1. What is the curriculum? http://www.uni.edu/~bian/curri/d ay%20three%20curriculum.ppt –A set of courses constituting an area of specialization –Work schedule and body of experiences that lies between objective and teaching styles –The planned sequence of formal instruction experiences presented by teachers whom the responsibilities assigned (specifically defined) –Total experiences conducted under school’s auspices from classroom instruction to interscholastic athletics (broadly defined by Jewett, Bain, & Ennis,1995)

2. What is the curriculum? –A set of courses constituting an area of specialization –Work schedule and body of experiences that lies between objective and teaching styles –The planned sequence of formal instruction experiences presented by teachers whom the responsibilities assigned –Total experiences conducted under school’s auspices from classroom instruction to interscholastic athletics

3. Curriculum design is about what we teach, why we teach it, and how we teach it. a dull but required course activity curriculum consumer a challenging and exciting intellectual puzzle curriculum designer Why study curriculum?

4. Because... clarify our own educational and physical education philosophy look at philosophies and beliefs of others learn the process of developing curriculum be a better teacher

5. Tyler’s four questions about curriculum design 1. What educational purposes should the school seek to attain? 2. How can learning experiences be selected which are likely to be useful in attaining these objectives? 3. How can learning experiences be organized for effective instruction? 4. How can the effectiveness of learning experiences be evaluated? R.W. Tyler, Basic principles and instruction. (Chicago: University of Chicago Press, 1949).

6. The curriculum design process establish a curriculum committee study information needed to make curriculum decisions determine the philosophy, aims, and objectives of the school determine the program’s scope and sequence schedule implement the program evaluate and revise ASSURE model –Analyzing –State objectives –Select contents and methods –Unit planning –Require learners participation –Evaluation and revision

7. Designer’s Center community, school and learners Physical education curricular models Value orientation Philosophical perspectives Education and physical education trends Mission statement Program goals Unit plans including evaluation procedures Scope and sequence Learning experience Foundations for curriculum decisions You are here to determine Evaluate and revise

8. Understand the environment around us Education goals Education trends CDC guidance Some current facts Laws and documents related to curriculum development

9. Designer’s Center community, school and learners Physical education curricular models Value orientation Philosophical perspectives Education and physical education trends Mission statement Program goals Unit plans including evaluation procedures Scope and sequence Learning experience Foundations for curriculum decisions You are here to determine Evaluate and revise

10. Toffler’s goals of education Learn how to learn. Education must turn out men and women who are capable of educating themselves and their families as circumstances change Learn how to relate with others--to make and maintain rewarding human ties Learn how to choose--to make decisions in an environment of too many choices

11. Physical education Physical education is the study, practice, and appreciation of the art and science of human movement Physical education has earned a role as one of the essential elements in any curriculum designed to educate the whole person.

12. Education trends Trends in education usually emerge in response to social forces. They serve as an important context when designing a curriculum Outcome-based education, developmental appropriate practice, culturally relevant teaching, and inclusive education are some major trends that could influence your curriculum design.

13. Outcome-based education Students success is reflected in “goals reached” rather than in relative advantage over other students’ performance Defining learning outcomes, adopt appropriate learning units and assess the learning outcomes are three steps for outcome-base education NASPE’s model

14. Developmental appropriate practice The programs provide students the activities designed for their developmental levels The physical education curriculum reflects the natural physical and mental development of the learners Inappropriate practice means that the physical education curriculum lacks developed goals and objectives. It is based primarily on teachers interests, preferences, and backgrounds.

15. Culturally relevant teaching Teachers must be sensitive to the cultural characteristics of learners and accommodate these characteristics in their teaching Iowa Code (Chapter 256.11): The education program shall be taught from a multicultural, nonsexist approach.

16. Inclusive education Many students with disabilities are being integrated with students who are not disabled. “physical education services, specially designed if necessary, must be made available to every disabled child receiving a free appropriate public education” Federal Legislation Title 34, section 300.307(a).

17. CDC ten guidelines to promote lifelong physical activity among young people Police Environment PE curricula & instruction Health education curricular and instruction Extracurricular activities Family involvement Training Health services Community programs Evaluation Chapter 1, page 19-20

18. Actual and Desired Frequency of Physical Education Class Meetings (Iowa, times per week) M. Thissen-Milder, Iowa Department of Education

19. Actual and Desired Length of Physical Education Class period (Iowa, minutes per class period) M. Thissen-Milder, Iowa Department of Education

20. Programmatic Highlights: Typically in Iowa... Physical education meets twice a week for about 30 min. per period at lower elementary level Physical education meets twice a week for about 35 min. per period at upper elementary level Physical education meets twice a week for about 45 min. per period at intermediate level High school physical education meets either two times each week or three times in a six day cycle for approximately 50 minutes period.

21. Curricular Highlights:Typically in Iowa Elementary physical education emphasizes developmental and movement education Intermediate physical education focuses on health-related fitness, sports skills, and development education High school physical education focuses on health-related fitness and lifetime physical activities

22. Time requirement for physical education Present Iowa law requires –minimum of 50 minutes per week at secondary level –it requires physical education at elementary level but no requirement on the number of minutes. The state average is approximately 60 minutes over two periods.

23. Iowa Physical education Curricular Mandates What curriculum standards does Iowa require for high school physical education? Do all these activities need to be taught every year? Do I have to have a pool to teach water safety? Do I have to include physical fitness testing within my curriculum?

24. Study information needed to make curriculum decisions –Local resource and interests –School and learner’s needs and priorities –Subject matter and how it is learned –Governmental activity –Philosophies of education and physical education

25. Reading Assignment Reading: Chapter 3 Reading: Chapter 6 p. 131-137 Shape of Iowa: Part III School rules –Title IX –Multicultural, Non sexist education: The legal Authority –Physical education guidelines for students receiving special education –Iowa Physical Education Law Mandates