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Intended outcomes: Physical education

What do your students need to learn in physical education in order to make a difference?

Gather and analyse information on what your students need to learn about the socio-ecological perspective and the concept of health promotion. This will help you to identify the knowledge and understandings, skills and strategies, and attitudes and values that they need to develop in senior school physical education programmes.

Listed below are the intended learning outcomes that relate to the physical education learning experiences. You could draw on these outcomes and on the relevant NCEA achievement standards (links are given in each learning experience) to establish goals and criteria with your students and to provide them with feedback about their progress.

 

Physical education learning outcomes

 Level

Strand

AO

demonstrate responsible attitudes towards safety and use physical and interpersonal skills to manage risks in adventure-based learning activities (see 'Developing interpersonal skills in adventure-based learning'). 6 A 3
  6 B 2
demonstrate an understanding of how interpersonal skills affect group work and teamwork by influencing people's behaviours, decisions, and sense of self-worth (see 'Developing interpersonal skills in adventure-based learning'). 6 C 1
plan, implement, and evaluate strategies to develop their interpersonal skills (see 'Developing interpersonal skills in adventure-based learning'). 6 C 3
identify and analyse the beliefs, attitudes, and practices that underpin the media's reports on a selected Olympic Games incident (see 'Olympic ideals in physical education'). 7 C 2
analyse ways in which the media reports could have shaped people's views about the incident (see 'Olympic ideals in physical education'). 7 C 2
critically analyse and evaluate the impact that the incident had on society and on individual people as members of society (see 'Olympic ideals in physical education'). 8 C 2
critically analyse this incident in relation to the philosophy of Olympism, considering the issues both from their personal viewpoint and at a wider social level (see 'Olympic ideals in physical education'). 8 C 2
investigate and analyse commonly held beliefs about exercise, fitness, and health (see 'Investigating exercise, fitness, and health'). 7 D 1
investigate and describe the relationships between exercise, fitness, and health (see 'Investigating exercise, fitness, and health'). 7 D 1
identify and analyse ways in which commonly held beliefs about exercise, fitness, and health affect themselves, other people, and society and evaluate these effects (see 'Investigating exercise, fitness, and health'). 7 D 1
apply the principles of regular exercise to enhance their personal health (see 'Investigating exercise, fitness, and health'). 7 A 2
devise and apply strategies to ensure that their social, cultural, and physical needs are met in personal or group physical activities (see 'Taking action to promote physical activity'). 8 B 4
critically analyse societal attitudes and practices that shape the physical activity patterns of a society (see 'Taking action to promote physical activity'). 8 D 1
analyse the messages (both implicit and explicit) in one of New Zealand's national physical activity programmes (see 'Taking action to promote physical activity'). 8 D 1
create, justify, and implement an action plan to promote regular physical activity in order to fill a need in their school or community (see 'Taking action to promote physical activity'). 8 D 2
  8 D 3
evaluate an action plan that promotes regular physical activity in order to fill a need in their school or community (see 'Taking action to promote physical activity'). 8 D 3

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