Developing a range of capabilities through movement
What this domain tests
This domain focuses on the capabilities-physical, cognitive, social, emotional and the key competencies-that movement contexts can develop. The exam expects you to explain the mechanism by which an activity builds a capability and to give evidence, not just list benefits.
Core rules and concepts
- Physical capabilities include fitness components: strength, endurance, flexibility, speed, agility, balance, coordination, power and reaction time. Each is developed by specific training principles (overload, specificity, progression, reversibility).
- Key competencies: thinking; using language, symbols and texts; managing self; relating to others; participating and contributing. Movement can develop these through problem-solving, communication, goal setting and teamwork.
- Social and emotional capabilities include cooperation, leadership, resilience and fair play.
- Evidence matters: use observations, results, reflections or peer feedback to show change.
Worked example
A class runs a cooperative obstacle course in teams. Relating to others is developed because the team must negotiate roles, listen and adjust plans; managing self is developed when individuals set a target time and monitor effort. The teacher records peer feedback on communication and compares team times across two attempts. The reasoning: the capability is named, the mechanism (negotiation, goal setting) is explained, and evidence is provided. This is stronger than saying "teamwork was good".
Traps
- Listing capabilities without saying how the activity develops them.
- Confusing fitness components (e.g., agility) with key competencies (e.g., managing self).
- Claiming a capability improved with no evidence.
- Ignoring that the same activity can develop different capabilities depending on how it is structured.