Curriculum Models

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

Sport Ed Model • Six characteristics • seasons • formal competition • affiliation with a group • a culminating event to determine a winner • records that indicate tradition • standards that define a sport

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

Movement Analysis Model • Goal: students gain an awareness of their bodies and learn to control and manipulate objects • Assumptions:Disciplinary mastery through an understanding of human movement and the development of skills • Students identify and apply concepts of skillful movement to their performance • Curricula provide experiences for development of the three domains of learning- cognitive, psychomotor, affective

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

Personal Meaning Model • For an experience to have educational value, it must have meaning • Personal involvement in sports, self-directed learning and in pursuit of individual goals are associated with finding personal meaning through physical activity • The focus should be on the feelings of joy, pleasure & satisfaction inherent in movement

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

Scope & Sequence of Models • “scope” : the breadth and depth of the program including content, the depth of focus, and the nature of activities to stimulate learning • “sequence”: the order in which the learning activities will be provided

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

Selecting Experiences • Is the experience consistent with standards and benchmarks for physical education? • Is the experience consistent with students’ present and future developmental needs? • Is the activity relatively free from hazards?

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

High School Emphasis • Competence in and appreciation for participation in lifetime activities • Knowledge that motivates students for lifelong participation • Personal physical fitness • Self-confidence, individual initiative, and responsibility to self and society

Prepare a scope chart • Based on your preferred curriculum model, determine how much time you would spend in each general activity area

Curriculum Models