PE CURRICULUM ISSUESAN OVERVIEW

DEFINING CURRICULUMHas many connotations and definitions

All learning which is planned or guided by the school – Kerr

Can be: formal to informal, overt to covert

Link with instruction:

• Curriculum = plan• Delivery system

DEFINING CURRICULUM (CONT.)

Curricula are often guided by courses of study, guides and or plans.

Taking such guides and shaping the content into specific learning sessions for students normally involves the use of models/frameworks and themes.

POLITICS OF CURRICULUM

Mix of professional judgment and public policy making. (Jewett et al.)

Decisions made based upon

• What is important• Why

Always a compromise – Teachers are able to generally proceed as they choose because official curriculum plans are so broad (Reid)

CHARACTERISTICSCan be intended or unintended

Unfinished

Written and implemented

Experienced differently by different students

Influenced by content, process and context

ORGANIZING ACTIVITIES AND SKILLS

Nature of Learner Subject Matter Goals of Society

Value Orientations

Curriculum

VALUE ORIENTATIONS & MODELS

Discipline Mastery

Self Actualizatio

n

Social Reconstruc

t

Learning Process

EcologicalIntegration

The

Indi

vidu

alS

ociety

The Discipline

CURRICULUM PLANUsed by Rink to describe the written documents a teacher will have planning the year out. Normally this is created by teachers.

Contents:

• Yearly plan (scope and sequence)• Unit plans• Lesson Plans

ARTICLE 1 - ENNISArgues Against PE “get HR up” crowd.

Points to National Standard – only 1 deals specifically with fitness.

Research suggests that skillful students are more likely to be physically active as adults

ARTICLE 2 - VIRGILO

Research shows that a lot of time is spent in creating , but NOT implementing, curricula.

Key elements:

• Support in money time and staff• Strategy for change• Communication• Staff development• Instructional planning

ARTICLE 3 - WIRSZYLA

Top down curriculum implementation is normally a “massive failure”

Barriers:

• Teacher isolation• Low status• Coaching duties• Space/equipment/class size• support

ARTICLE 4 - ENNIS

Even the earliest curricula in PE attempted to educate the whole person – “social training” and “mental toughness”

Curricula have evolved based on politics and social demand and has been driven by passionate individuals.

In recent history, focus is more on how best to structure curriculum rather than what to include.

ARTICLE 5 - KULINA

Divides “models” into 4 basic categories:

Games & sports: Sport edTactical gamesMulti activity

Individual/Social Dev:Movement edPersonal responsibilityAdventure ed

Fitness and Wellness: Health related fitnessConcepts based

Interdisciplinary:Be Active Kids

ARTICLE 6 - LUND

Overview of the popular curriculum models

• Sport ed, fitness ed, and adventure ed

Key points:

• Any school can likely use any model• Models need NOT be used for the entire program• Requires preparation and resources

ARTICLE 7 - CONDONResearch shows that choice is…

• Motivating• Causes longer periods of participation• Teaches life skills• As adults, we choose how and when to be active

Practical Suggestions:• Survey• Volunteers• Scheduling• Staff

Challenges:• Prep time• Set up time• volunteers

PICTURE REFERENCES1. adventure-education. (2014). Retrieved from https://encrypted-tbn2.gstatic.com/images?

q=tbn:ANd9GcQ54tPaUHiV74RlfTBWa_3bayJtQI3aRvbfdqG8KNlmKnjnyvtz2. aerobics in PE (JPEG Image, 264 × 188 pixels) - Scaled (0%). (2014). Retrieved from

http://ts3.mm.bing.net/th?id=H.4916652130041998&w=264&h=188&c=7&rs=1&pid=1.73. Copy_of_Jaimees_levels.JPG. (2014). Retrieved from

http://responsibilitymodel.wikispaces.com/file/view/Copy_of_Jaimees_levels.JPG/42494557/886x683/Copy_of_Jaimees_levels.JPG

4. golf in PE (JPEG Image, 256 × 180 pixels) - Scaled (0%). (2014). Retrieved from http://ts2.mm.bing.net/th?id=H.4508888004100601&w=256&h=180&c=7&rs=1&pid=1.7

5. mbctriangle1.gif (GIF Image, 436 × 365 pixels) - Scaled (0%). (2014). Retrieved from http://mendham.wmrhsd.org/FACULTY_FILES/sbaig/images/mbctriangle1.gif

6. Mitchell_Hall.jpg (JPEG Image, 350 × 522 pixels) - Scaled (0%). (2014). Retrieved from http://www.uwlax.edu/sah/ess/pe/images/Mitchell_Hall.jpg

7. planning (JPEG Image, 240 × 181 pixels) - Scaled (0%). (2014). Retrieved from http://ts2.mm.bing.net/th?id=H.4559744680986413&w=240&h=181&c=7&rs=1&pid=1.7

8. score keeping (JPEG Image, 290 × 187 pixels) - Scaled (0%). (2014). Retrieved from http://ts1.mm.bing.net/th?id=H.4926367334532084&w=290&h=187&c=7&rs=1&pid=1.7

9. skill themes (JPEG Image, 198 × 182 pixels) - Scaled (0%). (2014). Retrieved from http://ts3.mm.bing.net/th?id=H.5026573235454162&w=198&h=182&c=7&rs=1&pid=1.7

10.Skill Themes map. (2014). Retrieved from http://pickettsmill.typepad.com/.a/6a00e5509b3be68834017c34837636970b-800wi

11. spark.jpg (JPEG Image, 800 × 482 pixels) - Scaled (0%). (2014). Retrieved from http://www.prattvillechristianacademy.com/site/images/stories/spark.jpg

12.standards-based_0763771597.jpg (JPEG Image, 193 × 248 pixels) - Scaled (0%). (2014). Retrieved from http://www.jblearning.com/covers/full/0763771597.jpg