Developing the physical education curriculum : an achievement-based approach /
030602s2004 iluac b 00110 eng
|aDeveloping the physical education curriculum :|ban achievement-based approach /|cLuke E. Kelly, Vincent J. Melograno.
|aChampaign, IL :|bHuman Kinetics,|cc2004.
|axi, 363 p. :|bill., port. ;|c29 cm.
|aIncludes bibliographical references (p. 345-347) and index.
|aFoundation of curriculum development -- The nature of curriculum -- Contemporary contexts -- Philosophical perspectives -- Physical education mandates and standards -- Education mandates -- Standards-based movement -- Physical education curriculum models -- Movement education -- Fitness education -- Developmental education -- Activity-based education -- Humanistic and social development -- Sport education -- Wilderness sports and adventure education -- Conceptually-based education -- Personally meaningful education -- Eclectic -- Achievement-based curriculum -- The achievement-based physical education curriculum -- Program planning -- Defining the content -- Assessing implementation planning -- Establishing the philosophy, goals, objectives, and polices -- Step 1, program philosophy -- Step 2, defining program goals -- Step 3, policies and resources -- Program planning -- Step 4, delineating objectives for each goal -- Step 5, establishing program goal emphasis -- Step 6, calculating available instructional time -- Step 7, calculating average objective mastery times -- Step 8, calculating how much content can be included in the curriculum -- Step 9, sequencing the content across the curriculum from the bottom up developmentally -- Step 10, developing teaching learning maps (TLMs) -- Step 11, creating a functional abc guide -- Developing functional assessments -- Assessment process -- Selecting/developing assessment instruments for the curriculum objectives -- Maximizing learning and effective teaching -- Maximizing learning -- Effective teaching -- Learning experiences -- Definition and structure -- Criteria for selection -- Individualization pattern -- Interaction pattern -- Accommodating special students.
|aPhysical education and training|xCurricula|zUnited States.
|aCurriculum planning|zUnited States.
|3Table of contents|uhttp://www.loc.gov/catdir/toc/ecip044/2003012466.html
Developing the Physical Education Curriculum: An Achievement-Based Approach presents a breakthrough model that guides physical educators step by step through the process of translating curriculum theory into functional practice. The achievement-based curriculum (ABC) approach is not bound to a particular curriculum theory or philosophy; rather, it provides educators with a systematic decision-making process to help them develop a curriculum that addresses unique and diverse needs. And it allows educators to incorporate national, state, and local content and assessment standards in their curricula. The book takes students through every phase of curriculum design: foundational understanding of design, planning, implementation, and evaluation. Further, it shows students how to document that their curriculum is workinga valuable asset in an era of budget cuts. Other special features of Developing the Physical Education Curriculum: An Achievement-Based Approach include the following: Opening Scenario, Expected Outcomes, and Making It Work special elements in each chapter to help students understand how to apply the books content in school settings and in their future work as teachers or administrators Instruction on implementing the curriculum and sharing it with others Strategies for planning, implementing, and evaluating a curriculum and establishing credibility for it Emphasis on student achievement as an indicator of a quality physical education program Forms and worksheets (completed examples and blanks) that give students a hands-on approach to developing, assessing, and revising a curriculum In Part I, teachers learn the foundation for curriculum development; examine physical education mandates, standards, and curriculum models; and are grounded in the achievement-based curriculum approach. In Part II, teachers delve into the active planning of a curriculum. They explore the philosophy, goals, objectives, and policies of a curriculum; program planning; and how to develop functional assessments. In Part III, teachers learn how to maximize student learning and enhance teacher effectiveness through developing assessment-based teacher templates and student learning formats. In Part IV, teachers learn how to evaluate student progress and program merit and how to use this information to be effective advocates for their physical education programs and their profession. Developing the Physical Education Curriculum: An Achievement-Based Approach presents the complete framework for an accountable curriculum that meets the diverse needs of students and the real-world challenges of physical educators.