Curriculum/Instructional Models

1. Curriculum/Instructional Models Skill Themes (2nd of 2 constructivist styles)

2. 3 W’s of Skill Themes • What are skill themes? • Developing individual skills (soccer pass) and skill themes (dribbling) using concepts learned in movement education’s concepts. • These sport skills later form the basis for traditional sports

3. 3 W’s of Skill Themes • When should you transition from movement ed to skill themes? • Usually somewhere in the 3rd grade. • You will notice students developing past the movement concepts (aka, they’re getting bored). At this point, they are ready for skill themes.

4. 3 W’s of Skill Themes • Why use skill themes • Students are not developmentally ready for the “full” sports or activities. • Playing a basketball game in 4th & 5th grade is inviting DISASTER. • DO NOT play “full” sports in 4th & 5th grade • Build skills so they can be successful in more complex environments (aka-they’ll be ready) • Students enjoy this intermediate step

5. Skill Themes:Developing individual sport skills using movement education’s themes and concepts. Content • Skill theme concepts

6. Concept Transfer – from movement ed to skill themes • Large surface increases object control Soccer pass with laces/instep • Wider base of support for stability  Gymnastics • Object control more difficult at high speeds  Basketball dribbling • An off-center force causes rotation  Volleyball serve • Zigzag pathways are harder to predict  Hockey dribbling • Free flow produces higher quality movements  Many sports

7. How of instruction Which method is movement exploration taught through? Reproductive Styles – Students reproduce teacher understandings • COMMAND - Teacher makes all decisions, like “follow the leader” • PRACTICE (includes stations) - Students carry out teacher-prescribed tasks as modeled while receiving teacher feedback • RECIPROCAL - Students work in pairs: one performs, the other provides feedback (may utilize criteria sheet) • SELF-CHECK - Students assess their own performance against criteria sheet prepared by teacher • SELF SELECTION - Students are provided with legitimate options for skill practice that have a range of difficulty (low to high) Productive Styles – Students create understandings • GUIDED DISCOVERY - Students answer questions in a series that lead to discovery of a concept (typically movement related) • PROBLEM SOLVING (includes synthesis) - Students solve problems or create programs with assistance from the teacher, multiple solutions (divergent) • INDIVIDUAL PROGRAM - Students develop a program based on physical and cognitive abilities.

8. Organization of Curriculum Content • Spiral – revisit concepts periodically to review and enrich. May utilize a schedule to track time devoted to each area. • This is the better method….why? • Units • Organized around related skills

9. Sample Lessons 4th – Movement and Position 4th – Bounce Pass 5th – Cooperative 5th – Throwing Challenge 5th – Dribbling Offense/Defense Activity

10. Advantages: Movement Education and Skill Themes Why Use These Approaches? • Spiral curriculum continually reinforces learning (is used) • More positive approach to self, sport, and exercise • More FUN (evidenced by higher interscholastic athletic participation) • De-emphasizes competition and encourages cooperation • Permits flexibility and challenge by choice in learning concepts (great for differentiated instruction) • Allow Ss to be unique (each child comes in with different aspirations, movement experiences, and needs) • Learning can be more private than public due to individualization and high activity time. • Uses various teaching styles: Guided discovery, command, reciprocal, problem solving • Develops critical thinking, movement vocabulary, creativity, and communication.