Quality PE Curriculum and Program

Think, Pair, Share
 Why did you choose to become a health and physical
education teacher? Start by writing down three responses on
paper.
PE Program and
Curriculum
Big Picture
Purpose of PE
 This should roll right off your tongue! What is it? Don’t
answer out loud, write on your paper in one sentence or less.
 Answer: Promote lifetime physical activity and fitness
 Everything we do should be looked at through this lens
 SHAPE – “The goal of physical education is to develop physically
literate individuals who have the knowledge, skills and confidence
to enjoy a lifetime of healthful physical activity.”
New PE
 emphasizes knowledge and skills for a lifetime of physical
activity;
 is based on national standards that define what students
should know and be able to do;
 keeps students active for most of class time;
 provides many different physical activity choices;
 meets needs of all students, especially those who are not
athletically gifted;
 features cooperative, as well as competitive, games
Dr. Woolard (www.drwoolard.com)
New PE
 develops student self-confidence, fair play, and
responsibility and eliminates practices that humiliate
students
 assesses students on their progress in reaching goals,
not on whether they achieve an absolute standard;
 promotes physical activity outside of school;
 focuses, at the high school level, on helping adolescents
make the transition to a physically active adult lifestyle;
 is an enjoyable experience for all students.
Curriculum
At it’s most basic, curriculum defines
1. What is taught…
Content
2. How it is taught…
Process
Q&A
 What document(s) defines the content of PE and what
students should learn as a result of instruction?
Standards
 Define what students in our field “should know and be able to
do.”
 Standards should permeate planning, instruction, assessment,
and reflection
 The continuous cycle permeating planning, teaching, assessing
and reflecting
Who created the standards
 SHAPE America – Society of Health and Physical Educators
 http://www.shapeamerica.org
 http://www.shapeamerica.org/standards/pe/Mission
 SHAPE’s mission is to advance professional practice and
promote research related to health and physical education,
physical activity, dance, and sport.
National Standards
 Standard 1-The physically literate individual demonstrates competency in
a variety of motor skills and movement patterns.
 Standard 2-The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
performance.
 Standard 3-The physically literate individual demonstrates the knowledge
and skills to achieve and maintain a health-enhancing level of physical
activity and fitness.
 Standard 4-The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
 Standard 5-The physically literate individual recognizes the value of
physical activity for health, enjoyment, challenge, self-expression and/or
social interaction.
Pennsylvania Department of
Education (PDE) Standards
Academic Standards for Health, Safety and
Physical Education
This document includes Academic Standards for
Health, Safety and Physical Education in these
categories:
 10.4 Physical Activity
 10.5 Concepts, Principles and Strategies of Movement
What Should You Know about
Curriculum Development
and Content…
Curriculum written at the SHAPE level are written
broadly to address every state in the United
States.
Curriculum at the district level is written to address
the needs of citizens within a specific geographic
region and student needs relative to their
environment and local opportunities.
Domains of Learning
Before standards, curriculum and learning goals were often
thought of in three domains. Domains provide insight concerning
the methods and techniques through which PE teachers provide
information.
- Psychomotor – physical involving movement (perform, mirror)
- Cognitive - knowledge or mind based (identify, state, describe)
- Affective - beliefs, feeling or emotions (communicate respectfully,
play by the rules, demonstrate teamwork)
also
 Psychomotor – the doing or physically engaged child
 Cognitive – the thinking or mentally engaged child
 Affective – the feeling or emotionally engaged child
Group Work
 Create a list of 10 activity units your group would teach for a 10th
grade physical education class.
 What factors influenced your decisions?
Activity Selection & Sequence
Concerns:
 “I lost interest in gym…because we played the same games over
and over. There are only so many times one can play pickleball or
mat-ball without going insane.”
 “There was very little focus on fitness, and most of the activities
revolved around team sports.
 “I disliked physical education class because we mostly played sports
that were not interesting to me.”
 “Ninth grade physical education was the same thing as all the
previous years.”

“There was very little focus on fitness, and most of the activities
revolved around team sports.”
Activity Selection & Sequence
 Compare to
 Corbin, C. B. (2001). The “untracking” of sedentary living: A call for action.
Pediatric Exercise Science, 13(1), 347-356.
Activity Selection & Sequence
 Compare to:
 National Sporting Goods Association (NSGA)
 2011 Participation - Ranked by Total Participation
 Possible activities in PE
Activity Selection & Sequence
Sequencing an activity unit
 You are teaching a 6 lesson basketball unit in the
8th grade, what would your instructional focus be
on each day?
 Day 1 –
 Day 2 –
 Day 3 –
 Day 4 –
 Day 5 –
 Day 6 –
 Your try
Activity Selection & Sequence
 Sequence – Prevents same thing year after year
 Levels of Activities:
Level 1 - Discrete skills such as the bump, set, serve, and spike.
Level two - Combinations of skills such as forearm pass and set,
set and spike, serve and bump, three or more hits
Level three - Strategy concepts such as hitting to open spaces,
serve receive patters, returning to home base, and
communication
Level four – Small sided games such as 3 on 3 bumping only, 2
on 2 regulation allowing the ball to bounce, etc
 Appropriate level of challenge for each game or group
Level 5 – Regulation Activity (often not necessary)
Compare to Lesson Topics for Basketball
Instructional
Models
What are instructional/curriculum models?
• Answer: Prescribed content and mode(s) of
delivery
Why are they important?
• Answer: This is how you will be trained over
the next 3 ½ years
Movement Education (k-2)
 Focus is on developing the basic/universal movement which are the
building blocks of sports and physical activity.
 Based upon themes
 Traditional units are not used
 Where delivered: KIN 300
Fitness/Wellness (k-12)
 Built on the health related fitness components
 Muscular strength, muscular endurance, cardiovascular endurance,
flexibility, body composition
 Kelly Smith in Farmington
 Stations
 Technology (polar, fitness assessment)
 Weight room
 Often assessed via Fitnessgram
 Measures the five health related fitness components: body composition,
cardiovascular endurance, flexibility, muscular strength & muscular endurance
 Where delivered: KIN 104
Academic Integration (k-12)
 Cross curricular teaching
 Physical education incorporates reading, math, science, writing, history
into class.
 Other subjects are supposed to incorporate PE into their instruction?
 Often not the case
 Where delivered: throughout the program
Skill Themes (3-5)
 Developing individual sport skills using movement education
concepts.
 Typically taught in grades 3,4,5
 Functions as a bridge between movement education and sports.
 Examples
 Where delivered: KIN 300
Social Integration (K-12)
 Teaching personal and social responsibility through physical activity.
 Hellison’s Model
 Example 1, 2
 Character Education
 SUNY Cortland
 Character Counts
Sport Education (6-12)
 Teaching PE in ways modeled after a sport season
 Typically done in middle and high school
 5 components: season, affiliation, formal competition, culminating event,
records.
 http://www.plu.edu/~sported/
 Sample captain’s packet
 Where delivered: KIN 302
Adventure education
Fostering personal and social growth through
challenge by choice. Also exposes students to
lifetime activities.
 Other names: project adventure, team challenge,
outward bound
 PE
 Low elements: scenario, develop plan, execute, debrief
 High elements: overcoming fear, realizing potential, working in tandem, “rush”
 Where delivered: KIN 101 (elective class)
Elective Model
 Just do it :)
 Possible activities
Summary of Instructional Models
 K-2: movement education (forces, directions, pathways)
 3-5: skill themes (dribbling, striking, catching)
 6-8: tactical approach (soccer, Ultimate, badminton) and/or
sport education
 9-12: elective with guidelines, tactical and/or sport ed.
 Throughout: adventure, social integration, academic
integration
Assessment
 Done for every unit taught and linked back to the standards
 It is important to document what students are LEARNING
 If you can’t demonstrate learning, you’re asking to be cut
 Why assess?





Determine student learning
Determine student strengths & weaknesses
Analyze teacher strengths and weaknesses
Measure student progress
Others?
 Where delivered: KIN 347
Types of Assessments
 Traditional
 Pen, paper, homework, projects, portfolio etc
 Performance
 Demonstrated skill
 Alternative – Authentic
 Real world conditions
 Peer or self (completion grading)
 Rubrics
Think, Pair, Share
 Questions to Answer
 How good was the program and teachers at each grade level?
 What activities did the MS and HS program focus on?
 How did they assess you in the MS & HS?
Practice
 Now that you are a curriculum/program master, you’ll be
addressing one of the three following scenarios