Basic knowledge Physical Education

First Cycle

The basic knowledge must be applied to different real contexts in order to achieve the specific skills of the area. In Physical Education, the following basic knowledge will be worked on in Early Years:

Active and healthy living

• Physical health: beneficial physical effects of an active lifestyle. Healthy eating and hydration. Postural education in everyday situations. Body care: personal hygiene and resting after physical activity.

• Social health: physical activity as a healthy social practice.

• Children’s rights in school sport.

• Respect for all people regardless of their personal characteristics.

• Mental health: personal and environmental well-being and using motor skills to improve these. Self-awareness and identification of strengths and weaknesses in all areas (social, physical, and mental).

B

Organisation and management of physical activity

• Choice of physical practice: different body experiences in different contexts.

• Preparation for motor practice: sports clothing and general bodily hygiene habits.

• Planning and self-regulation of simple motor projects: objectives or goals.

• Prevention of accidents in motor skills practice: activation games, warm-up, and cool-down.

Problem solving in motor situations

• Decision-making: matching actions to personal abilities and limitations in motor situations. Coordination of actions with peers in cooperative situations. Appropriateness of the action, taking the location of the opponent in motor situations involving pursuit and interaction with a mobile. Choosing the correct body position or distance when taking part in contact sports. Choosing the correct action when maintaining possession, retrieving a mobile or preventing the attacker’s progress in activities involving collaborative-oppositional exercises, pursuit-oppositional exercises or interaction with a mobile.

• Body schema: body awareness. Laterality and its projection in space. Foot-eye coordination and hand-eye coordination. Static and dynamic balance.

• Physical skills using games and a gaming point of view.

• Generic basic motor skills and abilities: locomotive, nonlocomotive, and manipulative.

• Motor creativity: variation and adaptation of motor action in response to internal stimuli.

D

Emotional self-regulation and social interaction in motor situations

• Emotional management: strategies for identifying, experiencing and expressing emotions, thoughts, and feelings from motor experiences.

• Social skills: verbalisation of emotions triggered during interaction in situations when motor skills are used.

• Respect for the rules of the game.

• Behaviours which go against the rules of peaceful coexistence, which are discriminatory or sexist in motor situations (including aggressive or violent behaviour): identification strategies and negative effects.

E

Expressing motor culture

• Contributions of motor culture to cultural heritage.

• Games and dances as a way of expressing one’s own culture.

• Communicative uses of the body: gestures, grimaces, postures and more.

• Taking part in expressive rhythmic-musical activities.

• Sport and gender perspective: references of different genders in sport.

F

Efficient and sustainable interaction with the environment

• Rules of use: road safety education for pedestrians. The Highway code. Sustainable mobility.

• Motor possibilities during child’s play and when using recreational areas.

• Material and how it can be used to develop motor skills.

• Taking part in physical activities in a natural and urban environment.

• Caring for the environment around us, as a service to the community, while taking part in physical activity in the natural environment.