Understanding Different Philosophies for Curriculum Development in Physical Education, Slides of Physical Education and Motor Learning

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Building the Program

Keys to a Quality Curriculum

• What is worthy of student learning?

• What is worth student time and effort?

– Standards do not identify what should be taught

or how it should be delivered

• Standards identify what students should know and be

able to do as a result of instruction

Unpacking the Standards

• When developing a curriculum, the team must

define what each standard means at the

various grade levels

• How will the standard be assessed across

grade levels?

Sample Unpacking

Personal and Social Behavior: Standard 5

• Sport education model

– Following routines with independent warm-up

– Exhibiting fair play by calling rule infractions

• Outdoor education

– Working cooperatively in groups

– Demonstrating respect for teammates

Traditional Philosophy: Idealism

• Underlying Concept:
  • Reasoning and intuition help people find truth
    • Use of scientific methods
  • The mind and spirit are keys to life
• Educational emphases:
  • Development of moral and spiritual values
  • Learning is self-initiated
  • Development of personal qualities of self-reliance, self-direction
  • Teacher guides development of creativity

Idealism

• Implications for physical education/sport pedagogy:
  • Education must contribute to intellectual development
  • Play and recreation are important for a well-balanced personality
  • Activities are centered on ideals such as courage, honesty, fair play
  • Reflective thinking and analysis of problems are more important than knowledge-based information

Realism

• Implications for physical education/sport pedagogy:
  • Physical fitness is valued because of the intrinsic contributions to one’s desire for increased productivity
  • Learning process emphasizes drill and orderly progressions
  • Desirable social behaviors can be developed although winning is not stressed

Traditional Philosophy: Naturalism

• Underlying Concepts:
  • The physical world is key to life
  • Everything we experience is a part of nature
• Educational Emphases:
  • Satisfy basic needs of the individual
  • The learning process is governed by the individual’s developmental readiness
  • Physical and moral development is as important as cognitive development
  • Teacher guides by demonstration
  • Rewards can shape behavior

Traditional Philosophy: Pragmatism

• Underlying Concepts:
  • Experience is the only way to seek truth
  • Success is the only judge of value and truth of a theory
• Educational Emphases:
  • Learning occurs through experience
  • Education prepares students for their role in society
  • Education is child-centered rather than subject-centered
  • Problem-solving prepares students for place in real world
  • Education is to develop the total person

Pragmatism

• Implications for physical education/sport pedagogy:
  • Varied activities result in more meaningful experiences
  • Emphasis is on social interaction through activity
  • Needs and interests of student determine curriculum
  • Problem solving develops creativity
  • Teacher is the encourager; students learn by doing
  • Individual differences are stressed as learners prepare to go out into society

Existentialism

• Implications for physical education/sport pedagogy:
  • Choice of activity
  • Balanced and varied activities satisfy individual needs
  • Play is used to develop creativity
  • Self-testing helps students begin to know themselves
  • Teacher is the guide who shows activity options to

students

• Students are more responsible for their education

Program Philosophy

• A team of people will need to compromise on

the philosophical approach to a curriculum

– What does the team value?

– How will standards be emphasized across the

curriculum?

• Your personal philosophy will serve as a lens

and guide interactions

Value Orientations

• Discipline mastery: Content focus
  • Instruction progresses from simple to complex
• Learning process: Problem-solving focus
  • Content delivery encourages constructivist learning
• Self-actualization: Student focus
  • Encourages individual growth and achievement is more important than mastery of content
• Social responsibility: Equity focus
  • Take responsibility for own behavior to learn about social justice
• Ecological integration: Holistic focus
  • Balances content, needs of learner, and social setting

Essentials for Curriculum Design

• Backward curriculum design
  • Begin with exit outcome
    • What will happen in high school curriculum?
    • What will happen in middle school curriculum?
    • What will happen in elementary school curriculum?
  • Requires communication and articulation across levels
    • Design down, teach forward