Curriculum and Assessment for PE and Health Education 2K

Module 10 : Curriculum Models in PE and Health Education

Joy L. Acob, Instructor

A. INTRODUCTION

A curriculum model is a framework used to decide how to select, structure, and

sequence educational content, and a model is chosen based on how students learn, how a
teacher wants to educate students, and what the school district wants to emphasize in its
physical education courses.
Curriculum models are theme-based and reflect a specific philosophy about what is
most important in physical education. Each model provides a detailed map for decision-
making about teaching and learning. This map focuses on a detailed approach, including a
rationale, planning, implementation and assessment functions. The learner is the central
consideration when planning using the models with due regard to the resources available
in the school. While each model provides a unique set of learning experiences, it is up to
the physical education teacher to decide which models will be included in their physical
education curriculum in senior cycle. As teachers build their familiarity with the models, it
is envisaged that a greater range of models will be included.
Overall, the Physical education and Health curriculum serves the purpose of
standardizing the curriculum in a school district across schools and ensuring equitable
education for all students. It also results in improved teacher quality and increased
consistency in instruction.

B. LESSON PROPER

Curriculum Models in PE and Health Education

In planning lessons, teachers can choose from a variety of instructional models and
their corresponding strategies and methods.

Curriculum Model
- Provide a basis for decisions regarding the selection, structuring, and
sequencing of educational experiences.
- is a teacher’s philosophical orientation to teaching.
- It is related to theories of learning including behaviorism, cognitivism,
constructivism, social interactionism, and others.

1. Direct Instruction
- It is systematic, structured and sequential teaching.
- Its basic steps include presenting the material, explaining, and reinforcing it.
- According to Borich (2001), direct instruction methods are used to teach facts,
rules, and action sequences.
 - Direct instruction methods include compare and contrast, demonstrations,
didactic questions, drill and practice, guides for reading, listening and viewing,
lecture, etc.
- Direct instruction is often characterized by carefully structured lessons, clearly
defined teaching activities, and constant student evaluation in order to provide
feedback and corrective instruction.

Assumptions about teaching:

- The teacher is the main source of content and should be centrally involved in
planning and implementation; The teacher has the requisite content knowledge
and should place that content into smaller learning tasks; The teacher should
manage the complexity of the learning environment to maximize engagement.

Assumptions about learning:

- Learning occurs in incremental steps when the learner has a clear
understanding of the task and the criteria for success; learning occurs when
behaviors become reinforced by positive outcomes; learners need very high
rates of opportunities to respond (i.e. engagement) in order to shape their
learning into the desired performance form or outcome.

The six operations for teachers

1. Review of previously learned material.
2. Presentation of new content/skill.
3. Initial student practice.
4. feedback and correctives.
5. Independent practice.
6. Periodic reviews.

2. Indirect Instruction
- It is a teaching strategy in which the learner is an active and not passive
participant.
- Indirect instruction methods are used for concept learning, inquiry learning and
problem-centered learning (Borich 2011).
- Indirect instruction methods include case study, close procedure, concept
formation, inquiry, problem solving, reflective discussion, etc.

3. Interactive Instruction
- It is teaching that addresses learners’ need to be active in their learning and
interact with others including their teachers and peers.
- Interactive methods of teaching include brainstorming, debates, cooperative
learning, interviewing, small group discussion, whole class discussion, etc.

4. Experiential Instruction
- It is teaching students by directly involving them in a learning experience.
- This strategy emphasizes the process and not the product of learning.
- Experiential learning methods include games, experiments, field trips, model
building, field observations, role play, simulations, etc.
5. Independent Study
- It is teaching in which the teacher’s external control is reduced and students
interact more with the content (Petrina in press).
- Independent study methods aim to develop learners’ initiative, self-reliance,
and self-improvement and include assigned questions, correspondence lessons,
computer assisted instruction, essays, homework, learning contracts, reports,
research projects, etc.

6. Developmental Model

7. Personal meaning Model

8. Multi-Activity Model

9. Fitness Education Model

10.Movement Analysis Model

11. Adventure Model

12. Sport Education

- A learner-centered approach where the educator assumes the role of
facilitator. Learners are arranged in teams and engage in a variety of roles such as
 coach, time keeper, official, player, etc. A combination of direct instruction,
cooperative small-group work, and peer teaching, rather than total reliance on drill-
oriented teaching is utilized.
- Students participate as members of teams in seasons that are longer than
the usual physical education unit. They take an active role in their own sport
experience by serving in varied and realistic roles that we see in authentic sport
settings such as captains, coaches, trainers, statisticians, officials, publicists, and
members of a sports council. Teams develop camaraderie through team uniforms,
names, and cheers as they work together to learn and develop skill and tactical play.

The three major goals that guide program development for students in Sport
Education
- This means that teachers must design learning experiences that facilitate students
learning in realistic settings.
1. A competent player
- has sufficient skills to participate satisfactorily, can execute strategies that are
appropriate for the complexity of the game being played, and is a
knowledgeable player.

2. A literate player
- understands and values the rules, rituals, and traditions of sport, and is able to
distinguish between good and bad sport practices in a variety of sport settings.

3. An enthusiastic player
- is one who preserves, protects, and enhances the sport culture through
participation, involvement, and appropriate behavior.

Objectives of Sport Education

In order to achieve these goals, students need to develop a set of objectives which
Siedentop (1994) has identified.

1. Develop skills and fitness specific to particular sports.

2. Appreciate and be able to execute strategic play in sports.
3. Participate at a level appropriate to their stage of development.
4. Share in the planning and administration of sport experiences.
5. Provide responsible leadership.
6. Work effectively within a group toward common goals.
7. Appreciate the rituals and conventions that give particular sports their unique
meanings.
8. Develop the capacity to make reasoned decisions about sport issues.
9. Develop and apply knowledge about umpiring, refereeing, and training.
10. Decide voluntarily to become involved in after-school sport.

Features of Sport Education

Siedentop (1994) developed five features that make sport special.

1. Seasons
 - Sport is played in seasons

2. Affiliation
- Students participate as members of a team

3. Formal Competition
- A schedule of competition is built into a season amidst practice sessions

4. Culminating Event
- Sport recognizes individual and team performance through a concluding
event

5. Keeping Records
- Records of individual and team performance provide feedback to students
and encourage goal setting for improvement

Roles
- Every team or organization has many different roles and responsibilities which
need to be performed in order for success to be obtained. In Sport Education, this
aspect of sport is emphasized through students fulfilling the responsibilities of an
assigned role. These together create a "team" environment in which all students
can take part. For example, a student who is not especially athletic or interested in
a sport may be engaged by a specific role that emphasizes an individual strength.
- Roles should be specific to the sport and should be chosen and assigned as the
season begins. Most often the roles are created by the teacher but are assigned by
the teams who will fulfill them. Those who are beginning to incorporate Sport
Education should note that it is not a necessity for teachers to include numerous
roles. It is perfectly fine to start out with only one or two roles and to slowly
implement more and more as you go.

The following are some possible roles that may be used:

1. Coaches - directs skill and strategy practice, helps make decisions about lineups,
turns in lineups to teachers or managers.
2. Captains - leads warm-ups, helps solve team problems, provides general leadership
for their teams.
3. Assistant Coaches or Captains - helps captains or coaches, takes over their
responsibilities if absent.
4. Referees/Officials - manages contests, makes rule decisions, teaches the rules of the
sport to teammates.
5. Scorekeepers - records scores during games, keeps track of sport specific
rule violations, turns over final records to the appropriate person (teacher,
manager, statistician).
6. Statisticians - records team and individual performance statistics, compiles game and
season stats, interprets data, and turns summarized data over to the
 appropriate person (teacher, publicist, manager).
7. Publicists - publicizes records and statistics through things such as: weekly sports
sheets, the school newspaper, posters, or special created sport education
newsletter. Publicists can also be called sports information directors.
8. Managers - takes care of administrative duties of the team, turns in appropriate
forms, helps get team players to the right location.
9. Equipment Managers - maintains team equipment, sets-up and takes-down
equipment.
10. Trainers - notifies teacher of injury, leads daily warm-ups appropriate to the sport.
11. Sports Council or Sports Board - makes final decisions on problems that may come
up with the fair play rules and competition schedules, may be in charge of
picking teams.
12. Broadcasters - introduces players and provides play-by-play calls during competition.
13. Festivity Coordinators - arranges final banquet, creates team poster, cheer, and end of
the season awards.

Team Selection
- There are many ways to create teams in your classroom for a sport education
season. The selections of teams are important for the success of your season. If
your teams are not selected equitably, one team may dominate competition
lessening the experience for all participants. There are two things to consider when
selecting teams, the method of selection and the team size.

The size of the teams can be adjusted for different purposes. These are things to
consider when thinking about team sizes:
1. Create smaller teams within a large team
2. Factor students who are often sick or absent from class
3. Create an uneven number of teams so that you can have a duty team
4. Create teams with uneven numbers of players so that the extra player can serve on
the
duty team
5. Develop clear criteria for students who are selecting the teams

6. Select teams when students are familiar with the sport. If the students picking
teams
do not know the skills needed to be successful in a sport how are they supposed to
place people in equitably skilled teams?

When selecting teams some of the methods of selection are:

1. The teacher selects the teams in advance. Places teams in accordance to skill,
knowledge, attitudes, and attendance.
2. Select a sport council that will pick the teams, and then the council will draw out of
a
hat which team they will be on.
 3. Team captains choose players through a lottery
4. Players may rank themselves according to their ability and are placed in teams by
teacher or students.

Officiating
- In Sport Education students are taught and expected to officiate games. This
requires students to have knowledge of rules, to become proactive in competitions,
and they learn to self govern their own games.
- One question you might have is, “Do the officials get to play in the
competition?” The answer is “Yes,” players that are assigned to jobs like
scorekeepers and referees perform their job during a “Duty Round”. If you are
playing a round robin tournament you can create a bracket where teams that are
not playing are assigned to a duty court. This is where the referees and
scorekeepers perform their jobs. This is also a great chance for coaches and players
to scout other teams, create strategies, or finish projects.
- Creating authenticity suggests that you allow referees to wear referee jerseys; blow
whistles, or sound-makers when there is a rule infraction. You will find that this
will increase student participation and authenticity. Soon all your students will be
asking you if they can switch roles and be the referee.

C. REFERENCES
Models-Based Practice
https://phecanada.ca/activate/models-based-practice
Teaching Methods
https://teach.com/what/teachers-know/teaching-methods/

Curriculum Models- Teaching Physical Education- Jaypee Institure of Information and

Technology. Www.docsity.com