0) INTRODUCTION
The Physical Education area in the primary education stage faces a series of challenges that imply, among others, the adoption of an active and healthy lifestyle, knowledge of one's own corporality, gender equality in society, adherence to physical activity as a life project, the approach to cultural manifestations of a motor nature, the integration of responsible attitudes with the environment or the development of decision-making processes that intervene in the resolution of motor situations.
For all these reasons, this area contributes to building a true competence that goes far beyond the motor, reporting innumerable benefits in neurocognitive development. The social development of the student is encouraged by offering scenarios for personal acceptance and the resolution of conflicts between equals and paths are opened to develop the emotional intelligence of the student body, being for all this, an area of capital importance for the integral development of the student body.
These tools should be used to lay the foundations that allow students to consolidate habits in the compulsory secondary education stage to later perpetuate them.
The Physical Education area aims to give continuity to the learning acquired through the areas of Communication and Representation of Reality and Growth in Harmony in the early childhood education stage. In addition, the training that the students acquire has its continuity in the Physical Education subject that they will receive in compulsory secondary education, providing a sequenced and progressive learning throughout the different educational stages.
I) RELATIONSHIP WITH THE STAGE OBJECTIVES
The Physical Education area allows students to develop the necessary skills to achieve the objectives of the primary education stage, in the following terms:
Through respect and tolerance in the development of motor practices, through the constructive resolution of possible conflicts that may arise in collective motor situations or showing attitudes contrary to violence in the habitual practices of the area, it contributes to the students knowing the rules of coexistence and learn to act in accordance with them, as well as the knowledge and appreciation of the values that allow you to respect others and their rights.
It also contributes to the development of individual and, especially, team work habits, as well as the promotion of habits of effort and discipline, thanks to the practice of exercises and physical activities, highlighting the importance of perseverance when facing mistakes. as learning opportunities, as well as anxiety management.
Likewise, the work on content related to emotional management, social skills and fair play allows students to acquire skills for the peaceful resolution of conflicts and the prevention of violence in the field of the subject itself, extrapolated to the school environment. , family and social.
In addition, through the treatment of mental and social health contents, through the development of positive relationships in functional contexts of physical and sports practice, especially those linked to artistic-expressive culture and sport as a cultural manifestation, students will be able to understand and respect different cultures, the differences between people, equal rights and opportunities for men and women, and will generate rejection behaviors in situations of discrimination.
This area also contributes to the appropriate and functional use of the Spanish language and the development of reading habits. The search for information through different media, the reading, analysis and interpretation of texts related to the area and the realization of works, together with the use of oral and/or written language to present them and express ideas and arguments, will help their achievement.
Likewise, the learning of terms related to foreign languages and their use in contexts of motor practice or in more theoretical situations, will contribute to the acquisition by students of basic communicative competence in foreign languages.
On the other hand, carrying out estimates and elementary calculation or geometry operations, mainly linked to the organization and management of physical activity and interaction with the environment, contributes to the development of basic mathematical skills.
Carrying out physical activity in the natural environment and taking care of the body and putting into practice a healthy lifestyle will allow students to learn fundamental aspects of Natural Sciences. In the same way, the development of contents related to the cultural identity of the sport or its history, as well as the work in the practice of rhythmic activities and expressive, it will help students to also know aspects related to Social Sciences, Geography, History and Culture.
In addition, from this area, the development of basic technological skills and the promotion of a critical spirit in their use will be sought in students, thanks to the use of digital tools as a support resource and as a means of communication and obtaining information.
From the area, content related to the recognition and implementation of different artistic-expressive manifestations will be worked on, which will allow students to start building visual and audiovisual proposals.
In the same way, and in a way, from this area, situations and motor activities are presented to the students that will lead them to value hygiene and health, to accept their own body and that of others, to respect differences and use education. fitness, sports and nutrition as means to promote their personal and social development.
In the same way, the protection of the immediate environment and of the animals and plants that live in it will help students adopt behaviors that favor empathy and care.
Finally, from the Physical Education area, by interacting with the environment, content related to road education for pedestrians will be developed, which will allow the generation of autonomous, safe and healthy active mobility habits, promoting respectful attitudes that will affect the prevention of accidents. traffic accidents.
The Physical Education area contributes to the acquisition of the different key competencies that make up the Exit Profile to the following extent:
Competence in linguistic communication
Thanks to the variety of communicative exchanges that take place during motor practice, as well as the communication of sensations, feelings, emotions and ideas through corporeality. Also, through the expression of facts, concepts, thoughts and feelings orally and in writing, and through the comprehension, interpretation and evaluation of texts related to the area. In addition, this area will propose to the students communicative practices at the service of democratic coexistence and the dialogue management of conflicts, especially in the resolution of social interaction problems linked to motor situations.
multilingual competence
Procuring knowledge and respect for the linguistic and cultural diversity of the participants in the different motor practices that arise.
Mathematical proficiency and proficiency in science, technology, and engineering
Causing the students to use inductive methods and varied strategies when solving motor problems that arise; bringing them closer to the scientific basis on which the principles of health and its link with physical activity are based; and encouraging them to participate in actions that promote health, care for the environment and the animals and plants that live there.
digital competence
Through the approach to multimodal texts and the use of tools, digital resources and virtual platforms. By searching for information on the internet on aspects of the area. In addition, thanks to the creation, integration or re-elaboration of digital content and participation in projects linked to physical, sports and rhythmic-musical activity, with digital tools, seeking, in any case, the promotion of a critical spirit before its use.
Personal, social and learning to learn competence
Based on the processes of social interaction typical of participatory motor situations, students will be aware of their emotions and behaviors in the face of possible moments of conflict, progressively learning to manage them, they will respect the emotions of others, they will develop teamwork mechanisms and they will assume responsibilities. individual. Likewise, the development of the contents of the area will encourage students to adopt a healthy lifestyle for their physical and mental well-being, develop the capacity for effort and self-improvement, recognize their limitations and acquire motor learning strategies and physical improvement in a self-regulated way.
citizen competence
Addressing physical and sports activities that involve decision-making individually and in groups, the peaceful resolution of possible conflicts that may arise and respect for democratic values. In addition, individual and group reflection on aspects such as health and active life, caring for the environment or sport and the gender perspective, will also contribute to the development of this key competence in students.
entrepreneurial competition
Through the approach to motor problems, the students individually and as a team, they will prepare proposals, create and reconsider ideas and plan solutions to the challenges posed. The resources and strategies that you use to respond to them will allow the development of capacities such as imagination, creativity, strategic thinking or reflection.
Cultural awareness and expression competence
Thanks to the development of the contents provided in the motor culture manifestations block, students will recognize aspects related to cultural and artistic heritage, express ideas, feelings and emotions in a creative way, and experiment with different media and supports to develop artistic and cultural.
III) SPECIFIC COMPETENCES OF THE AREA
The operational descriptors of the key competencies are the frame of reference from which the specific competencies are specified, thus becoming a second level of specification of the first ones, now specific for each area.
In the case of the Physical Education area, the specific competences are organized into six axes that are related to each other. The first deals with the development of an active and healthy lifestyle. The second refers to the adaptation of the body and the different processes to apply to respond to different purposes in real contexts. The third emphasizes the development of self-regulation and interaction processes within the framework of motor practice to improve coexistence. The fourth deals with the recognition and practice of different manifestations to integrate them into situations of daily life. The fifth is related to the adoption of sustainable habits with the environment and its conservation. The sixth is linked to obtaining and processing information related to the Physical Education area.
IV) EVALUATION CRITERIA
The acquisition of specific competencies constitutes the basis for the competency assessment of students.
The level of development of each specific competence will be determined by the degree of achievement of the evaluation criteria with which it is linked, so these must be understood as diagnostic tools in relation to the development of the specific competences themselves.
These criteria have been formulated linked to the operational descriptors, through the specific competences, in such a way that there is no evaluation of the area independent of the key competences.
This competency approach implies the need for the evaluation criteria to measure both the expected final products (results) and the processes and attitudes that accompany their preparation. For this, and given that physical education learning has usually been developed from contextualized learning situations, either real or simulated, the evaluation criteria must now be verified by putting into practice techniques and procedures that are also contextualized to the reality of the students.
V) CONTENTS
The contents have been formulated integrating knowledge, skills and attitudes whose learning is necessary for the acquisition of specific skills. For this reason, at the time of its determination, the evaluation criteria have been taken into account, since the latter determine the learning necessary to acquire each of the specific competences.
Despite this, the curriculum established in this decree does not present the contents directly linked to each evaluation criterion, since the specific competences will be evaluated through the implementation of different contents. In this way, teachers are granted sufficient flexibility so that they can establish in their teaching programming the connections that the evaluation criteria demand based on the learning situations that they design for this purpose.
The contents of the Physical Education area are structured into seven blocks, namely:
BLOCK A. Active and healthy life. It addresses contents of the three components of health: physical, mental and social, in functional contexts of physical-sports practice, incorporating the gender perspective, rejecting behaviors contrary to health and stressing the importance of habits that contribute to the maintenance and improvement of well-being
BLOCK B. Organization and management of physical activity. The contents included in this block address four components of the organization and management of motor practice: choice, preparation, planning and self-regulation, and safety.
BLOCK C. Problem solving in motor situations. It incorporates contents that intervene in the learning processes and motor practice: perception, decision-making, the efficient use of the qualitative and quantitative components of motor skills and motor creativity processes.
BLOCK D. Self-regulation
emotional relation and social interaction in motor situations. It collects content aimed at developing the emotional response of students, the acquisition of social skills, the promotion of constructive and inclusive relationships and the rejection of behaviors contrary to coexistence, all in the field of situations derived from the practice of physical activities. and sports.
BLOCK E. Manifestations of motor culture. It presents contents linked to the recognition and implementation of physical activity as a manifestation and cultural, expressive and artistic heritage of different contexts and cultures, and in particular those linked to the Autonomous Community of Castilla y León. It covers three large spaces for development: traditional motor culture, artistic-expressive expression and sport as a hallmark of cultural identity.
BLOCK F. Efficient and sustainable interaction with the environment. It includes contents that link the performance of motor practices with the conservation of the natural and urban environment. For this, three elements will be addressed: the use of the environment, the contribution to its conservation and the community perspective.
BLOCK G. Information, digitization and communication. This block, which aims to contribute to the process of progressive student autonomy in terms of the search, analysis and use of information, includes content referring to three major areas linked to each other: reading and interpretation of texts specific to the area, the basic handling of tools and digital resources and the communication and dissemination of work and motor experiences.
SAW. METHODOLOGICAL GUIDELINES
Physical education aims to create a playful, creative and pleasant environment that offers multiple situations of communication, relationship and enjoyment. These situations will be the ideal tool for the competence development of the area.
Teaching style is understood as the relationships established in the didactic act between the teacher and the student. In Physical Education, managerial or democratic styles and combinations between the two may be considered, depending on the organization, the development of the activity and the evaluation that we want to practice.
The methodological strategies understood as the set of procedures, supported by teaching techniques, whose purpose is to carry out the didactic action (achieve the learning objectives), acquire relevance in reference to the figure of the teacher. Therefore, each teacher will build the most appropriate methodological strategy based on the experience and purpose of it, always taking into account the marked character of competency learning that is intended to be achieved.
The main techniques that should be used in this area are dialogue, discussion (debate), case study, problem solving, demonstration, discovery, directed study or role play. In all of them the role of the students is active, pursuing a more significant and competent learning.
In the content blocks, different materials and didactic resources are considered, such as recycled, constructed and area-specific materials (pikes, mats, balls, rings, cones...).
Likewise, different groupings and organizations of space and time will be used: large group, small group, pairs or individual execution, depending on the moment, but always taking into account that competency learning is intended. The distribution of students will be taken into account using flexible spaces, in order to respond to the needs of all of them. The distribution of time must respect their pace of learning and individual development.
To materialize this set of intentions, there are numerous pedagogical models, among others: Cooperative Learning (work in small groups, generally heterogeneous in which students act together to
achieve common objectives, making it possible to improve their own learning and that of others); Sports Education (creating sports situations that imitate reality and allow students to acquire knowledge of sport and develop different roles: coach, referee, sports director or scorer); the Comprehensive Model of Sports Initiation (through which students are taught the general basic principles of sports, so that they understand its tactical structure and the basic skills they need to learn the sport); the Attitudinal Style (based on attitudes as the axis of the teaching-learning process, whose purpose is to increase the motivation of students towards the practice of Physical Education); the Personal and Social Responsibility Model (in which respect for colleagues and materials, participation and effort, autonomy, help to others and the transfer of learning to other areas of life in society are encouraged)
d) or the Model based on the Self-construction of materials (students transform or self-construct materials for use in Physical Education classes, for example: cariocas, balls, hand rackets or Intercrosse baskets).
VII) GUIDELINES FOR EVALUATION
The evaluation in Physical Education becomes a valuable tool to carry out the follow-up, evaluation and improvement of the processes that allow learning to be achieved, therefore, learning and evaluating go hand in hand. Consequently, the evaluation must be continuous, formative, integrating and shared, not being reduced to a specific moment, it will contemplate the progression of the students and will attend to the different rhythms and starting points. The associated evaluation instruments will be varied and endowed with diagnostic and improvement capacity, prevailing the instruments related to observation techniques and techniques of analysis of student performance, with respect to those other instruments linked to performance techniques. In the Physical Education area you can use: the teacher's notebook; the tabs of the session; the student notebook; self-assessment by the teacher and the student through sheets, questionnaires and reflections on the level of motor skills acquired, coexistence within the group and motivation towards the area; the individual and group co-evaluation sheets, in this way the students themselves learn and evaluate the competences acquired by their classmates, the dynamics of thought and reflection, the tests or final productions and also the instruments created by the teachers themselves.
VIII) LEARNING SITUATIONS
As an example, four proposals for the development of learning situations in real settings are presented below, not only in the educational field, but also in the personal, family and social spheres.
In relation to the family environment, in the context of festivities and traditions, a learning situation could be raised on the occasion of the celebration of the cultural week, cultural days or Community Day. The students will look for information about various autochthonous games and sports, from an integrating perspective and as an approach to their own identity, in order to know, respect and value them, and they will create a digital file/shared document in which they will include the games and autochthonous sports with their materials, development, spaces where they are played, rules and regulations of the game, etc. Afterwards, a colloquium talk will be held where they will present their ideas, and they will be chosen from among all those that will be put into practice. Next, they will elaborate the necessary materials to be able to play and they will play with them. The implementation of autochthonous games and sports will be recorded. Subsequently, they will share all the ideas, opinions and evaluations, they will reflect on how to improve them or what could be added to make them: more attractive, or safe, participatory, cooperative, among other didactic aspects.
Among the proposals linked to the personal sphere, in the context of health and the daily practice of physical activity, a learning situation could be proposed in which they will have to look for ways to carry out a healthy lifestyle. First, a brainstorming will be carried out with the different suggestions of the students, and a padlet or a mural could be made with them. Next, the class will be divided into groups. Each group will prepare their own campaign proposals on the promotion of a healthy life and will design a routine of physical activities that will be carried out in the classroom together with the rest of the classmates.
Among the proposals linked to the social field, in the context of situations derived from the need to create and publish digital web content related to sports organizations in the immediate environment of the students, the dissemination/dissemination of the same through brochures, murals and digital informative posters. In groups, they should find out about the different sports organizations that exist in their environment and their characteristics (activity that is carried out, place where it is located/located, materials necessary for the practice of the activity, etc.) and/or contact with the same The different productions will be posted on the center's blog for the knowledge of the entire educational community. In addition, they will put into practice different sports activities in the center or in other contexts of application.
Among the proposals linked to the educational field, in the context of coexistence relations and gender equality, a cooperative project will be developed. Based on a question – initial guide on whether there are sports practices exclusively for women or men, the students will contribute their ideas. They will also expose the ones they know and what genero is the one that is usually associated with them. Subsequently, they will investigate whether the proposals are correct, and they will have to look for examples of representative elite athletes of the different modalities, both women and men, and they will collect them in different files, always avoiding prejudices and stereotypes. Likewise, different athletes of both genders could be invited to the center to present their personal experiences. With all the information collected, they will make collages, lapbooks, etc., which will be exhibited in the center for the rest of the students and teachers to know and which will serve to promote prosocial behaviors. Likewise, different sports activities will be put into practice.
IX) INTERDISCIPLINARY
Interdisciplinarity can be understood as a pedagogical strategy that implies the interaction of several disciplines. Interdisciplinary learning provides students with opportunities to use knowledge and skills related to two or more areas. In turn, it allows you to apply skills in a significant context, developing your ability to think, reason and transfer knowledge, procedures and attitudes from one area to another.
Physical education is related to all the areas that make up the curriculum, but is especially related to the areas of Music and Dance, Plastic and Visual Education, and Natural Sciences.
In this way, interdisciplinary work can be enriched by designing learning situations from different spheres (personal, social, family and educational) that contribute to the development of specific skills in the different areas, such as active playgrounds, nature activity brochures, mobility projects to the center, healthy lunches, interviews with athletes from the area, sports research or Olympic workshops.
Thus, there would be room for learning proposals in which basic physical abilities are worked on through a motor adventure set in superheroes, contributing to the development of different key competences, such as competence in linguistic communication with the reading of the book referring to the superhero in particular. or the mathematical competition and competition in science, technology and engineering with the resolution of enigmas related to the superhero.
X) SPECIFIC COMPETENCES
1. Adopt an active and healthy lifestyle, regularly practicing physical, recreational and sports activities, adopting behaviors that promote physical, mental and social health, as well as measures of individual and collective responsibility before, during and after motor practice, to internalize and integrate systematic habits of physical activity, body care and healthy eating that contribute to well-being.
This specific competence is aligned with the challenges of the 21st century and with the Sustainable Development Goals. Its acquisition will be achieved through active participation in a wide range of physical-sports proposals that, in addition to providing students with a broad background of motor experimentation, will give them the opportunity to learn strategies to experience the practice in coherence with the references that serve as the basis for the promotion of physical, emotional and social health.
This transdisciplinary competence permeates the entire Physical Education area, and can be approached from active participation, healthy eating, postural education, body care, self-concept, self-esteem, and the perceived image in the field of physical activity. and sport from a gender perspective or the analysis of antisocial behaviors and bad health habits that occur in everyday contexts and/or linked to sport and the practice of physical activity, among others.
There are different formulas and contexts of application to materialize this learning, from aerobic practices (running at a pace, skipping, aerobics or similar) or the analysis of daily situations (from the immediate environment or in the media), to reflective group dynamics ( debates or critical analysis) or the interdisciplinary projects, going through the integration of safety standards and hygiene habits in daily motor practices or the simulation of intervention protocols in case of sports accidents, among others.
This specific competence is connected to the following operational descriptors: STEM2, STEM5, CPSAA2, CPSAA5, CE3.
2. Adapt the elements of the body schema, the physical, perceptual-motor and coordination capacities, as well as the motor skills and abilities, applying processes of perception, decision and execution appropriate to the internal logic and the objectives of different situations, to give response to the demands of motor projects and motor practices with different purposes in contexts of daily life estuary.
This competence implies beginning to make decisions, defining goals, developing simple plans, sequencing actions, executing what is planned, analyzing what happens during the process, changing strategy if necessary and finally assessing the result. All these measures are carried out within motor practices with different internal logics (individual, cooperation, opposition or collaboration-opposition) with varied objectives and in situations of certainty and uncertainty.
These strategies should be developed in highly varied practice contexts. Among them, we could highlight the projects and assemblies, related to jump ropes, juggling, acrobatic or circus activities, cooperative physical challenges, cooperative motor stories, motor play and inquiry, action and adventure spaces, environments learning and, of course, sports games. In relation to the latter, it is possible to find different manifestations according to their characteristics, from invasion sports games (handball, goubak, ultimateo rugby-tag among others), to net and wall games (badminton, frontennis, similar pickleball), going through sports field and bat (baseball, softball, etc.), target and target (boccia, archery or similar), fighting (judo, fencing or other autochthonous fighting modalities, among others) or individual (athletics and its modalities) trying, as far as possible and according to the particular context of each center, that during the stage the students have participated in all these categories, prioritizing in any case the manifestations that stand out for their mixed or inclusive nature.
This specific competence is connected to the following operational descriptors: STEM1, CPSAA3, CPSAA4, CPSAA5, CE1, CE3.
3. Develop processes of self-regulation and interaction within the framework of motor practice, with an empathic and inclusive attitude, making use of social skills and attitudes of cooperation, respect, teamwork and sportsmanship, regardless of ethnic-cultural, social differences. , gender and ability of the participants, to contribute to coexistence and ethical commitment in the different spaces in which they participate.
This specific competence is located at the point of convergence between the personal, the social and the ethical. From it, volitional capacities are put into play at the service of personal or team goals, especially in contexts that require effort and perseverance, activating self-motivation and a positive attitude to face challenges, regulating impulsiveness, tolerating frustration and persevering in the face of difficulties. Within the personal level, it also entails the identification of the emotions that are experienced within the motor practice, the positive expression of these and their proper management in order to know how to control and redirect unpleasant emotions and make them more pleasant.
The collective plane implies putting into play social skills to face the interaction with the people with whom one converges in motor practice. It is about dialoguing, debating, contrasting ideas and reaching an agreement to resolve situations, expressing proposals, thoughts and emotions, listening actively and acting assertively. It requires students to deal with conflicts in a dialogical way, accepting the established norms and rules, also contemplating the perspective of the other people involved and looking for fair solutions that satisfy the minimum needs of the parties involved. These types of situations imply developing a certain degree of empathy and acting from prosociality, through actions that also seek the well-being of others, valuing the reality associated with motor practice and acting on it from parameters of freedom exercised responsibly, equity, inclusion, respect, solidarity, cooperation, justice and peace.
This specific competence is connected with the following operational descriptors: CCL1, CCL5, CPSAA1, CPSAA2, CPSAA3, CPSAA5, CC2, CC3.
4. Recognize and practice different recreational, physical-sports and artistic-expressive manifestations typical of motor culture, valuing their influence and their aesthetic and creative contributions to traditional and contemporary culture, to integrate them into motor situations that are regularly used in daily life.
This competence implies building personal and social identity, respecting one's own bodily reality and that of others, from an experienced practice that integrates cultural expressions such as games, sports, dance and other artistic-expressive activities linked to motor skills, assuming that are part of the cultural heritage and that must be recognized, preserved, improved and enjoyed. In a globalized world marked by migratory movements, this means enriching the heritage common with the contributions of the different ethnic groups, cultures and times that converge in a socio-historical space, from the cultural miscegenation associated with interculturality.
There are numerous areas and contexts in which to develop this competence. Thus, the traditional motor culture could be approached through traditional and popular games, dances typical of traditional folklore, multicultural games or world dances, among others. To address contemporary artistic-expressive culture, specific expressive techniques (such as improvisation, mime or pantomime), theater (dramatizations, shadow theater, black light theater or similar), more elaborate representations (role-playing games or circus activities among others), or rhythmic-musical activities of an expressive nature (dances, choreographies or other similar expressions). Finally, with regard to sport as a cultural manifestation, in addition to addressing traditional games and sports, rooted in the environment, or those belonging to other cultures, debates could also be carried out on certain gender stereotypes still present in the sport. sport and how to avoid them.
This specific competence is connected with the following operational descriptors: CP3, CPSAA1, CPSAA3, CC3, CE3, CCEC1, CCEC2, CCEC3, CCEC4.
5. Value different natural and urban environments as motor practice contexts, interacting in them and understanding the importance of their conservation from a sustainable approach, adopting individual responsibility measures during the practice of games and physical-sports activities, to carry out an efficient practice and respectful with the environment and participate in its care and improvement.
The adoption of sustainable habits with the environment and its conservation must begin to take place already at this stage, with special emphasis on those simple gestures and behaviors that each one can do to contribute to the common good. This approach finds, in physical-sports activities, a very favorable context to show the potential offered by the environment, whether natural or urban, for the development of this type of practice.
This competence involves developing knowledge, skills and attitudes to interact with the environment, participate in its preservation and improvement, and contribute, from the local, to sustainability on a global scale. Thus, with regard to urban environments, there are manifestations such as skating or urban dance, among others, which can constitute interesting options. Regarding the natural environment, depending on the location of the center, its contextual possibilities and the availability of access it has to different natural sites, both terrestrial and, where appropriate, aquatic, it is possible to find a wide range of application contexts, from the hiking, climbing, skiing, water activities, orienteering (also in urban spaces), cycling or mountain biking routes, even the self-construction of materials, clearing obstacles or ropes, among others. In this way we will create a great variety of motor situations with a diversity of stimuli and spatio-temporal conditions.
All of them faced from the perspective of interdisciplinary projects aimed at interaction with the environment, being able to use digital tools responsibly to search for information.
This specific competence is connected with the following operational descriptors: STEM5, CPSAA2, CC2, CC4, CE1, CE3.
6. Search, analyze, select and treat information related to the Physical Education area, using different formats and media, especially digital devices and resources, in a safe, responsible and efficient way, individually and in groups, to respond to the needs of the educational context and, if necessary, to communicate it creatively.
Among the challenges of the 21st century, in relation to lifelong learning, the abilities and skills to access and manage information, as well as to critically assess it and, if necessary, communicate it, stand out. The stage of primary education will mean the initiation in the acquisition by the students of these capacities.
Among the information search and processing tools, digital technologies have been integrated into our lives in recent years, as means of help in a multitude of situations and contexts, including educational ones. The incorporation of ICT to the learning processes of students has become an end in itself, as well as being a means to acquire knowledge.
In the field of physical activity, health and cultural manifestations of a motor nature, it is also currently presented to us as a necessity, especially after the experience lived due to the pandemic caused by COVID-19 ade.
Furthermore, the devices, applications and platforms that currently exist allow us to support the educational process, encourage motor practice and, ultimately, contribute to the establishment of a healthy life.
Like others, this competence has a transdisciplinary and global nature within the Physical Education area, and can be addressed by reading texts related to their field of knowledge, by carrying out assignments and projects, by integrating ICTs in the learning process. search and treatment of information, as well as the use of these means for its dissemination.
In any case, addressing this competence will enable students to develop strategies for inquiry, selection, analysis, interpretation, transformation, preparation, integration and communication of information, through individual or team work. In addition, it will help students develop a critical and confident spirit in digital environments.
This specific competence is connected with the following operational descriptors: CCL1, CCL2, CCL3, STEM2, CD1, CD2, CD3, CD4, CPSAA5.
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