Transcript Content for elementary physical education curriculum

Content of physical education
curriculum at the elementary
level
http://www.uni.edu/~bian/curri/
Content%20for%20elementary
%20physical%20education%20
curriculum.ppt
Questions for your thought
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What goods do students acquire from your physical
education program?
Is it a lifetime commitment to physical fitness?
Is it the ability and desire to participate in recreational
sports?
Is it the capacity to cooperate with others toward group
goals and the ability to provide leadership in groups
when and where necessary?
Questions for your thought
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Is it a sense of comfort with and ownership of
their own body and confidence in their ability to
control it to perform various physical activities?
Is it an aesthetic experience, the appreciation
and valuing of the beauty of physical
movement activities?
Questions for your thought
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Is physical education mostly about learning to
be responsible for oneself and helpful to
others?
What am I trying to contribute to the lives of
these students?
How do I want their lives to be enriched by
having had what experiences?
Statement for your thought
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“Too many physical education curriculums
adopt all of the many goods. In trying to be all
things to all students, they frequently fail to
achieve anything of substance. The result is
often the fragmented program, with a series of
short-term experiences that leave students
bored and uninterested.”
Curriculum Planning
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Decide the major focus of the curriculum in
each grade level
Consider two major outcomes:
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competency in movement forms
physically active
Select curriculum models
Keep this question in your mind:
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“What groups are best and most served by this
curriculum?”
Matching a curriculum model to
selected NASPE standards
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Grade Level: K-2
Standard 2: learners will apply movement concepts
and principles to the learning and development of
motor skills
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