1. Cultural Studies Model

2. Cultural Studies Integration Key goal
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 Major content strands
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.
3. Participates regularly in physical activity.
Major
4. Achieves and maintains a health-enhancing level of physical fitness.
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
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?