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Tables of Contents for The Curriculum Process in Physical Education
Chapter/Section Title
Page #
Page Count
Preface
xi
Part 1 Curriculum Theory
7
62
1 Introduction
7
12
Outline
7
1
Scenario: Education for Peace Curriculum, 2035 A.D.
8
3
Curriculum As Praxis
11
2
What Is Curriculum?
11
1
What Is Praxis?
12
1
Why Define Curriculum As Praxis?
12
1
How Do We Study Curriculum As Praxis?
13
2
Elements of Praxis: Ideology, Discourse, Action
13
1
Elements of Curriculum Theorizing
14
1
Why Study Curriculum Theories?
15
1
Summary
16
1
References
16
1
Recommended Readings
17
2
2 Curriculum Value Orientations
19
24
Outline
19
1
Curriculum Metaphors
19
4
Metaphor of the Marathon
20
1
Metaphor of a Fine Dining Experience
20
1
Metaphor of the Service Station
21
1
Metaphor of Building
21
1
Metaphor of Space Exploration
21
1
Use of Metaphor in Curriculum Study
22
1
Value Orientations in Curriculum Development
23
6
Disciplinary Mastery
23
2
Self-Actualization
25
1
Social Reconstruction
26
1
Learning Process
27
1
Ecological Integration
28
1
Historical Perspective on Value Orientation in Physical Education Curricula
29
4
Clarifying Physical Education Curriculum Value Orientations
33
3
Subject Matter Content
34
1
Personal or Individual Development
35
1
Social-Cultural Goals
35
1
Teacher Value Orientations
36
3
Summary
39
1
References
40
1
Recommended Readings
41
2
3 Overview of Physical Education Curriculum Models
43
26
Outline
43
1
Curriculum Models Developed from Different Value Orientations
44
1
Generic Curriculum Models
45
1
Models Based on Subject Matter Perspectives
45
5
Sport Education Model
46
1
Fitness Education Model
47
2
Movement Analysis Model
49
1
Models Based on Other Value Orientations
50
4
Developmental Model As a Reflection of Self-Actualization Perspective
50
2
Personal Meaning Model Generated from Ecological Integration Perspective
52
2
Role of Learning Process and Social Reconstruction Value Orientations
54
1
Learning Process Orientation
54
1
Social Reconstruction Orientation
54
1
Analysis of Physical Education Curriculum Models
55
4
Value Orientation
55
2
Individual Development
57
1
Social-Cultural Goals
58
1
Subject Matter Content
58
1
Impact of Models on School Programs
58
1
Summary
59
1
References
60
1
Recommended Readings
61
8
Part 2 Curriculum Planning
69
102
4 Understanding the School Setting
69
26
Outline
69
1
Descriptions of School Settings
70
4
Who Are Our Students?
70
1
Descriptions of Physical Education Classrooms
71
3
Promoting Student Diversity
74
12
Developing an Awareness of Student Diversity
75
6
The Role of Schools in Promoting Social Change
81
2
Legal Requirements
83
2
Assumptions about Diverse Learners
85
1
Designing Curricula That Are Meaningful to Diverse Students
86
3
Student Engagement
86
2
Group Membership
88
1
Summary
89
1
References
90
1
Recommended Readings
91
4
5 Processes of Curriculum Innovation and Change
95
26
Outline
95
1
The Politics of Change
96
5
Complexity and Multidimensionality of Curriculum Change
96
1
Curricular Decision Making: Questions of Value and Power
97
4
Initiating and Sustaining Curricular Change
101
8
Top-Down Change Strategies
101
1
Bottom-Up Change Strategies
102
2
Coordinating Efforts from Top-Down and Bottom-Up Innovators
104
1
Designing and Implementing Total Program Change
105
1
Creating Innovations within a Process of Change
106
3
Changing Your Curriculum
109
6
Why Change?
110
1
What Will You Change?
111
4
How Will You Change?
115
1
Summary
115
2
References
117
1
Recommended Readings
118
3
6 Curriculum Design
121
50
Outline
121
1
Approaches to Curriculum Planning
122
1
Curriculum Design Decisions
123
1
Value Base and Program Goals
124
7
Program Goals
125
3
Instructional Objectives
128
3
Learning Activities
131
18
Importance of the Conceptual Framework
132
1
Criteria for Selection of Educational Activities
133
2
Scope and Sequence
135
9
Structuring Units
144
5
Assessment and Evaluation
149
13
Who Is a Physically Educated Person?
150
6
Needs Assessment
156
1
Assessment Tools and Techniques
157
5
Summary
162
1
References
163
2
Recommended Readings
165
6
Part 3 Curriculum Implementation
171
130
7 Sport Education Model
171
24
Outline
171
1
An Overview of Sport Education
172
1
Goals and Desired Outcomes
173
2
Assumptions Based on Sport as Play
174
1
Definition of a Physically Educated Person
175
1
Conceptual Framework
175
5
Theoretical Organization of the Knowledge Base in Sport Education
175
2
Scope and Sequence
177
1
Characteristics of Sport Education
178
2
Role of the Teacher
180
2
Teaching Skill and Knowledge about Sport
180
1
Creating Developmentally Appropriate Sport and Instructional Experiences
181
1
Program Designs
182
8
One Teacher-One Class Design
183
3
Multiple Teacher-Multiple Class Design
186
4
Comparison with the Multiactivity Approach to Physical Education
190
2
Contributions
190
1
Criticisms
191
1
Summary
192
1
References
193
1
Recommended Readings
193
2
8 Fitness Education Model
195
26
Outline
195
1
Background
195
2
Early School Fitness Programs
195
1
Philosophy and Value Orientation
196
1
Goals and Desired Outcomes
197
2
Student Fitness Status
198
1
Active Adult Lifestyle
198
1
Health Enhancement
199
1
Conceptual Framework
199
1
Role of the Teacher
200
3
Guide a Vigorous Activity Program
200
1
Teach Healthy Lifestyle Management
200
1
Build Commitment to an Active Lifestyle
201
1
Administer a Sound Fitness Testing Program
202
1
Program Designs
203
14
Fitness in Elementary School Physical Education Programs
203
1
A Middle School Fitness Program
204
3
A High School Fitness Course
207
4
Fitness Education within a Health Enhancement Program
211
6
Summary
217
1
References
218
1
Recommended Readings
219
2
9 Movement Analysis Model
221
26
Outline
221
1
Origins of the Movement Analysis Model
222
4
The American Perspective
222
1
The English Perspective
223
1
Concept-Based Approaches to Skillful Movement
223
1
Rationale for the Articulation of K-12 Curriculum
224
2
Goals and Desired Outcomes
226
3
Assumptions
226
3
Definition of a Physically Educated Person
229
1
Conceptual Framework
229
3
Structure of Knowledge
229
1
Application of Knowledge
230
2
Role of the Teacher
232
6
Teach the Body of Knowledge
232
4
Create Tasks to Encourage the Application of Knowledge
236
1
Design Cross-Curricular Connections
236
1
Plan Developmentally Appropriate Tasks
237
1
Program Designs
238
4
Movement Education Model for Elementary School
238
2
Kinesiological Model for Secondary School
240
1
Designing a K-12 Movement Analysis Curriculum
241
1
Summary
242
1
Characteristics of the Movement Analysis Model
242
1
Critique
242
1
Comparison with the Multiactivity Model
242
1
References
243
1
Recommended Readings
244
3
10 Developmental Model
247
24
Outline
247
1
Origins of the Developmental Model
248
4
The Developmental Perspective
248
1
Themes in Developmental Curriculum
249
3
Goals and Desired Outcomes
252
2
Assumptions
253
1
Definition of a Physically Educated Person
254
1
Conceptual Framework
254
6
Role of the Teacher
260
2
Integrative Perspective
260
1
Creation of an Appropriate Environment
260
1
Individual Appropriateness
261
1
Development of Responsible Behaviors
261
1
Program Designs
262
3
Elementary School Developmental Model
262
1
Secondary School Developmental Model
263
2
Summary
265
3
Characteristics of the Developmental Model
265
1
Critique
266
1
Comparison with Other Models
267
1
References
268
1
Recommended Readings
269
2
11 Personal Meaning Model
271
30
Outline
271
1
Background
272
2
Origins
272
1
Basic Beliefs
273
1
Goals and Desired Outcomes
274
2
Holistic Individual Development
274
1
Social Responsibility
275
1
Future-Oriented World Citizenship
276
1
Conceptual Framework
276
3
Role of the Teacher
279
2
Provide a Wide Range of Learning Opportunities
279
1
Create a Supportive Learning Environment
280
1
Emphasize Self-Management and Self-Direction
280
1
Encourage Positive Attitudes toward Social Change
281
1
Program Designs
281
10
A Classic PPCF Curriculum Design: Calgary, Alberta, Canada
281
2
Implementing a New K-12 Personal Meaning Program: Proctor, Vermont
283
5
The Personal Meaning Fitness Education Model
288
1
Other Frameworks Emphasizing Personal Meaning
289
2
Summary
291
3
References
294
1
Recommended Readings
295
6
Part 4 Reflecting upon the Curriculum
301
74
12 Program Evaluation
301
28
Outline
301
1
Curriculum Evaluation in Process: Three Examples
301
5
Central High School
302
1
Lake County Elementary Schools
303
1
Cedar City Schools
304
2
Purposes of Evaluation in Physical Education
306
1
Issues in Program Evaluation
306
8
Should Evaluation Strengthen Ends or Means?
307
1
Which Evaluation Model Shall We Use?
308
2
What Is the Role of Quantative and Qualitative Evaluation?
310
2
Will National Standards Lead to Improved Programs?
312
2
The Curriculum Evaluation Process
314
11
Clarification of Value Orientation and Program Goals
315
2
Development of the Evaluation Plan
317
3
Selection of Evaluation Instruments and Techniques
320
2
Study of the Instructional Process in Progress
322
2
Making Recommendations for Program Improvement
324
1
Summary
325
2
References
327
1
Recommended Readings
328
1
13 Curriculum Issues and Concerns
329
46
Outline
329
2
Sport in Education?
331
2
Warren P. Fraleigh, State University of New York, College at Brockport
Should We Teach Morality? The Issue of Moral Education
333
4
Sharon Kay Stoll, University of Idaho, Moscow
How the Profession of Sport and Physical Education Might Provide Experiences Basic to World Peace
337
3
Earle F. Zeigler, The University of Western Ontario, London, Ontario, Canada
Laura J. Huelster, University of Illinois, Champaign-Urbana
The Three-Dimensional Model of Movement Curriculum Together with Some Comments toward a Resolution of the Objectives Problem
340
3
Peter J. Arnold, Moray House Institute of Education, Heriot-Watt University, Edinburgh, Scotland
For What Are Teachers Accountable?
343
5
Gary D. Sinclair, University of British Columbia, Vancouver, Canada
The Reversal Effect
348
6
J. N. Vickers, Neuro-Motor Psychology Laboratory, University of Calgary, Alberta, Canada
Assessment as an Instructional Process
354
3
Mary Lou Veal, University of North Carolina at Greensboro
Beyond Exercise, Sports Skills, and Time on Task: Toward a Socially Critical Curriculum for Physical Education
357
3
George H. Sage, University of Northern Colorado, Greeley
Seeking a Gender-Sensitive Physical Education
360
4
Patricia Vertinsky, University of British Columbia, Vancouver, Canada
A Valuing of Multicultural Education in HPERD
364
3
Doris R. Corbett, Howard University, Washington, DC
Multicultural Education: A Struggle with the Gap between Theory and Practice
367
2
Elizabeth S. Bressan, University of Stellenbosch, Republic of South Africa
Physical Education and Cultural Relevance: A Personal Statement
369
6
David Kirk, Deakin University, Victoria, Australia
References
375
10
Recommended Readings
385
8
Index
393