Core Competencies and Physical Education: Development in Youth

Posted on Jan 29, 2025 in Primary Education

T5 – Core Competencies Developed by the End of Compulsory Education

Core competencies are those competencies that a youth must have developed by the end of compulsory education to achieve:

  • Personal fulfillment
  • Active citizenship
  • Successful entry into adulthood
  • The ability to develop lifelong learning throughout their life

Aims

  • Integrate different learning experiences.
  • Apply them to various types of content.
  • Use them in different contexts.
  • Orient education as an imperative.

Characteristics in each area include explicit references to their contribution to basic skills. Objectives and content selection aim to ensure their development. There is a relationship between competence and areas. The assessment criteria provide a benchmark for their achievement.

Eight Core Competencies

  1. Communication Language
  2. Mathematical Competence
  3. Knowledge and Interaction with the Physical World
  4. Information Processing and Digital Competence
  5. Social and Civic Competence
  6. Cultural and Artistic Competence
  7. Learning to Learn
  8. Autonomy and Personal Initiative

T6 – Content Area: Physical Education

Features of Physical Education Content

  1. They represent a selection of relevant and meaningful cultural knowledge of a society.
  2. The selection must be determined by criteria of rationality, efficiency, and functionality.
  3. They are historically organized knowledge in areas of knowledge.
  4. They must be adapted to the intellectual and emotional characteristics of students and their educational and cultural needs.
  5. They constitute a further step in the realization of educational intentions.
  6. Assimilation is essential for the development of skills and student core competencies.

Factors Determining the Content of Physical Education

  • The history of physics in general and of physical education as a curricular area.
  • The role of teachers.
  • The expectations of the public.

Types of Content

Traditionally, the contents were of an intellectual character. Today, they cover the aims of the school and the learning objectives that students must achieve.

Contents include:

  • Conceptual
  • Procedural
  • Attitudinal
  • Socio-affective

Attitudes and Values

Attitudes: Trends or acquired dispositions, relatively durable, to evaluate in a particular way an object, event, or situation and take action consistent with this assessment (Sarabia, 1992).

Attitudes have three components:

  • Cognitive: Knowledge or beliefs.
  • Affective: Feelings or preferences.
  • Behavioral: Actions and declarations of intent.

Values: Ethical principles on which people feel a strong emotional commitment that they use to judge behaviors (Vander Zaden, 1990).

The school plays a role in communicating and helping create values and social content. Values are not taught separately; they are present in all content, methods, and evaluations.

Selection and Sequencing of Contents

Selected to make learning meaningful. There must be a relationship between what the student knows and what they must learn.

Basic Sources

  • Psychological
  • Epistemological
  • Pedagogical
  • Socio-cultural

Sequencing, Significance, and Instrumentality

  • Focus on the foundational rather than the specific.
  • Epistemological significance.
  • High transfer level.
  • Elective.