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Multi-Activity Model

Multi-Activity Model. Not “Roll out the ball” physical education. General Characteristics. A traditional model and the one most commonly used today. Units include a variety of individual, team, and nontraditional activities.

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Multi-Activity Model

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  1. Multi-Activity Model Not “Roll out the ball” physical education

  2. General Characteristics • A traditional model and the one most commonly used today. • Units include a variety of individual, team, and nontraditional activities. • The program is varied and can reflect teacher interest and student choice.

  3. Rationale • Variety: Accommodates the changing needs of adolescents by offering variety. • Areas of Emphasis: Depending on what is offered, can emphasize individual development, partner work, team challenges or cooperative activities. • Accommodates Experimentation: Easily accommodates experimentation by the teacher to find activities agreeable to students.

  4. Strengths • Teacher Expertise Tapped: Often possible to pair student interest with teacher expertise in a particular area. Ideally teachers are able to teach within their area of expertise • Curricular Variety: Can have tremendous variety in curriculum.

  5. Weaknesses • Knowledge Base: Requires a large knowledge base and multi-talented teachers to teach. • Limitations of Teacher Preparation: An undergrad university program can’t possibly prepare graduates to teach everything, thus attendance at clinics, workshops, reading periodicals are vital. • Dumping Grounds: Often beginning teachers are asked to teach outside their area of expertise or teach the classes that no one else wants to teach. • Hidden Throw out the Ball: Under the guise of multi-activity, some people throw out the ball and call it a model when it is little more than supervised recess.

  6. How it differs from roll out the ball • Clear lesson objectives • Planned progressions of tasks to develop competent movers • Assessment of student learning occurs

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