1. Content of physical education curriculum at the elementary level

2. Questions for your thought
What goods do students acquire from your physical education program?
Is it a lifetime commitment to physical fitness?
Is it the ability and desire to participate in recreational sports?
Is it the capacity to cooperate with others toward group goals and the ability to provide leadership in groups when and where necessary?

3. Questions for your thought
Is it a sense of comfort with and ownership of their own body and confidence in their ability to control it to perform various physical activities?
Is it an aesthetic experience, the appreciation and valuing of the beauty of physical movement activities?

4. Questions for your thought
Is physical education mostly about learning to be responsible for oneself and helpful to others?
What am I trying to contribute to the lives of these students?
How do I want their lives to be enriched by having had what experiences?

5. Statement for your thought
“Too many physical education curriculums adopt all of the many goods. In trying to be all things to all students, they frequently fail to achieve anything of substance. The result is often the fragmented program, with a series of short-term experiences that leave students bored and uninterested.”

6. Curriculum Planning
Decide the major focus of the curriculum in each grade level
Consider two major outcomes:
competency in movement forms
physically active
Select curriculum models
Keep this question in your mind:
“What groups are best and most served by this curriculum?”

7. Matching a curriculum model to selected NASPE standards
Grade Level: K-2
Standard 2: learners will apply movement concepts and principles to the learning and development of motor skills
Focus: individual learners and their acquisition and application of content
Curriculum models: developmental physical education model

8. Matching a curriculum model to selected NASPE standards
Grade Level: 3-4
Standard 5 and 7: Learners will demonstrate responsible personal and social behavior in physical activity settings and understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
Focus: individual learners and their interactions with peers
Curriculum models: Adventure education

9. Matching a curriculum model to selected NASPE standards
Grade Level: 5-6
Standard 1,3 and 6: Learners will exhibit a physically active lifestyle, demonstrate competency in many movement forms and proficiency in a few, and demonstrate an understanding and respect for differences among people in physical activity settings.
Focus: content applied to individual learners as they interact in a physical activity settings
Curriculum models: sport education model

10. Developmental stage and suggested teaching content
Level I: Early Childhood (5-7)
physical immaturity
short attention span
lack of experience in the content area
a broad exposure to all types of game, dance, and gymnastic activities is required
let children explore and discover how their bodies work
emphasis on movement concepts and fundamental skills

11. Developmental stage and suggested teaching content
Dance activities
Rhythmic skills
Singing games
Creative movements

12. Developmental stage and suggested teaching content
Level II: Middle Childhood (8-9)
show greater ease and efficiency in performing fundamental skills
increased in physical size and strength
improved perceptual and cognitive development
A slight reduction in the time devoted to movement concepts and fundamental skills
learn more complex skills and strategies
more group oriented
enhance children’s creative expressions in games, gymnastics and dance

13. Developmental stage and suggested teaching content
Level III: Late Childhood (10-12)
specific movement skills begin to show some refinement
physical maturation influences the social and psychological development of children
enjoy planning, organizing and supervising
gender differences
Less time allocate dance and gymnastic activities
could add swimming or outdoor pursuit
Specific sport activities

14. Teacher-learner and Administrative considerations
Value (high or low)
Students interests (high or low)
Safety risk (high or low)
Teacher competence (strong or weak)
Facilities (Adequate or inadequate)
Equipment (maximum or minimum number)
In terms of your stated goals
In terms of students needs and interests
Consider students age in relation to nature and activity
Consider teaching skills and experiences in each activity
Consider the quality and quantity of facilities and equipment

15. Games and movement activities
Locomotor and manipulative games (running, tag, and simple team games)
Cooperative games and learning activities
Classroom games
Soccer activities
Hockey activities
Flag or touch football activities
Volleyball activities
Basketball activities
Softball activities
Track and field and cross-country activities

16. Physical Fitness Activities
Posture activities
Conditioning exercise
Circuit training
Rope jumping
Jogging
Aerobic dancing

17. Movement education Body awareness Space awareness Qualities
Relationships

18. Gymnastic Activities Stunts and tumbling skills Movement skills
Pyramid building
Beanbag activities
Individual and long rope activities
Parachute activities
Juggling activities
Balancing bean and benches
Hoop activities

19. Dance Activities Elements of rhythm Rhythm activities Singing Games
Fork dance
Creative dance