Importance of recreational sports

Recreational Sports In The School Curriculum

Curriculum DesignBuilding a Recreational Sports Based Program

What, when, how you teachWhy underpinning

Not just teachers interest

Actual curriculum = proposed curriculum NOT hidden curriculum

Developing School CurriculumMust be based on NPEKSSRCommunity EnvironmentSchool EnvironmentLearners

Community EnvironmentValues, attitudes, beliefs of the communitySocialEconomic CulturalPoliticalCommunity resourcesCommunitys historical backgroundGeographical location

School EnvironmentSchool charterPolicies school and PESchool curriculum patternStreamingIntegrated subjectsMulti year levelsTimetabling# classesTime duration, of day# studentsGender

ResourcesFinancesFacilitiesEquipmentStaff

Physical Education StaffNumberGenderAgeSocio-economic backgroundInterestsExpertiseLegal responsibilitiesratios

Student NeedsIndividualVariety of content and delivery modesBroad - meet diverse needsToo broad - less effective Physical safetyPsychological safetySelf efficacySocial approvalMeet expectations of others

Students InterestsAgeGender Socio-economic statusEthnic and racial backgroundGoalsLevel of commitmentTalentsFitness levelExperience

Determining Students Interests & NeedsTestsFitness, knowledge, skillQuestionnaireAttitudesObservationInterviews/chatIndividual, focus group

Curriculum PatternsThe way curriculum is delivered

May include a number of pedagogical approaches

Content centred or Student centred

Content Centred Curriculum PatternsEmphasise mastery and learning how to learn 1. Activity based curriculum patterns2. Concepts based curriculum patterns

1. Activity Based Curriculum PatternsMost common - traditionalCurriculum organised around activity units Participation is the goalProgressionBasic skills at PrimarySpecialisation at SecondaryEasy to coordinate

ConsOften inadequately planned and implementedRepetition - boredomFail to develop skills past basic levelconcepts necessary to understand the purpose of physical activity throughout life

Less Traditional Activity Based Programs1a. Recreational sportsLearning to be competent, literate, enthusiastic sports personsMirrors sport in the communityTeaches skills, rules, strategies, appreciation for the sport, good sports-person-ship

Research improves Strategy, participation, team playAll students are involved in the organisation and duties are rotatedFair play points are awarded - socialisation

Recreational Sport Education OrganisationSeasonTeam affiliationFormal competition and practiceModified games progress in difficultyCulminating eventRecord keeping feedbackFestivities / rituals

ConsNeed many classes scheduled at the same timeNeeds commitment, enthusiasm and organisation from teachers

Recreational Sport Education Program in Physical EducationPartial or whole RS programNot for 1 lessonConMay lose Physical Education & Sport Education allocationYears 7 & 8 less skill development

2. Concepts Based Curriculum PatternsSkillFMS - Kicking, hitting, throwingStrategiesGames sense invasion, wall/net, striking/fielding, targetMovementGames, dance/gymnastics, fitnessFitness

Suits guided discovery/problem solvingGuide discovery of connectionsBased on assumptionConcepts transfer to new skills and situations

ProsApproach readily adaptable to individual differences and environmentsOften liked by non excelling studentsApply concepts to real game situations

ConsMay not learn specific skillsNeed mature FMSMore appropriate to Secondary school PEConcept understanding may not transfer to new skills and situationsRequires > teacher knowledgeGame structureSelect developmentally appropriate game formsModify games without violating the basic principles of the theme

2a. TGFU ApproachTeaching Games for UnderstandingGames SenseDeveloped 1960s 1970sStudent understanding of game strategiesStudent problem solvingGames categorised into themes

2b. Developmental Curriculum PatternsBased on the cognitive, psychomotor and affective developmental stages & growth patternsPrimary FMSMiddle Team sportsSenior Lifetime sports

AssumptionsAssumes students go through same development stage at same rate & ageWidely acceptedOften combined with activity based curriculumAssumes development will occur automatically through participation in motor activities

2c. Student Choice Curriculum PatternDifferent streams are offered e.g. Traditional male sportsSoccer, AFL, cricket, baseball, rugby, Traditional female sportsNetball, softball, aerobics, ballet, hockeyCoed sportsSwimming, athletics, basketball, squash, fitness gym, Marginal sportsLacrosse, korfball, martial arts, touchRecreationalYoga, walking, tai chi, aerobicsOutdoor Education activitiesCanoeing, orienteering, bike riding