To gather information from a variety of sources.
Any form of regular physical activity that children do, which includes moderate to vigorous bursts of high energy, and which raises their heart rate and makes them ‘huff and puff’. Active play can occur indoors or outdoors, alone, with a partner or in a group. Active play may be structured and can involve rules, time limits or special equipment or play can be unstructured, or spontaneous. As well as giving children an opportunity to be physically active, play can develop skills such as persistence, negotiation, problem-solving, planning and cooperation.
To argue in support of a cause or position, or speak out and act on behalf of yourself or another to ensure that your or others’ interests are taken into account.
To examine and break down information into parts, make inferences and find evidence to support generalisations, to find meaning or relationships and identify patterns, similarities and differences.
To use in a particular situation.
Negotiating ways of moving between different cultures or between a marginalised and dominant culture.
Physical activities designed to challenge students physiologically, behaviourally and socially in diverse contexts and environments. These activities include: initiative games, movement challenges (as individuals and in teams or groups), recreational activities in natural and outdoor settings and navigational challenges. With access to specialised facilities and equipment, and relevant teacher expertise, these activities can also include: bushwalking, camping, biathlon and triathlon, martial arts, rock climbing, canoeing and kayaking, cycling (mountain biking, BMX, road and track cycling), surfing, skiing (snow or water) and swimming for performance (with a focus on technique). These activities can give students opportunities to assess hazards and manage risk.
Change is about something or someone becoming different. It is situational and in HPE refers to a range of circumstances such as different stages in a young person’s life, including puberty and adolescence; moving from primary school to secondary school on a different site; or moving between different cultures defined by different behavioural expectations, such as moving between home and school for an EAL/D student, or a student caring for a parent with a disability or mental illness.
To convey and listen to specific information, knowledge, understanding, processes, skills, opinions, beliefs, perspectives, needs and emotions to and from others.
A group of people linked by a common social structure and sense of belonging. This may be based on location, gender, interests, cultural background or political or religious beliefs. It may also refer to a virtual community.
Focuses on work within defined communities to maintain and improve the health and wellbeing of all people in that community through collective action.
To observe or note how things are similar or different.
To bring together a sequence of movements, concepts or words.
A range of factors that can influence health, safety, wellbeing and participation in physical activity. These factors include personal, social, cultural, economic and political factors that exist in differing ways and have varying impacts across population groups.
An abbreviation for cardiopulmonary resuscitation. CPR is an emergency procedure in which a heart and lungs are made to work by manually compressing the chest overlying the heart and forcing air into the lungs.
To invent or design a movement, movement sequence, plan or idea.
A movement that evolves from a student’s own thoughts, experiences, ideas and imagination in response to stimuli in dance, games, sport and adventure activities.
To question the social, cultural and political factors that influence health and wellbeing. This involves critical analysis and critical evaluation of health and physical activity knowledge to make informed judgements and take appropriate individual and collective action. Students explore matters such as inclusiveness, power inequalities, assumptions, diversity and social justice and develop strategies to improve their own and others health and wellbeing.
To analyse an issue, information or data to form a judgement. It can involve asking questions, identifying problems and solutions, applying knowledge, stating an argument and supporting it with evidence, or making comparisons and evaluating. In Health and Physical Education it could include:
To appraise an issue or information to form a critical judgement. It involves presenting and defending opinions about information; making informed judgements or decisions about the worth, validity and reliability of opinions, information, ideas and knowledge. In health and physical education it could involve:
Shared stories, beliefs, attitudes and behaviours that give a group or individual a sense of who they are and help them make sense of the world in which they live. Culture is a shared system but inherently diverse – there can be individual and group differences within cultures. Everyone has culture – it is a lens through which we see the world.
To show by example, give a practical exhibition or explanation.
To give an account of characteristics or features.
To plan and evaluate the construction of a product or process.
To create something, elaborate or expand in detail.
Variables that influence an individual’s level of overall health. The variables, frequently referred to in Health and Physical Education as dimensions are: physical, social, emotional, mental and spiritual.
An unjust or prejudicial treatment of someone. The types of discrimination that students must learn about include racial, levels of ability, sex and gender discrimination, homophobia and transphobia.
To talk or write about a topic, taking into account different issues or ideas.
Enduring habits of mind and actions, and tendencies to respond to situations in characteristic ways (for example, maintaining an optimistic outlook, being willing to persevere with challenges, or actively engaging in regular physical activity).
To recognise point(s) of difference.
Differences that exist within a group including age, sex, gender, gender expression, sexuality, ethnicity, ability, body shape and composition, culture, religion, learning styles, socioeconomic background, values and experience. Appreciating, understanding and respecting diversity impacts on an individual’s sense of self and their relations to others. Diversity can be acknowledged through shared activities that may involve building knowledge and awareness, peer teaching, games, dance, food and festivals.
Any substance (excluding food, water and oxygen) that, when taken into a body, alters its function physically or psychologically. These substances include prescription drugs, bush and alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal drugs and performance-enhancing drugs.
To expand with detail.
Variables that are combined in composing and performing movement. The elements of movement are effort, time, space and relationships.
An ability to recognise, understand and effectively manage emotions and use this knowledge when thinking, feeling and acting.
To add to, improve or increase; to build on assets and strengths that already exist for an individual, group or community.
To examine and judge the merit, significance or value of something.
To determine the nature or condition of something.
To provide extra information that demonstrates understanding of reasoning and/or application.
Content, process or approach previously encountered in learning activities.
The initial care of the ill or injured, usually given by someone who is on the scene when a person becomes ill or injured.
Refers to food groups and recommendations for healthy eating across the lifespan as well as sustainable strategies for healthy eating and nutrition, food labelling, packaging and food advertising. It acknowledges personal, social, economic and cultural influences on food choices and eating habits.
The foundation movements or precursor patterns to more specialised, complex skills in games, sports, dance, gymnastics and physical recreation activities. They provide the foundation for human movement and competent and confident participation in a range of physical activities. The fundamental movement skills to be developed through Health and Physical Education include:
Modified games, traditional games or sports, culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region) and non-traditional games and sports (including student-designed games). Most games and sports can be classified into invasion games, net and wall games, striking and fielding games and target games.
Refers to the concepts of male and female as well as the socially constructed expectations about what is acceptable for males and females including behaviour, dress and interests. These expectations vary across history and different cultures. Legally, there are more than two genders, and a person may identify as male, female, neither male nor female or both.
A broad term that includes people who may identify as transgender, non-binary or who feel that their gender identity does not align with the sex assigned to them at birth and/or society’s expectations. A person may identify as male, female, neither or both.
Refers to a person’s sense of being masculine or feminine, both or neither, and how they identify. Gender identity does not necessarily relate to the sex assigned at birth.
A strategy that aims to lower the risks and harmful consequences associated with drug use and other high-risk behaviours, rather than simply promoting abstinence.
A state of complete physical, social, emotional, mental and spiritual wellbeing and not merely the absence of disease or infirmity. It includes the ability to lead a socially and economically productive life.
Refers to the influence and impact regular physical activity participation has on individual and community social and emotionalhealth and wellbeing. It involves making active choices and exploring the range of influences on physical activity participation and choices.
An ability to selectively access and critically analyse information, navigate community services and resources, and take action to promote personal health and the health of others. This includes online information and websites as well as information from friends, family and health professionals. Health literacy has three dimensions: functional, interactive and critical.
Any message or advertising related to the health and wellbeing of people. These can be in the form of TV or magazine advertisements, media articles, product labelling, portrayal of ‘healthy’ choices in the media or messages from families and peer groups.
Physical fitness is considered a measure of a body’s ability to function efficiently, effectively and without injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations. Health-related fitness includes components such as cardiovascular fitness, flexibility, muscular endurance and strength.
To recognise or name someone or something.
Individual characteristics (including thoughts, ideas, feelings and attitudes towards self-worth) and capabilities of a person, or characteristics of a social group. Identity refers to all things that define who we are at any given moment in our lives. It is not static. We construct our identities according to things such as where we come from, what we believe in, who we relate to, how we belong, how we behave and what we do.
Fun, cooperative, challenging games that require groups to collaborate to solve a specific problem.
To explain the meaning of information or actions.
Relates to a range of innate biological traits or variations away from conventional ideas of ‘male’ and ‘female’. An intersex person may have a combination of biological attributes of both sexes or lack some of the biological attributes considered necessary to be defined as one or the other sex. Intersex is always congenital and can originate from genetic, chromosomal or hormonal variations. Most intersex people identify as male or female.
To plan, collect, interpret data/information.
To show how an argument or conclusion is right or reasonable.
A sensation by which bodily position, weight, muscle tension and movement are perceived by an individual.
A feature of Aboriginal and Torres Strait Islander Peoples’ social organisation and family relationships. It is a complex system that determines how people relate to each other and their roles, responsibilities and obligations in relation to one another, ceremonial business and land.
Physical activities that can enhance health and wellbeing across the lifespan including individual and group activities and active recreation activities. With access to specialised facilities, equipment and expertise, these activities can include swimming, tai chi, yoga, Pilates, bushwalking, recreational cycling and resistance training.
Locomotor movement is when you move from one place to another. Locomotor skills include walking, climbing, rolling, balancing, sliding, jogging, running, leaping, jumping, hopping, dodging, galloping, skipping, floating and moving the body through water to safety.
To adapt or change.
Skills that require an ability to handle an object or piece of equipment with control, such as kicking, striking, dribbling or catching a ball.
A state of wellbeing in which an individual thrives and can manage normal stresses of life, work and recreation. Social, emotional and spiritual resilience, which enables people to enjoy life and survive pain, disappointment and sadness. It is a positive sense of wellbeing and an underlying belief in our own and others’ dignity and worth.
Simple games, with few rules, designed to allow students to practise skills, tactics and strategies in a challenging situation.
Games or sports that are simplified to suit the skills, strategic understandings and characteristics of students through alterations to the game’s constraints such as rules, equipment and/or the size of the playing area.
Movement tasks that require individual students or groups of students to use a problem-solving approach to solve a problem to successfully complete the task. The solution can be verbalised, documented or demonstrated physically.
These provide a framework for enhancing movement performance. Movement concepts (or elements of movement) explored in the curriculum include body awareness; spatial awareness; effort awareness; and relationship to/with objects, people and space. Movement strategies refer to a variety of approaches that will help a player or team to successfully achieve a movement outcome or goal. Movement strategies include moving into space to receive a pass from a teammate or hitting a ball away from opponents to make it difficult to retrieve or return the ball. Different games andsports may require similar activities or goals and will therefore use similar movement strategies to achieve success.
The variables that are combined in composing and performing movement. The elements of movement are effort, time, space and relationships.
Discovering a body’s potential for movement by experimenting with different ways to move.
A combination of fundamental movement skills and movement elements to enable a body and/or objects to move in response to a stimulus; or a planned order of movements.
A situation where students are moving with the intent of achieving an outcome, such as to score a goal, to perform a sequence of movements, to retain possession, or to cross a creek.
Moving on the spot without any change in location. These skills include bending, stretching, twisting, turning, swinging, inverted supports, landing/stopping, dodging and balancing.
To form as or into a whole consisting of a sequence or interdependent parts.
Physical activity in outdoors or natural settings, which provides opportunities to connect individually, in small groups or as a community to the outdoor environment.
To execute a movement or movement sequence such as a volleyball set, folk dance, ball skills or teamwork skills.
Body movement that is produced by a contraction of skeletal muscle and that increases energy expenditure. Physical activity is a broad term that includes playing sport; exercise and fitness activities such as dance, yoga and tai chi; everyday activities such as walking to work, household chores and gardening; and many other forms of active recreation.
A measure of a body’s ability to function efficiently, effectively and without injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations. It is a set of attributes that people have or achieve relating to the ability to perform physical activity. It is commonly conceptualised as being made up of health-related components (such as cardiovascular fitness, flexibility, muscular endurance, and strength) and skill-related components (such as agility, balance, coordination, reactions, rhythm, power and speed).
Play is an activity that is positively valued by the player, self-motivated, freely chosen, and engaging. Children actively involved in play may be engaged in a variety of activities, independently, with a partner or in a group. Play can occur indoors or outdoors. It is closely tied to the cognitive, socio-emotional, and motor development of young children, and is an important part of developmentally appropriate early years learning. Benefits of a play can include persistence, negotiation, problem-solving, planning and cooperation.
A form of resistance training that uses jumping, throwing, hopping and other explosive movements to develop muscular power.
To repeat and rehearse an activity or exercise for the purpose of improvement or to maintain proficiency.
To suggest what might happen in the future or as a consequence of some action occurring.
Behaviours and decisions that direct resources to the prevention of ill health, promotion of individual and communityhealth, and reduction of health inequalities.
To be aware of or acknowledge and make connections.
An activity in which people enjoy participating during their free time. Recreation is often recognised as having socially worthwhile qualities. Active recreation requires physical exertion.
To improve and hone knowledge, understanding and skills by making subtle or fine distinctions.
A state of physical, mental and social wellbeing in all matters relating to the reproductive system, at any stage of life.
A capacity to deal constructively with change or challenge, allowing a person to maintain or re-establish their social and emotional wellbeing in the face of difficult events. It involves thoughts, feelings and actions. Resilience is an integral part of learning as it underpins the ability to respond positively to setbacks or mistakes.
Able to deal constructively with change or challenge, allowing them to maintain or re-establish their social and emotional wellbeing in the face of difficult events.
To react to a person or text.
Movement that is composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes. It includes creative movement, movement exploration, dance styles and dance elements. With specialised facilities, equipment and expertise, it can also include circus skills, tai chi, yoga, rhythmic gymnastics and educational gymnastics.
Relates to safety issues that students may encounter in their daily lives, assessing risk, making safe decisions and behaving in ways that protect their own safety and that of others. It includes making safe decisions that keep people healthy in situations and places such as school, home, on roads, outdoors, near and in water, parties, online, first aid, relationships and dating, and personal safety.
Children and young people will seek out risks elsewhere, in environments that are not controlled or designed for them, if a play and physical activity provision is not challenging enough. Important learning can take place when children are exposed to, and have to learn to deal with, environmental hazards.
A term used to describe someone who is physically, emotionally, sexually or spiritually attracted to a person of the same sex. They may or may not be attracted to people of other genders and may or may not identify as gay, lesbian or bisexual.
Activities that do not increase energy expenditure higher than resting levels and usually involve sitting or lying down. They can include watching screens (television, gaming, texting or using a computer and other devices), sitting and talking, reading, writing and listening to presentations.
To choose in preference to another or others.
An individual’s belief in their ability to succeed in reaching a specific goal or completing a task, such as maintaining healthy and active habits, acquiring a new movement skill or meeting a personal challenge.
A physical, social, emotional and/or spiritual connection to a place that shapes personal and social identities, perspectives and interactions.
An individual’s perception of ‘self’ and how they perceive their place in the world in relation to a range of personal characteristics and cultural norms and expectations.
A state of physical, mental and social wellbeing in relation to sexuality. It requires a positive and respectful approach to sexuality and sexual relationships, as well as a possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence.
A central aspect of being human throughout life. It is influenced by an interaction of biological, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors. It is experienced and expressed in thoughts, feelings, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.
Components of skilled play include agility, endurance, resilience, courage, communication, willingness to play fairly, game sense and technical ability.
Physical fitness is considered a measure of a body’s ability to function efficiently, effectively and without injury in work and leisure activities, to pursue recreational activities and to cope with emergency situations. Skill-related fitness includes components such as agility, balance, coordination, reactions, rhythm, power and speed.
An ability to form satisfying interpersonal relationships with others. It also relates to an ability to adapt comfortably to different social situations, social institutions, social values and norms, and act appropriately in a variety of settings. This requires strong communication skills, empathy for others and a sense of accountability.
To work out a correct solution to a problem.
Movement skills that are required in more organised games and activities. Examples of specialised movement skills include fielding a ground ball in softball, climbing a rock wall and performing a grapevine step in dance.
A positive sense of belonging, meaning and purpose in life. It includes values and beliefs that influence the way people live, and can be influenced by an individual’s connection to themselves, others, nature and beyond.
A human activity that has physical exertion, skills tactics and strategies as a primary focus, with elements of competition, and for which rules and patterns of behaviour governing an activity exist formally through organisations.
Generally: A method or plan of action chosen to bring about a particular outcome.
In sport: A set of specific tactics applied within a particular context of a game.
Focuses on capacities, competencies, values and hopes of all students, regardless of their current circumstances, to optimise their own health and that of others. It looks to extend preventive health to the creation of health through individual, community and societal resources and assets.
To put forward for consideration.
To give a brief statement of the main points.
To combine elements (information/ideas/components) into a coherent whole.
An action or strategy carefully planned to achieve a specific end. Applied in every instance in a game.
Movement patterns such as throwing, catching and kicking. Technical ability is only one aspect of skilled performance.
To experiment with a variety of ways of creating an opportunity or solving a problem.
Most commonly the term is used by those whose gender identity is different from the sex assigned to them at birth.
Internal processes or psychological reorientation people experience as a result of change, and usually involves establishing new behaviours or new ways of thinking before the change can work. Individuals experience transitions in different ways and at different rates. Transition involves three stages: a letting go of the way things are or used to be; a period of exploration and adjustment; and a final stage where new behaviours and ways of working evolve.
A fear or hatred of transgender people. Transphobia is manifested in a number of ways, including violence, harassment and discrimination.
To comprehend what is meant, grasp a concept, and be thoroughly familiar with an idea.
Not previously encountered in prior learning activities.
A sense of satisfaction, happiness, effective social functioning and spiritual health, and dispositions of optimism, openness, curiosity and resilience.