PE 416. What is the difference between a PE curriculum & program?
Pe curriculum issues
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PE CURRICULUM ISSUESAN OVERVIEW
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DEFINING CURRICULUMHas many connotations and definitions
All learning which is planned or guided by the school – Kerr
Can be: formal to informal, overt to covert
Link with instruction:
• Curriculum = plan• Delivery system
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DEFINING CURRICULUM (CONT.)
Curricula are often guided by courses of study, guides and or plans.
Taking such guides and shaping the content into specific learning sessions for students normally involves the use of models/frameworks and themes.
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POLITICS OF CURRICULUM
Mix of professional judgment and public policy making. (Jewett et al.)
Decisions made based upon
• What is important• Why
Always a compromise – Teachers are able to generally proceed as they choose because official curriculum plans are so broad (Reid)
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CHARACTERISTICSCan be intended or unintended
Unfinished
Written and implemented
Experienced differently by different students
Influenced by content, process and context
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ORGANIZING ACTIVITIES AND SKILLS
Nature of Learner Subject Matter Goals of Society
Value Orientations
Curriculum
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VALUE ORIENTATIONS & MODELS
Discipline Mastery
Self Actualizatio
n
Social Reconstruc
t
Learning Process
EcologicalIntegration
The
Indi
vidu
alS
ociety
The Discipline
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CURRICULUM PLANUsed by Rink to describe the written documents a teacher will have planning the year out. Normally this is created by teachers.
Contents:
• Yearly plan (scope and sequence)• Unit plans• Lesson Plans
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ARTICLE 1 - ENNISArgues Against PE “get HR up” crowd.
Points to National Standard – only 1 deals specifically with fitness.
Research suggests that skillful students are more likely to be physically active as adults
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ARTICLE 2 - VIRGILO
Research shows that a lot of time is spent in creating , but NOT implementing, curricula.
Key elements:
• Support in money time and staff• Strategy for change• Communication• Staff development• Instructional planning
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ARTICLE 3 - WIRSZYLA
Top down curriculum implementation is normally a “massive failure”
Barriers:
• Teacher isolation• Low status• Coaching duties• Space/equipment/class size• support
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ARTICLE 4 - ENNIS
Even the earliest curricula in PE attempted to educate the whole person – “social training” and “mental toughness”
Curricula have evolved based on politics and social demand and has been driven by passionate individuals.
In recent history, focus is more on how best to structure curriculum rather than what to include.
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ARTICLE 5 - KULINA
Divides “models” into 4 basic categories:
Games & sports: Sport edTactical gamesMulti activity
Individual/Social Dev:Movement edPersonal responsibilityAdventure ed
Fitness and Wellness: Health related fitnessConcepts based
Interdisciplinary:Be Active Kids
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ARTICLE 6 - LUND
Overview of the popular curriculum models
• Sport ed, fitness ed, and adventure ed
Key points:
• Any school can likely use any model• Models need NOT be used for the entire program• Requires preparation and resources
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ARTICLE 7 - CONDONResearch shows that choice is…
• Motivating• Causes longer periods of participation• Teaches life skills• As adults, we choose how and when to be active
Practical Suggestions:• Survey• Volunteers• Scheduling• Staff
Challenges:• Prep time• Set up time• volunteers
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PICTURE REFERENCES1. adventure-education. (2014). Retrieved from https://encrypted-tbn2.gstatic.com/images?
q=tbn:ANd9GcQ54tPaUHiV74RlfTBWa_3bayJtQI3aRvbfdqG8KNlmKnjnyvtz2. aerobics in PE (JPEG Image, 264 × 188 pixels) - Scaled (0%). (2014). Retrieved from
http://ts3.mm.bing.net/th?id=H.4916652130041998&w=264&h=188&c=7&rs=1&pid=1.73. Copy_of_Jaimees_levels.JPG. (2014). Retrieved from
http://responsibilitymodel.wikispaces.com/file/view/Copy_of_Jaimees_levels.JPG/42494557/886x683/Copy_of_Jaimees_levels.JPG
4. golf in PE (JPEG Image, 256 × 180 pixels) - Scaled (0%). (2014). Retrieved from http://ts2.mm.bing.net/th?id=H.4508888004100601&w=256&h=180&c=7&rs=1&pid=1.7
5. mbctriangle1.gif (GIF Image, 436 × 365 pixels) - Scaled (0%). (2014). Retrieved from http://mendham.wmrhsd.org/FACULTY_FILES/sbaig/images/mbctriangle1.gif
6. Mitchell_Hall.jpg (JPEG Image, 350 × 522 pixels) - Scaled (0%). (2014). Retrieved from http://www.uwlax.edu/sah/ess/pe/images/Mitchell_Hall.jpg
7. planning (JPEG Image, 240 × 181 pixels) - Scaled (0%). (2014). Retrieved from http://ts2.mm.bing.net/th?id=H.4559744680986413&w=240&h=181&c=7&rs=1&pid=1.7
8. score keeping (JPEG Image, 290 × 187 pixels) - Scaled (0%). (2014). Retrieved from http://ts1.mm.bing.net/th?id=H.4926367334532084&w=290&h=187&c=7&rs=1&pid=1.7
9. skill themes (JPEG Image, 198 × 182 pixels) - Scaled (0%). (2014). Retrieved from http://ts3.mm.bing.net/th?id=H.5026573235454162&w=198&h=182&c=7&rs=1&pid=1.7
10.Skill Themes map. (2014). Retrieved from http://pickettsmill.typepad.com/.a/6a00e5509b3be68834017c34837636970b-800wi
11. spark.jpg (JPEG Image, 800 × 482 pixels) - Scaled (0%). (2014). Retrieved from http://www.prattvillechristianacademy.com/site/images/stories/spark.jpg
12.standards-based_0763771597.jpg (JPEG Image, 193 × 248 pixels) - Scaled (0%). (2014). Retrieved from http://www.jblearning.com/covers/full/0763771597.jpg