Chapter 6 Physical Education Curriculum

Objectives of the Chapter Identify characteristics of quality elementary PE programs Discuss who is responsible for producing quality PE Specify the PE curriculum content Provide information on writing objectives Discuss assessment theory and practice

Quality Elementary PE Programs These programs assists students in acquiring the skills, knowledge and motivation to incorporate activity into their daily lives.

Quality Elementary PE Programs Contain developmentally appropriate activities Stress skill and fitness development Encourage students to be physically active View the teacher as a facilitator of learning Maximize active learning time Stress indirect competition and cooperation Include many movement forms Integrate academic content Use ongoing student and program assessment Comply with Federal mandates Provide appropriate instructional time and class time Hire qualified teachers

Who is Responsible for Quality Physical Education? The entire community Parents Teachers School administrators Community members Coaches Students

Building a Quality Program Select a guiding philosophy Establish school-level program goals Determine grade-level program goals and benchmarks Develop the scope and sequence of the program content (yearly plan)

Step 4 Develop Scope & Sequence for Program Content Sample sequence: Yearly plan, Grades K-2 1st nine weeks WeekMovement formLesson focus 1Basic movementLocomotor skills 2Rhythmic movementSpace awareness 3Basic movement - manipulativeThrowing & catching 4Body managementFleeing & dodging 5Basic game skillKicking 6Cooperative movementPartner stunts 7Basic movementAxial skills 8Rhythmic movement - creativeForce & flow 9Basic movementStriking & volleying Step 4

Educators have to… Support the importance of movement goals, the emphasis of skills, fitness, cooperative games, the Physical Education specialists and classroom teacher’s role, the need for daily physical education and developmentally appropriate activities.

Assess Students and Programs Types of Assessment Teacher observation Peer observation Self-evaluation Written tests and papers Student logs and journals Student projects Oral presentations Student performances Student portfolios

Assess Students and Programs Indicating Student Progress (Grading) Students should not be “graded”. Students should be assessed and their final achievement recorded in a “progress report” which identifies specific skills, behaviors and knowledge that were taught indicates the level of mastery the student achieved on those skills, behaviors and knowledge. Can be used to share data with administration

Using Existing Curriculum Guides What is contained in a typical district- level curriculum guide for physical education? How would you use a guide that was already in place?