Planning Your Curriculum: Developmentally Appropriate Physical Education

1. chapter8 Planning Your Curriculum

2. Overview of Chapter • Curriculum planning • Selecting desired outcomes • Program of physical activity and fitness

3. Developmentally Appropriate Physical Education Based on three principles • Motor skill development is sequential and age related • Motor skill development is similar for all children • Rate of motor development varies among and within children

4. Curriculum Planning Design your curriculum so that. . . • Programs are based on developmentally appropriate principles • Students understand and adopt physically active lifestyles • Programs accomplish their goals and objectives

5. Fitness Education as Part of the Curriculum • Curriculum should facilitate many opportunities for exercise • Primary goal is to develop and maintain a health-enhancing level of physical activity • Plan for long-term goals of developing a commitment to lifelong physical activity • Organize around four components of health-related fitness: cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition

6. Developmental Framework for Curriculum Planning • Use developmental information from chapters 3 to 7 in planning • Develop program around skills that develop during elementary school • Provide opportunities for children to progress individually • Lower grades—fundamental skills • Upper grades—specific skills; helping children past the proficiency barrier

7. Selecting Desired Outcomes Children who are physically educated . . . • Demonstrate competence in motor skills for a variety of physical activities • Understand movement concepts, principles, and strategies • Participate regularly in physical activity • Achieve and maintain a health-enhancing level of physical fitness • Exhibit responsible personal and social behavior • Value physical activity

8. Understanding Curriculum Alignment • Vertical alignment—relationship of benchmarks and content across grades • Usually shared across teachers and may be defined by school system • Critical is that you accept your part of the plan • Horizontal alignment—annual progress measured by benchmarks • Vested in the individual teacher • Demonstrate accountability by alignment of standards, benchmarks, objectives, curriculum content, and assessment

9. Focusing on Integration Combines skill development with an emphasis on the value of physical activity for health • Keep all children physically active • Use teachable moments to point out health-related fitness concepts • Teach all children the FITT guidelines (chapter 6) • Ask children to think about health-related fitness concepts for various sports

10. Practical Considerations for Curriculum Planning • Your school and physical education objectives and goals • School and community environment and culture • Size of your classes • Student abilities • Equipment and facilities • Scheduling of classes • Your own likes, dislikes, strengths, and weaknesses

11. Questions to Answer Before Selecting a Unit and Activities • Can you manage the unit or activity, given the number of students you have? • Does the unit or activity meet the needs of all your students? • Is the unit appropriate for your students’ developmental level (readiness)? • Does your choice of unit or activity respect the cultural needs and interests of your students? • Will the unit or activity stretch your students’ cultural awareness? (continued)

12. Questions to Answer Before Selecting a Unit and Activities (continued) • Do you have access to the space needed for the unit or activity? • Do you have the equipment so that all students are involved in learning the unit? • Is time in each session sufficient to accomplish the specific goals? • Is the total time available enough to accomplish the goals of the unit? • Given all issues, can you conduct the unit safely? (continued)

13. Questions to Answer Before Selecting a Unit and Activities (continued) • Is the content meaningful, challenging, and motivating for all your students? Is the overall value of the activity equal to the costs? • Based on the overall schedule, is this activity compatible with other units and lessons being taught?

14. Developing Appropriate Content for Physical Education • Progression—improvement or mastery • Sequence—order of tasks or progression • Scope—breadth or range of the program

15. Consider Progression, Sequence, and Scope Consider these with regard to developmental progression and benchmarks • Locomotor patterns • Manipulative patterns • Body awareness • Body parts • Nonlocomotor skills • Spatial awareness • Effort • Relationships

16. Program of Physical Activity and Fitness • Terms children should understand • Health-related physical fitness • Physical activity • Skill-related fitness • Exercise (continued)

17. Program of Physical Activity and Fitness (continued) Principles for maintaining and improving physical fitness • Overload • Frequency • Intensity • Time • Type

18. Guidelines for Teaching Health-Related Fitness Concepts • Cardiorespiratory fitness—introduce one concept per day • Muscular strength and endurance—relate them to overload, progression, and specificity • Flexibility—moving a joint through the range of motion • Body composition—related to body type, BMI, and obesity and overweight

19. Motivating Children in Fitness • Offer praise and encouragement • Do not criticize or embarrass • Individualize fitness lesson to build confidence • Give children success range for number of exercises • Allow children to choose among exercises • Have children track how far they run in specific time • Focus on personal effort and improvement • Praise and reward individual effort, improvement, and group cooperation

20. Obese and Overweight Children • Create a fun physical education program • Always build in ways to individualize • Consult with family members • Privately recognize and reinforce good lifestyle choices • Encourage all children to focus on how individual choices lead to a healthy lifestyle • Allow obese children to choose their own intensity level for exercise

21. Developing an Annual Plan • Use a weekly calendar • Use categories of activities for plan • Cover all grade levels • Use variety and revisit topics • Focus on skill development • Make sure it is developmentally appropriate • Progression • Breadth • Depth • Sequence

22. Is Your Plan Developmentally Appropriate? • Orderly sequence of motor skill learning • Provisions for individual differences • Appropriate goal structures • Ample learning time From COPEC (1992).

23. Guidelines for Writing Objectives • Make clear the expectations for the learner • Define expected behavior • Describe criteria of acceptable performance • Example: The student will dribble the ball 10 yards and back using the dominant hand with good form • Writing objectives in all three domains • Psychomotor • Affective • Cognitive

24. Content for Writing a Daily Lesson Plan • Objectives • Equipment • Warm-up • Skill-development activities • Closure