Content of physical education curriculum at the elementary level http://www.uni.edu/~bian/curri/Content%20for%20elementary%20physical%20education%20curriculum.ppt

Questions for your thought What goods do students acquire from your physical education program? Is it a lifetime commitment to physical fitness? Is it the ability and desire to participate in recreational sports? Is it the capacity to cooperate with others toward group goals and the ability to provide leadership in groups when and where necessary?

Questions for your thought Is it a sense of comfort with and ownership of their own body and confidence in their ability to control it to perform various physical activities? Is it an aesthetic experience, the appreciation and valuing of the beauty of physical movement activities?

Questions for your thought Is physical education mostly about learning to be responsible for oneself and helpful to others? What am I trying to contribute to the lives of these students? How do I want their lives to be enriched by having had what experiences?

Statement for your thought “Too many physical education curriculums adopt all of the many goods. In trying to be all things to all students, they frequently fail to achieve anything of substance. The result is often the fragmented program, with a series of short-term experiences that leave students bored and uninterested.”

Curriculum Planning Decide the major focus of the curriculum in each grade level Consider two major outcomes: competency in movement forms physically active Select curriculum models Keep this question in your mind: “What groups are best and most served by this curriculum?”

Matching a curriculum model to selected NASPE standards Grade Level: K-2 Standard 2: learners will apply movement concepts and principles to the learning and development of motor skills Focus: individual learners and their acquisition and application of content Curriculum models: developmental physical education model

Matching a curriculum model to selected NASPE standards Grade Level: 3-4 Standard 5 and 7: Learners will demonstrate responsible personal and social behavior in physical activity settings and understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. Focus: individual learners and their interactions with peers Curriculum models: Adventure education

Matching a curriculum model to selected NASPE standards Grade Level: 5-6 Standard 1,3 and 6: Learners will exhibit a physically active lifestyle, demonstrate competency in many movement forms and proficiency in a few, and demonstrate an understanding and respect for differences among people in physical activity settings. Focus: content applied to individual learners as they interact in a physical activity settings Curriculum models: sport education model

Developmental stage and suggested teaching content Level I: Early Childhood (5-7) physical immaturity short attention span lack of experience in the content area a broad exposure to all types of game, dance, and gymnastic activities is required let children explore and discover how their bodies work emphasis on movement concepts and fundamental skills

Developmental stage and suggested teaching content Dance activities Rhythmic skills Singing games Creative movements

Developmental stage and suggested teaching content Level II: Middle Childhood (8-9) show greater ease and efficiency in performing fundamental skills increased in physical size and strength improved perceptual and cognitive development A slight reduction in the time devoted to movement concepts and fundamental skills learn more complex skills and strategies more group oriented enhance children’s creative expressions in games, gymnastics and dance

Developmental stage and suggested teaching content Level III: Late Childhood (10-12) specific movement skills begin to show some refinement physical maturation influences the social and psychological development of children enjoy planning, organizing and supervising gender differences Less time allocate dance and gymnastic activities could add swimming or outdoor pursuit Specific sport activities

Teacher-learner and Administrative considerations Value (high or low) Students interests (high or low) Safety risk (high or low) Teacher competence (strong or weak) Facilities (Adequate or inadequate) Equipment (maximum or minimum number) In terms of your stated goals In terms of students needs and interests Consider students age in relation to nature and activity Consider teaching skills and experiences in each activity Consider the quality and quantity of facilities and equipment

Games and movement activities Locomotor and manipulative games (running, tag, and simple team games) Cooperative games and learning activities Classroom games Soccer activities Hockey activities Flag or touch football activities Volleyball activities Basketball activities Softball activities Track and field and cross-country activities

Physical Fitness Activities Posture activities Conditioning exercise Circuit training Rope jumping Jogging Aerobic dancing

Movement education Body awareness Space awareness Qualities Relationships

Gymnastic Activities Stunts and tumbling skills Movement skills Pyramid building Beanbag activities Individual and long rope activities Parachute activities Juggling activities Balancing bean and benches Hoop activities

Dance Activities Elements of rhythm Rhythm activities Singing Games Fork dance Creative dance