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Cultural Studies Model. Cultural Studies Integration –Sports education: development of literate and critical sports persons –Physical activity: specific.

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Presentation on theme: "Cultural Studies Model. Cultural Studies Integration –Sports education: development of literate and critical sports persons –Physical activity: specific."— Presentation transcript:

1 Cultural Studies Model

2 Cultural Studies Integration –Sports education: development of literate and critical sports persons –Physical activity: specific activities serve as foundation –Sport in society: discuss and critique of contemporary issues Key goal –Student as critical consumer

3 Learning Experiences Journal writing Student presentations In-class discussions Action projects

4 Cultural Studies Approach Encourages students to question –What does activity mean to them? Opportunity to review involvement –What hinders/supports their involvement? Question assumptions Complement current practices

5 Model Characteristics Practical (participation) and academic components (student research) –What do these experiences mean to students, their school, and their community? Focus on physical activity Incorporates sports education –Recognize roles in community –Access issues; gender, race, class issues –Gain appreciation

6 Model Philosophy Develop intellectual curiosity –Local and national scale Major content strands –Personal dimension Personal biographies within sport/physical activity –Sport and physical activity School and local level: what activities are available? Who has access? Who has interest? –Role in wider society Sport and media, sport and drug use, violence, health, participation

7 Emphasis of Standards within Cultural Studies 1.Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Minor 2.Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Minor 3. Participates regularly in physical activity.Major 4.Achieves and maintains a health-enhancing level of physical fitness. Minor 5.Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Major 6.Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Major Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

8 Benefits of Model Relevance of foundation courses –Sociology, philosophy, etc. Meaningful connections to society Creates critical consumers –Physical activity –Significance in society

9 Model Limitations Discussions limit activity time Teacher expertise in concepts Need for classroom space

10 Assessments Posters or flyers Individual presentations Journal writing Team portfolios Personal sport autobiography

11 Cautions to Teachers Start with one unit Balance class time Choose a familiar sport Clear rationale Slowly incorporate homework

12 Discussion This model requires a significant shift in thinking about physical education. What argument could you make in support of such a shift in focus of HS curriculum? Should the physically educated person be a critical consumer of sport?


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