1. Planning the Instructional Program
Basic Principles of Curriculum Design

2. What is a Curriculum?
All experiences conducted under school auspices, from formal classroom instruction to interscholastic athletics.
The planned sequence of formal instructional experiences presented by the teachers to whom the responsibility is assigned Jewett, Bain, & Ennis, 1995

3. Relationship of Curriculum and Instruction
The Society
Philosophy
The Curriculum
Knowledge
Personality
The Teacher
Abilities
Instruction(Method)
Abilities, background
Interests
The Student

4. Relationship of Curriculum and Instruction
Curriculum today is driven by standards
Activities are selected based on their contribution to students meeting district, state, or national standards
Students must meet the criteria established by the standards and demonstrate their skills, knowledge, and attitudes on assessments placed strategically throughout the K-12 program.

5. The Importance of Curriculum Design
Curriculum design involves the creation of a set of operating principles or criteria, based on theory, that guide the selection and organization of content and the methodology used to teach that content.

6. Change
Schools must prepare youth for adulthood in a society that does not yet exist.
Progress requires change, but some changes may be worse than no change.
Curriculum change requires careful evaluation of past, present, and future.
Try new ideas on a small scale before adoption.

7. Successful programs require planning and preparation.
Educators make two mistakes with regard to curriculum design:
They attempt to maintain the status quo. OR
They look for a good curriculum and adopt it, whether or not it fits their needs.
Curriculums must be designed around the standards that students and teachers will be held accountable for meeting.

8. Models of Curriculum Design
An effective curriculum must be built on a solid philosophical foundation that answers the question of what educational purposes the school should seek to achieve.
The classical model for curriculum design was proposed by Tyler in 1949.

9. Tyler’s Curriculum Model
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to help attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?

10. The Curriculum Design Process
Establish a curriculum committee.
Study information needed to make curriculum decisions.
Identify the philosophy, aims, and objectives of the school.
Decide how to measure whether objectives were met.
Determine the program's scope and sequence.
Establish the schedule.
Implement and evaluate the program.

11. The Curriculum Committee
The best curriculum is cooperatively planned by all those involved in its implementation.
People responsible for curriculum decisions include administrators, teachers, students, parents, recent graduates, community leaders, curriculum specialists, and clerical assistants.

12. The Administrator's Role in Curriculum Design
Oversee the planning of instructional programs that contribute to the intellectual, physical, and emotional growth and well-being of all young people.
Select and assign competent teachers.
Hold programs accountable for reaching curricular objectives or standards.
Provide leadership for curriculum planning, implementation, evaluation, and revision.

13. The Teachers' Role in Curriculum Design
Teachers’ intimate knowledge of learners, classrooms, and the school environment puts them in a position to make and implement practical curriculum changes.
Teachers are the first to notice a need for change.

14. Physical Educators and Curriculum Design
Physical educators have more flexibility for curriculum development because of their unique facilities.
Students can be grouped and regrouped by ability levels or interests more easily than in intact classrooms.
Class sizes can be altered to fit the activity to be taught and the facilities available.

15. Study Information Needed to Make Curriculum Decisions
The environment
The school
The learners
The subject matter and how it is learned
Educational philosophy espoused by the district and school
Governmental activity

16. Information About the Environment
Curriculum developers must consider both local and national attitudes and values.
Local resources and interests influence the selection of learning activities.
Local commitments to promote equality of opportunity for all students may not be strong enough to overcome the value for athletic excellence.

17. Information About the Community
Historical background
Philosophy of community members and their support of education and physical education programs
Economic and tax base factors
Social, cultural, and political factors
Geographical and locational factors
Community resources

18. Information About the School
The school's organization, curriculum pattern, schedule, and policies dictate limits within which the physical education program must operate.
School facilities can be supplemented by community resources, state and national parks and forests.
Community, business, and philanthropic agencies help schools obtain resources.

19. Information About the School
Administrators' values, attitudes, and policies toward learning, student behavior, and faculty freedom affect student and teacher morale and cohesiveness.
The number, age, socioeconomic background, gender, interests and expertise of physical educators affect what is taught.

20. Information About the Learners
Schools must meet the needs of all learners.
Individual needs include physical and psychological safety, social approval, and self-actualization.
The gap between a learner's current status and the status expected by society defines an educational need.

21. Gathering Information About Learners
Curriculum designers must consider the number of students, ages, gender, race, socioeconomic levels, ethnic back-ground, family characteristics, interests, achievements, talents, and goals.
Methods include school and community records, interviews, observations, and questionnaires.

22. Physical Education Content Standards
Curricula must help students achieve national content standards before graduating from high school.
Content standards describe the knowledge and skills of the discipline.
Performance standards stipulate "how good is good enough."
Performance benchmarks describe student progress toward performance standards.
Assessments must be included in the curriculum that verify whether the standards are met.

23. Developing curricular assessments
Curricular assessments are designed to measure the “big picture”
They serve a different purpose than daily or unit assessments
Designed to measure student ability to demonstrate the concepts identified when the standards were unpacked
They may not be administered every year in a program
They are administered at gateway points
Example: Grades 2, 5, 8, and 12

24. Curricular assessments are complex:
They typically measure multiple concepts or standards
Could resemble a unit or activity assessment, but the intent or purpose is different
Assessments should be sequential
Elementary and middle school assessments serve as benchmarks for reaching competency on the exit assessments
When developing assessments, start with the end (exit assessment) and develop assessments backward from that point

25. Questions to Consider When Planning Subject Matter
What should students know and be able to do at the elementary, middle school, junior high school, or high school level?
What should students know and be able to do at the specific grade level to meet school level outcomes?
What lesson and unit objectives will help students achieve grade level objectives?

26. Learning in Physical Education
The curriculum should help learners identify and organize key concepts and principles and use them to solve current and future problems.
A knowledge of educational psychology and adolescent development help educators select objectives for certain age levels and the conditions and amount of time necessary for learning.

27. Governmental Activity
Federal and state legislation; judicial decisions (legal liability, integration, and busing); and government regulations (including the power to allot or withdraw funds) play a major role in education.
Federal laws that affect school programs include The Individuals with Disabilities Education Act and Title IX.

28. Philosophy of Education
The philosophical orientation of persons responsible for curriculum decisions is undoubtedly the greatest variable influencing the selection of school goals and objectives.
The board of education is generally responsible for establishing the overall philosophy and goals of the schools within its jurisdiction.

29. Alignment with the district curriculum
To be considered an important part of the district or school curriculum, the physical education philosophy should align with the district philosophy.

30. Philosophy of Physical Education
To form a philosophical base for a meaningful program, teachers must become aware of their own philosophies. They should wrestle with questions like
What is the purpose of education?;
What is the purpose of physical education?
How does physical education fit into the purposes of education?

31. Educational Purposes To transmit desirable social features to youth
To teach skills and competencies needed to function effectively in society
To help the individual function in society through intelligent self-direction, group deliberation, and action
To teach constructive evaluation of social issues and influence the social order by contributing to ordered, purposeful change.

32. Value Orientations for Curriculum Development
Disciplinary mastery--transmission of the cultural heritage
Social reconstruction--creating a better society
Learning process--learning how to learn
Self-actualization--developing expertise in one or more chosen activities
Ecological integration--holistic interaction between individual and environment (Jewett, Bain, & Ennis, 1995).

33. Physical Education Curriculum Models
Subject‑centered curriculum models include
Traditional activity‑based models
Movement‑based models
Concepts‑based models
Student-centered curriculum models include
Developmental-needs-based models
Student-centered models

34. Physical Education Curriculum Models
Activity-based–organized around activity units
Movement-based–organized around themes involving the body and its interrelationship with space, time, effort, and flow
Concepts-based–based on the body of knowledge about human movement
Developmental Needs–based on developmental stages of children and youth
Student-Centered–based on students' purposes for enrolling in physical education activities

35. Activity-Based Curriculum Models
Play–development of fundamental motor patterns needed for participation in activities and counseling to help students match interests and abilities to suitable activities
Sport education–stresses learning to be competent, literate, enthusiastic sportspersons
Wilderness sports–includes activities conducted in wilderness settings, such as backpacking, canoeing, and scuba diving

36. Concepts-Based Curriculum Models
Teaching Games for Understanding–focuses on student understanding of game strategies and solving problems unique to game forms
Subdiscipline approach–units based on the subdisciplines traditionally associated with physical education
Fitness-based approach–emphasizes fitness concepts and activity skills for developing healthy life-styles

37. Student-Centered Curriculum Models
Humanistic Physical Education–uses physical activity to assist students in their search for personal meaning, self-understanding, self-actualization, and interpersonal relations
Personal and Social Responsibility Model--focuses on teaching and empowering students to take more responsibility for themselves and to be socially responsible and sensitive to the rights, feelings, and well-being of others.

38. Student-Centered Curriculum Models
Adventure education--involves group or individual problem solving under stress using contrived obstacles or environments as problems or challenges for students to solve.

39. Activity-Based Curriculum Models
The most common pattern
A percentage of the total time is established for each activity category.
Local considerations influence specific selections within each category.
Poor programs result in boredom, repetition, and failure to develop skills and concepts necessary for lifetime physical activity.

40. Sport Education Sport seasons (rather than units) Team affiliation
Formal competitions interspersed with practice sessions
A culminating event (tournament, etc.)
Record keeping/statistics, which provide feedback to players and coaches
Festivities and rituals (team names, colors, logos, opening ceremonies)

41. Teaching Games for Understanding Approach
Classifies games into
Invasion games (basketball, soccer, etc.)
Target games (golf, archery),
Net/wall games (volleyball, racquetball),
Field games (softball).

42. Steps in the TGFU Approach
Introduction of the game form and the problems unique to that game
Games appreciation
Tactical awareness
Decision making
Skill execution
Performance

43. Concepts-Based Curriculum Models
Goal--to help students understand the what, why, and how of physical education through problem solving in laboratory and activity settings.
Based on two assumptions:
That concepts transfer to new skills and situations
That students learn concepts better by focusing on concepts rather than by teaching concepts within activity units.

44. Concepts-Based Approaches
Integrating concepts with the traditional activity-based curriculum
Teaching a separate unit on concepts along with traditional activity units
Teaching concepts on special occasions such as rainy days and shortened periods.

45. Subdiscipline Approach
Units are based on the subdisciplines traditionally associated with physical education
Exercise physiology
Kinesiology
Motor development
Motor learning
Sport sociology and psychology
Sport history, philosophy, and art.

46. Developmental Needs Curriculum Patterns
Based on the assumption that students go through the same developmental stages at the same rate
Divided into activity or theme units chosen by faculty to meet student needs.
Widely accepted and often combined with the activity-based curriculum.

47. Student-Centered Curriculum Patterns
Based on the assumption that students are capable of assessing their purposes and making appropriate choices
Social interaction
Adventure
Emotional release
Physical fitness
Self-discipline
Personal expression

48. Hellison’s Personal and Social Responsibility Model
Levels for developing responsibility:
(0) irresponsibility
(1) respect for the rights and feelings of others
(2) participation and effort
(3) self-direction
(4) sensitivity and responsiveness
(5) application beyond the gymnasium
Strategies to help youth progress through the stages (e.g. awareness talks, reflection, problem-solving, individual counseling, individual choice)

49. Using a Multi Model approach to meet content standards
A good curriculum should stand for something
Building the curriculum around main theme curriculums helps focus content
Start by selecting the main theme curricular models that will help students become physically educated
Various models emphasize different standards
By including several main theme models, the standards are met when the student graduates

50. Several factors will dictate the curriculum model selected:
School and state requirements
Program exit goals and objectives
Teacher motivation to build a worthwhile program
Needs and interests of the students
Type and availability of facilities
Availability of equipment and supplies

51. Factors when selecting a curriculum model, con’t.:
Expertise of teachers
Availability of instructional time
Possibility of programs before and after school
Willingness of school officials to support the program financially

52. Planning the Instructional Program
Basic Principles of Curriculum Design