Developing a Comprehensive Curriculum for Physical Education Programs

1. Administrivia • Unit Design due Friday 4pm • Declaration sheet • Fact File • CD one file • Week 12 Peer Teach • reflection can be emailed to your tutor – 1 week after • GDEs meet me Wed 12.30 T204

2. Curriculum Design Building a Physical Education Program

3. What, when, how you teach • Why – underpinning • Not just teacher’s interest • Actual curriculum = proposed curriculum NOT hidden curriculum

4. Developing School Curriculum Must be based on • VELS – in Victorian schools • Mandated PE & Sport Ed in State schools • Community Environment • School Environment • Learners

5. Community Environment • Values, attitudes, beliefs of the community • Social • Economic • Cultural • Political • Community resources • Community’s historical background • Geographical location

6. School Environment • School charter • Policies – school and PE • School curriculum pattern • Streaming • Integrated subjects • Multi year levels • Timetabling • # classes • Time – duration, of day • # students • Gender • Resources • Finances • Facilities • Equipment • Staff

7. Physical Education Staff • Number • Gender • Age • Socio-economic background • Interests • Expertise • Legal responsibilities • ratios

8. Student Needs • Individual • Variety of content and delivery modes • Broad - meet diverse needs • Too broad - less effective • Physical safety • Psychological safety • Self efficacy • Social approval • Meet expectations of others

9. Students’ Interests • Age • Gender • Socio-economic status • Ethnic and racial background • Goals • Level of commitment • Talents • Fitness level • Experience

10. Determining Students’ Interests & Needs • Tests • Fitness, knowledge, skill • Questionnaire • Attitudes • Observation • Interviews/chat • Individual, focus group

11. Activity 1 • The Year 10’s appear disinterested in the PE program. You wish to develop a new program to meet their needs and interests. • Design a questionnaire to explore the type of PE program that would meet students’ needs & interests

12. Curriculum Patterns • The way curriculum is delivered • May include a number of pedagogical approaches • Content centred or Student centred

13. Content Centred Curriculum Patterns • Emphasise mastery and learning how to learn • 1. Activity based curriculum patterns • 2. Concepts based curriculum patterns

14. 1. Activity Based Curriculum Patterns • Most common - traditional • Curriculum organised around activity units • Participation is the goal • Progression • Basic skills at Primary • Specialisation at Secondary • Easy to coordinate

15. Cons • Often inadequately planned and implemented • Repetition - boredom • Fail to develop • skills past basic level • concepts necessary to understand the purpose of physical activity throughout life

16. Less Traditional Activity Based Programs • 1a. Sport Education • Learning to be competent, literate, enthusiastic sports persons • Mirrors sport in the community • Teaches skills, rules, strategies, appreciation for the sport, good sports-person-ship

17. Sport Education cont. • Research – improves • Strategy, participation, team play • All students are involved in the organisation and duties are rotated • Fair play points are awarded - socialisation

18. Sport Education Organisation • Season • Team affiliation • Formal competition and practice • Modified games progress in difficulty • Culminating event • Record keeping – feedback • Festivities / rituals

19. Cons • Need many classes scheduled at the same time • Needs commitment, enthusiasm and organisation from teachers

20. 1b. SEPEP • Sport Education Program in Physical Education • Partial or whole PE program • Not for 1 lesson • Con • May lose Physical Education & Sport Education allocation • Years 7 & 8 – less skill development

21. 2. Concepts Based Curriculum Patterns • Skill • FMS - Kicking, hitting, throwing • Strategies • Games sense – invasion, wall/net, striking/fielding, target • Movement • Games, dance/gymnastics, fitness • Fitness • Suits guided discovery/problem solving • Guide discovery of connections • Based on assumption • Concepts transfer to new skills and situations

22. Pros • Approach readily adaptable to individual differences and environments • Often liked by non excelling students • Apply concepts to real game situations

23. Cons • May not learn specific skills • Need mature FMS • More appropriate to Secondary school PE • Concept understanding may not transfer to new skills and situations • Requires > teacher knowledge • Game structure • Select developmentally appropriate game forms • Modify games without violating the basic principles of the theme

24. 2a. TGFU Approach • Teaching Games for Understanding • Games Sense • Developed 1960’s – 1970’s • Student understanding of game strategies • Student problem solving • Games categorised into themes

25. 2b. Developmental Curriculum Patterns • Based on the cognitive, psychomotor and affective developmental stages & growth patterns • Primary – FMS • Middle – Team sports • Senior – Lifetime sports

26. Assumptions • Assumes students go through same development stage at same rate & age • Widely accepted • Often combined with activity based curriculum • Assumes development will occur automatically through participation in motor activities

27. 2c. Student Choice Curriculum Pattern • Different streams are offered e.g. • Traditional male sports • Soccer, AFL, cricket, baseball, rugby, • Traditional female sports • Netball, softball, aerobics, ballet, hockey • Coed sports • Swimming, athletics, basketball, squash, fitness gym, • Marginal sports • Lacrosse, korfball, martial arts, touch • Recreational • Yoga, walking, tai chi, aerobics • Outdoor Education activities • Canoeing, orienteering, bike riding

28. Assumptions • # of classes on together • Available teachers have expertise • Students will like all the sports in the particular stream

29. References • Harrison – pp 131 – 145