CHAPTER 1

1. CHAPTER 1 Contemporary Physical Education Programs and Instruction

2. Evolution of PE Programs • Early physical training programs: • Military-type discipline • Provided school with manual labor • Expansion of PE goals/purposes in 1880s: • Should be hygienic, educative, re-creative, and remedial • Should improve self-discipline and character • The Boston Conference 1889: The Swedish System won the “Battle of the Systems”

3. “New Physical Education” (Clark Hetherington, 1910) • Organic education—development of muscular and skeletal vigor • Psychomotor education—development of skill in neuromuscular activities • Character education—development of moral, social, and personal characteristics • Intellectual education—development of cognitive, expressive knowledge

4. A “Physically Educated Person”(NASPE, 1992) • Has learned skills necessary to perform a variety of physical skills • Participates regularly in physical activity • Is physically fit • Knows implications of and benefits from involvement in physical activity • Values activity and its contributions to a healthful lifestyle

5. Diversity and Rapid Expansion in PE Programs since the 1960s • State and national standards for PE • Separation of developmentally appropriate activities for different grade levels • Different and competing theories for designing program content • Research concerning children’s and youth’s fitness needs (continued)

6. Diversity and Expansion ofPE Programs (continued) • Development of new movement forms • Title IX—equal opportunities for girls and young women • Legislation and policies for including students with special needs • Increased ethnic diversity in U.S. schools

7. Evolution of Instruction—From Method to Model • Direct, formal instruction • Teaching strategies—less direct and formal; more flexible • Teaching styles—determined by control of decision making at different times in class (Mosston, 1966; Mosston & Ashworth, 2002) • Other approaches/teaching skills—any action that increases student learning • Instructional models—a broader conceptualization of ways to instruct

8. New View of Instruction—Instructional Models Includes consideration of: • Learning theory • Long-term learning goals • Context and content • Classroom management • Related teaching strategies • Verification of process • Assessment of student learning

9. Overview of Instructional Models • Are a comprehensive and coherent plan for teaching • Designed to be used for an entire unit of instruction • Go beyond the limitations of teaching methods, styles, and skills • Provide most effective way to reach aims for learning within great diversity of content • Can be used as a blueprint for a teacher to follow

10. What Is Included in Models? • For a unit: • Planning • Design • Implementation • Assessment functions • Multiple teaching methods, strategies, styles, or skills

11. Models and Standards for PE • Each model identifies a set of outcomes that should be demonstrated if the model is applied correctly. • All outcomes can be directly linked to one or more NASPE standards.

12. Factors in Instruction • Intended learning outcomes • Context and teaching environment • Student development stage and readiness • Student learning preferences • Domain priorities (continued)

13. Factors in Instruction (continued) • Task structure and organizational patterns • Sequencing of learning tasks • Assessment of learning outcomes • Assessment of instructional practices

14. Reasons for Using a Model-Based Approach in PE • Helps the teacher make a deductive decision about instruction • Matches context, content, and goals for each unit • Is supported by research • Is a blueprint to follow in designing and implementing instruction (continued)

15. Reasons for Using a Model-Based Approach (continued) • Provides teacher with feedback about effectiveness of instruction • Leads to increased clarity about expected behaviors, roles, decisions, and responsibilities • Allows teachers to adapt the model to the unique needs of learners and the context • Provides new opportunities for students!!!

16. Questions? • Issues and/ or concerns… • Comments!!!