Curriculum Models: Curriculum Models


Slide2: Designer’s Center community, school and learners Physical education curricular models Value orientation Historical and philosophical perspectives Education and physical education trends Mission statement Program goals Unit plans including evaluation procedures Scope and sequence Learning experience Foundations for curriculum decisions You are here to determine Evaluate and revise


Slide3: So Sub I EI SR DM LP SA Personal Meaning Developmental model Movement analysis Fitness Sport Education Personal& social development


Slide4: The Sport Education is a curriculum model for use in school physical education programs. Sport education model relies on teachers and students to create a particular form of social system within physical education lessons known as student centered learning. In sport education model, all students need to learn how to plan, manage and run their own sports 'season'.


Sport Education Model: Sport Education Model The sport education model has considerably more ambitious goals than most PE sport programs. It seeks to educate students to be players in the fullest sense and to help them develop as competent, literate, and enthusiastic sportspeople Quality PE through positive sport experiences: Sport Education by Daryl Siedentop


A competent sportsperson...: A competent sportsperson... Has sufficient skills to participate in games satisfactorily, understands and can execute strategies appropriate to the complexity of play, and is a knowledgeable games player


A literate sportsperson...: A literate sportsperson... Understand and value the rules, rituals, and traditions of sports and distinguishes between good and bad sport practices, whether in children’s or professional sport is a more able participant, consumer, and spectator


An enthusiastic sportsperson...: An enthusiastic sportsperson... Participates and behaves in ways that preserve, protect, and enhance the sport culture, whether it is a local youth sport culture or a national sport culture.


What are the major characteristics of sport compared to physical education?: What are the major characteristics of sport compared to physical education? Select a sport: list the characteristics of that sport What you should do when you play that sport,? what you should do when you organize the competition? What you should do if you are the coach? What you should do when you are the officials?


Major Characteristics of Sport: Major Characteristics of Sport Seasons Affiliation Formal competition Culminating event Keeping records Festivity


Incorporating sport characteristics in sport education: Incorporating sport characteristics in sport education Seasons: longer than typical physical education units (11 lesson unit at an elementary level) Affiliation: students are members of a team for the whole season Formal competition: formal scheduling for pre-season practice and competition Culminating event: involve all participants Keeping records: simplified records keeping Festivity: team names, celebration, etc.


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Demonstrates competency in many movement forms and proficiency in a few movement forms Builds competence through longer seasons small-sided competition practice sessions during preseason formative assessment-focuses student practice more practice trials results in more learning learning tactics and skills promote proficiency


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Applies movement concepts and principles to the learning and development of motor skills Helps apply concepts and principles by an assessment focus on critical elements of skills help students understand how practice improve skill provide preseason opportunities for skill preparation allow students to occupy roles of statistician and referee


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Exhibits a physically active lifestyle Helps exhibits an active lifestyle by encourage everyone to be a player help students achieve a feeling of competence so that they are more likely to be active encourage students to become and feel “capable”


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Achieves and maintains a health-enhancing level of physical fitness Promote fitness through team warm-up preseason practice small size teams for maximum participation


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Demonstrates responsible persona and social behavior in physical activity settings Encourage personal and social behavior by team work multiple roles and responsibilities officiating for learning the rules and fair play


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Demonstrates understanding and respect for differences among people in physical activity settings Promote understanding and respect for differences through team organization multiple roles and responsibilities team work


How Sport Ed meets the NASPE Standards: How Sport Ed meets the NASPE Standards Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction Build understanding through Olympic atmosphere multiple roles and responsibilities be full participant


Personal and Social Developmentmodel : Personal and Social Development model Goal: teaching responsibility through physical activity helping students take more responsibility for their well-being (effort and self-direction) helping them to be more sensitive and responsive to the well-being of others (respect other’s rights and feelings and care about others) physical activity settings hold the potential for personal and social development Hellison, D. (1995)


Action levels (cumulative): Action levels (cumulative) Level Zero (irresponsibility) students who operate at Level Zero make excuses and blame others for their behavior and deny personal responsibility for what they do or fail to do


Action levels (cumulative): Action levels (cumulative) Level One (self control) may not participate in the day’s activity are able to control their behavior enough so that they don’t interfere with the other students rights to learn or teacher’s right to teach


Action levels (cumulative): Action levels (cumulative) Level Two (involvement) show at least minimal respect for others willing to play and accept challenges can practice motor skills, and train for fitness under the teacher’s supervision


Action levels (cumulative): Action levels (cumulative) Level Three (self responsibility) show respect and participation be able to work without direct supervision can identify their own needs and begin to plan and carry out their PE programs


Action levels (cumulative): Action levels (cumulative) Level Four (caring) respect others participation being self-directed motivated to extend their sense of responsibility beyond themselves by cooperating, giving support, showing concern, and helping


Strategies that empower studentsto develop responsibility: Strategies that empower students to develop responsibility Awareness Talks Individual decision making Reflection Times Levels in action Counseling time Group Meetings Instructor qualities