+ Case 10: The Physical Education Curriculum Meghan Flynn, Amanda Franklin, Mitch Keller,, Lauren Thompson, Shannon Thomson

+ Why Phys. Ed? Link to video clip Case narrative: What is your own autobiographical experience with physical education and what would you have done to change it if you could?

+ Article #1: A Critical Analysis of the Hidden Curriculum in Physical Education The hidden curriculum in physical education: meritocracy, technocentric ideology and construction of social relations Meritocracy An elite group of people whose progress is based on ability and talent rather than on class privilege or wealth (dictionary.com) Phys ed. teachers plan for enjoyment and participation Phys ed. programs seem to place an emphasis on order and control…rather than achievement Technocentric Ideology Emphasis SHOULD be placed on participation…not performance, yet many exercise programs define fitness and performance as results on a fitness test Phys ed as a means to an end – extrinsic goal, not intrinsically important

+ Article #1 cont’d Social Relations Teacher-sponsored curriculum promotes integrated, democratic living with emphasis on cooperation, equality and social responsibility Student-imposed curriculum reveals discrimination based on gender, race, social class, personality and skills Gender interactions: boys = combative and physical, girls = cooperative, verbal and private Should we be grouping students according to ability? Gender? Mixing students and using a variety of games that have been restructured aren’t always successful… So… Hidden curriculum in phys ed endorses meritocratic ideas (status depends on effort and ability)…where quality instruction and competitive experiences are only for highly skilled athletes Complemented by technocentric ideology in which the body is seen as an instrument to be trained for performance or appearance Which reproduce practices which contradict assumptions of equal opportunity

+ Curriculum – Program of Studies Physical Education Grades K-6 General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. Specific Outcomes Basic Skills – Locomotor (walking, running, hopping, etc), Non-locomotor (balancing, stretching, landing, etc), Manipulative (catching, dribbling, kicking, etc). Basic skills in an alternative environment, in dance, in games, in gymnastics and in individual activities.

+ Curriculum – Program of Studies Physical Education Grades K-6 General Outcome B: Students will understand, experience and appreciate the health benefits that result from physical activity. Specific Outcomes: Functional Fitness Body Image Well-Being

+ Curriculum – Program of Studies Physical Education Grades K-6 General Outcome C: Students will interact positively with others. Specific Outcomes: Communication Fair Play Leadership Teamwork

+ Curriculum – Program of Studies Physical Education Grades K-6 General Outcome D: Students will assume responsibility to lead an active way of life. Specific Outcomes: Effort Safety Goal Setting/Personal Challenge Active Living in the Community

+ Including Special Needs Students in Physical Education

+ Possible Challenges Visual input challenges - where do I go with all this space? Auditory input challenges - loud noises, whistles, clapping, music, students may not process auditory information as well Tactile input challenges - feel of equipment, lack of response to pain Proprioceptive input challenges - body awareness, more feedback Vestibular input challenges - low balances, muscle mass, gross motor skills

+ Benefits Students with disabilities can greatly benefit from vigorous physical activity One of the best ways to teach social interaction skills For students with autism it can help reduce repetitive, self stimulatory behaviours and aggression (Zhang & Griffin, 2007) Can lead to better performance in academic settings More confidence and raised self esteem

+ What should we do? Important Point to Remember: Changes should be made to the class in order to accommodate the student - not the other way around Teacher should assess the students abilities and then develop appropriate plan What skills need to be worked on in order to be included? ie. kicking, catching Develop goals around these targeted skills

+ Managing Challenging Behaviours in PE One approach is to use reactive approaches (ie. verbal reprimands or time outs) Many advocate a proactive approach What are the triggers? ABC – Antecedent Behaviour Consequence Behaviour is communication

+ Potential Strategies reinforcement (verbal, positive, negative) breaks boundaries/borders partner system small group or individual activities time schedule visual aides, picture scheduling brief verbal instructions individualized instruction prompting

+ Activity…