Preliminary Considerations for Analyzing Physical Education Curricula Lesson 3 PECAT Physical Education Curriculum Analysis Tool National Center for Chronic.

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Presentation transcript:

Preliminary Considerations for Analyzing Physical Education Curricula Lesson 3 PECAT Physical Education Curriculum Analysis Tool National Center for Chronic Disease Prevention and Health Promotion Division of Adolescent and School Health

Lesson 3: Objectives After completing this lesson, students will be able to: Summarize the following sections and forms in the PECAT*: 1. Physical Education Curriculum Description 2. Accuracy Analysis 3. Acceptability Analysis 4. Feasibility Analysis 5. Affordability Analysis * Centers for Disease Control and Prevention. Physical Education Curriculum Analysis Tool. Atlanta, GA: U.S. Department of Health and Human Services; 2006.

Using the PECAT to Analyze Written Curricula There are four main parts to the PECAT 1. Preliminary Curriculum Considerations 2. Content Analysis 3. Assessment Analysis 4. Curriculum Improvement Plan

Preliminary Curriculum Considerations This section of the PECAT includes five parts: 1. Curriculum Description 2. Accuracy Analysis 3. Acceptability Analysis 4. Affordability Analysis 5. Feasibility Analysis

1. Physical Education Curriculum Description  Provides an overview of the curriculum being assessed.  Includes information such as: Name, publisher, date published Goals Grade level(s) addressed Number of lessons

1. Physical Education Curriculum Description

2. Accuracy Analysis  The Accuracy Analysis is used to Assess the accuracy of health, medical, and scientific information in the written physical education curriculum. Identify inaccurate, unsound, exaggerated, distorted, or outdated information, as well as the degree of difficulty in correcting the identified problem(s). Determine what needs to be done to correct the problems.

2. Accuracy Analysis

3. Acceptability Analysis  The Acceptability Analysis is used to determine if anything in the curriculum: Is incompatible with school norms, student needs, or perspectives of families and community; Promotes biased or stereotypical perceptions of individuals or groups; or Is inconsistent with state or school district policies or codes or physical education instructional frameworks.

3. Acceptability Analysis

4. Affordability Analysis  The Affordability Analysis is used to determine costs to purchase or revise the curriculum, in Staffing Facilities Scheduling Operating procedures Sustaining materials annually

5. Feasibility Analysis  The Feasibility Analysis is used to determine whether the curriculum can be implemented: By physical education teachers? Within available instructional time? With existing physical education facilities and equipment?

5. Feasibility Analysis

Next Steps in the Analysis  Omit any curricula that are not: Accurate Acceptable Affordable Feasible  Conduct the analysis of the content and assessment

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE, Atlanta, GA Telephone, CDC-INFO ( )/TTY: Web: The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention. Any questions? National Center for Chronic Disease Prevention and Health Promotion Division of Adolescent and School Health