Physical Education Curriculum: Concepts, Scope, Sequence, and Activities, Slides of Physical Education and Motor Learning

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Designing the Concepts

Curriculum

Exit Outcomes

Program Outcomes

Course Outcomes

Unit Outcomes

Lesson Outcomes

Elementary

Middle

High (^) Choice

Foundation skill

Develop a Scope & Sequence

• What should students know by the end of their learning experiences in a program? - K- - 6- - 9-
• How will you sequence those learning experiences?

Curriculum Development

• Criteria for selecting activities to include:
  • Relevance to goals and desired outcomes
  • Is it personally meaningful to students?
  • Is it practical to the program? Can you teach it?

Relevance Issues

• Obtain information to help guide decisions on curriculum development - From research and current literature - From observation and visitations of exemplary programs - Expert opinions of people who are members of your curriculum group

Qualitative Issues

• To what extent is „living in‟ the program a pleasurable, fun experience?
• While we look to long-term benefits, we must also consider is present life „in‟ the program enjoyable?
• Make an effort to select activities that provide a focused, meaningful experience for students

Appropriateness of activities

• A dilemma often is whether to limit a program to current student interests or to expand their interests
• Do students have the pre-requisite skills, conditioning, or knowledge for experiences you want to include?

Sequence Decisions

• Attempt to provide continuity and progression within each unit of instruction as well as from unit to unit and year to year
• Things to consider:
  • Developmental readiness of students
  • Interest/motivation of students
    • This may peak at certain ages or times of year

• Quality programs are not limited to conditioning activities, but provide an educational perspective that emphasized understanding as well as performance - Cognitive knowledge about the relationship between health and affective development - Affective dispositions to pursue regular activity

Deliver “Up”

• Do lesson outcomes lead “up” to achievement of exit outcomes?
• Do you tie a fitness concept to a physical activity?
• How well do you use a “set induction” to introduce the lesson, explain the lesson content, and provide a closure activity for assessment of outcomes?