Curriculum Models Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences

Sport Education Learners are taught to be players in ways similar to athletic participation Emphasis is placed on skills, rules, strategies, appreciation for play, and good ethical principles that define ‘good’ sport Sports may be modified to allow for more participation Also involves students in roles of coaches, referees, sports writers, statisticians

Six characteristics seasons formal competition Sport Ed Model Six characteristics seasons formal competition affiliation with a group a culminating event to determine a winner records that indicate tradition standards that define a sport

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

Physical activities that contribute to one or more components Fitness education Scope of the curriculum includes knowledge of how HRF components are affected by exercise Physical activities that contribute to one or more components 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

Movement Analysis Model Goal: students gain an awareness of their bodies and learn to control and manipulate objects Assumptions:Disciplinary mastery through an understanding of human movement and the development of skills Students identify and apply concepts of skillful movement to their performance Curricula provide experiences for development of the three domains of learning- cognitive, psychomotor, affective

Kinesiological Studies High school sub-model of the Movement Analysis model Focuses on the understanding and mastery of human movement Subject matter: a unique blend of performance skills and experiences with knowledge about performance which is derived from the disciplinary foundations of the field(e.g. biomechanics, physiology) Emphasis on self-directed & problem solving learning

Developmental Model Based on characteristic patterns of human growth and development Mental, social, emotional as well as physical Elementary: Strong focus on motor skill development through GLSP stages High School: Strong humanistic and responsibility focus Student become more self-directed

Personal Meaning Model For an experience to have educational value, it must have meaning Personal involvement in sports, self-directed learning and in pursuit of individual goals are associated with finding personal meaning through physical activity The focus should be on the feelings of joy, pleasure & satisfaction inherent in movement

Adventure Model An activity based model which incorporates either authentic or contrived obstacles for the students to overcome in solving problems Assumption: when placed under stress, the student will learn more about self and ability to learn new skills Wilderness: backpacking, rock climbing, orienteering, skiing, canoeing, scuba Adventure: ropes courses, rock walls, confidence courses

Multi-activity Model Instruction involves a wide variety of activities taught in units of two to three weeks. Assumption: exposure to a various activities enhances self-testing, exploration, and new interests Typical categories: team sports, individual & dual activities, outdoor pursuits, rhythms & dance, games Often based on teacher interest, ability, student choice, facilities and equipment available

Scope & Sequence of Models “scope” : the breadth and depth of the program including content, the depth of focus, and the nature of activities to stimulate learning “sequence”: the order in which the learning activities will be provided

Sequence Decisions Attempt to provide continuity and progression within each unit of instruction as well as from unit to unit and year to year Things to consider: developmental maturity or readiness of students interest and motivation of students this may peak at certain ages or at different times of the year which skills and knowledges are prerequisite to learning of other skills and knowledges?

vertical sequencing decisions: how will content progress from year to year? linear progression: students never repeat the same unit from one year to the next spiral progression: students complete a unit of instruction and then the next year another unit on the same topic but with higher level of difficulty horizontal sequencing decisions: order of content within a semester or year? blocked: # of weeks depends on level of difficulty multiple units: different units on different days

Selecting Experiences Is the experience consistent with standards and benchmarks for physical education? Is the experience consistent with students’ present and future developmental needs? Is the activity relatively free from hazards?

Practicality &Feasibility are the necessary resources to implement the activities available? are the activities socially and politically acceptable to the community?

Middle School Emphasis Physical fitness A wide variety of activities Allows students to make intelligent choices for future participation Develops physical, emotional, and social skills, as well as increase self-confidence and self-efficacy

High School Emphasis Competence in and appreciation for participation in lifetime activities Knowledge that motivates students for lifelong participation Personal physical fitness Self-confidence, individual initiative, and responsibility to self and society

Prepare a scope chart Based on your preferred curriculum model, determine how much time you would spend in each general activity area