Curriculum Models - Teaching Physical Education I - Lecture Slides, Slides of Physical Education and Motor Learning

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Curriculum Models

 Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences

Sport Education

 Learners are taught to be players in ways similar to athletic participation

 Emphasis is placed on skills, rules, strategies, appreciation for play, and good ethical principles that define „good‟ sport

 Sports may be modified to allow for more participation  Also involves students in roles of coaches, referees, sports writers, statisticians

Fitness Education Model

 Goal: development and maintenance of individual student fitness  Assumption: physical activity is essential to a healthy lifestyle and this lifestyle requires knowledge about the relationship of activity and health, skills in activities, and a commitment to adherence  The physically educated person: knows about the effects of exercise on body and applies this knowledge by exercising  Outcomes emphasize attitude change as well as knowledge and improvement in fitness statue

Fitness education

 Scope of the curriculum includes knowledge of how HRF components are affected by exercise  Physical activities that contribute to one or more components  Teacher’s role is to guide a vigorous activity program, teach decision-making and self-management skills, build commitment to active lifestyles, and administer a sound personalized fitness assessment program

Kinesiological Studies

 High school sub-model of the Movement Analysis model  Focuses on the understanding and mastery of human movement  Subject matter: a unique blend of performance skills and experiences with knowledge about performance which is derived from the disciplinary foundations of the field(e.g. biomechanics, physiology)  Emphasis on self-directed & problem solving learning

Developmental Model

 Based on characteristic patterns of human growth and development  Mental, social, emotional as well as physical

 Elementary: Strong focus on motor skill development through GLSP stages  High School: Strong humanistic and responsibility focus  Student become more self-directed

Adventure Model

 An activity based model which incorporates either authentic or contrived obstacles for the students to overcome in solving problems

 Assumption: when placed under stress, the student will learn more about self and ability to learn new skills  Wilderness: backpacking, rock climbing, orienteering, skiing, canoeing, scuba  Adventure: ropes courses, rock walls, confidence courses

Multi-activity Model

 Instruction involves a wide variety of activities taught in units of two to three weeks.  Assumption: exposure to a various activities enhances self- testing, exploration, and new interests  Typical categories: team sports, individual & dual activities, outdoor pursuits, rhythms & dance, games  Often based on teacher interest, ability, student choice, facilities and equipment available

Sequence Decisions

 Attempt to provide continuity and progression within each unit of instruction as well as from unit to unit and year to year  Things to consider:  developmental maturity or readiness of students  interest and motivation of students  this may peak at certain ages or at different times of the year  which skills and knowledges are prerequisite to learning of other skills and knowledges?

 vertical sequencing decisions: how will content progress from year to year?  linear progression: students never repeat the same unit from one year to the next  spiral progression: students complete a unit of instruction and then the next year another unit on the same topic but with higher level of difficulty  horizontal sequencing decisions: order of content within a semester or year?  blocked: # of weeks depends on level of difficulty  multiple units: different units on different days

Practicality &Feasibility

 are the necessary resources to implement the activities available?

 are the activities socially and politically acceptable to the community?

Middle School Emphasis

 Physical fitness

 A wide variety of activities  Allows students to make intelligent choices for future participation  Develops physical, emotional, and social skills, as well as increase self-confidence and self-efficacy

Prepare a scope chart

 Based on your preferred curriculum model, determine how much time you would spend in each general activity area

I ndividual and duals ports T eam s ports A dventure/O utdoor C ombatives /s elf-defens e Fitnes s /C onc epts A quatic s Danc e