Curriculum Development

Learning Domains of PE
       Psychomotor - physical characteristics/skills
       Cognitive - mental ability
              thinking, recognizing, memorizing, recalling, creating and understanding
       Affective - socio-emtional skills
              good sportsmanship, cooporation, self-concept, attitudes
       Health-Related Physical Fitness (affect health and well being)
              good eating, regular physical activity
                     test batteries include: flexibiltiy, speed, body composition, muscular
                     strength & endurance, aerobic fitness, etc.

Needs Assessment (done prior to any stage of curriculum development)
       Classified by: philosophical beliefs, content requirement, performance ourcomes
       Example:      Goal=preparing people to work in health/fitness
                     Assess what skills, certifications, competencies are needed in field
                     Then, develop curriculum.

Curriculum Development
       Phase I - Realistic Philosophy (Very General)
              Availability of Facilities/Equipment/Funds, etc.
              Characteristics and Needs of Students
              General Focus of the Lessons
              *** Consider these three areas, then determine how much you expect your
              students will be able to grow as a result of the course
       Phase II - Developing Attainable Program Goals (General)
              Develop goals that are challenging yet attainable 
       Phase III - Determining Unit Outcomes (Specific)
              Combine I and II with balance and teacher experiences
              Develop progresson of sequential units
              End with unit outcomes
       Phase IV - Performance Based Objectives
              Tests to measure the effectiveness of curriculum
                     Ex. in Book: Student will make 5 of 10 free throws.
       Phase V - Evaluating / Improving the Curriculum
              How well did I teach what I wanted to teach.
              Need to evaluate and revise often
                     1.     What do I want to teach?
                     2.     How do I want to teach it?
                     3.     How well did I teach it?

                                   After 3, go to 1 or 2.