Kyle Ross & Andrew Foglia Curriculum Model Presentation Assignment 10/17/12

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 the body and applies this knowledge by exercising  Outcomes emphasize attitude change as well as knowledge and improvement in fitness status

Fitness Education Model  Scope of the curriculum includes knowledge of how HRF components are affected by exercise  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

Characteristics  McBride shared,  “All 5 models share 3 common characteristics:  Provides an overall philosophy and scheme that underlies the PE curriculum  Includes a set of beliefs and goals that evolve from a theoretical framework or value base.  Predicts interrelationships between content and the instructional process.” McBride, R. "Curriculum Models." N.p., n.d. Web. 16 Oct

Characteristics of Fitness Education  Classes are usually organized around the general components of fitness.  Health-Related Fitness: Cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, body composition. (Bushman, 2011)  Skill-Related Fitness: Agility, balance, coordination, power, reaction time, speed. (Bushman, 2011)  Activities mainly focus on lifetime sports and lifetime activities rather then traditionally used team sports.  The overall idea is to integrate all activities with fitness and wellness

Why it’s Unique The fitness education model is always tying things back to wellness. For example: In a soccer unit the focus would be put on the cardiovascular from running rather then actual skills such as kicking. Fitness education has a large emphasis on the cognitive domain when compared to other physical education models. Using textbooks, activity logs, worksheets, and self- assessments are used to stimulate learning and move the student from being dependent on the teacher to becoming more self-directed. 3yq2VYdBY

Stairway to Lifetime Fitness H.E.L.P. Philosophy and the Stairway to Lifetime Fitness." Human Kinetics, Inc, n.d. Web. 15 Oct

Value Orientation  Self- Actualization  The focus of this model is to move students from a dependent state to an independent state.  Excellence and individual achievements like meeting goals are more emphasized then subject matter content.

Values  Focuses on imparting physical fitness concepts to students  IS active; HAS knowledge; VALUES regular activity; IS fit  Provides students opportunity to learn the values of living healthy and physically active lifestyles.  Physical: Enhance levels of fitness for each health-related fitness component.  Cognitive: Develop knowledge of fitness concepts to lead a healthy, active life  Comprehend the “how” and “why” behind fitness and wellness.  Assess own fitness levels and develop a personal activity program based upon those results.

Essential Practices  Ninth Grade Curriculum: 9th Grade Intro to Muscle Fitness  Incorporate muscular fitness into life-long exercise  Build confidence with strength equipment  Demonstrate knowledge of Fitness components and Principles of training  Discriminate between exercise myths and facts  Intro to Wellness  Examine Wellness models in relation to self and others  A.C.T Curriculum (Acknowledge, Care, Talk)  Assess personal well being in relationship to teen decisions  Explore attitudes, thoughts and beliefs affected by cultural norms and traps

Philosophy There are three primary needs in the fitness education model philosophy. (Strand, Scantling & Johnson, 1997).  1. “Students need opportunity to take part in lifetime physical activities of sufficient intensity and duration to help maximize health benefits.” (Lund & Tannehill, 2011).  2. “Students need to learn why it is important to develop and maintain healthy levels of physical activity and fitness.” (Lund & Tannehill, 2011).  3. “Students must develop knowledge base and skills to plan and take part in physical activity programs throughout their lives.” (Lund & Tannehill, 2011).

Philosophy Cont.  Provide students with all of the knowledge and skills necessary to have the option to be active for the remainder of their lives.  Basic Philosophy  Moving the student from dependent state to a independent state.  The goal is to take the class and move it to a student centered class rather than teacher centered.

Alignment to NASPE Standards and NH Guidelines The Major Components(Primary) NASPE Standard 4:Achieves and maintains a health- enhancing level of physical fitness. NASPE Standard 6:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NASPE Standard 3:Participates regularly in physical activity. NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Lund, J. L., & Tannehill, D. (2010). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett.

Alignment to NASPE Standards and NH Guidelines Minor Components (Secondary)  NASPE Standard 1:Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.  NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Lund, J. L., & Tannehill, D. (2010). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett.

Curriculum Content What is Taught?  Traditional fitness courses  Specific Examples  Weight training  Jogging  Aerobic dance  Swimming  om/watch?v=qSJ3AE7Z 5Oo om/watch?v=qSJ3AE7Z 5Oo  Infusing fitness activities into other commonly used curriculum models  By modifying drills, warm ups, or games rules basic fitness activities become more fun and interactive for students.  om/watch?v=Qi4sZ6sH vcI&feature=related om/watch?v=Qi4sZ6sH vcI&feature=related

Lincoln Sudbury High School  The curriculum is spread over a three year period.  Students take two required and two elective courses during their freshman, sophomore, and junior years.  Courses are graded on an “A”, “ Pass”, “Fail” basis  Students are monitored annually on muscular strength, flexibility, muscular endurance, and cardiovascular endurance.

Benefits and Limitations of the Model Benefits Strengthens the position of physical education within the school curriculum Increased interest and motivation Works well in a co- educational setting and/or diverse class Technology integration Lund, J. L., & Tannehill, D. (2010). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett.  Limitations  Resource related constraints  Time demands  Teacher readiness

Assessment Practices Formative and Summative Assessment Traditional and Non-Traditional Assessment Tools Group Fitness: Unit Test; Basic Training Peer Checklist; Create Your Own Routine Assessment Strength Training: Create Your Own ST Program Wellness Walking: Personal Best; Create Your Own WW Circuit, Unit Test content/uploads/2011/03/MS_Pedometer_M onitor_Log.pdf

Personal Thoughts Perfect for obesity epidemic in America Gives students knowledge of health and wellness components Incorporates Fitness into everyday activities

Questions?

References  Bushman, B. (2011). Acsm's complete guide to fitness & health. Champaign IL: Human Kinetics.  H.E.L.P. Philosophy and the Stairway to Lifetime Fitness." Human Kinetics, Inc, n.d. Web. 15 Oct  "Lincoln Sudbury Regional High School." Lincoln Sudbury Regional High School. N.p., n.d. Web. 16 Oct  Lund, J., & Tannehill, D. (2011). Standards-based physical education curriculum development. Jones & Bartlett Learning.  McBride, R. "Curriculum Models." N.p., n.d. Web. 16 Oct