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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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?

14. 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

15. 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?

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

17. 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

18. 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

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