Health and Physical Education – General Capabilities
General capabilities equip young Australians with the knowledge, skills, behaviours and dispositions to live and work successfully. General capabilities support and deepen student engagement with learning area content and are best developed within the context of learning areas.
Opportunities to develop general capabilities in learning area content vary. In addition to Literacy and Numeracy, which are fundamental to all learning areas, all the other general capabilities have relevance and application to Health and Physical Education. The general capabilities are identified in content descriptions when they are developed or applied through the Health and Physical Education content. They are also identified in content elaborations when they offer opportunities to add depth and richness to student learning.
Health and Physical Education develops literacy by introducing specific terminology used in health and physical activity contexts. Students understand the language used to describe health status, products, information and services. They become critical consumers able to access, interpret, analyse, evaluate and challenge the changing knowledge base in health and physical education.
Students also learn to comprehend and compose texts related to Health and Physical Education. This includes learning to communicate effectively to different audiences for a variety of purposes. Students learn to express their ideas, evaluate others’ viewpoints and express their emotions appropriately in different social and physical activity contexts.
As students engage with learning experiences in Health and Physical Education, they select and apply relevant numeracy knowledge and skills. Students use calculation, estimation and measurement to collect and interpret information related to nutrition, fitness, navigation or skill performances. They use spatial reasoning in movement activities and in developing concepts and strategies for individual and team sports or recreational pursuits. Students interpret and analyse health and physical activity information using statistical reasoning. They identify patterns and relationships in data to consider trends, draw conclusions, make predictions and inform health behaviour and practices.
Health and Physical Education enhances digital literacy by helping students to safely access online information and services to manage their health and wellbeing. Students develop understanding of the role digital tools play in their lives and relationships. They explore the nature of digital tools and the implications for establishing and managing relationships.
Students learn about ethical online behaviour, including protocols and practices for using digital tools for respectful communication. Students use digital tools for communicating, collaborating, creating content, seeking help, accessing information and analysing movement performances. They use a range of digital tools to analyse, measure and enhance movement performances. Students access and critically evaluate health information, products and services using digital tools. They also use digital tools to develop personalised plans for nutrition and physical activity participation.
In Health and Physical Education, students develop logical, critical and creative thinking in response to health and movement issues. Students learn how to evaluate evidence and media messages related to Health and Physical Education topics for bias and reliability. They engage in learning experiences that encourage them to develop questions and seek creative solutions to health and movement situations. Students critique and challenge societal factors that negatively influence their own and others’ health and wellbeing, such as stereotypes, biases, prejudices and discrimination.
While Personal and Social capability is fundamental to engaging in any learning environment, it is core to Health and Physical Education. Through the 2 content strands, students develop interpersonal skills such as communication, negotiation, teamwork and leadership, and an appreciation of diverse perspectives. These skills allow students to explore their identity and understand influences that form their sense of identity. They learn how to recognise, understand, validate and respond appropriately to their emotions, strengths and values.
Health and Physical Education develops students’ ethical understanding as they learn the importance of treating others with integrity, fairness and compassion. They also learn to value and respect diversity and equality. Students examine ethical concepts and codes of practice appropriate to different contexts, such as at school, at home, in the community, in relationships, on the sporting field and in outdoor settings. As students explore fair play, equitable participation, empathy, consent and respect in relationships, they learn to make ethical decisions and understand the consequences of their actions. They also develop the capacity to apply these skills in everyday situations and movement-based contexts.
Health and Physical Education informs students that cultural beliefs and perspectives may affect how some people make food and health choices, or how they are able to participate in physical activities. Students examine stereotypical representations of cultural groups and the impact these can have on an individual’s health, wellbeing and sense of belonging. In doing so, students understand how culture shapes personal and social perspectives and interactions. Students also understand what is valued in terms of health and physical activity within their families, social groups and institutions, and within other cultures in the broader community. They explore how this affects the development of their self-identity.