3.1 Physical domains
This domain is often, especially in early years education, broken into two sub-groups:
Gross Motor Skills
Fine Motor Skills
Gross Motor Skills
Gross motor skills are the use of large muscles in a co-ordinated manner. These physical skills are evident in such activities as dance, physical games and accomplishing a range of other life activities.
To perform adequately in common large movement physical activity a person must be able to form judgments regarding various kinds of incoming data (gathered from their sight, hearing, balance, etc.) and respond quickly with appropriate and accurate large muscle movements.
During the gross motor activity the person must then make use of ongoing sensory feedback (i.e. balance) to continue the activity successfully.
Gross motor memory is vital at this time as it allows a person to recall the muscular steps used in the past for successful completion of the activity or performance (e.g. dance). Numerous muscles and muscles groups must be properly and quickly brought into use, e.g. in dance so that the right muscle groups are accomplishing the appropriate necessary steps at the right time. For some persons these processes can be nearly instinctive and for other continual training and discipline will be required.
must be encouraged to, individually and collectively, in culturally appropriate ways to enhance health and wellbeing and to promote structures in society which support their own and other’s health and wellbeing.
Active engagement in physical activity is a major emphasis in the key learning area. This emphasis recognises that participation in physical activity promotes health and acknowledges the unique role of physical activity as a medium for learning. A significant amount of time in the key learning area should be allocated to learning experiences that actively engage students in physical activity.
During the compulsory years of schooling in the Health and Physical Education key learning area, students develop the knowledge, processes, skills and attitudes necessary to:
- select and use information and apply problem-solving and decision-making strategies to:
- make informed decisions about health, physical activity and personal development;
- evaluate their own actions and the actions of others;
- develop a strong commitment to promoting equity, acknowledging diversity and establishing supportive environments with respect to health, physical activity and personal development;
- reflect on and evaluate the influence of biological, social, cultural and environmental factors on:
- their own and others’ health and personal development;
- their own and others’ attitudes towards, and participation in, physical activity;
- promote the health of themselves, others and their communities;
- accept their responsibility as an individual member of a group or community to create and maintain environments supportive of optimum health;
- develop and refine motor skills necessary for participation in physical activity, and acquire and apply movement concepts to enhance performance;
- develop positive attitudes towards participation in regular physical activity and an appreciation of the benefits of physical activity and of the aesthetic and technical qualities of movement;
- enhance their own and others’ self-concept and self-esteem, and develop that skills for creating and maintaining positive interactions and relationships.
Physical activity involves moderate to vigorous whole-body movements and the development of locomotor and non-locomotor skills, body management and
object-control skills in free and structured settings. Physical activity contributes
to the development of health-related fitness including aerobic fitness, muscular
strength and endurance, flexibility and desirable levels of body fat, as well as
promoting high peak bone density.
Physical activity ranges from simple locomotion to highly institutionalised and
formalised physical activities and includes play, games, sports, gymnastics,
aquatics, dance, adventure pursuits and other active recreation.