Transcript Content for elementary physical education curriculum

Educación por
el Movimiento
Correlacionando un modelo de currículo
con a curriculum model el selecionao por
los estándares de NASPE standards
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Nivel/Grado: K-2
Estándar 2: Los aprendices aprendices aplicarán
conceptos y principios de movimiento para el
aprendizaje y desarrollo de las destrezas motoras
Focus: individual learners and their acquisition and
application of content
Curriculum models: developmental physical education
model
Matching a curriculum model to
selected NASPE standards
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Grade Level: 3-4
Standard 5 and 7: Learners will demonstrate
responsible personal and social behavior in physical
activity settings and understand that physical activity
provides opportunities for enjoyment, challenge, selfexpression, and social interaction.
Focus: individual learners and their interactions with
peers
Curriculum models: Adventure education
Matching a curriculum model to
selected NASPE standards
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Grade Level: 5-6
Standard 1,3 and 6: Learners will exhibit a physically
active lifestyle, demonstrate competency in many
movement forms and proficiency in a few, and
demonstrate an understanding and respect for
differences among people in physical activity settings.
Focus: content applied to individual learners as they
interact in a physical activity settings
Curriculum models: sport education model
Developmental stage and
suggested teaching content
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Level I: Early Childhood
(5-7)
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physical immaturity
short attention span
lack of experience in the
content area
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a broad exposure to all types
of game, dance, and
gymnastic activities is
required
let children explore and
discover how their bodies
work
emphasis on movement
concepts and fundamental
skills
Developmental stage and
suggested teaching content
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Dance activities
Rhythmic skills
Singing games
Creative movements
Developmental stage and
suggested teaching content
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Level II: Middle
Childhood (8-9)
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show greater ease and
efficiency in performing
fundamental skills
increased in physical size
and strength
improved perceptual and
cognitive development
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A slight reduction in the time
devoted to movement
concepts and fundamental
skills
learn more complex skills and
strategies
more group oriented
enhance children’s creative
expressions in games,
gymnastics and dance
Developmental stage and
suggested teaching content
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Level III: Late Childhood
(10-12)
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specific movement skills
begin to show some
refinement
physical maturation
influences the social and
psychological development
of children
enjoy planning, organizing
and supervising
gender differences
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Less time allocate dance and
gymnastic activities
could add swimming or
outdoor pursuit
Specific sport activities
Teacher-learner and Administrative
considerations
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Value (high or low)
Students interests (high or
low)
Safety risk (high or low)
Teacher competence (strong
or weak)
Facilities (Adequate or
inadequate)
Equipment (maximum or
minimum number)
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In terms of your stated goals
In terms of students needs
and interests
Consider students age in
relation to nature and activity
Consider teaching skills and
experiences in each activity
Consider the quality and
quantity of facilities and
equipment
Games and movement activities
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Locomotor and manipulative games (running, tag,
and simple team games)
Cooperative games and learning activities
Classroom games
Soccer activities
Hockey activities
Flag or touch football activities
Volleyball activities
Basketball activities
Softball activities
Track and field and cross-country activities
Physical Fitness Activities
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Posture activities
Conditioning exercise
Circuit training
Rope jumping
Jogging
Aerobic dancing
Movement education
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Body awareness
Space awareness
Qualities
Relationships
Gymnastic Activities
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Stunts and tumbling skills
Movement skills
Pyramid building
Beanbag activities
Individual and long rope activities
Parachute activities
Juggling activities
Balancing bean and benches
Hoop activities
Dance Activities
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Elements of rhythm
Rhythm activities
Singing Games
Fork dance
Creative dance