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HISTORICAL PERSPECTIVES HISTORICAL PERSPECTIVES OF CURRICULUM OF CURRICULUM DEVELOPMENT DEVELOPMENT JOCELYN M. GALLEGOS JOCELYN M. GALLEGOS MPES I MPES I
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Page 1: Curriculum development

HISTORICAL PERSPECTIVES HISTORICAL PERSPECTIVES OF CURRICULUM OF CURRICULUM DEVELOPMENTDEVELOPMENT

JOCELYN M. GALLEGOSJOCELYN M. GALLEGOS

MPES IMPES I

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The development of curriculum The development of curriculum in history is basically founded of in history is basically founded of

five outstanding motives, namely:five outstanding motives, namely:1. The religious1. The religious2. The political2. The political3. Utilitarian.4. The mass education motive.5. The motive for excellence in

education.

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Traditional schools defined curriculum as a Traditional schools defined curriculum as a group of subjects arranged in a certain group of subjects arranged in a certain sequence to the subject field itself for the sequence to the subject field itself for the purpose of instruction. purpose of instruction.

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This definition is based on the This definition is based on the assumption that the rule of assumption that the rule of education is to fit the individual education is to fit the individual for his place in society. for his place in society.

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Some authors define curriculum as “the total Some authors define curriculum as “the total effort of the school to bring about desired effort of the school to bring about desired outcomes in school and out-of-school outcomes in school and out-of-school situation” or ” a sequence of potential situation” or ” a sequence of potential experiences set up in the school for the experiences set up in the school for the purpose of disciplining children and youth in purpose of disciplining children and youth in group ways of thinking and acting.group ways of thinking and acting.

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The elements that usually The elements that usually compose of a curriculum compose of a curriculum

are the Following:are the Following:

1. A statement of aims and 1. A statement of aims and of specific objectives.of specific objectives.

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2. Some selection and 2. Some selection and organization of content.organization of content.

3. Certain patterns of learning and 3. Certain patterns of learning and teachingteaching

4. A program of evaluation of the 4. A program of evaluation of the outcomes.outcomes.

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Curriculum plan Curriculum plan

► ► is the advance arrangement of is the advance arrangement of learning opportunities for a particular learning opportunities for a particular population of learners. A written population of learners. A written curriculum plan is what we known as curriculum plan is what we known as curriculum guide.curriculum guide.

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Curriculum PlanningCurriculum Planning

►►is the process whereby these is the process whereby these arrangements of curriculum pans arrangements of curriculum pans or learning opportunities are or learning opportunities are created.created.

  

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►►Is the process of preparing for the Is the process of preparing for the duties of teaching, deciding upon duties of teaching, deciding upon goals and emphases, determining goals and emphases, determining curriculum content, selecting curriculum content, selecting learning resources and classroom learning resources and classroom procedures, evaluating progress, procedures, evaluating progress, and looking toward next steps.and looking toward next steps.

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►►Occurs when the school Occurs when the school faculties plan to fit new faculties plan to fit new programs into existing one, and programs into existing one, and as a teachers responsible work as a teachers responsible work together and individual to together and individual to arrange specific learning arrange specific learning situations for he pupils they situations for he pupils they teach.teach.

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Curriculum DevelopmentCurriculum Development  

►►Is a cooperative venture among Is a cooperative venture among teachers, supervisor, curriculum teachers, supervisor, curriculum expert, learners, parents and non-expert, learners, parents and non-school people.school people.

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►►Is defined as the process of Is defined as the process of selecting, organizing, executing, and selecting, organizing, executing, and evaluating learning experiences on evaluating learning experiences on the basis of the needs, abilities, and the basis of the needs, abilities, and interests of learners and the nature interests of learners and the nature of the society or community. It takes of the society or community. It takes into consideration the following into consideration the following factors:factors:

  

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1. The nature of society which includes the 1. The nature of society which includes the cultural heritage, the needs and demands as cultural heritage, the needs and demands as well as the well as the economiceconomic, , social, political, social, political, culturalcultural, , moralmoral and other problems of the and other problems of the people people

2. The interests, the needs, previous experiences 2. The interests, the needs, previous experiences and problems of the learner.and problems of the learner.

3. Educational and psychological principles 3. Educational and psychological principles based on the findings of scientific studies based on the findings of scientific studies and experimentation.and experimentation.

  

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Curriculum Laboratory Curriculum Laboratory

►►Is a place or workshop where curriculum Is a place or workshop where curriculum materials are gathered or used by teachers materials are gathered or used by teachers or learners of curriculumor learners of curriculum ..

  

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Resource UnitResource Unit

►►Is a collection or suggested Is a collection or suggested learning activities and materials learning activities and materials organized around a given topic or organized around a given topic or area which a teacher might utilize area which a teacher might utilize in planning, developing, and in planning, developing, and evaluating a learning unit. It evaluating a learning unit. It consists of the following:consists of the following:

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1. Introduction or short explanation of the 1. Introduction or short explanation of the importance of the topic.importance of the topic.

2. Objectives or anticipated outcomes2. Objectives or anticipated outcomes

3. Content of the unit.3. Content of the unit.

4. Unit of activities4. Unit of activities

5. Evaluation5. Evaluation

5. Bibliography of useful materials.5. Bibliography of useful materials.

  

  

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Master in Physical Education Master in Physical Education and Sportsand Sports

General ProvisionsGeneral ProvisionsIf the student has not taken undergraduate If the student has not taken undergraduate courses in a field of specialization, he is courses in a field of specialization, he is required to take eighteen (18) units of required to take eighteen (18) units of qualifying courses to be determined by qualifying courses to be determined by the Academic Program Chairperson the Academic Program Chairperson unless otherwise specified in the unless otherwise specified in the curriculum;curriculum;

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The student may take more than the The student may take more than the prescribed units in any distribution in prescribed units in any distribution in the curriculum to meet his career the curriculum to meet his career objective and professional needs;objective and professional needs;

Free electives may be chosen from Free electives may be chosen from among the courses offered which are among the courses offered which are outside the required subjects in the outside the required subjects in the student’s curriculum;student’s curriculum;

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If the student has completed If the student has completed courses substantially equivalent to courses substantially equivalent to the required courses, he may waive the required courses, he may waive the latter by application to the the latter by application to the Dean. Dean.

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Program DescriptionProgram Description

The Master in Physical Education The Master in Physical Education and Sports (MPES) is a program and Sports (MPES) is a program tailored to the needs of graduates in tailored to the needs of graduates in education and related areas to have education and related areas to have appropriate competencies in physical appropriate competencies in physical education and sports for professional education and sports for professional and leadership positions in various and leadership positions in various settings.settings.

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VisionVisionThe Master in Physical Education and Sports The Master in Physical Education and Sports envisions to competitively prepare its envisions to competitively prepare its graduates for roles in administrative leadership graduates for roles in administrative leadership positions in physical education and sports in a positions in physical education and sports in a variety of settings, including private business, variety of settings, including private business, professional and college athletics, professional and college athletics, administration in higher education, research, administration in higher education, research, and community services.and community services.

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MissionMissionThe program’s mission is to produce graduates The program’s mission is to produce graduates for work in the sports industry, as well as in for work in the sports industry, as well as in schools and colleges as teachers, coaches, schools and colleges as teachers, coaches, administrators, and good servants of the administrators, and good servants of the community.community.

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ObjectivesObjectivesTo enhance the leadership, instructionaland To enhance the leadership, instructionaland

research skills in physical educatin and research skills in physical educatin and sports.sports.

To advance the curriculum design, To advance the curriculum design, instructional material development and instructional material development and techniques. techniques.

To enhance the competenciesTo enhance the competencies

needed in community extension servicesneeded in community extension services

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CurriculumCurriculum

A. Foundation/Core (12 units) A. Foundation/Core (12 units) PE 620 Foundations of Education PE 620 Foundations of Education PE 621 Educational Statistics PE 621 Educational Statistics PE 622 Sports Science PE 622 Sports Science RH 600 Methods of Research RH 600 Methods of Research

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B. Major (18 units) B. Major (18 units)

PE 623 Test Construction and Evaluation PE 623 Test Construction and Evaluation in Physical Education and Sports in Physical Education and Sports

PE 624 Facilities, Equipment, and PE 624 Facilities, Equipment, and Supplies in Physical Education and Supplies in Physical Education and Sports Sports

PE 625 Trends and Issues in Physical PE 625 Trends and Issues in Physical Education and Sports Education and Sports

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PE 626 Curriculum and Materials PE 626 Curriculum and Materials Development in Physical Education Development in Physical Education and Sports and Sports

PE 627 Sports Psychology: Athletes, PE 627 Sports Psychology: Athletes, Coaches, and Officiators Coaches, and Officiators

PE 628 Management of Physical PE 628 Management of Physical Education and Sports with Field Education and Sports with Field Work Work

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C. Electives/Cognates (6 units) C. Electives/Cognates (6 units)

RH 615 Seminar in Thesis Writing RH 615 Seminar in Thesis Writing

Any subject from allied field of Any subject from allied field of specializationspecialization

D. Thesis (6 units) D. Thesis (6 units)

RH 620 Thesis RH 620 Thesis

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Defining Developmental Defining Developmental EducationEducation

Jeanne L. HigbeeJeanne L. Higbee

The University of GeorgiaThe University of Georgia

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Seven Vectors of College Student Seven Vectors of College Student DevelopmentDevelopment

Chickering's (1969) seven vectors of college Chickering's (1969) seven vectors of college student development have withstood the test student development have withstood the test of time. Perhaps the most significant addition of time. Perhaps the most significant addition to the second edition (Chickering & Reisser, to the second edition (Chickering & Reisser, 1993) is the recognition that a theory 1993) is the recognition that a theory originally written to address the originally written to address the developmental needs of the traditionally age developmental needs of the traditionally age college students of the 1960s can be equally college students of the 1960s can be equally pertinent to students of all ages in the 1990s. pertinent to students of all ages in the 1990s.

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1. Developing Competence 1. Developing Competence

This vector includes intellectual, This vector includes intellectual, physical and manual, and physical and manual, and interpersonal (previously termed interpersonal (previously termed social) competence. Reisser (1995) social) competence. Reisser (1995) describes three areas of intellectual describes three areas of intellectual competence:competence:

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1.11.1 The acquisition of subject matter The acquisition of subject matter knowledge, and of skills tied directly to knowledge, and of skills tied directly to academic programs. academic programs.

1.2 T1.2 The growth of intellectual, cultural, he growth of intellectual, cultural, and aesthetic sophistication, expanding and aesthetic sophistication, expanding interests in humanities, performing arts, interests in humanities, performing arts, philosophy, and history, and increasing philosophy, and history, and increasing involvement in lifelong learning.involvement in lifelong learning.

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1.31.3 Changes in ways of knowing and Changes in ways of knowing and reasoning; the development of skills like reasoning; the development of skills like critical thinking and reflective critical thinking and reflective judgement; and increasing ability to judgement; and increasing ability to locate and use new information, to locate and use new information, to analyze objectively and draw conclusions analyze objectively and draw conclusions from data, to solve problems, to generate from data, to solve problems, to generate questions And answers, to communicate questions And answers, to communicate proposals and opinions, and to develop proposals and opinions, and to develop new frames of reference.new frames of reference.

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Developmental educators Developmental educators can can make significant contributions to make significant contributions to student growth in intellectual student growth in intellectual competence. competence.

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By engaging students more actively in the By engaging students more actively in the learning process, whether through cooperative learning process, whether through cooperative learning ventures lithe that described by Myers, learning ventures lithe that described by Myers, modeling behaviors and scaffolding as modeling behaviors and scaffolding as delineated by delineated by Caverly and PetersonCaverly and Peterson, providing , providing additional learning opportunities like Stratton's additional learning opportunities like Stratton's co-requisite course, or other creative means of co-requisite course, or other creative means of teaching, developmental educators can promote teaching, developmental educators can promote the development of critical thinking and the development of critical thinking and problem solving skills while also teaching problem solving skills while also teaching specific skills in content areas. Collaborative specific skills in content areas. Collaborative learning also enhances interpersonal competencelearning also enhances interpersonal competence

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2. Managing Emotions2. Managing Emotions

Chickering and Reisser (1993) expand on Chickering and Reisser (1993) expand on Chickering’s(1969) earlier work to include the Chickering’s(1969) earlier work to include the trials and tribulations of returning adult students. trials and tribulations of returning adult students. Reisser (1995) states, "In the new edition we Reisser (1995) states, "In the new edition we contended that age does not necessarily correlate contended that age does not necessarily correlate with emotional maturity, and we addressed a with emotional maturity, and we addressed a wider variety of emotional baggage that younger wider variety of emotional baggage that younger students and returning adults bring to college" (p. students and returning adults bring to college" (p. 507). Chumchal's findings certainly support this 507). Chumchal's findings certainly support this viewpoint. viewpoint.

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3. Moving through Autonomy 3. Moving through Autonomy toward Interdependencetoward Interdependence

One of the primary changes in the second edition One of the primary changes in the second edition of of Education and IdentityEducation and Identity (Chickering & Reisser, (Chickering & Reisser, 1993) is a greater emphasis on interdependence, 1993) is a greater emphasis on interdependence, the recognition that we can achieve emotional the recognition that we can achieve emotional and instrumental autonomy and still rely on one and instrumental autonomy and still rely on one another for support. Another significant change another for support. Another significant change in the new edition is the acknowledgment of in the new edition is the acknowledgment of potential gender differences in approaches to potential gender differences in approaches to autonomy and interdependence (Gilligan, 1982).autonomy and interdependence (Gilligan, 1982).

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4. Developing Mature 4. Developing Mature Interpersonal RelationshipsInterpersonal Relationships

Reisser (1995) acknowledges "that Reisser (1995) acknowledges "that relationships provide powerful relationships provide powerful learning experiences about feelings, learning experiences about feelings, communication, sexuality, self-communication, sexuality, self-esteem, values, and other aspects of esteem, values, and other aspects of identity, for both men and women" identity, for both men and women" (p. 508). (p. 508).

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A critical function of the college A critical function of the college experience is to promote acceptance of experience is to promote acceptance of individual differences and an individual differences and an appreciation for cultural diversity, appreciation for cultural diversity, which in turn can lead to a greater which in turn can lead to a greater capacity for intimacy. To sustain capacity for intimacy. To sustain mature interpersonal relationships mature interpersonal relationships students must be students must be capable of trust, open capable of trust, open and honest communication, and and honest communication, and unconditional positive regardunconditional positive regard ..

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5. Establishing Identity5. Establishing IdentityReisser (1995) proposes, "Any experience that Reisser (1995) proposes, "Any experience that

helps students define 'who I am', 'who I am not' helps students define 'who I am', 'who I am not' can help solidify a sense of self....Personal can help solidify a sense of self....Personal stability and integration are the result" (p. 509). stability and integration are the result" (p. 509). When a student has achieved a stable and When a student has achieved a stable and realistic self-image, new challenges will be less realistic self-image, new challenges will be less threatening, and the student should be a better threatening, and the student should be a better prepared to respond to new ideas and concepts or prepared to respond to new ideas and concepts or conflicting values and beliefs.conflicting values and beliefs.

  

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6. Developing Purpose6. Developing Purpose

Although this vector involves educational Although this vector involves educational and vocational planning and making lifestyle and vocational planning and making lifestyle choices, it also focuses on establishing choices, it also focuses on establishing priorities. What is really important in life? priorities. What is really important in life? What would you really like to accomplish? I What would you really like to accomplish? I always tell my students that I have only two always tell my students that I have only two goad that really matter to me, to be a good goad that really matter to me, to be a good mother and to touch my students' lives in mother and to touch my students' lives in "little ways". "little ways".

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7. Developing Integrity7. Developing Integrity

This final vector is reflected in student This final vector is reflected in student values: values:

(a)(a) humanizing values, which are humanizing values, which are relative rather than dualistic (Perry, relative rather than dualistic (Perry, 1970), 1970),

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(b)(b) personalizing values, which refer personalizing values, which refer to the process of "affirming one’s to the process of "affirming one’s own values and beliefs, while own values and beliefs, while respecting others' view points" respecting others' view points" (Reisser, 1995, p. 510). Perhaps most (Reisser, 1995, p. 510). Perhaps most important, however, is achieving the important, however, is achieving the congruence between values and congruence between values and behavior that truly signifies integrity.behavior that truly signifies integrity.

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WELLNESS AND PHYSICAL WELLNESS AND PHYSICAL FITNESSFITNESS

We are all in a dynamic process of We are all in a dynamic process of moving toward or away from behavior moving toward or away from behavior that is either destructive or beneficial to that is either destructive or beneficial to our health. It is therefore important for our health. It is therefore important for each individual take responsibility for each individual take responsibility for the direction in which they choose to the direction in which they choose to move.move.

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WellnessWellness

►►is the process of moving toward is the process of moving toward greater awareness of your human greater awareness of your human potential by developing by level of potential by developing by level of physical fitness, good nutrition, physical fitness, good nutrition, positive relationship with others, and a positive relationship with others, and a concern about self-care and sensitivity concern about self-care and sensitivity to the environment. to the environment.

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TRADITIONAL VALUES AND TRADITIONAL VALUES AND BENEFITSBENEFITS

When those who regularly exercise are When those who regularly exercise are asked, “ Have you benefited from asked, “ Have you benefited from exercise? The answers enevitably is, “ exercise? The answers enevitably is, “ It makes me feel a lot better “It makes me feel a lot better “

1. Exercise builds and maintain 1. Exercise builds and maintain fitness.fitness.

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2. Increase in the work capacity of the 2. Increase in the work capacity of the heart and lungs, heart and lungs,

3. Provides a good physical foundation 3. Provides a good physical foundation for the development of skills and for the development of skills and variety of sports.variety of sports.

4. Exercise may act to balance or 4. Exercise may act to balance or stabilize the psychological stabilize the psychological consequences of emotional stress.consequences of emotional stress.

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The Harvard Alumni study found that The Harvard Alumni study found that sedentary men who become more sedentary men who become more active may reduce their risk of death by active may reduce their risk of death by 24 percent24 percent. . The benefits of regular The benefits of regular exercise include the following:exercise include the following:

1. Improve psychological functioning1. Improve psychological functioning

2. Improve appearance2. Improve appearance

3. Increase efficiency of the heart and 3. Increase efficiency of the heart and lungslungs

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4. Increased muscle strength and 4. Increased muscle strength and endurance.endurance.

5. Reduced stress response5. Reduced stress response

6. Protection from lower-back 6. Protection from lower-back problemsproblems

7. Possible delay in the aging process7. Possible delay in the aging process

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8. Maintenance of proper body 8. Maintenance of proper body weight weight

9. Possible reduction of the risk of 9. Possible reduction of the risk of coronary heart diseasecoronary heart disease

10. Naturally induced fatigue and 10. Naturally induced fatigue and relaxationrelaxation

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PHYSICAL EDUCATION PHYSICAL EDUCATION CURRICULUM MODELSCURRICULUM MODELS

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Aim and Objective of Physical Aim and Objective of Physical Education | Fitness and healthEducation | Fitness and health

Aim of Physical EducationAim of Physical Education

► ►The ultimate goal or direction is referred The ultimate goal or direction is referred to as an aim, it point out way. It is final to as an aim, it point out way. It is final end. Aim is achieved some certain end. Aim is achieved some certain objectives.objectives.

►►is to develop human personality in its is to develop human personality in its totality well planned activity programs.totality well planned activity programs.

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Health and Physical Education Health and Physical Education CurriculumCurriculum

Department GoalsDepartment Goals

Physical education Physical education coursed designed coursed designed to increase the student’s awareness of to increase the student’s awareness of the importance of physical activity in the importance of physical activity in creating a healthy lifestyle. Students creating a healthy lifestyle. Students are encourage through physical are encourage through physical activity to increase their fitness level. activity to increase their fitness level.

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Emphasis is placed not only on Emphasis is placed not only on participation in team sports and participation in team sports and exercise, but increasing exercise, but increasing awareness and participation in awareness and participation in lifetime sports and skills that will lifetime sports and skills that will be available to them as adults.be available to them as adults.

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Individual Course GoalsIndividual Course Goals

Physical education I:Physical education I:

Accompanying the progression of the Accompanying the progression of the basic skills in such sports are program basic skills in such sports are program designed to enhance development of designed to enhance development of physical fitness. These activities make a physical fitness. These activities make a valuable contribution to the student’s valuable contribution to the student’s overall health and well being.overall health and well being.

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Physical education II:Physical education II:

This course continues the broad concepts This course continues the broad concepts developed in PE I and also offers a developed in PE I and also offers a Variety of team and individual Variety of team and individual activities, as well as provides an activities, as well as provides an introduction to a lifetime sports. The introduction to a lifetime sports. The goal is enable students to participate in goal is enable students to participate in activities adults are likely pursue and activities adults are likely pursue and enjoy as leisure as sports. enjoy as leisure as sports.

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Physical fitness Physical fitness again include at this again include at this level. level. Activities in PE II include Activities in PE II include bone /muscle/weight conditioning, bone /muscle/weight conditioning, badminton, archery, fitness testing, badminton, archery, fitness testing, tinikling, field hockey, running, tinikling, field hockey, running, soccer, CPR, and softball.soccer, CPR, and softball.

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Physical education III-IV Physical education III-IV Lifetime Sports: Lifetime Sports:

The The PE III – IVPE III – IV courses are designed for courses are designed for students who are not participating in students who are not participating in organized sports at TCH. Students organized sports at TCH. Students participate in activities designed participate in activities designed increase their physical fitness and increase their physical fitness and ability to participate in lifetime sports ability to participate in lifetime sports and physical activity. and physical activity.

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Activities in PE III – IV include golf, Activities in PE III – IV include golf, CPR, badminton, pickleball, flag CPR, badminton, pickleball, flag football, weight and conditioning, football, weight and conditioning, tennis, and board games.tennis, and board games.

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Athletic PE:Athletic PE:

This course is advanced in This course is advanced in physical physical education education course for those students course for those students who wish to develop and maintain a who wish to develop and maintain a high level of fitness and conditioning high level of fitness and conditioning as it relates to the competitive sports as it relates to the competitive sports program at TCH. program at TCH.

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Students participate in year-long program Students participate in year-long program of weight-lifting, running, and selected of weight-lifting, running, and selected drills designed to develop or enhance drills designed to develop or enhance agility speed and quickness. Athletic PE agility speed and quickness. Athletic PE is offered to students who participate in is offered to students who participate in interscholastic competition on the interscholastic competition on the football, basketball, track and field, football, basketball, track and field, softball, baseball teams at Tuerling.softball, baseball teams at Tuerling.

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In some words, In some words, physical educationphysical education aim aim at the all round development of the at the all round development of the personality of an individual or personality of an individual or wholesome development of human wholesome development of human personality and it includes physical, personality and it includes physical, mental, social, emotional and moral mental, social, emotional and moral aspects to make an individual a good aspects to make an individual a good citizen who is able to make contribution citizen who is able to make contribution in process of nation in one’s own way.  in process of nation in one’s own way.  

  

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MOVEMENT EDUCATIONMOVEMENT EDUCATION

What is Movement Education?What is Movement Education?

►► It is exactly what the term implies; It is exactly what the term implies; learning how to move, or, being learning how to move, or, being educated in the movement functions of educated in the movement functions of the body. the body.

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Movement Education Movement Education

► ► is applied to physical education, is applied to physical education, creative movement, educational creative movement, educational gymnastics, dance, games, and other gymnastics, dance, games, and other activities of basic skill development.activities of basic skill development.

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Body MovementBody Movement

►►as we analyze everyone’s individual as we analyze everyone’s individual movement ability and build their basic movement ability and build their basic movement vocabulary. Such training movement vocabulary. Such training provides the basics for further, more provides the basics for further, more advanced, skill development and advanced, skill development and personal growth of confidence.personal growth of confidence.

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A more significant aspect of Movement A more significant aspect of Movement Education is the utilization of Education is the utilization of specific specific teaching techniques.teaching techniques. These methods are These methods are designed to encourage individualization, designed to encourage individualization, exploration and problem solving. Mind and exploration and problem solving. Mind and body are challenged simultaneously as body are challenged simultaneously as progress in small systematic steps is progress in small systematic steps is experienced.experienced.

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Our Movement CurriculumOur Movement Curriculum

fosters a child’s physical and emotional fosters a child’s physical and emotional development. It utilizes concepts that give development. It utilizes concepts that give children the ability to handle themselves under children the ability to handle themselves under a variety of circumstances, to include body a variety of circumstances, to include body awareness, locomotor and manipulative skills; awareness, locomotor and manipulative skills; learning to transfer weight and how to balance; learning to transfer weight and how to balance; exploring how to defy gravity and how to exploring how to defy gravity and how to utilize space; focusing on quality of movement utilize space; focusing on quality of movement and its relationship to people and equipment. and its relationship to people and equipment.

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Why movement Education is Why movement Education is important? important?

Movement Education Movement Education is not a new concept, is not a new concept, but one that the general public has been slow but one that the general public has been slow to embrace. Many people look at physical to embrace. Many people look at physical education, or movement education as mere fun education, or movement education as mere fun and games, having nothing to do with the and games, having nothing to do with the growth or development of young people. growth or development of young people.

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FITNESS EDUCATIONFITNESS EDUCATION

Physical fitness Physical fitness – is the ability to carry out – is the ability to carry out daily tasks with vigour and alertness, without daily tasks with vigour and alertness, without undue fatigue and with the ample energy to undue fatigue and with the ample energy to enjoy leisure-time pursuits and to meet enjoy leisure-time pursuits and to meet emergencies.emergencies.

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Components of physical fitnessComponents of physical fitness

1. 1. Muscular strength Muscular strength – is the ability of a muscle – is the ability of a muscle group to exert maximal force.group to exert maximal force.

2. 2. Muscular endurance Muscular endurance – is the ability to apply – is the ability to apply strength and sustain it.strength and sustain it.

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3. 3. FlexibilityFlexibility – is the ability to perform a wide – is the ability to perform a wide angle of motions easily and without strain and angle of motions easily and without strain and injury.injury.

4. 4. Cardio-respiratory endurance Cardio-respiratory endurance – is the ability – is the ability to maintain total body activity or movement to maintain total body activity or movement for extended periods of time.for extended periods of time.

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PHYSICAL FITNESS TEST COMPONENTS TEST

1. Standing long jump Strength of the legs and power

2. Curl-up / sit-up Abdominal strength

3. 100 meter sprint Speed

4. Pull-ups (boys) Arm strength and endurance Flexed Arm Hang (girls) Arm strength and endurance

5. Shuttle Run agility

6. Sit & Reach Trunk flexibility

7. 1000 Meter Run Cardio-respiratory endurance

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Body conditioningBody conditioning Jog in place for 1 min.Jog in place for 1 min. Head BendHead Bend Chest ExerciseChest Exercise Trunk twistTrunk twist Trunk Bend-Toe TouchTrunk Bend-Toe Touch Hip RotationHip Rotation

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Knee RotationKnee Rotation Leg Swing Knee liftLeg Swing Knee lift RelaxingRelaxing Crab WalkCrab Walk HoppingHopping WindmillWindmill Rope JumpingRope Jumping Tread MillTread Mill


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