This text is an abridged extract from the translation of the Finnish national core curriculum for general upper secondary education, 2019. The text states how transversal competence areas defined in the core curricula are embedded in the instruction of physical education (P.E.). Choose the right alternative to fill in the gap.


Transversal competences in physical education

The instruction of physical education strengthens the students’ motivation, self-confidence, and self-efficacy in physical activity
PRIOR TO
AS WELL AS
AS A RESULT OF
their understanding of the significance of lifelong physical activity.

Physical education supports the students’ perseverance, tenacity and coping,
TO REINFORCE
REINFORCING
HAVING REINFORCED
their well-being competence and a school culture that promotes health and well-being in broader terms. In physical education, functional capacity refers to physical, social, and psychological capabilities for coping
TO
BY
WITH
different daily activities. In this subject, the students learn to look after their functional capacity and to understand
WHOSE
HOW
WHERE
functional capacity affects their physical and cognitive performance and well-being.

Interaction competence is developed through the
DIVERSIFYING
DIVERTED
DIVERSE
working methods and techniques of physical education. From the perspective
OF
BY
FOR
interaction competence, it is essential to strengthen the students’ positive self-image, ensuring that they learn to value themselves. Good interaction requires of the
STUDENT
STUDENT'S
STUDENTS
skills in self-regulation, including recognising and understanding their feelings and regulating the way the feelings are expressed.

Physical education in upper secondary school is
A
THIS
THE
multidisciplinary subject which offers opportunities for understanding different fields of science and subjects, including health education, biology, physics, and music. Multidisciplinary and creative competence
WILL DEVELOP
ARE DEVELOPED
IS DEVELOPING
in the learning situations of physical education which comprise problem solving. Physical education develops the brain and promotes its well-being diversely, supporting general alertness at school and the preconditions for learning.

Long-term self-development, using your muscles, and showing respect for others are manifestations of ethical and environmental competence,
WHICH
THAT
WHO
in physical education are realised as acting for the common good. Physical education supports positive social values and action in line with them, including honesty, responsibility, and fairness.

Well-being and physical activity technologies are used in the instruction of physical education as
WELL
FAR
LONG
as possible, and the students learn about interpreting information critically and safety in media use, including when publishing geographical information and describing performances. Physical activity as a global, shared, and bodily language
HAS UNITED
UNITES
WILL UNITE
different people and cultures. This strengthens the students’ global and cultural competence.