake, personal hygiene, and stress control toincreasetheefficiencyofHEPAanditscontributiontowell-being.

Standard4

SELF-AWARENESSANDSELF-MANAGEMENT

Self-awarenessandself-managementlearningdomainencompassestheknowledge,skills,competenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofrealisticself-imageandself-estimationinordertointeractpositivelyandworkeffectivelywithothersandtobuildrespect for thepersonal,physicalandnaturalenvironment inadditionto thepositiveandresponsible relationship to themselves.

Standard5

PROBLEM-SOLVINGANDCONSTRUCTIVETHINKING

Problem-solvingandconstructivethinkinglearningdomainencompassestheknowledge,skills,competenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofsystemising,planning,executingandevaluatingstrategiesandconstructivedecisionsrelatedtomovement,physicalactivity,performanceandhealthylifemanagement.

TABLE1:DEFINITIONSOFTHEEFQPELEARNINGDOMAINS

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3.6.THELEVELSANDGRIDOFEFQPE

The levelsandgridofEFQPEwereelaboratedon thebasisof theEuropeanQualificationFramework (EQF)16.. “TheEQF isacommonEuropeanreferenceframeworkwhichlinkscountries’qualificationssystemstogether,actingasatranslationdevicetomakequalificationsmorereadableandunderstandableacrossdifferentcountriesandsystemsinEurope.Thelevelsspanthefullscaleofqualifications,frombasictoadvancedlevels.Asaninstrumentforthepromotionoflifelonglearning,theEQFencompass-esalllevelsofqualificationsacquiredingeneral,vocationalaswellasacademiceducationandtraining.Additionally,theframe-workaddressesqualificationsacquiredininitialandcontinuingeducationandtraining.Theeightreferencelevelsaredescribedintermsoflearningoutcomes.IntheEQFalearningoutcomeisdefinedasastatementofwhatalearnerknows,understandsandisabletodooncompletionofalearningprocess.TheEQFthereforeemphasisestheresultsoflearningratherthanfocusingoninputssuchaslengthofstudy.Learningoutcomesarespecifiedinthreecategories–asknowledge,skillsandcompetence.”

Note: ‘knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual; ‘skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); ‘competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

ThelearningoutcomesofEQFlevel1-4isapropriateforpubliceducation.17.

Aswe pointed out earlier the EQF does not specify the acquiring of the elements of the respected level happens in whichage.AlthoughbyEFQPEwededicateacertain levelofschool-gradetoeach level inorder tohelp the implementationof thesystem.InthatwaytheutilizationofEFQPEdefineswellplanned,sequentialanddevelopmentallyappropriatelearningoutcomeswhichallowstheadaptationtoeachnationalpubliceducationsystem.ThelevelsofEFQPEfitsintointernationalcompetenceassessmentsystemsaswell.

EQFlevels EFQPElevels Classlevel/Grade

0 Entrylevel(firstgrade)

1 1 Fourthgrade

2 2 Eightgrade

3 3 Tenth grade

4 4 Schoolleavingexam(lastgrade)

TABLE2:EQFANDEFQPELEVELSANDITSCORRESPONDENCETOSCHOOLGRADES(Note:theclasslevelsofthehighlightedlevelsintheEQFcolumnareregulatedonnationallevel)

TheEFQPEcontainsanentrylevelpriorthefirstlevel(Level0)inordertoestimatetheknowledgeskillsandcompetenceregardingofPEamongpupilsatthebeginningofprimaryschoolstudies.AsitwasmentionedearlierintheEQFthelearningoutcomesarespecifiedinthreecategories–asknowledge,skillsandcompetence.Morethanthatphysicalliteracyimplicatesthenecessitytodefineconative,affectiveandcognitiveattitudesregardingEFQPElevelsoutcomes.

EQFgrid EFQPEgrid

Knowledge Skills Competence Knowledge Skills Competence Attitude

TABLE3:DIFFERENCESBETWEENTHEEQFANDEFQPEGRID

16.DescriptorsdefininglevelsintheEuropeanQualificationFramework(EQF)https://ec.europa.eu/ploteus/en/content/descriptors-page17. EuropeanCommission(2008).ExplainingtheEuropeanQualificationsFrameworkforLifelongLearning. https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf

4.THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITION PROCESSOFEFQPE

KNOWLEDGE DESCRIPTIONOFKNOWLEDGESLEVELS18.

LIMITEDKNOWLEDGE BasicgeneralknowledgeinPE

SOMEKNOWLEDGE BasicfactualknowledgeinPE

CONSIDERABLEKNOWLEDGE Knowledgeoffacts,principles,processesandgeneralconceptsinPE

THOROUGHKNOWLEDGE FactualandtheoreticalknowledgeinbroadcontextswithinPE

MOTORSKILL DESCRIPTIONOFMOTORSKILLLEVELS19.

EXPLORATORYSTAGEThelearnerconstructsamentalplanaboutandexploresthegeneralcharacteristicsofthemovementsbytrialanderror.Theexecutionsarequiteunstable,lackofsuccess,inaccurate,focusesonlyonthemajormovementcomponents(majormusclegroups,joints,extremities)andfreezethedegreeoffreedom.Thelearnerlocksomejointswhilecouplingothers;maintainbodyrigidity;limitmovementofjoints,linksandbodilycomponents.

DISCOVERYSTAGEThroughtherepeatedtrialanderrorthelearnerfindsmoreandmoreefficientwaysofperformingthetask.Earlyconstructionofthementalplanhelpingtocon-centrateonthelearningcuesandgivesopportunitytotryingthemovementinseveralwayswithagrowingvarietyoferrors.Thelearnerneedconsciousattentionforallormostoftheskillelements.Thelearnerproducesstereotypicalmovementsregardlessofenvironmentalchanges.

COMBINATIONSTAGE

Thelearnerreleasefrozenjointsandlinksassynergiesdevelop,freeingmoredegreesoffreedomtoincreasecontrolandflexibilityofbodilymovements,thecontrolofthemovementbecomeslessconsciouslycontrolled.Thelearnercombinesandintegratesthenewmovementskillwithpreviouslylearnedskills.Thelearnerbeginstomatchmovementparameterstoenvironmentalchanges.Thelearnergainsafeelfortheskillaskinaestheticsensitivitybecomesmorehighlyattuned.

APPLICATIONSTAGEThelearnerpaysmoreattentiontorefiningthemovementskillandapplyingitinamannerapproximatingthefinalskill.Thelearnergivesquickresponseinexecutingskills.Allcomponentsofskillarewellintegrated.Thelearnerusespassiveandreactiveforcesinherentinbodilysystemsandinenvironmenttoassistin producing bodily movements.

PERFORMANCESTAGEThelearnerhastheabilitytoattendtoextraneousinformationwhilestillperformingtheskillwellandhasexcellenttimingandanticipationofmovements.Thelearnerisinlittleneedforaugmentedfeed-backincorrectingerrors.Thisstageismarkedbytheabilitytoattendtootheractivitieswithoutcompromisingtheperformanceofamotorskill.Precisionandutilisationoftheskillinvariousperformancesituationsbecomesthekeyelementatthisstage.

18. ExplainingtheEuropeanQualificationsFrameworkforLife-longLearning,EuropeanCommission2008https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf19. Gallahue,D.L.,&Donnelly,F.C.(2003).AssessingProgress:Motor,Fitness,andPhysicalActivityAssessment.DevelopmentPhysicalEducationforAllChildren

12

COGNITIVESKILL DESCRIPTIONOFCOGNITIVESKILLLEVELS20.

Remembering Recallorretrievepreviouslearnedinformation.

Understanding Comprehendingthemeaning,translation,interpolation,andinterpretationofinstructionsandproblems.Stateaprobleminone'sownwords.

Applying Useaconceptinanewsituationorunprompteduseofanabstraction.Applieswhatwaslearnedintheclassroomintonovelsituations.

Analysing Separatesmaterialorconceptsintocomponentpartssothatitsorganizationalstructuremaybeunderstood.Distinguishesbetweenfactsandinferences.

Evaluating Makejudgmentsaboutthevalueofideasormaterials.Selectthemosteffectivesolution.

Creating Buildsastructureorpatternfromdiverseelements.Putpartstogethertoformawhole,withemphasisoncreatinganewmeaningorstructure.

PERSONALSKILL DESCRIPTIONOFPERSONALSKILLLEVELS21.

Lowlevel Irresponsibility:distractedonduty,lowabilityofself-control(namecalling,blameothers,rudeetc),softskillstocopewithnewsituations,requiresconstantsupervision.

Average level Positiveself-estimation,capabletofollowinstructions,demonstratesself-control(respectstherightoftheotherstoparticipate,takeresponsibilityofhis/hersactionsetc),willingtotrynewtasks,donotneedconstantsupervision.

Intermediate level Self-motivated,demonstratesbehavioursasaleaderandasafollower,identifypersonalneedsandinterests,worksindependentlyandeffectivelywithoutdirectsupervision.

Highlevel Demonstratescooperativeskillsandteamworkwithoutsupervision,beingsupportiveandcaring,shareknowledgeandabilitieswithothers.

COMPETENCE DESCRIPTIONOFCOMPETENCELEVELS

Limitedeffectiveness WorkorstudyunderdirectsupervisioninastructuredcontextinPE.

Someeffectiveness WorkorstudyundersupervisionwithsomeautonomyinPE.

Considerableeffectiveness TakeresponsibilityforcompletionoftasksinPE;adaptownbehaviourtocircumstancesinsolvingproblems.

Highdegreeeffectiveness Exerciseself-managementwithintheguidelinesofPEthatareusuallypredictable.Supervisetheroutineworkofothers,takingsomeresponsibilityfortheevaluationandimprovementofworkorstudyactivities.

TABLE4:THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITIONPROCESSOFEFQPE

20. Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,Wittrock,M.C.(2001).ATaxonomyforLearning,Teaching,andAssessing:ArevisionofBloom’sTaxonomyofEducationalObjectives.NewYork:Pearson,Allyn&Bacon.

21. Mirnics,Z.(2006).Aszemélyiségépítőkövei:típus-,vonás-ésbiológiaielméletek.BölcsészKonzorcium.

Standard1-Movementliteracylearningdomain:learningoutcomes

EFQPELEVEL KNOWLEDGE SKILL COMPETENCE

Level0

1. Someknowledgeof locomotor,non-locomotorandma-nipulativeFundamentalMovementSkills

2. Limitedknowledgeofmovementconcepts(space,effort,relationships)

3. Someknowledgeofbodyparts4. LimitedknowledgeofPEequipment

1. Discoverystageoflocomotorfundamentalmovementskills

2. Discovery stage of non-locomotor fundamentalmovementskills

3. Exploratory or discovery stage of manipulativefundamentalmovementskills

4. Exploratorystageofdance-likemovementskills5. RememberinglevelofmovementconceptsandFMS

1. Performlocomotor,non-locomotorandmanipulativefundamentalmovementskillswithlimitedeffectiveness2. Selectandperformcombination/sequenceof locomotor,non-locomotorskills,byusingelementsofbody/space

awarenessandeffortwithlimitedeffectiveness3. Performwaystoreceive,retainandsenddifferentobjects,usingavarietyofbodypartsandimplementsindividually

andwithotherswithlimitedeffectiveness4. Demonstrateknowledgeofmovementconceptswithlimitedeffectiveness5. Recall and communicate movement literacy related terminology and concepts in PE settings with limited

effectiveness

Attitudes ConsidersimportanttheunderstandingmovementtasksEnthusiasticaboutandrelatespositivelytoparticipateingames and other physical activities

Takespartactivelyinorganizedphysicalactivitiesinkindergartenorschoolenvironment

Level1

1. Considerable knowledge of locomotor, non-locomotorandmanipulativeFundamentalMovementSkills

2. Limitedknowledgeofrulesandfundamentaltacticalele-ments of invasion, target, fielding, net/wall game-likesituations

3. Limitedknowledgeofindividualandteamsport-specificrules,techniques

4. Limitedknowledgeofdancemovementskills5. Considerableknowledgeofmovement concepts (space,

effort,relationships)6. Limitedknowledgeofmovementliteracy/competence7. Thoroughknowledgeofbodyparts8. SomeknowledgeofPEequipment

1. Combination/application stage of locomotorfundamentalmovementskills

2. Combination/application stage of non-locomotorfundamentalmovementskills

3. Combination/application stage of manipulativefundamentalmovementskills

4. Discovery stageofFMS in invasion, target, fielding,net/wallgamelikesituations

5. Exploratory stage of individual and team sport-specificskillsandtechniques

6. Exploratorystageofdancemovementskills7. Remembering/understanding level of movement

conceptsandFMS.8. Remembering/understanding level of sport specific

skillsandtechniques9. Rememberingleveloftacticalunderstanding

1. Performlocomotor,non-locomotorandmanipulativefundamentalmovementskillswithconsiderableeffectiveness.2. Selectandperformcombination/sequenceof locomotor,non-locomotorskills,byusingelementsofbody/space

awarenessandeffortwithsomeeffectiveness3. Performwaystoreceive,retainandsenddifferentobjects,usingavarietyofbodypartsandimplementsindividually

andwithotherswithsomeeffectiveness4. DemonstratewaystomakeconnectionswithinandbetweenvariousFMScontextsandtransfertheminnewcontext

withsomeeffectiveness5. DemonstratewaystoapplyFMSinindividual,pairandgroupactivitiesinnon-sportspecificcontextswithsome

effectiveness6. Demonstrateways to performFMSwithin and between sport specific contextswith limited effectiveness (e.g.

small-sidedgames;game-likesituations)7. Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasion,target,fielding,net/wallgamelike

situationswithsomeeffectiveness8. Demonstrateknowledgeofmovementconceptswithconsiderableeffectiveness9. Demonstrateknowledgeofbasicsport-specificrulesskillsandtechniqueswithsomeeffectiveness10.Recall,interpretandcommunicatemovementliteracyrelatedterminology,principles,concepts,strategiesinPE

settingswithsomeeffectiveness

AttitudesConsidersimportantthedevelopmentofownmovementliteracy.

Enthusiasticaboutandrelatespositivelytoowndevelopmentofmovementliteracy

Worksregularlyonownmovementliteracy

Level2

1. Thoroughknowledgeofmovementconcepts2. Thorough knowledge of FMS and their application in

variouscontexts3. ConsiderableknowledgeofPEequipment4. Some knowledge of rules and fundamental tactical

elementsofinvasion,target,fielding,net/wallgamesandgame-likesituations

5. Some knowledge of individual and team sport-specificrules,techniques

6. Someknowledgeofdancemovementskills7. Considerableknowledgeofmovementliteracy/movement

competence

1. ApplicationstageofFMS2. Combinationstageofsport-specificskillsininvasion,target,fielding,net/wallgamesandgamelike situations3. Combination stage of individual, team-sport and

dancespecificskillsandtechniques4. Understanding/applyinglevelofmovementconcepts

andFMS5. Understanding/applying levelof sport specificskills

andtechniques6. Understanding/applyingleveloftactical understanding

1. Combineandapply locomotor,non-locomotorandmanipulativeskills inavarietyofactivitieswithconsiderableeffectiveness

2. TransferFMSwithinandbetweensportandnon-sportrelatedcontextswithsomeeffectiveness3. ApplyFMSwithinandbetweenindividual,teamsportanddancespecificcontextswithsomeeffectiveness4. Applysportspecificskillsandtechniquesintacticalcontextsofnet/wall,target,striking/fielding,invasiongames

andgamelikesituationswithsomeeffectiveness5. Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasion,target,fielding,net/wallgames

withconsiderableeffectiveness6. Demonstrateknowledgeofbasicsport-specificrules,skillsandtechniqueswithconsiderableeffectiveness7. Demonstrateknowledgeofindividual,danceandteamsport-specificrules,techniques8. Demonstrateknowledgeofmovementliteracy9. Recall,interpretandcommunicatemovementliteracyrelatedterminology,principles,concepts,strategiesinPE

settingswithconsiderableeffectiveness

AttitudesConsidersimportantthedevelopmentofownsportsrelatedmovement literacy

Ready to try new sports and non-sport related move-mentsinnewsituations

TakespartinP.E.activelyandregularlyinordertoimproveownsportsrelatedmovementliteracy

14

Level3

1. ThoroughknowledgeofPEequipment2. Considerableknowledgeofrulesandtacticalelementsof

invasion,target,fielding,net/wallgames3. Considerable knowledge of individual and team sport-

specificrules,techniques4. Considerableknowledgeofdancemovementskills5. Thoroughknowledgeofmovementliteracy

1. PerformancestageofFMS2. Applicationstageofsport-specificskills ininvasion,

target,fielding,net/wallgames3. Applicationstageofindividual,teamsportanddance

specifictechniques4. Applying/analysing level ofmovement conceptsand

FMS5. Applying/analysing level of sport specific skills and

techniques6. Applying/analysingleveloftacticalunderstanding

1. CreateandapplycombinationofFMSinsportandnon-sportrelatedcontextswithconsiderableeffectiveness2. TransferFMSinandbetweenindividualandteamsportsspecificcontextswithconsiderableeffectiveness3. Apply sport specific skills and techniques in tactical contexts of different individual and team sports with

considerableeffectiveness4. Applydancemovementskillsindifferentcontextswithconsiderableeffectiveness5. Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasion,target,fielding,net/wallgamesand

gamelikesituationswiththorougheffectiveness6. Demonstrateknowledgeofindividualandteamsport-specificrules,techniqueswithconsiderableeffectiveness7. Demonstrateknowledgeofdancemovementskillswithconsiderableeffectiveness8. Demonstrateknowledgeofmovementliteracyconsiderableeffectiveness9. Recall,interpretandcommunicatemovementliteracyrelatedterminology,principles,concepts,strategiesinPE

settingswiththorougheffectiveness

AttitudesConsiders important the development of own movementliteracyindifferentculturalsettings

Devotedtothedevelopmentandutilizationofownmove-mentliteracywithinandbeyondschoolsettings

TakespartinschoolenvironmentoutsidePEactivelyandregularlyinordertoimproveownsportsrelatedmovementliteracy

Level4

1. Thorough knowledge of rules and fundamental tacticalelementsofinvasion,target,fielding,net/wallgames

2. Thoroughknowledgeofindividualandteamsport-specificrules,techniques

3. Thoroughknowledgeofdancemovementskills4. Thoroughknowledgeofmovementliteracy

1. Performancestageofsport-specificskillsininvasion,target,fielding,net/wallgames

2. Performance stage of individual, team sport anddancespecificskillsandtechniques

3. Evaluating/creating levelofsportspecificskillsandtechniques

4. Evaluatingleveloftacticalunderstanding

1. Create,modifyandadaptFMSinsportandnon-sportrelatedcontextswithconsiderableeffectiveness2. TransferandcombineFMSinindividualandteamsportspecificcontextswithconsiderableeffectiveness3. Apply sport specific skills and techniques in tactical contexts of different individual and team sports with

considerableeffectiveness4. Applydancemovementskillsindifferentdancespecificcontextswithconsiderableeffectiveness5. Demonstrate knowledge of individual and team sport-specific rules, techniques and their characteristics with

thorougheffectiveness6. Demonstrateknowledgeofdancemovementskillsandtheircharacteristicswiththorougheffectiveness7. Demonstrateknowledgeofmovementliteracy/movementcompetencewiththorougheffectiveness8. Recall,interpretandcommunicatemovementliteracyrelatedterminology,principles,concepts,strategiesinPE

settingswiththorougheffectiveness

AttitudesConsiders important the development of own movementliteracyindifferentculturalsettings

Devoted to the development and life-long utilization ofownmovementliteracybeyondschoolsettings Takespartbeyondschoolactivelyandregularlyinordertoimproveownmovementliteracy

Standard2-HealthEnhancingPhysicalActivitylearningdomain:learningoutcomes


Level0

1. Limitedknowledgeofenjoyableandchallengingphysicalactivities

2. Limitedknowledgeofthebenefitsofdailyphysicalactivityon body

3. Limited knowledge of intensity and volume of differentphysical activities

1. ExploratorystageofFMSinenhancinghealth-relatedphysicalfitnesscomponents

2. Exploratory stage of simple static and dynamicstretching and strengthening exercises for majormuscle groups

3. Remembering level of the benefits of daily health-enhancing physical activity on body

1. Showawillingnesstoparticipateregularlyinshortperiodsofactivitywithfrequentrestintervals2. Participatewitheffortinphysicalactivities3. Recognizeimprovementinphysicalabilities4. Experiencecardiorespiratoryactivities5. Experiencethechangesthattakeplaceinthebodyduringphysicalactivity6. Sustaincontinuousmovementforincreasingperiodsoftimewhileparticipatinginmoderatetovigorousphysical

activity7. Usesconventions,vocabulary,andterminologywithlimitedeffectiveness

Attitudes Considers important the participation on daily active playingEnthusiasticaboutandrelatespositivelytoregularpar-ticipationinindoorandoutdoorphysicalactivities,games

Participatesregularlyandactivelyinindoorandoutdoorphysicalactivities,games

Level1

1. Some knowledge of enjoyable and challenging physicalactivities

2. Someknowledgeofthebenefitsofdailyhealthenhancingphysical activity on body

3. Some knowledge ofmeasuring intensity and volume ofphysicalactivity(e.g.heartrate;steps;time)

4. Limitedknowledgeofprinciplesoftraining5. Limitedknowledgeofthecomponentsofphysicalfitness

and its assessment6. Limited knowledge of assembling a short-term plan to

enhancephysicalactivityandphysicalfitnesslevel

1. ApplicationstageofFMSinenhancinghealth-relatedphysicalfitnesscomponents

2. Remembering level of the benefits of daily health-enhancing physical activity on body

3. Rememberingleveloftheprinciplesoftraining4. Remembering level of the principles assembling

a short term plan to enhance physical activity and physicalfitnesslevel

1. Coupleandperformexerciseswithdifferentintensitytoreachacertainlevelofheart-rate(high,moderate,low)withsomeeffectiveness

2. Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswithsomeeffectiveness3. Demonstratesimplestretchingandstrengtheningexercisesformajormusclegroupswithsomeeffectiveness4. Meetage-relatedminimumrequirements(e.g.healthyleveloffitness)forhealth-relatedphysicalfitness5. MonitortheheartrateandtheamountofphysicalactivitywithinaPElessonwithsomeeffectiveness6. Giveexamplesabouttherelationbetweenintensityofmovementsanditseffectonthelevelofheart-ratewithsome

effectiveness7. Giveanexampleoffewdifferentformsofleisure-timeactivitiesrelatedtophysicalfitnessdevelopment8. Experienceofsettinggoalsandassembleashort-termplanwithinPElessontoimprovephysicalfitnesswithsome

effectiveness9. Recall,retrieveandcommunicateHEPArelatedterminology,conceptsinPEsettingswithsomeeffectiveness

Attitudes Considers important the participation on daily physical activityEnthusiastic about and relates positively to regularparticipation in physical education class and other physical activities

ParticipatesregularlyandactivelyinPEclassandotherphysicalactivities

Level2

1. Considerable knowledge of enjoyable and challengingphysical activities

2. Considerableknowledgeofthebenefitsofdailyhealthen-hancing physical activity on body

3. Considerableknowledgeofmeasuringintensityandvol-umeofphysicalactivity

4. Someknowledgeofprinciplesoftraining5. Someknowledgeofthecomponentsofhealthrelatedfit-

ness and its assessment6. Someknowledgeofthecomponentsofskillrelatedfitness

and its assessment7. Someknowledgeofassemblingashort-termplantoen-

hancephysicalactivityandphysicalfitnesslevel

1. ApplicationstageofFMSinenhancinghealth-relatedphysicalfitnesscomponents

2. Understanding level of the benefits of daily health-enhancing physical activity on body

3. Understandingleveloftheprinciplesoftraining4. Remembering level of the principles assembling

a short-term plan to enhance physical activity and physicalfitnesslevel

1. Coupleandperformexerciseswithdifferentintensitytoreachacertainlevelofheart-rate(high,moderate,low)withconsiderableeffectiveness

2. Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswithconsiderableeffectiveness3. Demonstratestretchingandstrengtheningexercisesformajormusclegroupswithconsiderableeffectiveness4. Meetage-relatedminimumrequirements(e.g.healthyleveloffitness)forhealth-relatedphysicalfitness5. MonitorthelevelofphysicalactivityandheartratewithinaPElessonwithconsiderableeffectiveness6. Experienceof settinggoalsandassembleashort-termplanwithinPE lesson to improvephysicalfitnesswith

considerableeffectiveness7. Name,explainandgiveexamplesoftheprinciplesoftrainingwithsomeeffectiveness8. Recall,retrieveandcommunicateHEPArelatedterminologyprinciples,conceptsinPEsettingswithconsiderable

effectiveness

AttitudesConsidersimportanttoengageinenjoyableandchallengingphysical activities

Enthusiastic about and relates positively to regularphysical activity in physical education class and beyond school

Chooseandactivelyparticipateinanewgrouporindividualactivitythatencouragesdailyparticipation

16

Level3

1. Thorough knowledge of the benefits of daily healthenhancing physical activity on body

2. Thoroughknowledgeofmeasuringintensityandvolumeofphysicalactivity

3. Considerableknowledgeofprinciplesoftraining4. Considerable knowledge of the components of health

relatedfitnessanditsassessment5. Considerable knowledge of the components of skill

relatedfitnessanditsassessment6. Considerableknowledgeofassemblingamid-termplan

toimprovephysicalactivityandphysicalfitnesslevel

1. Application stage of FMS in enhancing health-relatedphysicalfitnesscomponents

2. Applying level of the benefits of daily health-enhancing physical activity on body

3. Applyingleveloftheprinciplesoftraining4. Understanding level of the principles assembling

a mid-term plan to enhance physical activity and physicalfitnesslevel

1. Coupleandperformexerciseswithdifferentintensitytoreachacertainlevelofheart-rate(high,moderate,low)withthorougheffectiveness

2. Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswiththorougheffectiveness3. Demonstratestretchingandstrengtheningexerciseswiththorougheffectiveness4. Meetage-relatedminimumrequirements(e.g.healthyleveloffitness)forhealth-relatedphysicalfitness5. Explainthecomponentsoffitness;e.g.,strength,endurance,flexibility,cardiorespiratoryactivitywithconsiderableeffectiveness6. Analyseindividualabilitiesandformulateanindividualplanforgrowthwithconsiderableeffectiveness7. Monitor,analyseandreflectuponwaystoachieveapersonalfunctionallevelofphysicalfitnesswithconsiderable

effectiveness8. Differentiate and give examples of enhancing personal fitness, using the principles of training: frequency,

intensity,durationwithsomeeffectiveness9. Recall,retrieveandcommunicateHEPArelatedterminologyprinciples,concepts,strategiesinPEsettingswith

considerableeffectiveness


Enthusiastic about and relates positively to regularphysical activity in enhancing physical fitness compo-nents

Regularlyparticipatesinphysicalactivitiesinordertoenhancethecomponentsofphysicalfitness

Level4

1. Thorough knowledge of the benefits of daily healthenhancing physical activity on body

2. Thoroughknowledgeofmeasuringintensityandvolumeofphysicalactivity

3. Considerableknowledgeofprinciplesoftraining4. Thoroughknowledgeofthecomponentsofhealthrelated

fitnessanditsassessment5. Considerable knowledge of the components of skill

relatedfitnessanditsassessment6. Considerableknowledgeofassemblingalong-termplan

toimprovephysicalactivityandphysicalfitnesslevel

1. Application stage of FMS in enhancing health-relatedphysicalfitnesscomponents

2. Evaluating/creating level of the benefits of dailyhealth-enhancing physical activity on body

3. Evaluating/creatingleveloftheprinciplesoftraining.4. Applying levelof theprinciplesassemblinga long-

term plan to enhance physical activity and physical fitnesslevel

1. Demonstrateexercisestoimproveaphysicalfitnesscomponentwithpersonalizedwayofloading2. Demonstratestretchingandstrengtheningexerciseswiththorougheffectiveness3. FindwaysanddemonstratedifferentsportsandphysicalactivitiestoadapttoHEPAprinciplesandgoals4. Meetage-relatedminimumrequirements(e.g.healthyleveloffitness)forhealth-relatedphysicalfitness5. Explainthecomponentsoffitness;e.g.,strength,endurance,flexibility,cardiorespiratoryactivitywiththorough

effectiveness6. Analyseindividualabilitiesandformulateanindividualplanforgrowthwiththorougheffectiveness7. Monitor,analyseandreflectuponwaystoachieveapersonalfunctionallevelofphysicalfitnesswiththorough

effectiveness8. Recall,retrieveandcommunicateHEPArelatedterminologyprinciples,concepts,strategiesinPEsettingswith

thorougheffectiveness


Enthusiastic about and relates positively to regularphysicalactivityinenhancingphysicalfitnesscomponentsand/ormaintainingphysicalfitness

Regularlyparticipatesinphysicalactivitiesinordertoenhancethecomponentsofphysicalfitness

Standard3-HealthconsciousnessbeyondPAlearningdomain:learningoutcomes


Level0

1. Limitedknowledgeofcardiovascularandrespiratorysys-temandthefunctionofmusculoskeletalsystem

2. Limitedknowledgeoftheeffectsofnaturalenvironment(freshair,sunshine,etc.)anditsbenefitsonwell-being

3. Limitedknowledgeofhealthynutritionanditsbenefitsonwell-being

4. Some knowledge of hygiene and its benefits on well-being

1. Rememberinglevelofthefundamentalsofcardio-vascular,respiratoryandmusculoskeletalsystem

2. Remembering level of the effects of naturalenvironment (fresh air, sunshine, etc.) and itsbenefitsonwell-being

3. Rememberinglevelofbasichealthynutritionanditsbenefitsonwell-being

1. Select proper sport clothing and gear in relation to activity and environmental conditions with limitedeffectiveness

2. Demonstratebasichygieneactionsbefore,duringandafterPEwithlimitedeffectiveness3. RecallretrieveandcommunicateHCBPArelatedterminologyinPEsettingswithlimitedeffectiveness

Attitudes Considers important to play outdoors on a daily basisEnthusiasticaboutplayinginoutdooractivitiesonadailybasis

Willinglytakespartinoutdooractivitiesandgamesonadailybasis

Level1

1. Someknowledgeoftheeffectsofsedentarybehaviouronhealth

2. Limited knowledge of cardiovascular and respiratorysystemandthefunctionofmusculoskeletalsystem

3. Some knowledge of the effects of natural environment(freshair,sunshine,etc.)anditsbenefitsonwell-being

4. Limited knowledge of energy balance and healthynutritionanditsbenefitsonwell-being

5. Limitedknowledgeofstress-controlandrelaxationanditsbenefitsonwell-being

6. Considerable knowledge of hygiene and its benefits onwell-being

7. Limitedknowledgeoffirst-aid

1. Exploratory stage of basic active stress controlexercises

2. Remembering/understanding level of thefundamentals of cardiovascular, respiratory andmusculoskeletalsystem

3. Remembering/understanding level of energy bal-ance and healthy nutrition and its benefits onwell-being

4. Remembering/understandingleveloftreatingsmallinjuries

1. Demonstratebasicactiverelaxationexerciseswithlimitedeffectiveness2. Selectpropersportclothingandgearinrelationtoactivityandenvironmentalconditionswithsomeeffectiveness.3. DemonstratepropernutritionalintakeinrelationtoPEclasswithsomeeffectiveness4. Demonstrateessentialhygieneactionsbefore,duringandafterPEwithsomeeffectiveness5. Demonstrate limited knowledge of cardiovascular, respiratory and musculoskeletal system in relation to

exerciseswithsomeeffectiveness6. Demonstrateproperactionstotreatsmallinjuries7. Recall retrieve and communicate HCBPA related terminology and principles in PE settings with some

effectiveness

AttitudesConsiders important the basic elements of a healthy lifemanagement

Relatespositivelytothebasicelementsofahealthylifemanagement

Demonstratesmakingchoicesaccordingtobasicelementsofhealthylifemanagement

Level2

1. Considerable knowledge of the effects of sedentarybehaviour on health

2. Some knowledge of cardiovascular and respiratorysystemandthefunctionofmusculoskeletalsystem.

3. Considerable knowledge of the effects of naturalenvironment(freshair,sunshine,etc.)anditsbenefitsonwell-being

4. Someknowledgeofenergybalanceandhealthynutritionanditsbenefitsonwell-being

5. Someknowledgeofstress-controlandrelaxationanditsbenefitsonwell-being


7. Someknowledgeoffirst-aid

1. Combinationstageofactivestresscontrolexercises2. Understandinglevelofthefundamentalsofcardio-

vascular,respiratoryandmusculoskeletalsystem3. Understandinglevelofenergybalanceandhealthy

nutritionanditsbenefitsonwell-being4. Understandingleveloftreatingsmallinjuries

1. Demonstratebasicactiverelaxationexerciseswithsomeeffectiveness2. Select proper sport clothing and gear in relation to activity and environmental conditions with considerable

effectiveness3. DemonstratepropernutritionalintakeinrelationtoPEclasswithconsiderableeffectiveness4. Demonstrateessentialhygieneactionsbefore,duringandafterPEwithconsiderableeffectiveness.5. Demonstratesomeknowledgeofcardiovascular,respiratoryandmusculoskeletalsysteminrelationtoexercises

withsomeeffectiveness.6. Demonstrateproperactionstotreatsmallinjuries7. Recall, retrieve and communicateHCBPA related terminologyprinciples, concepts inPE settingswith some

effectiveness

AttitudesConsidersimportantthebasicelementsandinterrelationsofahealthylifemanagement

Enthusiastic about the benefits of a healthy lifemanagement

Demonstratesmakingchoicesaccordingtoadvancedelementsofhealthylifemanagement

18

Level3

1. Considerable knowledge of the effects of sedentarybehaviour on health

2. Considerable knowledge of cardiovascular andrespiratory system and the function of musculoskeletalsystem

3. Thorough knowledge of energy balance and healthynutritionanditsbenefitsonwell-being

4. Considerableknowledgeofstress-controlandrelaxationanditsbenefitsonwell-being


1. Applicationstageofactiveandbasicpassivestresscontrolexercises

2. Applyinglevelofthefundamentalsofcardiovascular,respiratoryandmusculoskeletalsystem

3. Applyinglevelofenergybalanceandhealthynutritionanditsbenefitsonwell-being

4. Applying level of estimate PA load and determinerecoverytimeindifferentPAsettings

1. Demonstrateactiveandbasicpassiverelaxationexerciseswithsomeeffectiveness2. Demonstrate the knowledge to provide proper nutritional intake, recovery time in relation to PA with some

effectiveness3. Demonstrateessentialhygieneactionsbefore,duringandafterPEwithconsiderableeffectiveness4. Demonstratesomeknowledgeofcardiovascular,respiratoryandmusculoskeletalsysteminrelationtoexercises

withsomeeffectiveness5. Recall,retrieveandcommunicateHCBPArelatedterminologyprinciples,concepts,strategiesinPEsettingswith

someeffectiveness

AttitudesConsidersimportanttheelementsofhealthylifemanagementlearnedinP.E.

Deliberatelywillingtoimplementtheelementsofhealthylifemanagement

Demonstrateshealthychoicesinlifemanagement

Level4

1. Thoroughknowledgeoftheeffectsofsedentarybehaviouron health

2. Considerableknowledgeofcardiovascularandrespiratorysystemandthefunctionofmusculoskeletalsystem.

3. Thorough knowledge of energy balance and healthynutritionanditsbenefitsonwell-being

4. Considerableknowledgeofstress-controlandrelaxationanditsbenefitsonwell-being


1. Applicationstageofactiveandpassivestresscontrolexercises

2. Analysinglevelofthefundamentalsofcardiovascular,respiratoryandmusculoskeletalsystem

3. Analysing level of energy balance and healthynutritionanditsbenefitsonwell-being

4. Analysing level estimate PA load and determinerecoverytimeindifferentPAsettings

1. Demonstrateactiveandpassiverelaxationexerciseswithconsiderableeffectiveness2. Demonstratepropernutritionalintake,recoverytimeinrelationtoPAwithconsiderableeffectiveness3. Demonstrate considerable knowledge of cardiovascular, respiratory andmusculoskeletal system in relation to

exerciseswithconsiderableeffectiveness4. Recall,retrieveandcommunicateHCBPArelatedterminologyprinciples,concepts,strategiesinPEsettingswith


AttitudesConsidersimportanttheelementsofhealthylifemanagementin and beyond school

Deliberatelywillingtoimplementtheelementsofhealthylifemanagementinandbeyondschool

Demonstrateshealthychoicesinlifemanagementinandbeyondschool

Standard4-Self-awarenessandSelf-managementlearningdomain:learningoutcomes


Level0

1. Limitedknowledgeofemotionsanditstraits2. Limitedknowledgeofverbalandnon-verbalcommunica-

tionandmajorsafetyregulation3. Limitedknowledgeoffundamentalsocialrulesandclass

protocols 4. Limitedknowledgeofbodyimageandself-image

1. Lowlevelofconstructivemanagementoffeelings2. Averagelevelofself-efficacy3. Averagelevelofdutifulness4. Averageleveloftrust5. Lowlevelofcooperation6. Lowlevelofself-imageandself-estimation

1. Demonstratesituationadequateverbalandnon-verbalcommunicationwithlimitedeffectiveness2. Demonstratecooperativebehaviourwithlimitedeffectiveness3. Trustoneselfandothers(teacherandpeers)withlimitedeffectiveness4. Followrules,routines,andprotocolsforsafetyandacceptetiquetteandfairplaywithlimitedeffectiveness

Attitudes Considers important the fundamental rules of organizedphysical activities Enthusiasticaboutplayingalongwithothers Followsthefundamentalrulesandetiquettesoforganizedphysicalactivities

Level1

1. Limited knowledge of emotions and its traits in PEsettings

2. Limited knowledge of competition, failure (defeat),success(winning),lose-loseandwin-winsituations

3. Someknowledgeofcooperation,leadership,teamwork4. Considerable knowledge of verbal and non-verbal

communicationwithpeersandteachersinPEsettings5. Limitedknowledgeofsafetyregulation6. Limited knowledge of social rules, fair play and class

protocols 7. Limitedknowledgeofself-imageandself-estimation8. Limitedknowledgeofroleplayandtutoringpeers

1. Average level of constructive management offeelings

2. Lowlevelofcooperationanddemocracy3. Averagelevelofself-efficacy4. Averagelevelofdutifulness5. Low level of achievement-striving (achievement

motivation)6. Lowlevelofassertiveness7. Highleveloftrust8. Lowlevelofself-imageandself-estimation9. Lowlevelofriskassessment10.Lowlevelofperceivedcompetence

1. Demonstratesituationadequatecopingstrategieswithlimitedeffectiveness2. Demonstratesituationadequateverbalandnon-verbalcommunicationwithsomeeffectiveness3. Demonstratecooperativebehaviourwithsomeeffectiveness4. Demonstratedelaytothesatisfactionofneedswithlimitedeffectiveness5. Trustoneselfandothers(teacherandpeers)withsomeeffectiveness6. Demonstraterespectfulcommunicationappropriatetocontextwithsomeeffectiveness7. Followrules,routines,andprotocolsandacceptetiquetteandfairplaywithsomeeffectiveness8. Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithlimitedeffectiveness9. Recall,interpretandcommunicateSASMrelatedterminologyprinciples,concepts,strategiesinPEsettingswith

limitedeffectiveness

Attitudes ConsidersimportantthefundamentalrulesofPEclass EnthusiasticabouttakingpartinPEclasseswithothers FollowsthefundamentalrulesandetiquettesofPEclasses

Level2

1. Someknowledgeofemotionsanditstraits2. Someknowledgeofcompetition,failure(defeat),success

(winning),lose-loseandwin-winsituations3. Someknowledgeofcooperationandco-opetition4. Someknowledgeofverbalandnon-verbalcommunica-

tion 5. Someknowledgeofassertivebehaviourfollowingsafety

regulations6. Some knowledge of social rules, fair play and class

protocols 7. Someknowledgeofself-imageandself-estimation8. Someknowledgeofroleplayandtutoringpeers

1. Averagelevelofself-efficacy2. Highlevelofdutifulness3. Averagelevelofachievement-striving(achievement

motivation)4. Averagelevelofassertiveness5. Highleveloftrust6. Averagelevelofcooperationanddemocracy7. Lowlevelofself-imageandself-estimation8. Average level of constructive management of

feelings9. Lowlevelofriskassessment10.Lowlevelofperceivedcompetence

1. Demonstratesituationadequatecopingstrategieswithsomeeffectiveness2. Demonstratesituationadequateverbalandnon-verbalcommunicationwithconsiderableeffectiveness3. Demonstratecooperativebehaviourwithconsiderableeffectiveness4. Demonstratedelaytothesatisfactionofneedswithsomeeffectiveness5. Trustoneselfandothers(teacherandpeers)withsomeeffectiveness6. Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness7. Followrules,routines,andprotocolsandacceptetiquetteandfairplaywithconsiderableeffectiveness8. Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithsomeeffectiveness9. Recall,interpretandcommunicateSASMrelatedterminologyprinciples,concepts,strategiesinPEsettingswith

someeffectiveness

Attitudes Considersimportanttostayontaskwithoutbeingpromptedby a teacher

Relatespositivelytowardsassertivenessinsteadofag-gressiveness Demonstratessimplesolutionsinconflictsituations

20

Level3

1. Considerable knowledge of emotions,motives andits traits

2. Considerable knowledge of competition, failure(defeat), success (winning), lose-lose and win-winsituations

3. Considerable knowledge of cooperation, co-opetition and leadership

4. Considerable knowledge of verbal and non-verbalcommunication

5. Considerable knowledge of assertive behaviourfollowingsafetyregulation

6. Considerable knowledge of social rules, fair play,class protocols and group management

7. Considerable knowledge of self-image and self-estimation

8. Considerable knowledge of role play and tutoringpeers

1. Highlevelofself-efficacy2. Highlevelofdutifulness3. Averagelevelofachievement-striving(achievement

motivation)4. Averagelevelofassertiveness5. Highleveloftrust6. Averagelevelofcooperationanddemocracy7. Lowlevelofself-imageandself-estimation8. Average level of constructive management of

feelings9. Averagelevelofriskassessment10.Averagelevelofperceivedcompetence

1. Demonstratesituationadequatecopingstrategieswithconsiderableeffectiveness2. Demonstratesituationadequateverbalandnon-verbalcommunicationwiththorougheffectiveness3. Demonstratecooperativebehaviourwithconsiderableeffectiveness4. Demonstratedelaytothesatisfactionofneedswithconsiderableeffectiveness5. Trustoneselfandothers(teacherandpeers)withconsiderableeffectiveness6. Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness7. Followrules,routines,andprotocolsandacceptetiquetteandfairplaywiththorougheffectiveness8. Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithconsiderableeffectiveness9. Recall,interpretandcommunicateSASMrelatedterminologyprinciples,concepts,strategiesinPEsettingswith


AttitudesConsidersimportanttostayontaskandtobeunselfishwithoutbeingpromptedbyateacher

Deliberatelyseekswin-winindifferentPEsituations DemonstratesempathyandunderstandingtowardsothersinPEclasses

Level4

1. Considerable knowledge of emotions,motives andits traits

2. Considerable knowledge of competition, failure(defeat), success (winning), lose-lose and win-winsituations

3. Considerable knowledge of cooperation, co-opetition and leadership

4. Considerable knowledge of verbal and non-verbalcommunication

5. Considerable knowledge of assertive behaviourfollowingsafetyregulation

6. Considerable knowledge of social rules, fair play,class protocols and group management

7. Considerable knowledge of self-image and self-estimation

8. Considerable knowledge of role play and tutoringpeers

1. Highlevelofself-efficacy2. Highelevelofdutifulness3. High level of achievement-striving (achievement

motivation)4. Averagelevelofassertiveness5. Highleveloftrust6. Highlevelofcooperationanddemocracy7. Highlevelofself-imageandself-estimation8. Highlevelofconstructivemanagementoffeelings9. Highlevelofriskassessment10.Averagelevelofperceivedcompetence

1. Demonstratesituationadequatecopingstrategieswiththorougheffectiveness2. Demonstratecooperativebehaviourwiththorougheffectiveness3. Demonstratedelaytothesatisfactionofneedswiththorougheffectiveness4. Trustoneselfandothers(teacherandpeers)withthorougheffectiveness5. Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness6. Askingandacceptinghelpfromothersandofferinghelptootherswithconsiderableeffectiveness7. Recall,interpretandcommunicateSASMrelatedterminologyprinciples,concepts,strategiesinPEsettingswith

thorougheffectiveness

Attitudes Considers important to act un-selfish and helpfullywithoutexpectingsomethinginreturn

Deliberatelyseekswin-winindifferentPAandPEsitua-tions in and beyond school DemonstratesempathyandunderstandingtowardsothersinPAandPEsettingsinandbeyondschool

Standard5-Problem-solvingandconstructivethinkinglearningdomain:learningoutcomes


Level0

1. Limited knowledge of the modification aspects ofFMS

2. Limited knowledge of the modification aspects ofinvasion and target games

3. Limited knowledge of the modification and combi-nation aspects of dance and expressionmovementskills

1. Limited level of creativity in games andmovementexecutions

2. Limitedlevelofinitiativeincooperativetasks3. Limited level of problem solving in PE settings

(e.g.guideddiscovery)

1. Modify,combineandperformFMS,rulesofsimplegameswithlimitedeffectiveness2. Modifyandperformindividualandteamsport-specificrules,techniqueswithlimitedeffectiveness3. Modify,combineandperformdancemovementskillwithsomeeffectiveness4. DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithsomeeffectiveness5. Demonstrate knowledge of the rules and fundamental common tactical elements of simple invasion, target,

fielding,net/wallgameswithsomeeffectiveness6. Demonstrateknowledgeofindividualandteamsport-specificrules,techniqueswithsomeeffectiveness7. Demonstrate knowledge of the modification and combination aspects of dance movement skills with some

effectiveness8. Useplanning,processingskillswithsomeeffectiveness9. Recall interpretandcommunicatePSCTrelatedterminologyprinciples,concepts,strategiesinPEsettingswith

limitedeffectiveness

Attitudes ConsidersimportanttoshareideasofproblemsolvingOpentosolveproblemsandaskforhelpinphysical

activitiesDemonstratesactiveparticipationintasksthatrequireproblemsolvingthinkingandprovidinghelp

Level1

1. SomeknowledgeofthemodificationaspectsofFMS2. Limited knowledge of the modification aspects of

rulesandtacticalelementsofsimpleinvasion,target,fielding,net/wallgamesandgame-likesituations

3. Limited knowledge of simple individual and teamsport-specificskills,techniques,rules

4. Limited knowledge of the modification aspects ofdancemovementskills

5. Limitedknowledgeofplanningskills6. Limitedknowledgeofprocessingskills

1. Limited level of critical thinking in game and taskmodifications

2. Somelevelofcreativityingamesandmovementexe-cutions

3. Limitedlevelofinitiativeinteamworkandcooperativetasks

4. Limited levelofproblemsolving inPEsettings (e.g.guideddiscovery)

5. Limited level of decision taking in simple choicesituations

6. Limited level of planning and processing (e.g.short-term physical fitness development in PEsettings)

1. Modify,combineandperformFMS,rulesandfundamentaltacticalelementsofsimpleinvasion,target,fielding,net/wallgamesandgame-likesituationswithlimitedeffectiveness

2. Modify,combineandperformsimpleindividualandteamsport-specificskills,techniquesandruleswithlimitedeffectiveness

3. Modify,combineandperformsimpledancemovementskillwithlimitedeffectiveness4. DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithlimitedeffectiveness5. Demonstrateknowledgeoftherulesandtacticalelementsofsimpleinvasion,target,fielding,net/wallgamesand

game-likesituationswithlimitedeffectiveness6. UsescriticalthinkingandcreativityindifferentPEsettings(e.g.modifyinggames,guideddiscovery)withlimited

effectiveness7. Demonstratedecision-makingskillsinsimplechoicesituationswithlimitedeffectiveness8. Usesplanning,processingskillswithlimitedeffectiveness9. Recall,retrieveandcommunicatePSCTrelatedterminologyandconceptsinPEsettingswithlimitedeffectiveness

AttitudesConsidersimportanttoshareideasofproblemsolvingindifferentPEsettings

OpentosolveproblemsandaskforhelpindifferentPEsettings

Demonstratesactiveparticipation in tasks that requireproblemsolving thinkingandprovidinghelp indifferentPEsituations

Level2

1. ConsiderableknowledgeofthemodificationaspectsofFMS

2. Someknowledgeofthemodificationaspectsofrulesand tactical elements of simple invasion, target,fielding,net/wallgamesandgame-likesituations

3. Some knowledge of individual and team sport-specificskills,techniques,rules

4. Someknowledgeofthemodificationandcombinationaspectsofdancemovementskills

5. Some knowledge of planning skills (e.g. short andmid-termphysicalfitnesscomponentdevelopment)

6. Limitedknowledgeofprocessingskills

1. Some level of critical thinking in game and taskmodifications

2. Considerablelevelofcreativity ingamesandmove-mentexecutions

3. Somelevelofinitiativeinteamworkandcooperativetasks

4. Some level of problem solving in different physicalactivities

5. Some level of decision taking in multiple choicesituations

6. Somelevelofplanningandprocessing(e.g.mid-termphysicalfitnessdevelopmentinschoolsettings)

1. Modify,combineandperformFMS,rulesandfundamentaltacticalelementsofinvasion,target,fielding,net/wallgamesandgame-likesituationswithsomeeffectiveness

2. Modifyandperformsimpleindividualandteamsport-specificskills,techniquesandruleswithsomeeffectiveness3. Modify,combineandperformsimpledancemovementskillwithsomeeffectiveness4. DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithsomeeffectiveness5. Demonstrateknowledgeoftherulesandtacticalelementsofinvasion,target,fielding,net/wallgamesandgame-

likesituationswithsomeeffectiveness6. Usescritical thinkingandcreativity indifferentPEsettings (e.g.modifyinggames,guideddiscovery)withsome

effectiveness7. Demonstratedecision-makingskillsinmultiplechoicesituationswithsomeeffectiveness8. Usesplanning,processingskillswithsomeeffectiveness9. Recall,retrieveandcommunicatePSCTrelatedterminologyandconceptsinPEsettingswithsomeeffectiveness

AttitudesConsiders important the substance of problem solvingthinkingandconstructivebehaviourinP.E.

Enthusiastic about and relates positively to problemsolving thinking and constructive behaviour in gamesandcooperativetasks

Playsaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviour

22

Level3

1. Considerableknowledgeofthemodificationaspectsof rules and tactical elements of simple invasion,target, fielding, net/wall games and game-likesituations

2. Considerable knowledge of individual and teamsport-specificskills,techniques,rules

3. Considerable knowledge of the modification andcombinationaspectsofdancemovementskills

4. Some knowledge of planning, processing anddecision-making skills (e.g. multiple choicesituationsinPEandPAsettings)

1. Considerable level of critical thinking inmodifyingandcreatinggamesandtasks

2. Considerablelevelofcreativityingamesandcoop-erativetasks

3. Considerable level of initiative in teamwork andcooperativetasks

4. Considerable level of problem solving in differentphysical activity settings

5. Considerable level of decision taking in multiplechoice situations

6. Considerablelevelofplanningandprocessing(e.g.mid-termphysicalfitnessdevelopment)

1. Modifyandperformindividualandteamsport-specificskills,techniques,rulesandtacticalelementsininvasion,target,fielding,net/wallgamesandgame-likesituationswithsomeeffectiveness

2. Modify,combineandperformsimpledancemovementskillwithconsiderableeffectiveness3. Demonstrate knowledge of individual and team sport-specific rules, techniques and tactical elements with

considerableeffectiveness4. Demonstrate knowledge of themodification and combination aspects of dancemovement skills with some

effectiveness5. Uses critical thinking and creativity in differentPE settings (e.g. student designedgames)with considerable

effectiveness6. Demonstratedecision-makingskillsinmultiplechoicesituationswithconsiderableeffectiveness7. Usesplanning,processingskillswithconsiderableeffectiveness8. Recall,retrieveandcommunicatePSCTrelatedterminology,strategiesandconceptsinPEsettingswithconsid-

erableeffectiveness

AttitudesConsidersimportanttoutilizetheelementsofproblemsolving,constructivethinkingindifferentPEandPAset-tings

Enthusiasticaboututilizingproblemsolving,construc-tivethinkingindifferentPEtasksaphysicalactivities PlaysaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviourinPEandPAsettings.

Level4

1. Considerableknowledgeofthemodificationaspectstacticalelementsandstrategiesofsimpleinvasion,target,fielding,net/wallgames

2. Thorough knowledge of individual and teamsport-specificskills,techniques,rules

3. Considerable knowledge of the modification andcombinationaspectsofdancemovementskills

4. Considerable knowledge of planning, processingand decision-making skills (e.g. multiple choicesituationshealth-consciouslifemanagement)

1. Thoroughlevelofcriticalthinkinginmodifyingandcreatinggamesandtasks

2. Considerable level of creativity in in differentphysical activity settings

3. Considerable level of initiative in teamwork andcooperativetasks

4. Cwonsiderable levelofproblemsolving indifferentphysical activity settings

5. Considerable level of decision taking in complexchoice situations

6. Considerablelevelofplanningandprocessing(e.g.longs-termphysicalfitnessdevelopment)

1. Modifyandperformindividualandteamsport-specificskills,techniques,rulesandtacticalelementsininvasion,target,fielding,net/wallgamesandgame-likesituationswithconsiderableeffectiveness

2. Modify,combineandperformsimpledancemovementskillwithconsiderableeffectiveness3. Demonstrate knowledge of individual and team sport-specific rules, techniques and tactical elements with

considerableeffectiveness4. Demonstrate knowledge of the modification and combination aspects of dance movement skills with

considerableeffectiveness5. Usescriticalthinkingandcreativityindifferentphysicalactivitysettings(e.g.physicalfitnessenhancement)with

considerableeffectiveness6. Demonstratedecision-makingskillsinmultiplechoicesituationswithconsiderableeffectiveness7. Usesplanning,processingskillswithconsiderableeffectivenessinandbeyondschool8. Recall, retrieve and communicate PSCT related terminology, strategies and concepts in PE settings with


AttitudesConsidersimportanttoutilizetheelementsofproblemsolving,constructivethinkingindifferentPEandPAset-tings in and beyond school

EnthusiasticaboututilizingPEandPArelatedproblemsolving,constructivethinkinginandbeyondschool

PlaysaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviourinPEandPAsettingsin and beyond school

23

5.REFERENCES

1. http://edglossary.org/standards-based/

2. http://www.mdsz.hu/wp-content/uploads/2014/09/Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanya.pdf

3. http://www.unicef.org/education/files/QualityEducation.PDF

4. http://www.mdsz.hu/wp-content/uploads/2014/09/Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanya.pdf

5. McLennan,N.,&Thompson,J.(2015).QualityPhysicalEducation(QPE):GuidelinesforPolicyMakers.UNESCOPublishing

6. AIESEPPositionStatementonPETE2014

7. America,S.H.A.P.E.(2015).Theessentialcomponentsofphysicaleducation.Reston,VA:Author.

8. Marshall,J.,&Hardman,K.(2000).Thestateandstatusofphysicaleducationinschoolsininternationalcontext.EuropeanPhysicalEducationReview,6(3),203-229.

9. EUPEADECLARATIONOFMADRID/AMSTERDAM(1991/2009)retrivedfromhttp://w3.restena.lu/apep/docs/EUPEA/DeclMadridAmsterdam.pdf

10. EuropeanCommission/EACEA/Eurydice,2013.PhysicalEducationandSportatSchoolinEurope

EurydiceReport.Luxembourg:PublicationsOfficeoftheEuropeanUnion.

11. Meta-analysis of the National Public Education Systems, Qualification Frameworks and Key competences of Greece,Hungary,Luxemburg,Lithuania,Netherland,Germany-SHAP.E.

12. http://www.shapeamerica.org/standards/upload/national-standards-flyer.pdf

13. Whitehead,2016retrievedfromhttps://www.physical-literacy.org.uk/

14. Roetert,E.P.,&MacDonald,L.C.(2015).UnpackingthephysicalliteracyconceptforK-12physicaleducation:Whatshouldweexpectthelearnertomaster?.JournalofSportandHealthScience,4(2),108-112.

15. Fisher,RICHARD.,Repond,R.,&Diniz,JOSÉ.(2011).Aphysicallyeducatedperson.ContemporaryIssuesinPhysicalEdu-cation:InternationalPerspectives.Meyer&MeyerSport,Mainhead,69-89.

16. DescriptorsdefininglevelsintheEuropeanQualificationFramework(EQF)https://ec.europa.eu/ploteus/en/content/descriptors-page

17. EuropeanCommission(2008).ExplainingtheEuropeanQualificationsFrameworkforLifelongLearning.

https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf

18. ExplainingtheEuropeanQualificationsFrameworkforLife-longLearning,EuropeanCommission2008https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf

19. Gallahue,D.L.,&Donnelly,F.C.(2003).AssessingProgress:Motor,Fitness,andPhysicalActivityAssessment.DevelopmentPhysicalEducationforAllChildren

20. Anderson,L.W.,Krathwohl,D.R.,Airasian,P.W.,Cruikshank,K.A.,Mayer,R.E.,Pintrich,P.R.,Raths,J.,Wittrock,M.C.(2001).ATaxonomyforLearning,Teaching,andAssessing:ArevisionofBloom’sTaxonomyofEducationalObjectives.NewYork:Pearson,Allyn&Bacon.

21. Mirnics,Z.(2006).Aszemélyiségépítőkövei:típus-,vonás-ésbiológiaielméletek.BölcsészKonzorcium.

24

6.CONTRIBUTORS

•JohannWolfgangvonGoetheUniversity,DepartmentofSportsMedicine,fromGermany,•KaunasUniversityofTechnology,fromLithuania,•UniversityLjubljanafromSlovenia•EuropeanPhysicalEducationAssociation(EUPEA)

Contributors-ExpertGroupGreece:DimitriosKereres,MariaNikopoulou,AvgoustinosKatsaris,KonstantiaTegou

Germany:EszterFüzéki,WinfriedBanzer(JohannWolfgangvonGoetheUniversity)

Lithuania:LauraDaniuseviciute,ErnestaKaraskiene,LoretaSapokiene,RasaSulniene(KaunasUniversityofTechnology)

Slovenia:GergorStarc,MarjetaKovač,GregorJurak(UniversityLjubljanafromSlovenia)

EUPEA:ClaudeScheuer(UniversityofLuxemburg),MartinHolzweg

Acknowledgement–Thankyouforthecontributionofcountry-specificsubtasks:StylianosDaskalakisandKatsarisAvgoustinos(Greece)AnnemiekDorgelo(Netherlands)

ThankyoufortheHSSF’smanagementteam–ZsuzsannaPikó,EszterKornfeldandIstvánKulisity

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