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

2. 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

3. 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

4. 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. 2012..

5. 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

6. 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. http://www.youtube.com/watch?v=B8 3yq2VYdBY

7. Stairway to Lifetime Fitness H.E.L.P. Philosophy and the Stairway to Lifetime Fitness." Human Kinetics, Inc, n.d. Web. 15 Oct. 2012..

8. 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.

9. 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.

10. 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

11. 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).

12. 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.

13. 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.

14. 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.

15. Curriculum Content What is Taught?  Traditional fitness courses  Specific Examples  Weight training  Jogging  Aerobic dance  Swimming  http://www.youtube.c om/watch?v=qSJ3AE7Z 5Oo http://www.youtube.c 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.  http://www.youtube.c om/watch?v=Qi4sZ6sH vcI&feature=related http://www.youtube.c om/watch?v=Qi4sZ6sH vcI&feature=related

16. 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. http://www.lsrhs.net/sites/wellness/

17. 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

18. 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 http://www.sparkpe.org/wp- content/uploads/2011/03/MS_Pedometer_M onitor_Log.pdf

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

20. Questions?

21. 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. 2012..  "Lincoln Sudbury Regional High School." Lincoln Sudbury Regional High School. N.p., n.d. Web. 16 Oct. 2012..  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. 2012..