Cultural Studies Curriculum in Physical Activity and Sport

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Presentation transcript:

Cultural Studies Curriculum in Physical Activity and Sport Chapter 5

Cultural Studies Integration Key goal Sports education Physical activity Sport in society Key goal Student as critical consumer

Learning Experiences Journal writing Student presentations In-class discussions Action projects

Cultural Studies Approach Encourages students to question Opportunity to review involvement Question assumptions Complement current practices

Model Characteristics Practical and academic components Focus on physical activity Incorporates sports education Recognize roles in community Access issues Gain appreciation

Model Philosophy Develop intellectual curiosity Local and national scale Major content strands Personal dimension Sport and physical activity Role in wider society

Emphasis of Standards within Cultural Studies 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Minor 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. Major 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Benefits of Model Relevance of foundation courses Sociology, philosophy, etc. Meaningful connections to society Creates critical consumers Physical activity Significance in society

Model Limitations Discussions limit activity time Teacher expertise in concepts Need for classroom space

Assessments Posters or flyers Individual presentations Journal writing Team portfolios Personal sport autobiography

Cautions to Teachers Start with one unit Balance class time Choose a familiar sport Clear rationale Slowly incorporate homework