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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

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Curriculum Models

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curriculum models
Curriculum Models
  • Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences
sport education
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
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
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
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
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
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
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
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
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
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 & 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
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
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
Practicality &Feasibility
  • are the necessary resources to implement the activities available?
  • are the activities socially and politically acceptable to the community?
middle school emphasis
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
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
Prepare a scope chart
  • Based on your preferred curriculum model, determine how much time you would spend in each general activity area