Cultural Studies Model - Curriculum Construction in Physical Education - Lecture Slides, Slides of Physical Education and Motor Learning

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Cultural Studies Model

Cultural Studies

• Integration
  • Sports education:development of literate and critical sports persons
  • Physical activity:specific activities serve as foundation
  • Sport in society:discuss and critique of contemporary issues
• Key goal
  • Student as critical consumer

Cultural Studies Approach

• Encourages students to question
  • What does activity mean to them?
• Opportunity to review involvement
  • What hinders/supports their involvement?
• Question assumptions
• Complement current practices

Model Characteristics

• Practical (participation) and academic components (student research) - What do these experiences mean to students, their school, and their community?
• Focus on physical activity
• Incorporates sports education
  • Recognize roles in community
  • Access issues; gender, race, class issues
  • Gain appreciation

Emphasis of Standards within Cultural Studies

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Minor

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Minor

3. Participates regularly in physical activity. Major

4. Achieves and maintains a health-enhancing level of physical fitness.

Minor

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Major

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Major

Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11docsity.com

Benefits of Model

• Relevance of foundation courses
  • Sociology, philosophy, etc.
• Meaningful connections to society
• Creates critical consumers
  • Physical activity
  • Significance in society

Assessments

• Posters or flyers
• Individual presentations
• Journal writing
• Team portfolios
• Personal sport autobiography

Cautions to Teachers

• Start with one unit
• Balance class time
• Choose a familiar sport
• Clear rationale
• Slowly incorporate homework