Standards-Based Physical Education Curriculum Development

by Lund, Jacalyn Lea; Tannehill, Deborah

• ISBN13: 9780763747169
• ISBN10: 0763747165
• Format: Paperback
• Copyright: 2005-05-15
• Publisher: Jones & Bartlett

Summary

Standards-Based Physical Education Curriculum Development has been developed around the theme of the National Association of Sport and Physical Education (NASPE) standards for K-12 physical education. This innovative guide has been designed to teach students about the process of writing curriculum in physical education and was written by experts who have had specific experience designing and implementing this thematic curriculum. The text begins by looking at the national physical education standards and then examines physical education from a conceptual standpoint, addressing the "so what" of physical education. it then goes on to examine the development of performance-based assessments designed to measure the extent of student learning. The second part of the text explores the various curricular models common to physical education: sport education, adventure education, outdoor education, traditional/multi activity, fitness, and movement education. it goes on to describe each model, provide examples of curriculums that use it, show how the model links with physical education standards, and provide appropriate assessments for it.

Table of Contents

Foreword	xiii
Introduction	xvii
About the Authors	xxi
Section I The Curriculum Process
Introduction to Standards-Based Curriculum Development	3	(13)
Jacalyn Lund
Deborah Tannehill
What Is Curriculum?	4	(1)
What Is a Standards-Based Curriculum?	5	(1)
Why Have We Gone to a Standards-Based Curriculum?	6	(1)
What Triggered Educational Reform?	7	(2)
What Other Factors Have Influenced Curriculum Development?	9	(2)
Societal Interests	10	(1)
Mobility	10	(1)
Accessibility	10	(1)
Choice	10	(1)
Accountability	11	(1)
Time	11	(1)
How Does Planning Differ for Traditional Standards-Based Curricula?	11	(2)
The Role of Assessment in a Standards-Based Curriculum	12	(1)
Selecting Activities in a Standards-Based Curriculum	13	(1)
Conclusion	14	(1)
References	15	(1)
Building a Quality Physical Education Program	16	(30)
Deborah Tannehill
Jacalyn Lund
A Quality Program Stands for Something	17	(1)
Unpacking the Standards	18	(4)
What Would It Look Like to Unpack the Standards?	19	(3)
A Philosophy	22	(3)
Goods of Physical Education	22	(1)
Value Orientations	23	(2)
Articulating an Individual Philosophy	25	(1)
Developing a Programmatic Philosophy	25	(3)
Building the Curriculum	28	(1)
Goals	29	(1)
Assessment	29	(1)
Instruction	30	(1)
Curricular Considerations	30	(10)
Needs, Desires, and Characteristics of Learners	30	(3)
Values and Beliefs of the Community	33	(1)
Time	34	(1)
Scheduling Options	35	(1)
Scope and Sequence	36	(3)
Technology	39	(1)
Educational and Political Climate	39	(1)
Implications for Instruction	40	(2)
Teaching the Process of Learning	40	(1)
Backward Design of the Curriculum	41	(1)
Questions to Guide the Design of a Standards-Based Curriculum	42	(1)
Summary	43	(1)
References	43	(3)
Assessment in Curriculum Development	46	(32)
Jacalyn Lund
Deborah Tannehill
Thinking Like an Assessor	48	(2)
Traditional Assessments in Physical Education	50	(2)
Skill Tests	50	(1)
Written Tests	51	(1)
Fitness Tests	51	(1)
Performance-Based Assessments	52	(9)
Portfolios	53	(1)
Projects	53	(1)
Observations (Teacher, Self, Peer)	54	(2)
Game Play	56	(1)
Event Tasks	56	(1)
Role Plays	57	(1)
Interviews	57	(1)
Essays	58	(1)
Open Response Questions	59	(1)
Journals	60	(1)
Student Logs	61	(1)
Creating Rubrics for Performance-Based Assessments	61	(7)
Checklists	61	(1)
Point Systems	62	(1)
Analytic Rubrics	62	(2)
Holistic Rubrics	64	(4)
Using Curricular Assessments	68	(7)
Suggestions for Developing Curricular Assessments	73	(2)
Summary	75	(1)
References	76	(2)
Teaching All Kids: Valuing Students Through Culturally Responsive and Inclusive Practice	78	(22)
Gay L. Timken
Introduction and Overview	79	(2)
The Impact of Bias in Education	81	(3)
Teaching All Kids: Inclusive and Culturally Responsive Teaching	84	(13)
An Inclusive and Culturally Responsive Teacher Is Socioculturally Conscious	86	(4)
An Inclusive and Culturally Responsive Teacher Holds Affirming Attitudes Toward Students from Diverse Backgrounds	90	(3)
An Inclusive and Culturally Responsive Teacher Embraces the Constructivist View of Learning	93	(2)
An Inclusive and Culturally Responsive Teacher Learns About Students and Their Communities	95	(1)
An Inclusive and Culturally Responsive Teacher Has the Commitment and Skills Necessary to Act as an Agent of Change	96	(1)
Conclusion	97	(1)
References	97	(3)
Section II Introduction to Physical Education Curriculum Models
Cultural Studies Curriculum in Physical Activity and Sport	100	(30)
Mary O'Sullivan
Gary Kinchin
Overview of the Model	101	(5)
Characteristics of the Model and Unique Contributions	104	(2)
Philosophy of the Model	106	(5)
Relationship of NASPE Content Standards to Cultural Studies Curriculum	109	(2)
Benefits and Limitations of the Model	111	(6)
Sample Unit of the Cultural Studies Model	113	(4)
Learning Activities and Assessments for Use with the Model	117	(9)
Posters/Flyers	117	(1)
Individual Presentations	118	(2)
Journal Writing	120	(2)
Team Portfolios	122	(1)
Personal Sport Autobiography Assignment	122	(1)
Additional Learning Activities Appropriate for the Model	123	(3)
Disadvantages and Cautions to Teachers in Development of the Model	126	(1)
Summary	127	(1)
References	127	(3)
Personal and Social Responsibility	130	(24)
Melissa Parker
Jim Stiehl
Why Teach Personal and Social Responsibility?	131	(1)
Responsibility Defined	132	(2)
Premises Underlying Responsibility	134	(2)
Curriculum and Instruction	136	(1)
Responsibility as Instruction	137	(4)
Responsibility as Curriculum	141	(2)
The Standards and Personal and Social Responsibility	143	(1)
Benefits, Compromises, and Limitations	144	(1)
Benefits	144	(1)
Compromises	144	(1)
Limitations	145	(1)
Implementing a Responsibility Approach	145	(2)
In-School Responsibility Based Program	145	(1)
Class Setting	146	(1)
Assessment	147	(2)
Summary	149	(2)
References	151	(3)
Adventure Education in Your Physical Education Program	154	(22)
Ben Dyson
Mike Brown
Adventure Education	156	(1)
Experiential Education	156	(2)
Adventure Education in Physical Education	157	(1)
Essential Practices of Adventure Education	158	(7)
Experiential Learning Cycle	158	(6)
Full Value Contract	164	(1)
Challenge by Choice	164	(1)
How Adventure Education Can Address the National Standards	165	(8)
Assessment	172	(1)
Developing Your Adventure Curriculum	173	(1)
Concluding Thoughts	173	(1)
References	174	(2)
Outdoor Education	176	(22)
Jim Stiehl
Melissa Parker
The Appeal of Outdoor Activities	177	(1)
Conceptualizing Outdoor Activities	178	(1)
Instructional Considerations	179	(2)
Contributions to Student Learning	181	(5)
Examples of Programs	186	(5)
A Sample Lesson	191	(2)
Assessing Student Progress	193	(3)
Summary	196	(1)
References	197	(1)
The Skill Theme Approach to Physical Education	198	(22)
Shirley
Rudolf Laban and the Movement Analysis Framework	199	(1)
The Skill Theme Approach	199	(2)
Definition and Characteristics	201	(1)
Curriculum Content	201	(2)
Curriculum Development	203	(4)
Student Learning in Physical Education	207	(1)
A Standards-Based Curriculum	208	(3)
Implementation of the Skill Theme Approach	211	(1)
Planning the Theme	211	(1)
The Developmental Match	212	(1)
Planning the Big Picture	213	(2)
Assessment in the Skill Theme Process	215	(2)
Summary	217	(2)
References	219	(1)
Suggested Reading	219	(1)
Teaching Games for Understanding	220	(20)
Steve Mitchell
Judy Oslin
Rationale and Development of the Model	221	(7)
Invasion Games	225	(1)
Net/Wall Games	226	(1)
Striking/Fielding Games	226	(1)
Target Games	227	(1)
Curriculum Development in TGFU	228	(2)
The Tactical Games Model	228	(2)
Relationship of TGFU/TGM to the National (NASPE) K--12 Content Standards	230	(1)
Examples of TGFU/TGM in the Curriculum	231	(6)
An Introductory Net/Wall Game Unit	231	(6)
Assessment of Student Learning	237	(1)
Summary	237	(2)
References	239	(1)
Sport Education: Authentic Sport Experiences	240	(22)
Hans van der Mars
Deborah Tannehill
Sport Education Model: An Overview	242	(1)
Sport Education's Long-Term Goals	242	(1)
Sport Education's Short-Term Objectives	243	(5)
Sport Education: Its Main Features	248	(12)
Sport and Sport Education: Not the Same Game	251	(1)
Sport Education's Philosophy	252	(1)
Assessment Within Sport Education	253	(3)
Sport Education in Action: Tahoma Middle and High School	256	(1)
Sport Education: Its Benefits, Limitations, and Cautions	257	(3)
Summary	260	(1)
References	260	(2)
Fitness Education	262	(18)
Karen McConnell
Overview	263	(2)
Model Philosophy	265	(1)
Model Characteristics	266	(2)
Fitness Education and the National Standards	268	(8)
The Major Components	270	(2)
The Minor Components	272	(1)
Benefits and Limitations of Fitness Education	273	(2)
Student Assessment in Fitness Education	275	(1)
Fitness Education in Practice	276	(1)
Summary	277	(1)
References	278	(2)
Section III Keeping Your Curriculum Dynamic
Evaluating Your Physical Education Curriculum	280	(26)
Jacalyn Lund
Deborah Tannehill
Introduction	281	(1)
What Is Evaluation?	281	(1)
What Is Good Evaluation?	282	(3)
Systematic	282	(1)
Objective	283	(1)
Involve All Stakeholders	283	(1)
Be Thorough	283	(1)
Use Defensible Data Sources	284	(1)
Include an Evaluation of Context	284	(1)
Justifiable Conclusions	285	(1)
What Are the Purposes of Evaluation?	285	(2)
Are You Doing What You Intend to Do, and How Well Are You Doing This?	285	(1)
To Judge the Satisfaction of the Students	286	(1)
Program Improvement	286	(1)
Accountability: Are You Doing the Things that You Intend?	287	(1)
When Should You Evaluate?	287	(2)
How Should You Evaluate?	289	(6)
Indirect Measure of Program Effectiveness	295	(6)
Participation in After-School Programs	296	(2)
Participation in Non-School Programs	298	(1)
Preparation of Students: Do They Have the Necessary Skills to Move to the Next Level?	298	(1)
Enrollment in Elective Classes	299	(1)
Attendance, Dressing for Class, Participation	299	(1)
Grades	300	(1)
Number of Students Who Have to Repeat the Class	300	(1)
Student Fitness Levels	300	(1)
National Resources for Curriculum Evaluation	301	(1)
NASPE Stars Program	301	(1)
Physical Education Curriculum Analysis Tool (PECAT)	302	(1)
What to Do with Results?	302	(1)
Summary	303	(1)
References	304	(2)
It's Not Business as Usual	306	(13)
Deborah Tannehill
Jacalyn Lund
Multimodel Curriculum	307	(4)
Challenges for Change	311	(6)
Challenge 1: Go to Professional Conferences	311	(1)
Challenge 2: Read Professional Journals	311	(1)
Challenge 3: Share Your Passion for Physical Activity with Your Students	312	(1)
Challenge 4: Be a Role Model to Others	312	(1)
Challenge 5: Invite Guest Speakers to Your Class	313	(1)
Challenge 6: Expand the Physical Education Program Beyond the School Day	313	(1)
Challenge 7: Build Authentic Field Trips into Your Program	313	(1)
Challenge 8: Invite Parents to Visit Your Classes	314	(1)
Challenge 9: Use Technology in Your Classes	314	(1)
Challenge 10: Integrate Physical Education with Other Content Areas	315	(1)
Challenge 11: Advocate for Physical Education	315	(1)
Challenge 12: Get Involved on School Governance Committees	316	(1)
Challenge 13: Keep the Dust off the Curriculum Guides	317	(1)
Summary	317	(1)
References	318	(1)
Glossary	319	(16)
Index	335