EUROPEAN FRAMEWORK OF QUALITY PHYSICAL EDUCATION … · 2017-02-06 · to implement standard-based...

EUROPEAN FRAMEWORK OF QUALITY PHYSICAL EDUCATION

EFQPE

Project coordinator

Authors Zoltaacuten Vass Zoltaacuten Boronyai Tamaacutes Csaacutenyi (Hungarian School Sport Federation)

Partners

bull Ministry of Education and Religious Affairs of Greece

bull Johann Wolfgang von Goethe University Department

of Sports Medicine from Germany

bull Kaunas University of Technology from Lithuania

bull University Ljubljana from Slovenia

bull European Physical Education Association (EUPEA)

ldquoShaping 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 PErdquo

ERASMUS+

2

1 INTRODUCTION 3

2 STANDARD-BASEDQUALITYPHYSICALEDUCATION 5

21DEFININGSTANDARD-BASEDEDUCATION 5

22DEFININGQUALITYEDUCATION 5

23DEFININGQUALITYPHYSICALEDUCATION 6

3 EUROPEANFRAMEWORKOFQUALITYPHYSICALEDUCATION(EFQPE) 8

31THEREASONBEHINDTHEESTABLISHMENTOFEFQPE 8

32THEDEVELOPMENTALPROCESSOFEFQPE 8

33THEAIMOFEFQPE 9

34THEROLEOFEFQPE 9

35THELEARNINGDOMAINSANDSTANDARDSOFEFQPE 10

351DEFINITIONOFPHYSICALLITERACY 10

352STANDARDSOFTHEPHYSICALLYLITERATEINDIVIDUAL(SHAPEAMERICANASPE) 10

353DEFINITIONOFPHYSICALLYEDUCATEDPERSON(EUPEA) 11

354STANDARDSOFPHYSICALLYLITERATEINDIVIDUAL(EFQPE) 11

36THELEVELSANDGRIDOFEFQPE 12

4 THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITIONPROCESSOFEFQPE 14

5 REFERENCES 23

6 CONTRIBUTORS 24

TABLEOFCONTENT

3

1 INTRODUCTION

InordertomaintaintheglobalcompetitivenessintherecentyearsinternationallyandparticularlyinEuropeitbecameexcessivelysignificanttosubsurviencethemobilizationofsocialgroupswhichalsobroughtthenecessityofcreatingthepermeabilitybetweeneducationalsub-systemsBasedonthatitbecameinevitableonEuropeanleveltodefinetheelementsforallofthemembercoun-trieswhichwouldbeabletoensurethestandardlearningoutcomes(knowledgeskillsandattitudes)independentlyfromthehighlyheterogeneous education systems

TheCouncilproclaimsintheEducationandTraining2020documentthatthemainaimoftheframeworkistosupportMemberStatesinfurtherdevelopingtheireducationalandtrainingsystemsThesesystemsshouldprovidethemeansforallcitizenstorealisetheirpotentialsaswellasensuresustainableeconomicprosperityandemployabilityTheframeworkshouldtakeintoconsiderationthewholespectrumofeducationandtrainingsystemsfromalifelonglearningperspectivecoveringalllevelsandcontexts(includingformalnon-formalandinformallearning)

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

TheEUinmediumandlong-termwillfacethenecessityofhavingcitizenswhoareabletobeactiveonthework-fieldbeyondtheir70rsquoswhichbringstheneedtohavehighly-qualifiedjob-skillsandgoodconditionofhealthmentalandphysicalfitness

Regrettablytheheadwayofinactivesedentarylifestyleissignificantatallage-groupsthereforeitbecameinevitablethroughouttheWorldandinEuropethatstrategiesregardinglifemanagementonawholelife-spanshouldnotonlysupportthebuildingofthefinancialconditionsbutalsothedevelopmentofskillsandcompetencesnecessarytoestablishphysicalsocialandmentalhealth

It shouldbeunderlined that theacquisitionanddevelopmentofhealth-enhancingphysicalactivity (hereafterHEPA)and thestronglyrelatedcompetenceelementsofthehealth-consciousfuture-orientedlifemanagementalongwiththeawarenessofthenecessityofregularphysicalactivityshouldbeginasearlyaschildhoodThemostimportantfieldsofactionofthathugechallengearetheschoolsworldwide

SchoolsprovidethemostaccessibleandoftentheonlypossibilityforallchildrentoplaydosportstakepartinorganizedgamesanddifferentformsofphysicalactivityInadditiontothatschoolshaveanenormouseffectonchildrenfromtheirearlyschoolyearsbygivingthempositivemessagesabouthealth-managementandofferingphysicalactivityopportunities

Ontheotherhandduringschooltimechildrenaresedentaryforseveralhoursandwithafter-schoollearningactivities(home-worketc)thisschool-relatedsedentarytimeextendsalsoinchildrenrsquosfreetimeThereforeinorderforthelearningprocessinschoolstobeeffectiveschoolshavetoprovideopportunitiestocounterbalancethesedentaryactivitieswithphysicalactivity

PhysicaleducationisacurriculumbasedandcompulsoryschoolsubjectthatplaysamajorroleinpromotingoverallhealthandphysicalliteracyforchildrenandadolescentsallaroundEuropeandtheglobePhysicaleducationphilosophyandtraditionspecifythecurriculumaimsandcontentsincludingtheexpectationsaboutwhatthestudentshavetoknowunderstandfeelandbeabletodoHowevertakingintoconsiderationtheimportanceoftheculturalbackgroundandtheeducationalsystemofdifferentcountriesthereisaneedfordevelopingatoolthathelpstosynchronisethelearningoutcomesinEUlevelTheprojectexpertgroupofEuropeanFrameworkofQualityPhysicalEducation(hereafterEFQPE)wereaimingatdevelopingaframeworkoflearningoutcomesystemthatwouldbeacceptablein6EUcountriesThisdocumentisthefirstversionofthisinitiative

4

2STANDARD-BASEDQUALITYPHYSICALEDUCATION

21 DEFINING STANDARD-BASED EDUCATION

ldquoIneducationthetermstandards-basedreferstosystemsofinstructionassessmentgradingandacademicreportingthatarebasedonstudentsdemonstratingunderstandingormasteryoftheknowledgeskillsandbehaviourstheyareexpectedtolearnoradoptastheyprogressthroughtheireducationInaschoolthatusesstandards-basedapproachestoeducatingstudentslearningstandardsdeterminethegoalsofalessonorcourseandteachersthendeterminehowandwhattoteachstudentssotheyachievethelearningexpectationsdescribedinthestandardsrdquo1 Thegeneralgoalofstandards-basedlearningistoensurethatstudentsareacquiringtheknowledgeandskillsattitudesandcompetencethatareessentialtosuccessinalife-longlearningperspective

22 DEFINING QUALITY EDUCATION

bdquoQualityeducationisonlyeffectivewheretherequirementsofefficiencyandequityismetonschoollevelWithdifferentwordsonlythoseschoolsareefficientthathavereachedhigherlevelofeducationaloutcomebystartingfromanequalstartingpointwithtakinglocalcharacteristicsintoaccountrdquo2

Qualityeducationincludes3

bull Learnerswhoarehealthywell-nourishedcapableandready toparticipateand learnandsupported in learningby theirfamiliesandcommunities

bull Environmentsthatarehealthysafeprotectiveandgender-sensitiveandprovideadequateresourcesandfacilitiesbull Contentthatisreflectedinrelevantcurriculaandmaterialsfortheacquisitionofbasicskillsespeciallyintheareasofliteracy

numeracyandskillsforlifeandknowledgeinsuchareasasgenderhealthnutritionpreventionbull Processesthroughwhichtrainedteachersusechild-centredteachingapproachesinwell-managedclassroomsandschools

andskilfulassessmenttofacilitatelearningandreducedisparitiesbull Outcomes that encompass knowledge skills and attitudes and are linked to national goals for education and positive

participation in society

Inordertoprovidequalityeducationthefollowingcriticalareasmustbeaddressed4

TeacherCredentialsbull Allteacherspossessadequatephysicaleducationteachingcompetenciesinphysicaleducationbull Allteachersparticipateregularlyinprofessionaldevelopmentactivitiestomaintainandupgradeknowledgeofappropriate

pedagogyandtechnologyregardingtheteachingofphysicaleducation

ClassSizeandTimeRequirementsbull Allclassesareconsistentwithteacher-to-studentratiosinotheracademicareasorclassroomsbull Timerequirements

LearningEnvironmentbull Allclassesprovideforasafepositiveanddevelopmentallyappropriatelearningenvironmentbull All classes are supplied with adequate equipment and facilities for each student to actively participate in all phases of

instructionbull Allclasseshaveadequatetechnologyavailableforusebyteachersandstudents

Instructionbull Designedtoprovideforaplannedsequencedcurriculumthatincludesstatedstandardsthatareassessedonaregularbasisbull Designedtoprovidestudentswiththeknowledgeskillsandcompetencesrequiredtoparticipatesafelyinphysicalactivity

throughoutalifetimebull Designedtoprovideforinclusionofallstudentsindevelopmentallyappropriateactivities

Assessmentbull Isfrequentandbasedondesignatedlearningoutcomesalignedwithnationalandlocalstandardsbull Includesavarietyofmethodstechniquesandformsbull Isdesignedtoassiststudents inunderstandingand improvingknowledgeskillsandcompetencesrelated toactivityand

health-relatedphysicalfitnessbull Providesfeedbackforstudentlearningandcurricularplanning

1 httpedglossaryorgstandards-based 2httpwwwmdszhuwp-contentuploads201409Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanyapdf 3httpwwwuniceforgeducationfilesQualityEducationPDF 4 httpwwwmdszhuwp-contentuploads201409Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanyapdf

5

23 DEFINING QUALITY PHYSICAL EDUCATION

QualityPhysicalEducation(QPE)isawidelyusedtermamongtheexpertsonthefieldofPEWehighlightthreedefinitionswhichhavemanycommonaspectsandelementsonthecharacteristicsofQualityPhysicalEducation

1 UNESCO(2015)definesldquoQualityPhysicalEducationistheplannedprogressiveinclusivelearningexperiencesthattakeplaceaspartofthecurriculuminearlyyearsprimaryandsecondaryeducationandactsasthefoundationforalifelongengagementinphysicalactivityandsportThelearningexperiencesofferedtochildrenandyoungpeopleinphysicaleducationlessonsshouldbedevelopmentallyappropriatetohelpthemacquirepsychomotorskillscognitiveunderstandingandsocialandemotionalskillstheyneedtoleadaphysicallyactiveliferdquo5

2 AIESEPdefinesqualityphysical education at any level ldquoas thatwhichconcerns thephysical affective social andcognitivedevelopmentofyoungpeopleexposingthemtopositiveindividualandcollectivelearningexperienceswheretheydevelopknow-ledgeskillsanddispositionsthatallowthemtobeinformedandresponsibledecisionmakersrelativetoengagementinphysicalactivityandsportintheirlivesrdquo6

3 SHAPEAmerica(2014)ldquoQualityPhysicaleducationdevelopsphysicallyliterateindividualthroughdeliberatepracticeofwell-de-signedlearningtasksthatallowforskillacquisitioninaninstructionalclimatefocusedonmasteryPhysicaleducationaddressesthe threedomainsof learningcognitiveormentalskills related to theknowledgeofmovementaffectivewhichaddressesgrowthinfeelingsorattitudesandpsychomotorwhichrelatestothemanualorphysicalskillsrelatedtomovementliteracyrdquo7

5 McLennanNampThompsonJ(2015)QualityPhysicalEducation(QPE)GuidelinesforPolicyMakersUNESCOPublishing6AIESEPPositionStatementonPETE20147 AmericaSHAPE(2015)TheessentialcomponentsofphysicaleducationRestonVAAuthor

6

3EUROPEANFRAMEWORKOFQUALITY PHYSICALEDUCATION(EFQPE)

31 THE REASON BEHIND THE ESTABLISHMENT OF EFQPE

Physicaleducationisacompulsoryschoolsubjectinall27EUcountriesandisgovernedbygovernment-sanctionedcurriculaandorregulationsforschoolteachingRecentstudiesdocriticisenumerousdeficienciesasregardsphysicaleducationfundingitsacceptanceatvariouslevelsoftheschoolsystemitsstatusinschoolsanditsactualtimeallocation8

ThephysicaleducationcurriculumshapesphysicaleducationinstructioninschoolsthereforthereisaneedtoexploreaminimumEuropeancurriculumforphysicaleducationandtoensuretheprovisionofresourcestoimplementit9

Unfortunately in EU the countries opt for various ways of defining learning outcomes in physical education at schoolThe difference between national aims and learning outcomes in physical education is not very clear-cut and distinguishingbetweenthemcanbedifficult10

ThereforeitiscrucialtodevelopstandardsandlearningoutcomesrelatedtothestandardswhichcanbeimplementedinnationalcurriculumineveryEUmemberstatesinordertodeliverqualityphysicaleducationtothestudentsinschools

TheEFQPEdeterminesthestandardslearningdomainsandlearningoutcomesregardingtoEuropeanQualificationFramework(hereafterEQF)level1-4providinganobjectiveadaptableframeworkdevelopingnationalPEcurriculuminordertosupportandtoimplementstandard-basedqualityphysicaleducation

32 THE DEVELOPMENTAL PROCESS OF EFQPE

TheHungarianSchoolSportFederation(HSSF)astheinventoroftheideaofEFQPEhasbeenestablishedanERASMUS+projectThroughoutthetwo-yearperiodoftheprojectaEuropeanFrameworkofQualityPhysicalEducationwaselaboratedbasedontheexistingexperiencesofHSSFandthe5partnerinstitutionsrsquoresearchesworkshopsandtheprogressiveinputfromindividualexperts

Theprospectivetoolsoftheprojectimplementationwere

bull Mutualthinkingandplanningresearchbull Preparationofstudiespublicationsandotherdocumentsbull TranslationofrelevantdocumentsintoEnglishbull Sharingtherelevantdocumentswiththeparticipatingorganizationsandotherkeyactorsofsportscienceandeducation systemsbull Sharingofexperiencesintheframeof3workshopsinternationalconferencesandintheclosingconferencebull Creationofnationalstudiesbasedonkeyissuesandmeta-analysesofthestudiesinordertocreateacommonvisionbull PreparationofNationalRecommendationsforalltheparticipatingcountries

33 THE AIM OF EFQPE

Onthebasisofthecountryspecificanalysesdonebythepartnersintheprojectandtheirmeta-analysis(SHAPEproject)11 it may be concludedthatthedocumentswithPEcontentsarecentrallyprescribedorregulatedintheformofaCoreorFrameCurriculumoracombinationthereofIntheMemberStatescentralregulationisaratherfortunatesituationbecauseitallowsfortheintroductionandimplementationofEFQPEtherebyexertingadirectimpactonthecontentsandevaluationsystemofthenationalPEeducationthrough the content regulations The meta-analysis also made it clear that the curricula contained both outcome based and content basedelementsItisageneralfeaturethatwhilethecontentswereelaboratedwellitcouldnotbesaidclearlyinrelationtotheoutcomesObviouslythestructureofcurriculavariesagreatdealbecauseitisadjustedtothestructureoftheeducationsystemoftheparticularcountryConsequentlythelearningoutcomesandthetimesoftheiracquisitioncannotbewellco-ordinatedorcomparedamongtheMemberStatesItmaybeconcludedagainthataspecificlearningoutcomessystemmustbecreatedthatareindependentfromtheheterogeneousstructureofthenationaleducationalsystemsandphysicaleducationcurricula

Onthebasisofthemeta-analysis

bull ItmaybestatedthatintermsofthePEcurriculacontentsthetraditionalandsports-basedcontentdistributiondominatesassuggestedinthemainproblemsupplementedwiththeculturalspecificitiesthatprevailatnationallevelThemotortypicallysportsrelatedcontentswereelaboratedindetailinaninterrelatedsystemineachMemberStatesItcan

8 MarshallJampHardmanK(2000)ThestateandstatusofphysicaleducationinschoolsininternationalcontextEuropeanPhysicalEducationReview6(3)203-229

9 EUPEADECLARATIONOFMADRIDAMSTERDAM(19912009) retrivedfromhttpw3restenaluapepdocsEUPEADeclMadridAmsterdampdf10 EuropeanCommissionEACEAEurydice2013PhysicalEducationandSportatSchoolinEurope EurydiceReportLuxembourgPublicationsOfficeoftheEuropeanUnion11 Meta-analysisoftheNationalPublicEducationSystemsQualificationFrameworksand KeycompetencesofGreeceHungaryLuxemburgLithuaniaNetherlandGermany -SHAPE

7

alsobeclearlystatedthatpersonaldevelopmentandattitudeformingcomponentsandcontentsaredifficulttodetectordonotappearatallinthegeneralPEobjectivesotherthanthosespecifiedinthepsychomotordomain

bull ItmaybeconcludedthatformativeandsummativeassessmentisconstantlypresentintheinternationalpracticeandisalsousedbytheteachersHoweverdependingonthecontentsbothtypesofassessmentareusedprimarilyfortheassessmentofpsychomotordomainandtheassessmentsystemaffectingthefulldimensionofthepersonalityhardlyappearsinpracticeItcanalsobestatedthatinsummativeassessmenttheteacherhasagreatdealoffreedomwhichalsomakestheobjectiveassessmentandmeasurementofthestudentrsquosperformancesubjectivebothwithintheMemberStateandalsointernationally

Morespecificallythismeansthatitisverydifficulttocompareorestablishtheactualstudentperformancebehindaparticularmark

bull ItcanalsobestatedthatitisnotclearwhethertheoutputcontentsreflectedinthePEregulationsareminimumoroptimumrequirementsandthatthereisnocomplexoverviewofthefitnessassessmentsystemseitherConsequentlyitmaybestatedthataframeworkwouldbecapableofclassifyingandpresentingthelearningoutcomesinastructuredmannerwouldprovideanopportunitytogiveobjectiveandaccuratefeedbackandassessmentinphysicaleducation

Based on the abovementioned conclusions theEFQPE is establishedwith the aim to determinePE standardsPE learningdomainsandlearningoutcomesregardingtoEQFlevel1-4providinganobjectiveadaptableframeworkdevelopingnationalPEcurriculuminordertosupportandtoimplementstandard-basedqualityphysicaleducationinEUlevel

34 THE ROLE OF EFQPE

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

ThereforetheroleofEFQPEistoprovideanobjectiveadaptableframeworkofdevelopmentallyappropriatePEstandardsandlearningoutcomes(indicators)whichcanbeintegratedintoPEcurriculumineveryEUmemberstatesinordertosuccessfullyimplementStandard-basedQualityPhysicalEducation

35 THE LEARNING DOMAINS AND STANDARDS OF EFQPE

351DefinitionofPhysicalLiteracy

ItcanbestatedthatthegoalofphysicaleducationistodevelopphysicallyliterateindividualsBasedonthereviewofcurrentPhysicalEducationscientificliteraturewechosetohighlightthreeinternationallyacceptedPhysicalLiteracydefinition12

ldquoPhysicalliteracyistheabilityconfidenceanddesiretobephysicallyactiveforliferdquo13

Whitehead(2014)hasgivenconsiderablethoughttothedifficulttaskofdeterminingwhatcontentshouldbetaughtinPEtohelpstudentsbecomephysicallyliterateSheidentifiesthefollowingelementsascriticaltodevelopingstudentsrsquophysicalliteracyinPEprograms 14

1 Apositiveattitudetowardphysicalactivitythroughhavingexperiencedasenseofachievementandenjoymentinthesubject2 Themotivationandconfidencetocontinueactiveparticipationinphysicalactivity3 Movementcompetencecommensuratewiththeirphysicalpotential4 Experienceofarangeofmovementactivities5 Realisticself-knowledgeandself-awarenessenablingthemtosetappropriatepersonalgoalsinrespectofphysicalactivity6 An understanding of the nature ofmovement and of the importance and value of physical activity as contributing to a

physicallyactivelifestyle7 Anunderstandingofhowtoaccessphysicalactivitybeyondtheschool

352StandardsofthePhysicallyLiterateIndividual(ShapeAmericaNASPE)

StandardsofPhysicallyliterateindividual

Standard1 ndashThephysicallyliterateindividualdemonstratescompetencyinavarietyofmotorskillsandmovementpatterns

Standard2 ndashThephysicallyliterateindividualappliesknowledgeofconceptsprinciplesstrategiesandtacticsrelatedtomovementandperformance

12 httpwwwshapeamericaorgstandardsuploadnational-standards-flyerpdf13 Whitehead2016retrievedfromhttpswwwphysical-literacyorguk14 RoetertEPampMacDonaldLC(2015)UnpackingthephysicalliteracyconceptforK-12physicaleducationWhatshouldweexpectthe

learnertomasterJournalofSportandHealthScience4(2)108-112

8

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

Standard4 ndashThephysicallyliterateindividualexhibitsresponsiblepersonalandsocialbehaviorthatrespectsselfandothers

Standard5 ndashThephysicallyliterateindividualrecognizesthevalueofphysicalactivityforhealthenjoymentchallengeself-expressionandorsocialinteraction

353DefinitionofPhysicallyEducatedPerson(EUPEA)

BasedonEUPEAresearchitisclearthatasfarasteachersareconcernedtheprofileofaphysicallywell-educatedyoungpersonincludesbeing15

bull aresponsiblecitizenwhoisabletochoosesuitableactivitiestofollowgoodpracticeandtorespectandhelpothersbull apersonwhoisknowledgeableaboutphysicalactivityaboutsportwithagoodrepertoireofskillsandabilitiesbull somebodywhocanberesponsiblefortheirownhealthandadoptinganactivelifestyleandbecapableofevaluatingtheirown

progressandthatofothers

354StandardsofPhysicallyLiterateIndividual(EFQPE)

Taking thestandardscreatedbyNASPEWhiteheadandEUPEA intoaccountwithin theSHAPEprojectweestablished thefollowingstandardsinEFQPE

Standard 1 ndashThephysicalliterateindividualhastheknowledgeskillscompetenceandattitudesnecessarytodemonstratecompetencyinavarietyofmotorskillsandmovementpatternsandtounderstandtheimportanceofmovementcompetenceanditscontributiontotheefficientandjoyfulengagementindifferentphysicalactivitysettingsthroughthewholelife-span

Standard 2 ndashThephysicalliterateindividualhastheknowledgeskillscompetenceandattitudesnecessarytounderstandtheimportanceofregularphysicalactivityandtoachieveandmaintainahealth-enhancinglevelofphys-icalactivityandfitnessthroughthewholelife-span

Standard 3 ndashThephysicalliterateindividualhastheknowledgeskillscompetenceandattitudesnecessarytounderstandtheimportanceofnutritionintakepersonalhygieneandstresscontroltoincreasetheefficiencyofHEPAanditscontributiontowell-being

Standard 4 ndashThephysicalliterateindividualhastheknowledgeskillscompetenceandattitudesnecessarytounderstandtheimportanceofrealisticself-imageandself-estimationandtoexhibitresponsiblepersonalandsocialbehaviorthatrespectsselfandothersinordertointeractpositivelyandworkeffectivelywithothers

Standard 5 ndashThephysicalliterateindividualhastheknowledgeskillscompetenceandattitudesnecessarytounderstand theimportanceofsystemisingplanningexecutingandevaluatingstrategiesandtoapplyknowledgeof conceptsprinciplesstrategiesandtacticsrelatedtomovementperformanceandhealthylifemanage-

ment

ThedefinedstandardssimultaneouslydefinethelearningdomainswheretheindicatorsofthelearningoutcomescanbeidentifiedWeinterpretedthefollowingdefinitions

15 FisherRICHARDRepondRampDinizJOSEacute(2011)Aphysicallyeducatedperson ContemporaryIssuesinPhysicalEducationInternationalPerspectives MeyerampMeyerSportMainhead69-89

9

StandardsandLearningdomains DEFINITION

Standard 1

MOVEMENTLITERACYMovementliteracylearningdomainencompassestheknowledgeskillscompetenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofmovementcompetenceanditsdevelopmentinordertoengageefficientlyandjoyfullyindifferentphysicalactivitysettingsthroughthewholelife-span

Standard 2

HEALTH-ENHANCINGPHYSICALACTIVITYHealth-enhancingPhysicalActivitylearningdomainencompassestheknowledgeskillscompetenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofregularphysicalactivityinordertodevelopandmaintainahelath-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

Standard 4

SELF-AWARENESSANDSELF-MANAGEMENT

Self-awarenessandself-managementlearningdomainencompassestheknowledgeskillscompetenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofrealisticself-imageandself-estimationinordertointeractpositivelyandworkeffectivelywithothersandtobuildrespect for thepersonalphysicalandnaturalenvironment inadditionto thepositiveandresponsible relationship to themselves

Standard5

PROBLEM-SOLVINGANDCONSTRUCTIVETHINKING

Problem-solvingandconstructivethinkinglearningdomainencompassestheknowledgeskillscompetenceandattitudesnecessarytohaveacomprehensiveunderstandingoftheimportanceofsystemisingplanningexecutingandevaluatingstrategiesandconstructivedecisionsrelatedtomovementphysicalactivityperformanceandhealthylifemanagement

TABLE1DEFINITIONSOFTHEEFQPELEARNINGDOMAINS

10

36 THE LEVELS AND GRID OF EFQPE

The levelsandgridofEFQPEwereelaboratedon thebasisof theEuropeanQualificationFramework (EQF)16 ldquoTheEQF isacommonEuropeanreferenceframeworkwhichlinkscountriesrsquoqualificationssystemstogetheractingasatranslationdevicetomakequalificationsmorereadableandunderstandableacrossdifferentcountriesandsystemsinEuropeThelevelsspanthefullscaleofqualificationsfrombasictoadvancedlevelsAsaninstrumentforthepromotionoflifelonglearningtheEQFencompass-esalllevelsofqualificationsacquiredingeneralvocationalaswellasacademiceducationandtrainingAdditionallytheframe-workaddressesqualificationsacquiredininitialandcontinuingeducationandtrainingTheeightreferencelevelsaredescribedintermsoflearningoutcomesIntheEQFalearningoutcomeisdefinedasastatementofwhatalearnerknowsunderstandsandisabletodooncompletionofalearningprocessTheEQFthereforeemphasisestheresultsoflearningratherthanfocusingoninputssuchaslengthofstudyLearningoutcomesarespecifiedinthreecategoriesndashasknowledgeskillsandcompetencerdquoNote lsquoknowledgersquo 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 andor factual lsquoskillsrsquo 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) lsquocompetencersquo means the proven ability to use knowledge skills and personal social andor 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

ThelearningoutcomesofEQFlevel1-4isapropriateforpubliceducation17

Aswe pointed out earlier the EQF does not specify the acquiring of the elements of the respected level happens in whichageAlthoughbyEFQPEwededicateacertain levelofschool-gradetoeach level inorder tohelp the implementationof thesystemInthatwaytheutilizationofEFQPEdefineswellplannedsequentialanddevelopmentallyappropriatelearningoutcomeswhichallowstheadaptationtoeachnationalpubliceducationsystemThelevelsofEFQPEfitsintointernationalcompetenceassessmentsystemsaswell

EQFlevels EFQPElevels ClasslevelGrade

0 Entrylevel(firstgrade)

1 1 Fourthgrade

2 2 Eightgrade

3 3 Tenth grade

4 4 Schoolleavingexam(lastgrade)

TABLE2EQFANDEFQPELEVELSANDITSCORRESPONDENCETOSCHOOLGRADES(NotetheclasslevelsofthehighlightedlevelsintheEQFcolumnareregulatedonnationallevel)

TheEFQPEcontainsanentrylevelpriorthefirstlevel(Level0)inordertoestimatetheknowledgeskillsandcompetenceregardingofPEamongpupilsatthebeginningofprimaryschoolstudiesAsitwasmentionedearlierintheEQFthelearningoutcomesarespecifiedinthreecategoriesndashasknowledgeskillsandcompetenceMorethanthatphysicalliteracyimplicatesthenecessitytodefineconativeaffectiveandcognitiveattitudesregardingEFQPElevelsoutcomes

EQFgrid EFQPEgrid

Knowledge Skills Competence Knowledge Skills Competence Attitude

TABLE3DIFFERENCESBETWEENTHEEQFANDEFQPEGRID

16DescriptorsdefininglevelsintheEuropeanQualificationFramework(EQF)httpseceuropaeuploteusencontentdescriptors-page17 EuropeanCommission(2008)ExplainingtheEuropeanQualificationsFrameworkforLifelongLearning httpseceuropaeuploteussiteseac-eqffilesbrochexp_enpdf

4THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITION PROCESSOFEFQPE

KNOWLEDGE DESCRIPTIONOFKNOWLEDGESLEVELS18

LIMITEDKNOWLEDGE BasicgeneralknowledgeinPE

SOMEKNOWLEDGE BasicfactualknowledgeinPE

CONSIDERABLEKNOWLEDGE KnowledgeoffactsprinciplesprocessesandgeneralconceptsinPE

THOROUGHKNOWLEDGE FactualandtheoreticalknowledgeinbroadcontextswithinPE

MOTORSKILL DESCRIPTIONOFMOTORSKILLLEVELS19

EXPLORATORYSTAGEThelearnerconstructsamentalplanaboutandexploresthegeneralcharacteristicsofthemovementsbytrialanderrorTheexecutionsarequiteunstablelackofsuccessinaccuratefocusesonlyonthemajormovementcomponents(majormusclegroupsjointsextremities)andfreezethedegreeoffreedomThelearnerlocksomejointswhilecouplingothersmaintainbodyrigiditylimitmovementofjointslinksandbodilycomponents

DISCOVERYSTAGEThroughtherepeatedtrialanderrorthelearnerfindsmoreandmoreefficientwaysofperformingthetaskEarlyconstructionofthementalplanhelpingtocon-centrateonthelearningcuesandgivesopportunitytotryingthemovementinseveralwayswithagrowingvarietyoferrorsThelearnerneedconsciousattentionforallormostoftheskillelementsThelearnerproducesstereotypicalmovementsregardlessofenvironmentalchanges

COMBINATIONSTAGE

ThelearnerreleasefrozenjointsandlinksassynergiesdevelopfreeingmoredegreesoffreedomtoincreasecontrolandflexibilityofbodilymovementsthecontrolofthemovementbecomeslessconsciouslycontrolledThelearnercombinesandintegratesthenewmovementskillwithpreviouslylearnedskillsThelearnerbeginstomatchmovementparameterstoenvironmentalchangesThelearnergainsafeelfortheskillaskinaestheticsensitivitybecomesmorehighlyattuned

APPLICATIONSTAGEThelearnerpaysmoreattentiontorefiningthemovementskillandapplyingitinamannerapproximatingthefinalskillThelearnergivesquickresponseinexecutingskillsAllcomponentsofskillarewellintegratedThelearnerusespassiveandreactiveforcesinherentinbodilysystemsandinenvironmenttoassistin producing bodily movements

PERFORMANCESTAGEThelearnerhastheabilitytoattendtoextraneousinformationwhilestillperformingtheskillwellandhasexcellenttimingandanticipationofmovementsThelearnerisinlittleneedforaugmentedfeed-backincorrectingerrorsThisstageismarkedbytheabilitytoattendtootheractivitieswithoutcompromisingtheperformanceofamotorskillPrecisionandutilisationoftheskillinvariousperformancesituationsbecomesthekeyelementatthisstage

18 ExplainingtheEuropeanQualificationsFrameworkforLife-longLearningEuropeanCommission2008httpseceuropaeuploteussiteseac-eqffilesbrochexp_enpdf19 GallahueDLampDonnellyFC(2003)AssessingProgressMotorFitnessandPhysicalActivityAssessmentDevelopmentPhysicalEducationforAllChildren

12

COGNITIVESKILL DESCRIPTIONOFCOGNITIVESKILLLEVELS20

Remembering Recallorretrievepreviouslearnedinformation

Understanding ComprehendingthemeaningtranslationinterpolationandinterpretationofinstructionsandproblemsStateaprobleminonesownwords

Applying UseaconceptinanewsituationorunprompteduseofanabstractionApplieswhatwaslearnedintheclassroomintonovelsituations

Analysing SeparatesmaterialorconceptsintocomponentpartssothatitsorganizationalstructuremaybeunderstoodDistinguishesbetweenfactsandinferences

Evaluating MakejudgmentsaboutthevalueofideasormaterialsSelectthemosteffectivesolution

Creating BuildsastructureorpatternfromdiverseelementsPutpartstogethertoformawholewithemphasisoncreatinganewmeaningorstructure

PERSONALSKILL DESCRIPTIONOFPERSONALSKILLLEVELS21

Lowlevel Irresponsibilitydistractedondutylowabilityofself-control(namecallingblameothersrudeetc)softskillstocopewithnewsituationsrequiresconstantsupervision

Average level Positiveself-estimationcapabletofollowinstructionsdemonstratesself-control(respectstherightoftheotherstoparticipatetakeresponsibilityofhishersactionsetc)willingtotrynewtasksdonotneedconstantsupervision

Intermediate level Self-motivateddemonstratesbehavioursasaleaderandasafolloweridentifypersonalneedsandinterestsworksindependentlyandeffectivelywithoutdirectsupervision

Highlevel Demonstratescooperativeskillsandteamworkwithoutsupervisionbeingsupportiveandcaringshareknowledgeandabilitieswithothers

COMPETENCE DESCRIPTIONOFCOMPETENCELEVELS

Limitedeffectiveness WorkorstudyunderdirectsupervisioninastructuredcontextinPE

Someeffectiveness WorkorstudyundersupervisionwithsomeautonomyinPE

Considerableeffectiveness TakeresponsibilityforcompletionoftasksinPEadaptownbehaviourtocircumstancesinsolvingproblems

Highdegreeeffectiveness Exerciseself-managementwithintheguidelinesofPEthatareusuallypredictableSupervisetheroutineworkofotherstakingsomeresponsibilityfortheevaluationandimprovementofworkorstudyactivities

TABLE4THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITIONPROCESSOFEFQPE

20 AndersonLWKrathwohlDRAirasianPWCruikshankKAMayerREPintrichPRRathsJWittrockMC(2001)ATaxonomyforLearningTeachingandAssessingArevisionofBloomrsquosTaxonomyofEducationalObjectivesNewYorkPearsonAllynampBacon

21 MirnicsZ(2006)Aszemeacutelyiseacutegeacutepiacutetőkoumlveitiacutepus-vonaacutes-eacutesbioloacutegiaielmeacuteletekBoumllcseacuteszKonzorcium

Standard1-Movementliteracylearningdomainlearningoutcomes

EFQPELEVEL KNOWLEDGE SKILL COMPETENCE

Level0

1 Someknowledgeof locomotornon-locomotorandma-nipulativeFundamentalMovementSkills

2 Limitedknowledgeofmovementconcepts(spaceeffortrelationships)

3 Someknowledgeofbodyparts4 LimitedknowledgeofPEequipment

1 Discoverystageoflocomotorfundamentalmovementskills

2 Discovery stage of non-locomotor fundamentalmovementskills

3 Exploratory or discovery stage of manipulativefundamentalmovementskills

4 Exploratorystageofdance-likemovementskills5 RememberinglevelofmovementconceptsandFMS

1 Performlocomotornon-locomotorandmanipulativefundamentalmovementskillswithlimitedeffectiveness2 Selectandperformcombinationsequenceof locomotornon-locomotorskillsbyusingelementsofbodyspace

awarenessandeffortwithlimitedeffectiveness3 Performwaystoreceiveretainandsenddifferentobjectsusingavarietyofbodypartsandimplementsindividually

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 netwall game-likesituations

3 Limitedknowledgeofindividualandteamsport-specificrulestechniques

4 Limitedknowledgeofdancemovementskills5 Considerableknowledgeofmovement concepts (space

effortrelationships)6 Limitedknowledgeofmovementliteracycompetence7 Thoroughknowledgeofbodyparts8 SomeknowledgeofPEequipment

1 Combinationapplication stage of locomotorfundamentalmovementskills

2 Combinationapplication stage of non-locomotorfundamentalmovementskills

3 Combinationapplication stage of manipulativefundamentalmovementskills

4 Discovery stageofFMS in invasion target fieldingnetwallgamelikesituations

5 Exploratory stage of individual and team sport-specificskillsandtechniques

6 Exploratorystageofdancemovementskills7 Rememberingunderstanding level of movement

conceptsandFMS8 Rememberingunderstanding level of sport specific

skillsandtechniques9 Rememberingleveloftacticalunderstanding

1 Performlocomotornon-locomotorandmanipulativefundamentalmovementskillswithconsiderableeffectiveness2 Selectandperformcombinationsequenceof locomotornon-locomotorskillsbyusingelementsofbodyspace

awarenessandeffortwithsomeeffectiveness3 Performwaystoreceiveretainandsenddifferentobjectsusingavarietyofbodypartsandimplementsindividually

andwithotherswithsomeeffectiveness4 DemonstratewaystomakeconnectionswithinandbetweenvariousFMScontextsandtransfertheminnewcontext

withsomeeffectiveness5 DemonstratewaystoapplyFMSinindividualpairandgroupactivitiesinnon-sportspecificcontextswithsome

effectiveness6 Demonstrateways to performFMSwithin and between sport specific contextswith limited effectiveness (eg

small-sidedgamesgame-likesituations)7 Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasiontargetfieldingnetwallgamelike

situationswithsomeeffectiveness8 Demonstrateknowledgeofmovementconceptswithconsiderableeffectiveness9 Demonstrateknowledgeofbasicsport-specificrulesskillsandtechniqueswithsomeeffectiveness10RecallinterpretandcommunicatemovementliteracyrelatedterminologyprinciplesconceptsstrategiesinPE

settingswithsomeeffectiveness

AttitudesConsidersimportantthedevelopmentofownmovementliteracy

Enthusiasticaboutandrelatespositivelytoowndevelopmentofmovementliteracy

Worksregularlyonownmovementliteracy

Level2

1 Thoroughknowledgeofmovementconcepts2 Thorough knowledge of FMS and their application in

variouscontexts3 ConsiderableknowledgeofPEequipment4 Some knowledge of rules and fundamental tactical

elementsofinvasiontargetfieldingnetwallgamesandgame-likesituations

5 Some knowledge of individual and team sport-specificrulestechniques

6 Someknowledgeofdancemovementskills7 Considerableknowledgeofmovementliteracymovement

competence

1 ApplicationstageofFMS2 Combinationstageofsport-specificskillsininvasiontargetfieldingnetwallgamesandgamelike situations3 Combination stage of individual team-sport and

dancespecificskillsandtechniques4 Understandingapplyinglevelofmovementconcepts

andFMS5 Understandingapplying levelof sport specificskills

andtechniques6 Understandingapplyingleveloftactical understanding

1 Combineandapply locomotornon-locomotorandmanipulativeskills inavarietyofactivitieswithconsiderableeffectiveness

2 TransferFMSwithinandbetweensportandnon-sportrelatedcontextswithsomeeffectiveness3 ApplyFMSwithinandbetweenindividualteamsportanddancespecificcontextswithsomeeffectiveness4 Applysportspecificskillsandtechniquesintacticalcontextsofnetwalltargetstrikingfieldinginvasiongames

andgamelikesituationswithsomeeffectiveness5 Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasiontargetfieldingnetwallgames

withconsiderableeffectiveness6 Demonstrateknowledgeofbasicsport-specificrulesskillsandtechniqueswithconsiderableeffectiveness7 Demonstrateknowledgeofindividualdanceandteamsport-specificrulestechniques8 Demonstrateknowledgeofmovementliteracy9 RecallinterpretandcommunicatemovementliteracyrelatedterminologyprinciplesconceptsstrategiesinPE

settingswithconsiderableeffectiveness

AttitudesConsidersimportantthedevelopmentofownsportsrelatedmovement literacy

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

TakespartinPEactivelyandregularlyinordertoimproveownsportsrelatedmovementliteracy

14

Level3

1 ThoroughknowledgeofPEequipment2 Considerableknowledgeofrulesandtacticalelementsof

invasiontargetfieldingnetwallgames3 Considerable knowledge of individual and team sport-

specificrulestechniques4 Considerableknowledgeofdancemovementskills5 Thoroughknowledgeofmovementliteracy

1 PerformancestageofFMS2 Applicationstageofsport-specificskills ininvasion

targetfieldingnetwallgames3 Applicationstageofindividualteamsportanddance

specifictechniques4 Applyinganalysing level ofmovement conceptsand

FMS5 Applyinganalysing level of sport specific skills and

techniques6 Applyinganalysingleveloftacticalunderstanding

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

considerableeffectiveness4 Applydancemovementskillsindifferentcontextswithconsiderableeffectiveness5 Demonstrateknowledgeofrulesandfundamentaltacticalelementsofinvasiontargetfieldingnetwallgamesand

gamelikesituationswiththorougheffectiveness6 Demonstrateknowledgeofindividualandteamsport-specificrulestechniqueswithconsiderableeffectiveness7 Demonstrateknowledgeofdancemovementskillswithconsiderableeffectiveness8 Demonstrateknowledgeofmovementliteracyconsiderableeffectiveness9 RecallinterpretandcommunicatemovementliteracyrelatedterminologyprinciplesconceptsstrategiesinPE

settingswiththorougheffectiveness

AttitudesConsiders important the development of own movementliteracyindifferentculturalsettings

Devotedtothedevelopmentandutilizationofownmove-mentliteracywithinandbeyondschoolsettings

TakespartinschoolenvironmentoutsidePEactivelyandregularlyinordertoimproveownsportsrelatedmovementliteracy

Level4

1 Thorough knowledge of rules and fundamental tacticalelementsofinvasiontargetfieldingnetwallgames

2 Thoroughknowledgeofindividualandteamsport-specificrulestechniques

3 Thoroughknowledgeofdancemovementskills4 Thoroughknowledgeofmovementliteracy

1 Performancestageofsport-specificskillsininvasiontargetfieldingnetwallgames

2 Performance stage of individual team sport anddancespecificskillsandtechniques

3 Evaluatingcreating levelofsportspecificskillsandtechniques

4 Evaluatingleveloftacticalunderstanding

1 CreatemodifyandadaptFMSinsportandnon-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 Demonstrateknowledgeofmovementliteracymovementcompetencewiththorougheffectiveness8 RecallinterpretandcommunicatemovementliteracyrelatedterminologyprinciplesconceptsstrategiesinPE



Devoted to the development and life-long utilization ofownmovementliteracybeyondschoolsettings Takespartbeyondschoolactivelyandregularlyinordertoimproveownmovementliteracy

Standard2-HealthEnhancingPhysicalActivitylearningdomainlearningoutcomes


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 Usesconventionsvocabularyandterminologywithlimitedeffectiveness

Attitudes Considers important the participation on daily active playingEnthusiasticaboutandrelatespositivelytoregularpar-ticipationinindoorandoutdoorphysicalactivitiesgames

Participatesregularlyandactivelyinindoorandoutdoorphysicalactivitiesgames

Level1

1 Some knowledge of enjoyable and challenging physicalactivities

2 Someknowledgeofthebenefitsofdailyhealthenhancingphysical activity on body

3 Some knowledge ofmeasuring intensity and volume ofphysicalactivity(egheartratestepstime)

4 Limitedknowledgeofprinciplesoftraining5 Limitedknowledgeofthecomponentsofphysicalfitness

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

enhancephysicalactivityandphysicalfitnesslevel

1 ApplicationstageofFMSinenhancinghealth-relatedphysicalfitnesscomponents


3 Rememberingleveloftheprinciplesoftraining4 Remembering level of the principles assembling

a short term plan to enhance physical activity and physicalfitnesslevel

1 Coupleandperformexerciseswithdifferentintensitytoreachacertainlevelofheart-rate(highmoderatelow)withsomeeffectiveness

2 Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswithsomeeffectiveness3 Demonstratesimplestretchingandstrengtheningexercisesformajormusclegroupswithsomeeffectiveness4 Meetage-relatedminimumrequirements(eghealthyleveloffitness)forhealth-relatedphysicalfitness5 MonitortheheartrateandtheamountofphysicalactivitywithinaPElessonwithsomeeffectiveness6 Giveexamplesabouttherelationbetweenintensityofmovementsanditseffectonthelevelofheart-ratewithsome

effectiveness7 Giveanexampleoffewdifferentformsofleisure-timeactivitiesrelatedtophysicalfitnessdevelopment8 Experienceofsettinggoalsandassembleashort-termplanwithinPElessontoimprovephysicalfitnesswithsome

effectiveness9 RecallretrieveandcommunicateHEPArelatedterminologyconceptsinPEsettingswithsomeeffectiveness

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


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(highmoderatelow)withconsiderableeffectiveness

2 Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswithconsiderableeffectiveness3 Demonstratestretchingandstrengtheningexercisesformajormusclegroupswithconsiderableeffectiveness4 Meetage-relatedminimumrequirements(eghealthyleveloffitness)forhealth-relatedphysicalfitness5 MonitorthelevelofphysicalactivityandheartratewithinaPElessonwithconsiderableeffectiveness6 Experienceof settinggoalsandassembleashort-termplanwithinPE lesson to improvephysicalfitnesswith

considerableeffectiveness7 Nameexplainandgiveexamplesoftheprinciplesoftrainingwithsomeeffectiveness8 RecallretrieveandcommunicateHEPArelatedterminologyprinciplesconceptsinPEsettingswithconsiderable

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(highmoderatelow)withthorougheffectiveness

2 Demonstratephysicalactivitiesenhancinghealth-relatedphysicalfitnesscomponentswiththorougheffectiveness3 Demonstratestretchingandstrengtheningexerciseswiththorougheffectiveness4 Meetage-relatedminimumrequirements(eghealthyleveloffitness)forhealth-relatedphysicalfitness5 Explainthecomponentsoffitnessegstrengthenduranceflexibilitycardiorespiratoryactivitywithconsiderableeffectiveness6 Analyseindividualabilitiesandformulateanindividualplanforgrowthwithconsiderableeffectiveness7 Monitoranalyseandreflectuponwaystoachieveapersonalfunctionallevelofphysicalfitnesswithconsiderable

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

intensitydurationwithsomeeffectiveness9 RecallretrieveandcommunicateHEPArelatedterminologyprinciplesconceptsstrategiesinPEsettingswith

considerableeffectiveness


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

Regularlyparticipatesinphysicalactivitiesinordertoenhancethecomponentsofphysicalfitness

Level4



3 Considerableknowledgeofprinciplesoftraining4 Thoroughknowledgeofthecomponentsofhealthrelated

fitnessanditsassessment5 Considerable knowledge of the components of skill

relatedfitnessanditsassessment6 Considerableknowledgeofassemblingalong-termplan



2 Evaluatingcreating level of the benefits of dailyhealth-enhancing physical activity on body

3 Evaluatingcreatingleveloftheprinciplesoftraining4 Applying levelof theprinciplesassemblinga long-

term plan to enhance physical activity and physical fitnesslevel

1 Demonstrateexercisestoimproveaphysicalfitnesscomponentwithpersonalizedwayofloading2 Demonstratestretchingandstrengtheningexerciseswiththorougheffectiveness3 FindwaysanddemonstratedifferentsportsandphysicalactivitiestoadapttoHEPAprinciplesandgoals4 Meetage-relatedminimumrequirements(eghealthyleveloffitness)forhealth-relatedphysicalfitness5 Explainthecomponentsoffitnessegstrengthenduranceflexibilitycardiorespiratoryactivitywiththorough

effectiveness6 Analyseindividualabilitiesandformulateanindividualplanforgrowthwiththorougheffectiveness7 Monitoranalyseandreflectuponwaystoachieveapersonalfunctionallevelofphysicalfitnesswiththorough

effectiveness8 RecallretrieveandcommunicateHEPArelatedterminologyprinciplesconceptsstrategiesinPEsettingswith

thorougheffectiveness


Enthusiastic about and relates positively to regularphysicalactivityinenhancingphysicalfitnesscomponentsandormaintainingphysicalfitness


Standard3-HealthconsciousnessbeyondPAlearningdomainlearningoutcomes


Level0

1 Limitedknowledgeofcardiovascularandrespiratorysys-temandthefunctionofmusculoskeletalsystem

2 Limitedknowledgeoftheeffectsofnaturalenvironment(freshairsunshineetc)anditsbenefitsonwell-being

3 Limitedknowledgeofhealthynutritionanditsbenefitsonwell-being

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

1 Rememberinglevelofthefundamentalsofcardio-vascularrespiratoryandmusculoskeletalsystem

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 DemonstratebasichygieneactionsbeforeduringandafterPEwithlimitedeffectiveness3 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(freshairsunshineetc)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 Rememberingunderstanding level of thefundamentals of cardiovascular respiratory andmusculoskeletalsystem

3 Rememberingunderstanding level of energy bal-ance and healthy nutrition and its benefits onwell-being

4 Rememberingunderstandingleveloftreatingsmallinjuries

1 Demonstratebasicactiverelaxationexerciseswithlimitedeffectiveness2 Selectpropersportclothingandgearinrelationtoactivityandenvironmentalconditionswithsomeeffectiveness3 DemonstratepropernutritionalintakeinrelationtoPEclasswithsomeeffectiveness4 DemonstrateessentialhygieneactionsbeforeduringandafterPEwithsomeeffectiveness5 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(freshairsunshineetc)anditsbenefitsonwell-being

4 Someknowledgeofenergybalanceandhealthynutritionanditsbenefitsonwell-being

5 Someknowledgeofstress-controlandrelaxationanditsbenefitsonwell-being


7 Someknowledgeoffirst-aid

1 Combinationstageofactivestresscontrolexercises2 Understandinglevelofthefundamentalsofcardio-

vascularrespiratoryandmusculoskeletalsystem3 Understandinglevelofenergybalanceandhealthy

nutritionanditsbenefitsonwell-being4 Understandingleveloftreatingsmallinjuries

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

effectiveness3 DemonstratepropernutritionalintakeinrelationtoPEclasswithconsiderableeffectiveness4 DemonstrateessentialhygieneactionsbeforeduringandafterPEwithconsiderableeffectiveness5 Demonstratesomeknowledgeofcardiovascularrespiratoryandmusculoskeletalsysteminrelationtoexercises

withsomeeffectiveness6 Demonstrateproperactionstotreatsmallinjuries7 Recall retrieve and communicateHCBPA related terminologyprinciples concepts inPE settingswith some

effectiveness

AttitudesConsidersimportantthebasicelementsandinterrelationsofahealthylifemanagement

Enthusiastic about the benefits of a healthy lifemanagement

Demonstratesmakingchoicesaccordingtoadvancedelementsofhealthylifemanagement

18

Level3


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 Applyinglevelofthefundamentalsofcardiovascularrespiratoryandmusculoskeletalsystem

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 DemonstrateessentialhygieneactionsbeforeduringandafterPEwithconsiderableeffectiveness4 Demonstratesomeknowledgeofcardiovascularrespiratoryandmusculoskeletalsysteminrelationtoexercises

withsomeeffectiveness5 RecallretrieveandcommunicateHCBPArelatedterminologyprinciplesconceptsstrategiesinPEsettingswith

someeffectiveness

AttitudesConsidersimportanttheelementsofhealthylifemanagementlearnedinPE

Deliberatelywillingtoimplementtheelementsofhealthylifemanagement

Demonstrateshealthychoicesinlifemanagement

Level4

1 Thoroughknowledgeoftheeffectsofsedentarybehaviouron health

2 Considerableknowledgeofcardiovascularandrespiratorysystemandthefunctionofmusculoskeletalsystem




1 Applicationstageofactiveandpassivestresscontrolexercises

2 Analysinglevelofthefundamentalsofcardiovascularrespiratoryandmusculoskeletalsystem

3 Analysing level of energy balance and healthynutritionanditsbenefitsonwell-being

4 Analysing level estimate PA load and determinerecoverytimeindifferentPAsettings

1 Demonstrateactiveandpassiverelaxationexerciseswithconsiderableeffectiveness2 DemonstratepropernutritionalintakerecoverytimeinrelationtoPAwithconsiderableeffectiveness3 Demonstrate considerable knowledge of cardiovascular respiratory andmusculoskeletal system in relation to

exerciseswithconsiderableeffectiveness4 RecallretrieveandcommunicateHCBPArelatedterminologyprinciplesconceptsstrategiesinPEsettingswith


AttitudesConsidersimportanttheelementsofhealthylifemanagementin and beyond school

Deliberatelywillingtoimplementtheelementsofhealthylifemanagementinandbeyondschool

Demonstrateshealthychoicesinlifemanagementinandbeyondschool

Standard4-Self-awarenessandSelf-managementlearningdomainlearningoutcomes


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 Followrulesroutinesandprotocolsforsafetyandacceptetiquetteandfairplaywithlimitedeffectiveness

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 Someknowledgeofcooperationleadershipteamwork4 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 Lowlevelofriskassessment10Lowlevelofperceivedcompetence

1 Demonstratesituationadequatecopingstrategieswithlimitedeffectiveness2 Demonstratesituationadequateverbalandnon-verbalcommunicationwithsomeeffectiveness3 Demonstratecooperativebehaviourwithsomeeffectiveness4 Demonstratedelaytothesatisfactionofneedswithlimitedeffectiveness5 Trustoneselfandothers(teacherandpeers)withsomeeffectiveness6 Demonstraterespectfulcommunicationappropriatetocontextwithsomeeffectiveness7 Followrulesroutinesandprotocolsandacceptetiquetteandfairplaywithsomeeffectiveness8 Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithlimitedeffectiveness9 RecallinterpretandcommunicateSASMrelatedterminologyprinciplesconceptsstrategiesinPEsettingswith

limitedeffectiveness

Attitudes ConsidersimportantthefundamentalrulesofPEclass EnthusiasticabouttakingpartinPEclasseswithothers FollowsthefundamentalrulesandetiquettesofPEclasses

Level2

1 Someknowledgeofemotionsanditstraits2 Someknowledgeofcompetitionfailure(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 Lowlevelofriskassessment10Lowlevelofperceivedcompetence

1 Demonstratesituationadequatecopingstrategieswithsomeeffectiveness2 Demonstratesituationadequateverbalandnon-verbalcommunicationwithconsiderableeffectiveness3 Demonstratecooperativebehaviourwithconsiderableeffectiveness4 Demonstratedelaytothesatisfactionofneedswithsomeeffectiveness5 Trustoneselfandothers(teacherandpeers)withsomeeffectiveness6 Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness7 Followrulesroutinesandprotocolsandacceptetiquetteandfairplaywithconsiderableeffectiveness8 Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithsomeeffectiveness9 RecallinterpretandcommunicateSASMrelatedterminologyprinciplesconceptsstrategiesinPEsettingswith

someeffectiveness

Attitudes Considersimportanttostayontaskwithoutbeingpromptedby a teacher

Relatespositivelytowardsassertivenessinsteadofag-gressiveness Demonstratessimplesolutionsinconflictsituations

20

Level3

1 Considerable knowledge of emotionsmotives 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 playclass 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


feelings9 Averagelevelofriskassessment10Averagelevelofperceivedcompetence

1 Demonstratesituationadequatecopingstrategieswithconsiderableeffectiveness2 Demonstratesituationadequateverbalandnon-verbalcommunicationwiththorougheffectiveness3 Demonstratecooperativebehaviourwithconsiderableeffectiveness4 Demonstratedelaytothesatisfactionofneedswithconsiderableeffectiveness5 Trustoneselfandothers(teacherandpeers)withconsiderableeffectiveness6 Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness7 Followrulesroutinesandprotocolsandacceptetiquetteandfairplaywiththorougheffectiveness8 Askingandacceptinghelpfromothersandofferinghelptoothersifneededwithconsiderableeffectiveness9 RecallinterpretandcommunicateSASMrelatedterminologyprinciplesconceptsstrategiesinPEsettingswith


AttitudesConsidersimportanttostayontaskandtobeunselfishwithoutbeingpromptedbyateacher

Deliberatelyseekswin-winindifferentPEsituations DemonstratesempathyandunderstandingtowardsothersinPEclasses

Level4









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

motivation)4 Averagelevelofassertiveness5 Highleveloftrust6 Highlevelofcooperationanddemocracy7 Highlevelofself-imageandself-estimation8 Highlevelofconstructivemanagementoffeelings9 Highlevelofriskassessment10Averagelevelofperceivedcompetence

1 Demonstratesituationadequatecopingstrategieswiththorougheffectiveness2 Demonstratecooperativebehaviourwiththorougheffectiveness3 Demonstratedelaytothesatisfactionofneedswiththorougheffectiveness4 Trustoneselfandothers(teacherandpeers)withthorougheffectiveness5 Demonstraterespectfulcommunicationappropriatetocontextwithconsiderableeffectiveness6 Askingandacceptinghelpfromothersandofferinghelptootherswithconsiderableeffectiveness7 RecallinterpretandcommunicateSASMrelatedterminologyprinciplesconceptsstrategiesinPEsettingswith


Attitudes Considers important to act un-selfish and helpfullywithoutexpectingsomethinginreturn

Deliberatelyseekswin-winindifferentPAandPEsitua-tions in and beyond school DemonstratesempathyandunderstandingtowardsothersinPAandPEsettingsinandbeyondschool

Standard5-Problem-solvingandconstructivethinkinglearningdomainlearningoutcomes


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

(egguideddiscovery)

1 ModifycombineandperformFMSrulesofsimplegameswithlimitedeffectiveness2 Modifyandperformindividualandteamsport-specificrulestechniqueswithlimitedeffectiveness3 Modifycombineandperformdancemovementskillwithsomeeffectiveness4 DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithsomeeffectiveness5 Demonstrate knowledge of the rules and fundamental common tactical elements of simple invasion target

fieldingnetwallgameswithsomeeffectiveness6 Demonstrateknowledgeofindividualandteamsport-specificrulestechniqueswithsomeeffectiveness7 Demonstrate knowledge of the modification and combination aspects of dance movement skills with some

effectiveness8 Useplanningprocessingskillswithsomeeffectiveness9 Recall interpretandcommunicatePSCTrelatedterminologyprinciplesconceptsstrategiesinPEsettingswith


Attitudes ConsidersimportanttoshareideasofproblemsolvingOpentosolveproblemsandaskforhelpinphysical

activitiesDemonstratesactiveparticipationintasksthatrequireproblemsolvingthinkingandprovidinghelp

Level1

1 SomeknowledgeofthemodificationaspectsofFMS2 Limited knowledge of the modification aspects of

rulesandtacticalelementsofsimpleinvasiontargetfieldingnetwallgamesandgame-likesituations

3 Limited knowledge of simple individual and teamsport-specificskillstechniquesrules

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 (egguideddiscovery)

5 Limited level of decision taking in simple choicesituations

6 Limited level of planning and processing (egshort-term physical fitness development in PEsettings)

1 ModifycombineandperformFMSrulesandfundamentaltacticalelementsofsimpleinvasiontargetfieldingnetwallgamesandgame-likesituationswithlimitedeffectiveness

2 Modifycombineandperformsimpleindividualandteamsport-specificskillstechniquesandruleswithlimitedeffectiveness

3 Modifycombineandperformsimpledancemovementskillwithlimitedeffectiveness4 DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithlimitedeffectiveness5 Demonstrateknowledgeoftherulesandtacticalelementsofsimpleinvasiontargetfieldingnetwallgamesand

game-likesituationswithlimitedeffectiveness6 UsescriticalthinkingandcreativityindifferentPEsettings(egmodifyinggamesguideddiscovery)withlimited

effectiveness7 Demonstratedecision-makingskillsinsimplechoicesituationswithlimitedeffectiveness8 Usesplanningprocessingskillswithlimitedeffectiveness9 RecallretrieveandcommunicatePSCTrelatedterminologyandconceptsinPEsettingswithlimitedeffectiveness

AttitudesConsidersimportanttoshareideasofproblemsolvingindifferentPEsettings

OpentosolveproblemsandaskforhelpindifferentPEsettings

Demonstratesactiveparticipation in tasks that requireproblemsolving thinkingandprovidinghelp indifferentPEsituations

Level2

1 ConsiderableknowledgeofthemodificationaspectsofFMS

2 Someknowledgeofthemodificationaspectsofrulesand tactical elements of simple invasion targetfieldingnetwallgamesandgame-likesituations

3 Some knowledge of individual and team sport-specificskillstechniquesrules

4 Someknowledgeofthemodificationandcombinationaspectsofdancemovementskills

5 Some knowledge of planning skills (eg 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(egmid-termphysicalfitnessdevelopmentinschoolsettings)

1 ModifycombineandperformFMSrulesandfundamentaltacticalelementsofinvasiontargetfieldingnetwallgamesandgame-likesituationswithsomeeffectiveness

2 Modifyandperformsimpleindividualandteamsport-specificskillstechniquesandruleswithsomeeffectiveness3 Modifycombineandperformsimpledancemovementskillwithsomeeffectiveness4 DemonstrateknowledgeofthemodificationandcombinationaspectsofFMSwithsomeeffectiveness5 Demonstrateknowledgeoftherulesandtacticalelementsofinvasiontargetfieldingnetwallgamesandgame-

likesituationswithsomeeffectiveness6 Usescritical thinkingandcreativity indifferentPEsettings (egmodifyinggamesguideddiscovery)withsome

effectiveness7 Demonstratedecision-makingskillsinmultiplechoicesituationswithsomeeffectiveness8 Usesplanningprocessingskillswithsomeeffectiveness9 RecallretrieveandcommunicatePSCTrelatedterminologyandconceptsinPEsettingswithsomeeffectiveness

AttitudesConsiders important the substance of problem solvingthinkingandconstructivebehaviourinPE

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

Playsaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviour

22

Level3

1 Considerableknowledgeofthemodificationaspectsof rules and tactical elements of simple invasiontarget fielding netwall games and game-likesituations

2 Considerable knowledge of individual and teamsport-specificskillstechniquesrules

3 Considerable knowledge of the modification andcombinationaspectsofdancemovementskills

4 Some knowledge of planning processing anddecision-making skills (eg 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(egmid-termphysicalfitnessdevelopment)

1 Modifyandperformindividualandteamsport-specificskillstechniquesrulesandtacticalelementsininvasiontargetfieldingnetwallgamesandgame-likesituationswithsomeeffectiveness

2 Modifycombineandperformsimpledancemovementskillwithconsiderableeffectiveness3 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 (eg student designedgames)with considerable

effectiveness6 Demonstratedecision-makingskillsinmultiplechoicesituationswithconsiderableeffectiveness7 Usesplanningprocessingskillswithconsiderableeffectiveness8 RecallretrieveandcommunicatePSCTrelatedterminologystrategiesandconceptsinPEsettingswithconsid-

erableeffectiveness

AttitudesConsidersimportanttoutilizetheelementsofproblemsolvingconstructivethinkingindifferentPEandPAset-tings

Enthusiasticaboututilizingproblemsolvingconstruc-tivethinkingindifferentPEtasksaphysicalactivities PlaysaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviourinPEandPAsettings

Level4

1 Considerableknowledgeofthemodificationaspectstacticalelementsandstrategiesofsimpleinvasiontargetfieldingnetwallgames

2 Thorough knowledge of individual and teamsport-specificskillstechniquesrules


4 Considerable knowledge of planning processingand decision-making skills (eg multiple choicesituationshealth-consciouslifemanagement)

1 Thoroughlevelofcriticalthinkinginmodifyingandcreatinggamesandtasks

2 Considerable level of creativity in in differentphysical activity settings


4 Cwonsiderable levelofproblemsolving indifferentphysical activity settings

5 Considerable level of decision taking in complexchoice situations

6 Considerablelevelofplanningandprocessing(eglongs-termphysicalfitnessdevelopment)

1 Modifyandperformindividualandteamsport-specificskillstechniquesrulesandtacticalelementsininvasiontargetfieldingnetwallgamesandgame-likesituationswithconsiderableeffectiveness


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

considerableeffectiveness5 Usescriticalthinkingandcreativityindifferentphysicalactivitysettings(egphysicalfitnessenhancement)with

considerableeffectiveness6 Demonstratedecision-makingskillsinmultiplechoicesituationswithconsiderableeffectiveness7 Usesplanningprocessingskillswithconsiderableeffectivenessinandbeyondschool8 Recall retrieve and communicate PSCT related terminology strategies and concepts in PE settings with


AttitudesConsidersimportanttoutilizetheelementsofproblemsolvingconstructivethinkingindifferentPEandPAset-tings in and beyond school

EnthusiasticaboututilizingPEandPArelatedproblemsolvingconstructivethinkinginandbeyondschool

PlaysaninitiatorroleintasksthatrequireproblemsolvingthinkingandconstructivebehaviourinPEandPAsettingsin and beyond school

23

5REFERENCES

1 httpedglossaryorgstandards-based

2 httpwwwmdszhuwp-contentuploads201409Zold_konyv_A_TESI_2020_helyzetelemzo_tanulmanyapdf

3 httpwwwuniceforgeducationfilesQualityEducationPDF


5 McLennanNampThompsonJ(2015)QualityPhysicalEducation(QPE)GuidelinesforPolicyMakersUNESCOPublishing

6 AIESEPPositionStatementonPETE2014

7 AmericaSHAPE(2015)TheessentialcomponentsofphysicaleducationRestonVAAuthor


9 EUPEADECLARATIONOFMADRIDAMSTERDAM(19912009)retrivedfromhttpw3restenaluapepdocsEUPEADeclMadridAmsterdampdf

10 EuropeanCommissionEACEAEurydice2013PhysicalEducationandSportatSchoolinEurope

EurydiceReportLuxembourgPublicationsOfficeoftheEuropeanUnion

11 Meta-analysis of the National Public Education Systems Qualification Frameworks and Key competences of GreeceHungaryLuxemburgLithuaniaNetherlandGermany-SHAPE

12 httpwwwshapeamericaorgstandardsuploadnational-standards-flyerpdf

13 Whitehead2016retrievedfromhttpswwwphysical-literacyorguk

14 RoetertEPampMacDonaldLC(2015)UnpackingthephysicalliteracyconceptforK-12physicaleducationWhatshouldweexpectthelearnertomasterJournalofSportandHealthScience4(2)108-112

15 FisherRICHARDRepondRampDinizJOSEacute(2011)AphysicallyeducatedpersonContemporaryIssuesinPhysicalEdu-cationInternationalPerspectivesMeyerampMeyerSportMainhead69-89

16 DescriptorsdefininglevelsintheEuropeanQualificationFramework(EQF)httpseceuropaeuploteusencontentdescriptors-page

17 EuropeanCommission(2008)ExplainingtheEuropeanQualificationsFrameworkforLifelongLearning

httpseceuropaeuploteussiteseac-eqffilesbrochexp_enpdf

18 ExplainingtheEuropeanQualificationsFrameworkforLife-longLearningEuropeanCommission2008httpseceuropaeuploteussiteseac-eqffilesbrochexp_enpdf

19 GallahueDLampDonnellyFC(2003)AssessingProgressMotorFitnessandPhysicalActivityAssessmentDevelopmentPhysicalEducationforAllChildren



24

6CONTRIBUTORS

bullJohannWolfgangvonGoetheUniversityDepartmentofSportsMedicinefromGermanybullKaunasUniversityofTechnologyfromLithuaniabullUniversityLjubljanafromSloveniabullEuropeanPhysicalEducationAssociation(EUPEA)

Contributors-ExpertGroupGreeceDimitriosKereresMariaNikopoulouAvgoustinosKatsarisKonstantiaTegou

GermanyEszterFuumlzeacutekiWinfriedBanzer(JohannWolfgangvonGoetheUniversity)

LithuaniaLauraDaniuseviciuteErnestaKaraskieneLoretaSapokieneRasaSulniene(KaunasUniversityofTechnology)

SloveniaGergorStarcMarjetaKovačGregorJurak(UniversityLjubljanafromSlovenia)

EUPEAClaudeScheuer(UniversityofLuxemburg)MartinHolzweg

AcknowledgementndashThankyouforthecontributionofcountry-specificsubtasksStylianosDaskalakisandKatsarisAvgoustinos(Greece)AnnemiekDorgelo(Netherlands)

ThankyoufortheHSSFrsquosmanagementteamndashZsuzsannaPikoacuteEszterKornfeldandIstvaacutenKulisity

2

1 INTRODUCTION 3

2 STANDARD-BASEDQUALITYPHYSICALEDUCATION 5

21DEFININGSTANDARD-BASEDEDUCATION 5

22DEFININGQUALITYEDUCATION 5

23DEFININGQUALITYPHYSICALEDUCATION 6

3 EUROPEANFRAMEWORKOFQUALITYPHYSICALEDUCATION(EFQPE) 8

31THEREASONBEHINDTHEESTABLISHMENTOFEFQPE 8

32THEDEVELOPMENTALPROCESSOFEFQPE 8

33THEAIMOFEFQPE 9

34THEROLEOFEFQPE 9

35THELEARNINGDOMAINSANDSTANDARDSOFEFQPE 10

351DEFINITIONOFPHYSICALLITERACY 10

352STANDARDSOFTHEPHYSICALLYLITERATEINDIVIDUAL(SHAPEAMERICANASPE) 10

353DEFINITIONOFPHYSICALLYEDUCATEDPERSON(EUPEA) 11

354STANDARDSOFPHYSICALLYLITERATEINDIVIDUAL(EFQPE) 11

36THELEVELSANDGRIDOFEFQPE 12

4 THEDEFINITIONOFTHETERMSUSEDTODESCRIBETHEACQUISITIONPROCESSOFEFQPE 14

5 REFERENCES 23

6 CONTRIBUTORS 24

TABLEOFCONTENT

3

1 INTRODUCTION










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3

1 INTRODUCTION










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5REFERENCES
























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33 THE AIM OF EFQPE






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33 THE AIM OF EFQPE






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24

6CONTRIBUTORS











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6CONTRIBUTORS









18

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5REFERENCES
























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5REFERENCES
























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EUROPEAN FRAMEWORK OF QUALITY PHYSICAL EDUCATION … · 2017-02-06 · to implement standard-based...

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