Chap 3 Recreational Sports in School Curriculum
Chap 3 Recreational Sports in School Curriculum
recreational sports
Recreational Sports In The
School Curriculum
Curriculum Design
Building a
Recreational Sports
Based Program
Community Environment
Values, attitudes, beliefs of the community
Social
Economic
Cultural
Political
Community resources
Communitys historical background
Geographical location
School Environment
School charter
Policies school and PE
School curriculum pattern
Streaming
Integrated subjects
Multi year levels
Timetabling
# classes
Time duration, of day
# students
Gender
Resources
Finances
Facilities
Equipment
Staff
Number
Gender
Age
Socio-economic background
Interests
Expertise
Legal responsibilities
ratios
Student Needs
Individual
Variety of content and delivery modes
Broad - meet diverse needs
Too broad - less effective
Physical safety
Psychological safety
Self efficacy
Social approval
Students Interests
Age
Gender
Socio-economic status
Ethnic and racial background
Goals
Level of commitment
Talents
Fitness level
Experience
Questionnaire
Attitudes
Observation
Interviews/chat
Individual, focus group
Curriculum Patterns
The way curriculum is delivered
May include a number of pedagogical
approaches
Content centred or Student centred
Easy to coordinate
Cons
Often inadequately planned and
implemented
Repetition - boredom
Fail to develop
skills past basic level
concepts necessary to understand the
purpose of physical activity throughout life
Research improves
Strategy, participation, team play
4. Culminating event
5. Record keeping feedback
6. Festivities / rituals
Cons
Need many classes scheduled at the
same time
Needs commitment, enthusiasm and
organisation from
teachers
Strategies
Movement
Fitness
Based on assumption
Pros
Approach readily adaptable to individual
differences and environments
Often liked by non excelling students
Apply concepts to real game situations
Cons
May not learn specific skills
Need mature FMS
More appropriate to Secondary school PE
Concept understanding may not transfer to new
skills and situations
Requires > teacher knowledge
Game structure
Select developmentally appropriate game forms
Modify games without violating the basic principles of
the theme
Assumptions
Assumes students go through same
development stage at same rate & age
Widely accepted
Often combined with activity based
curriculum
Assumes development will occur
automatically through participation in
motor activities