Republic of the Philippines

UNIVERSITY OF PERPETUAL HELP SYSTEM – DALTA

Las Piñas

Master of Arts in Education Major in Physical Education and Sports

MAPES 204:
Curriculum and Materials
Development in PE and SPORTS

Elias Q. de Mesai Noel P. Aranda Ph. D

MAED – Physical Education and Sports Professorial Lecturer

CONCEPT OF CURRICULUM OF PHYSICAL EDUCATION AND SPORTS

INTRODUCTORY POINTS:
 Physical education has been a school subject for over century.
 Attention to this subject was most prominent fitness levels of youth and military were
found to be below par.
 The current obesity epidemic in youth has renewed interest in school programs.
 At the same time, school Physical Education has been squeezed in favor of time spent on
academic subjects.

What defines Physical Education program?

a. Content to be learned ( i.e. curricular choices)
b. Manner in which it is taught (i.e. the pedagogy)

The primary 20th Century Influences on Modern Physical Education

 Most dominant influence:
o “Education-through-the-physical”
o Major advocate: Clarke Hetherington
o A.K.A. the “New Physical education”
o Consistent with Dewey’s progressive education theory.
o Hetherington’s main focus:
 Organic Education
 Psychomotor Education
 Character Education
 Intellectual Education
o Hetherington’s focus resulted in development of:
 Program objectives
 Set lesson structures
 Set lesson plans
o Multi activity curriculum was a natural outgrowth > Most dominant program
approach even today.
o 1971: AAHPERD launches PEPI project.
 Aimed at informing public about objectives of school physical education.
1. Knowledge and skills about body and how it functions.
2. Is health insurance
3. contribution to academic achievement
4. Development of positive self-concept
5. Attaining social skills

NASPES’s Move Toward national Goals and Standards

o 1990s: First national content standards drafted
o Aimed at reaching national consensus on what constitutes:
“A physically educated person”
o A Physically Educated Persons
1. Competent in motor skills and movement patterns
2. Understands movement concepts, principles, strategies, tactics….
3. Participate regularly in PA….
4. Achieves and maintains health-enhancing level of fitness….
5. Exhibit Responsible personal and social behavior…
 6. Values PA for health, enjoyment, challenges, self-expression, and/ or social
interaction…

Important Curriculum and Instruction Influences

 What do you believe should be taught, and how should it be delivered?
Answer to this???? says a lot about your values & philosophy about teaching physical
education…..
 What constitutes a “Curriculum?”
o A sequence of activities from a particular instructional perspective leading to a set
of outcomes that reflects a set of values.
 Prominent C & I Models:
1. Skill themes
2. Health-related Physical education
3. Academic Integration
4. Personal & Social Responsibility
5. sport Education
6. Adventure Education
7. Teaching Games
8. Eclectic
 Skill themes Model
o Evolved from Movement Education
o British influence/ Rudolph Laban.
o US advocates Graham, Holt-Hale & Parker.
o Organized around three areas: Gymnastics, Dance, and Games.
o Focus on teaching about movement concepts ( e.g. force, location, direction,
levels, pathways).
o Skill Themes: Movements fundamental to later success in more complex
activities.
o Initially, Skills are taught one at a time.
o Minimal focus on competition.
o Focus on continues activity (ensuring MVPA)
o Skill development phases: Pre-Control, Control, combination, Proficiency:
 Health-related Physical Education Model
o Primary goal: Develop and value a physically active lifestyle.
o Central indicator: MVPA.
o Teacher’s role is to promote PA within and beyond regular classes.
o Focus on self-management skills: Planning, Goal setting, Self-Monitoring, Self-
reinforcement, resisting negative influences.
o Based on ecological approach (multiple levels of influence and environment) in
shaping PA opportunity.
o Several programs are available: SPARK, M-SPAN, PE for life, and Take 10!
o High school programs now often mirror health clubs in surrounding community.
 Academic Integration Model
o Influenced by emergency of Kinesiology’s sub-disciplines.
o Emphasizes teaching of disciplinary knowledge through activity.
o AAHPERED published “Basic Stuff” book series.
o Outgrowth: Integration with classroom subjects.
 o Valued at “magnet schools.”
o Prominence has dwindled (NCLB)
o Quite popular in Australia’s high schools (Mcdonald & Leitch, 1994)
o Rooted in Humanistic Education movement.
o Focus on personal growth and social responsibility skills.
o Lead advocate:
 Donald Hellison
o Physical education programs is used as the medium to assist youth in learning to
function effectively and more positivity in a complex environment.
o Prominent in urban schools.
o Popular in ES’s to help develop responsibility skills in children (
via “levels of responsibility” charts)
o No prescription for particular activities…
o Instead, the focus is on moving students to higher levels of responsibility.
 Sport Education Model
o Creation of more authentic, and develop mentally appropriate sport, fitness and
dance experiences.
o Based on “Play Education”
o Maintains key characteristics of sport: Seasons, Affiliation, Competition, Records,
Festivity, & Culminating Events.
o Gradually, students are offered more responsibility and ownership to help design
and conduct “real” sport seasons.
o Students learn about roles other than just player (e.g. Coach, Manager,
Statistician, Publicist, Scout etc.)
o Use of “duty Teams”: Referees, scorekeepers.
o Core assumption: Good competition is fun and educational.
o Balanced teams compete in modified game formats.
o Can be used starting at grade 3.
o Extensive research support has emerged. environment for especial
o Create more equitable environment for especially lower-skilled and non-
participating students.
 Adventure Education Model
o Main influences:
 Risk activities have educational potential.
 Public interest in outdoor recreation.
o Activities include backpacking, kayaking, climbing, caving, high-ropes courses,
team based problem-solving tasks.
o Two set of goals:
 Gain skill, participate safely, and gain satisfaction.
 Learn to problem solve, improve self-concept, and personal growth
(through more adventure-type and higher risk activities)
o Typically conducted in small group contexts.
o Can be taught in the outdoors AND school campuses.
o “Project Adventure”- resource for programmatic materials, equipment and
training resources.
 Teaching Games Model
 o 1986: Bunker,
o Increased emphasis on teaching about tactical aspect of game play.
o Skills and tactics are practiced in modified game contexts.
o Alan Launder (2001)
 Technique + Tactics = “Game Sense”
 Electric Model
o Historically, US teachers largely have been free to choose “what” and “how” to
teach.
o Reflects the dominance of the multi-activity model.
o Short units, wide variety of content, modest amounts of instruction, less chance of
developing sufficient competence.

Physical Education for Students with Disabilities

o Emerged primarily as a consequence of:
 1917 polio epidemic: “Corrective Physical Education”
 WW II personnel rehabilitation.
o 1960’s APE & Special Olympics emerge.
o Aimed at increasing opportunity for sport and recreation.
o Importance of extensive Federal legislation.
o PL 94-142: Requires access to PE and intramurals for all students with special
needs.
o “Least Restrictive Environment” (LRE) (placement)
o “Inclusion” (provision of support services)
o Inclusion advocates: Segregation is inherently unequal/discriminatory.
o Three main program types:
 Adapted: activities are modified to enable successful participation.
 Corrective: Rehabilitation of postural and body mechanics deficiencies.
 Developmental: basic fitness and skill development.
o “Adapted Physical Activity” encompasses
 The profession
 The inter-disciplinary field of study.
 The delivery of services.
o Main area within
 Teacher preparation programs
 AAHPERD (Adapted Physical Activity Council)
o Primary Research Journal: APAQ…

Prepared by
Elias Q. de Mesa
MAED – Physical Education and Sports