Presentation on theme: "Curriculum Models Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences."— Presentation transcript:
1 Curriculum ModelsProvide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences
2 Sport EducationLearners are taught to be players in ways similar to athletic participationEmphasis is placed on skills, rules, strategies, appreciation for play, and good ethical principles that define ‘good’ sportSports may be modified to allow for more participationAlso involves students in roles of coaches, referees, sports writers, statisticians
3 Six characteristics seasons formal competition Sport Ed ModelSix characteristicsseasonsformal competitionaffiliation with a groupa culminating event to determine a winnerrecords that indicate traditionstandards that define a sport
4 Fitness Education Model Goal: development and maintenance of individual student fitnessAssumption: physical activity is essential to a healthy lifestyle and this lifestyle requires knowledge about the relationship of activity and health, skills in activities, and a commitment to adherenceThe physically educated person: knows about the effects of exercise on body and applies this knowledge by exercisingOutcomes emphasize attitude change as well as knowledge and improvement in fitness statue
5 Physical activities that contribute to one or more components Fitness educationScope of the curriculum includes knowledge of how HRF components are affected by exercisePhysical activities that contribute to one or more componentsTeacher’s role is to guide a vigorous activity program, teach decision-making and self-management skills, build commitment to active lifestyles, and administer a sound personalized fitness assessment program
6 Movement Analysis Model Goal: students gain an awareness of their bodies and learn to control and manipulate objectsAssumptions:Disciplinary mastery through an understanding of human movement and the development of skillsStudents identify and apply concepts of skillful movement to their performanceCurricula provide experiences for development of the three domains of learning- cognitive, psychomotor, affective
7 Kinesiological Studies High school sub-model of the Movement Analysis modelFocuses on the understanding and mastery of human movementSubject matter: a unique blend of performance skills and experiences with knowledge about performance which is derived from the disciplinary foundations of the field(e.g. biomechanics, physiology)Emphasis on self-directed & problem solving learning
8 Developmental ModelBased on characteristic patterns of human growth and developmentMental, social, emotional as well as physicalElementary: Strong focus on motor skill development through GLSP stagesHigh School: Strong humanistic and responsibility focusStudent become more self-directed
9 Personal Meaning Model For an experience to have educational value, it must have meaningPersonal involvement in sports, self-directed learning and in pursuit of individual goals are associated with finding personal meaning through physical activityThe focus should be on the feelings of joy, pleasure & satisfaction inherent in movement
10 Adventure ModelAn activity based model which incorporates either authentic or contrived obstacles for the students to overcome in solving problemsAssumption: when placed under stress, the student will learn more about self and ability to learn new skillsWilderness: backpacking, rock climbing, orienteering, skiing, canoeing, scubaAdventure: ropes courses, rock walls, confidence courses
11 Multi-activity ModelInstruction involves a wide variety of activities taught in units of two to three weeks.Assumption: exposure to a various activities enhances self-testing, exploration, and new interestsTypical categories: team sports, individual & dual activities, outdoor pursuits, rhythms & dance, gamesOften based on teacher interest, ability, student choice, facilities and equipment available
12 Scope & Sequence of Models “scope” : the breadth and depth of the program including content, the depth of focus, and the nature of activities to stimulate learning“sequence”: the order in which the learning activities will be provided
13 Sequence DecisionsAttempt to provide continuity and progression within each unit of instruction as well as from unit to unit and year to yearThings to consider:developmental maturity or readiness of studentsinterest and motivation of studentsthis may peak at certain ages or at different times of the yearwhich skills and knowledges are prerequisite to learning of other skills and knowledges?
14 vertical sequencing decisions: how will content progress from year to year? linear progression: students never repeat the same unit from one year to the nextspiral progression: students complete a unit of instruction and then the next year another unit on the same topic but with higher level of difficultyhorizontal sequencing decisions: order of content within a semester or year?blocked: # of weeks depends on level of difficultymultiple units: different units on different days
15 Selecting Experiences Is the experience consistent with standards and benchmarks for physical education?Is the experience consistent with students’ present and future developmental needs?Is the activity relatively free from hazards?
16 Practicality &Feasibility are the necessary resources to implement the activities available?are the activities socially and politically acceptable to the community?
17 Middle School Emphasis Physical fitnessA wide variety of activitiesAllows students to make intelligent choices for future participationDevelops physical, emotional, and social skills, as well as increase self-confidence and self-efficacy
18 High School EmphasisCompetence in and appreciation for participation in lifetime activitiesKnowledge that motivates students for lifelong participationPersonal physical fitnessSelf-confidence, individual initiative, and responsibility to self and society
19 Prepare a scope chartBased on your preferred curriculum model, determine how much time you would spend in each general activity area