Journal articles: 'Physical curriculum'

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Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (August 1, 2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

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In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.

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Souto, Lívia Suely, Katia Lima, and Shirley Patrícia Nogueira de Castro e. Almeida. "Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–24. http://dx.doi.org/10.26843/rencima.v13n6a02.

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By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BNCC as well as the possibilities of this integration based on competences. The results indicate that, in general, the BNCC does not mention the term curricular integration, but it presents evidence in this sense that lack more theoretical specificity in our view that exist and can materialize in the relations of some competences present in the BNCC between these two disciplines.

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Bulqini, Arif, Puspodari Puspodari, Poppy Elisano Arfanda, Suroto Suroto, and Toho Cholik Mutohir. "Physical Literacy in Physical Education Curriculum." ACTIVE: Journal of Physical Education, Sport, Health and Recreation 10, no. 2 (August 10, 2021): 55–60. http://dx.doi.org/10.15294/active.v10i2.47008.

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This study discusses how Pyisical Education Teachers Educator (PETE) adopt Physical Literacy (PL). Knowledge is the foundation of PL to know what to do and when is the right time to do it. The research has a goal, so that PETE understands the definition of PL. This research study contains 3 stages, the first is determining the objectives of the PL, the second is curriculum planning and the third is the learning approach. The method used is a literature review of several opinions about PL in Physical Education (PE). The national PE curriculum is structured and developed to achieve national education goals that are adapted to current conditions and future needs in order to live regularly and actively, through Physical Activity (PA). For this reason, efforts should be made to create a healthy lifestyle and maintain physical fitness (PF). PL is a potential that can be optimally developed for children from an early age. The role of PE is very important in the formation of PL in children, where cognitive, affective and psychomotor aspects are in the goal of PE which can provide motivation, confidence and enthusiasm to continue doing PA.

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Mears, Derrick. "High School Physical Education and Physical Activity in Young Women." Perceptual and Motor Skills 104, no. 3 (June 2007): 844–54. http://dx.doi.org/10.2466/pms.104.3.844-854.

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This study assessed if high school physical education experiences were related to physical activity behaviors of young women in college. Undergraduate women from three universities ( N = 949) were surveyed concerning their experiences in high school physical education and their physical activity in six areas, aquatics, individual activities, physical conditioning, outdoor adventure, rhythmic activities, and team activities. Analysis indicated that women who completed courses with a diverse curriculum containing content from four of the six categories investigated reported significantly more cardiovascular endurance activities and individual/team sports participation than respondents who completed courses with low curriculum diversity. Results indicate that providing diverse curricular experiences for girls in high school physical education is associated with higher physical activity as young adults.

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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.

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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.

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Nigg, Claudio R., Eve Kutchman, Katie Amato, Christine A. Schaefer, Guangxiang Zhang, Md Mahabub Ul Anwar, Peter Anthamatten, Raymond C. Browning, Lois Brink, and James Hill. "Recess environment and curriculum intervention on children’s physical activity: IPLAY." Translational Behavioral Medicine 9, no. 2 (April 10, 2018): 202–16. http://dx.doi.org/10.1093/tbm/iby015.

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Abstract Understanding the impacts of the built environment on physical activity (PA) is essential to promoting children’s PA. The purpose of this study was to investigate the effects of schoolyard renovations and a PA recess curriculum alone and in combination on children’s PA. This was a 2 (learning landscape [LL] vs. non-LL) × 2 (curriculum intervention vs. no curriculum intervention) factorial design with random assignment to the curriculum intervention, and six elementary schools per condition. PA outcomes were assessed preprogram, mid-program, immediate postprogram, and one year postprogram. No meaningful intervention effects were found. Lack of an effect may be due to the brief dose of recess, the curriculum not being integrated within the schoolyard, the LL implementation occurring prior to the study, or the already high levels of PA. Potential avenues to promote PA include making recess longer, integrating recess into the school curricula, and developing recess PA curricula integrating schoolyards.

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Oh, Junghwan, and Jun-Hyung Baek. "A discussion on curriculum reform for elementary and secondary physical education in the United States." Korean Society for Holistic Convergence Education 26, no. 3 (September 30, 2022): 183–98. http://dx.doi.org/10.35184/kshce.2022.26.3.183.

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The purpose of this article was to describe current curricular practices and issues in elementary and secondary physical education (PE) in the United States (US) and discusses desirable reform directions for K-12 PE to be supported as a relevant subject within school cultures. Since the 1990s, the area of PE has adopted the concept of standards based on the longstanding tradition of a localized curricular approach. The nature of broad PE standards allowed for local flexibility and teacher autonomy while it also has resulted in a number of disparate standards-based programs across states and local school districts. System-wide change for the school PE curriculum is needed to secure credibility as an independent school subject. The introduction of a standardized national curriculum, however, does not seem advisable in the socioeconomically, culturally, and locally diverse US’ learning context. It could prompt diverse ideological issues such as divisions among racial/ethnic groups and among socioeconomic classes, the resistance and anti-sentiment of local entities to change, and a hegemony of legitimate knowledge. Curriculum reform for school PE would have to be initiated in a light touch manner for the current standards-based model, but not total standardization for curricula.

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Yoon, Keejoon. "Issues needed for the development of the next national physical education curriculum." Korean Journal of Sport Science 30, no. 2 (June 30, 2019): 360–70. http://dx.doi.org/10.24985/kjss.2019.30.2.360.

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Purpose The purpose of this study is to suggest issues needed in the process of developing the next national physical education curriculum. Methods Data were collected from three different physical education curricula including the 2007 revised physical education curriculum, the 2011 physical education curriculum based on the 2009 revised curriculum and the 2015 revised physical education curriculum. Results Three findings emerged. Firstly, there was no clear conceptual relationships between physical activity value and subject competency. Secondly, the way in which physical activity value works as learning content area cannot offer helps to set the level of subject competency and to design physical education lessons that based on the subject competency. Lastly, the 2015 revised physical education curriculum has low level of clarity, usability and readability. Conclusions This study suggests the three different findings as issues that should be discussed in the development of the next physical education curriculum.

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Castelli, Darla M., and Ang Chen. "Large-Scale Physical Education Interventions: Past, Present, and Future." Kinesiology Review 7, no. 3 (August 1, 2018): 259–65. http://dx.doi.org/10.1123/kr.2018-0021.

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A large body of Catherine Ennis’s work is focused on physical education curriculum development. Her approach to curriculum development is unique in that it is completely based on research evidence. The curricula she developed have been field-tested and the completed curriculum is supported with solid research evidence to demonstrate its efficacy in student learning and teacher ease of use. The purpose of this article is to provide an overview and explore opportunities to continue large-scale physical education curriculum intervention studies. The authors first provide a brief review of previous intervention studies by summarizing the findings and discussing implications. They then discuss potential future intervention studies by presenting several topics that are being explored by researchers in current interventions. Finally, they focus on methodology issues involved in designing effective curriculum intervention studies with the idea of adaptive designs as variations of the randomized clinical trial design.

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Anderson, William G. "Curriculum and Program Research in Physical Education: Selected Approaches." Journal of Teaching in Physical Education 8, no. 2 (January 1989): 113–22. http://dx.doi.org/10.1123/jtpe.8.2.113.

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This article reports on a group of eight recent studies that focus on physical education curriculums and programs. The investigations were completed in connection with the doctoral research program at Teachers College, Columbia University. The intent of this review is to provoke interest in curriculum and program research by using selected studies to illustrate a variety of approaches that might be pursued in the areas of curriculum development, collaborative program development, program description, describing the development process, and program evaluation. Essential features of the research strategies employed in each study are presented and related issues are discussed. A limited taxonomy for these types of curriculum and program studies is proposed to facilitate the conceptualization of future studies.

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McKenzie, Thomas L., James F. Sallis, Paul Rosengard, and Kymm Ballard. "The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 381–89. http://dx.doi.org/10.1123/jtpe.2016-0100.

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SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.

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Macdonald, Doune, and Lisa Hunter. "Lessons Learned … About Curriculum: Five Years on and Half a World Away." Journal of Teaching in Physical Education 24, no. 2 (April 2005): 111–26. http://dx.doi.org/10.1123/jtpe.24.2.111.

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The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein’s (2000) theories of the social construction of knowledge offer a way to better understand the relationship between the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) upon which curriculum writers in the recontextualizing field may draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USA’s National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field.

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Lawson, Hal A. "Occupational Socialization, Cultural Studies, and the Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 4 (July 1988): 265–88. http://dx.doi.org/10.1123/jtpe.7.4.265.

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Occupational socialization, together with selected works in cultural studies, offers analysts of the physical education curriculum a unique scholarly perspective. Presentation of this perspective proceeds by means of 11 primary assumptions about curriculum work and workers. Such a perspective helps to explain the absence of other theoretical perspectives in physical education, as well as the prevalence of competing technical models which are dominant, emergent, and residual. This perspective also calls attention to the relationship among teachers, teacher educators, curricula, and social structure.

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Lee, Patrick S. Y., Pavlina S. Kemp, Lisa D. Kelly, Jamie B. Rosenberg, JoAnn A. Giaconi, Emily B. Graubart, Daniel W. Knoch, Rukhsana G. Mirza, Prithvi S. Sankar, and Anju Goyal. "Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19." Journal of Academic Ophthalmology 13, no. 02 (July 2021): e163-e169. http://dx.doi.org/10.1055/s-0041-1735955.

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Abstract Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.

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Allen, Sharon, Andrew Olson, Jeremiah Menk, and James Nixon. "Hypothesis-driven physical examination curriculum." Clinical Teacher 14, no. 6 (December 9, 2016): 417–22. http://dx.doi.org/10.1111/tct.12581.

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SHUNK, REBECCA. "A Cardiac Physical Examination Curriculum." Academic Medicine 75, no. 5 (May 2000): 552–53. http://dx.doi.org/10.1097/00001888-200005000-00084.

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Jewett, Ann E. "Curriculum theory in physical education." International Review of Education 35, no. 1 (1989): 35–49. http://dx.doi.org/10.1007/bf00597682.

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Laekeman, Marjan, Axel Schäfer, Martina Egan Moog, and Katrin Kuss. "Recommendations for a Pediatric Pain Education Curriculum for Physical and Occupational Therapists: Scoping Review and Survey." Children 8, no. 5 (May 13, 2021): 390. http://dx.doi.org/10.3390/children8050390.

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Specialization training for physiotherapists, occupational therapists, and sports therapists involved in pediatric pain is scarce and curricula are rarely published. The objectives of this study are twofold: firstly, to perform a scoping review to derive important contents for a pediatric pain education curriculum for specialized pain therapists. Secondly, to conduct a survey on specific contents in curricula currently used by pain experts and to obtain their evaluation regarding the importance of such contents for a specialized curriculum. The review substantiated the importance of a specific curriculum in pediatric pain education, but provided little information on adequate contents. In the survey, 45 experts in pediatric pain education confirmed that specific curricula and specialized contents for pediatric pain education are missing. Their answers give a well-defined picture of the specifics needed in the interaction with a pediatric population. The most important items they classified were e.g., the biopsychosocial framework and the impact of pediatric pain on daily life. Those expert ratings were in line with the recommendations of pediatric pain management guidelines. Further curriculum work in an interdisciplinary, international network is highly recommended.

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Jung, Hyunwoo. "Analysis of 2015 Physical Education Curriculum according to ‘Curriculum Classification’." Korean Journal of Sport Pedagogy 26, no. 4 (October 31, 2019): 1–23. http://dx.doi.org/10.21812/kjsp.2019.07.26.4.1.

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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.

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Herold, Frank. "‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England." European Physical Education Review 26, no. 4 (February 20, 2020): 920–37. http://dx.doi.org/10.1177/1356336x19892649.

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This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.

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Yoon, Keejoon, and Ji-Young Seo. "Exploring the concept of physical education curriculum redesign." Korean Journal of Sport Science 31, no. 4 (December 31, 2020): 759–74. http://dx.doi.org/10.24985/kjss.2020.31.4.759.

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Purpose The purpose of this study was to explore the concept of physical education redesign. Methods Studies on curriculum redesign, physical education curriculum redesign and the revised 2015 physical education curriculum were collected and analysed. Results First, three different types of curriculum redesign were discussed. Second, there was no clear concept of physical education redesign. Third, both ‘learning content area’ and ‘standard achievement’ were related to the physical education curriculum redesign. Conclusions Two different aspects of physical education curriculum redesign emerged. Establishing the clear concept of physical education curriculum redesign and presenting the concept in the next national physical education curriculum were suggested.

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Cho, Kibum. "Values of Curriculum Cluster Program Sharing Physical Education Curriculum in Korea." International Journal of Human Movement Science 13, no. 02 (April 30, 2019): 43–55. http://dx.doi.org/10.23949/ijhms.2019.08.13.2.4.

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Sinclair, Christina. "Physical Activity Time as Hidden Curriculum." Journal of Physical Education, Recreation & Dance 90, no. 5 (April 25, 2019): 3–4. http://dx.doi.org/10.1080/07303084.2019.1583021.

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Pitts, Janice. "Spirituality in the Physical Therapy Curriculum." Topics in Geriatric Rehabilitation 24, no. 4 (October 2008): 281–94. http://dx.doi.org/10.1097/tgr.0b013e31818ccfaf.

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Bressan, Elizabeth S. "The Curriculum Process in Physical Education." Quest 38, no. 2 (July 1986): 151–52. http://dx.doi.org/10.1080/00336297.1986.10483851.

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Yli-Piipari, Sami. "Physical Education Curriculum Reform in Finland." Quest 66, no. 4 (October 2, 2014): 468–84. http://dx.doi.org/10.1080/00336297.2014.948688.

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Nelson, Charlene. "Electrodiagnosis in the Physical Therapist Curriculum." Journal of Physical Therapy Education 10, no. 1 (1996): 32–34. http://dx.doi.org/10.1097/00001416-199601000-00008.

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Bliss, Joan, and Annick Weil-Barais. "Physical sciences and the school curriculum." European Journal of Psychology of Education 5, no. 4 (December 1990): 371–78. http://dx.doi.org/10.1007/bf03173127.

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Greef, R. "Physical chemistry: Developing a dynamic curriculum." Journal of Electroanalytical Chemistry 365, no. 1-2 (February 1994): 315–16. http://dx.doi.org/10.1016/0022-0728(93)03214-a.

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Hulme, Janet Bower, Karla Nieman, and Kathleen Miller. "Obstetrics in the Physical Therapy Curriculum." Physical Therapy 65, no. 1 (January 1, 1985): 51–53. http://dx.doi.org/10.1093/ptj/65.1.51.

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McKinlay, I. A. "Physical education and the national curriculum." Archives of Disease in Childhood 68, no. 3 (March 1, 1993): 428–31. http://dx.doi.org/10.1136/adc.68.3.428.

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Berg, Kris. "A National Curriculum in Physical Education." Journal of Physical Education, Recreation & Dance 59, no. 8 (October 1988): 70–75. http://dx.doi.org/10.1080/07303084.1988.10606290.

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Chen, Ang, and Catherine D. Ennis. "Teaching Value Laden Curricula in Physical Education." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 338–54. http://dx.doi.org/10.1123/jtpe.15.3.338.

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Research on physical educators’ value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers’ content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility-oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students’ analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers’ value orientations should be considered an appropriate initial step in curriculum innovation and change.

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Goh, Tan Leng, Chee Hoi Leong, Timothy A. Brusseau, and James Hannon. "Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum." Children 6, no. 6 (June 3, 2019): 76. http://dx.doi.org/10.3390/children6060076.

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A classroom-based physical activity curriculum offers an opportunity for students to be active during the school day to combat declining physical activity levels among this population. The effects of classroom-based physical activity curriculum on children of different weight categories is relatively unknown. Therefore, the purpose of this study was to examine the differences in physical activity levels between male and female students, and between students of different weight categories following participation in a classroom-based physical activity curriculum intervention. A total of 210 3rd to 5th grade (age = 9.1 ± 0.1) students from one U.S. elementary school participated in a 4-week intervention. Students’ physical activity levels were measured using pedometers, quantified by step counts pre- and post-intervention. Results from the study indicated that students’ physical activity levels increased after participation in the intervention; male students’ physical activity levels were higher than female students. Additionally, there was an increase in physical activity levels regardless of weight categories, with students of healthy weight exhibiting the most increase following participation in the intervention. In view of the improvement of children’s physical activity levels following their participation in a classroom-based physical activity curriculum, it is recommended that training and resources be provided for teachers to easily implement the curriculum during the school day.

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Gray, Shirley, Justine MacLean, and Rosemary Mulholland. "Physical education within the Scottish context." European Physical Education Review 18, no. 2 (May 22, 2012): 258–72. http://dx.doi.org/10.1177/1356336x12440019.

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In 2010, schools in Scotland implemented a new curriculum, a Curriculum for Excellence, and for physical education (PE), this represented a move from the ‘Expressive Arts’ to ‘Health and Wellbeing’ (HWB). To understand this new position, we explored the thoughts of those who were directly involved in the construction of the policy text for PE within HWB ( n = 10). All of the participants supported the position of PE within HWB, accepting that PE has an important role to play in improving pupils’ health and wellbeing, although there was some concern that teachers might misinterpret the role of PE within HWB. However, all of the participants believed that this new position for PE would encourage other professionals to value PE more highly. We conclude by suggesting that there should be a greater involvement of teachers in the reform process so that future curricular innovations are more closely aligned with the knowledge and practice of teachers. This may enable them to understand policy more clearly and implement policy more effectively.

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Jones, C. Jessie, and Roberta E. Rikli. "The Revolution in Aging: Implications for Curriculum Development and Professional Preparation in Physical Education." Journal of Aging and Physical Activity 2, no. 3 (July 1994): 261–72. http://dx.doi.org/10.1123/japa.2.3.261.

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Despite dramatic increases in the older adult population, curriculum development in the area of physical activity and aging has been minimal or nonexistent in most physical education departments in higher education. As a consequence, many practitioners leading programs for older adults have had to rely primarily on self-study and on-the-job training for the knowledge and skills they need. The purpose of this paper is to suggest minimum competencies for preparing specialists in the field of physical activity and aging and to recommend corresponding curriculum development. Suggested core offerings for a concentration in physical activity and aging are presented, including specific course content for three specialty courses: physical activity and aging, physical assessment and exercise programming for older adults, and therapeutic exercise for age related chronic conditions. In view of the fact that many departments are faced with declining budgets and program cutbacks, alternative strategies for curricular revision and for integrating gerontological content into the existing physical education curriculum are discussed.

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Boyle-Holmes, Trina, Lisa Grost, Lisa Russell, B. A. Laris, Leah Robin, Elizabeth Haller, Susan Potter, and Sarah Lee. "Promoting Elementary Physical Education: Results of a School-Based Evaluation Study." Health Education & Behavior 37, no. 3 (September 11, 2009): 377–89. http://dx.doi.org/10.1177/1090198109343895.

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Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).

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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.

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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.

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Kloeppel, Tiffany, Pamela Hodges Kulinna, Michalis Stylianou, and Hans van der Mars. "Teacher Fidelity to One Physical Education Curricular Model." Journal of Teaching in Physical Education 32, no. 2 (April 2013): 186–204. http://dx.doi.org/10.1123/jtpe.32.2.186.

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This study addressed teachers’ fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers’ fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups. Participants were 20 Physical Education teachers. Ten teachers worked in a highly supportive district, while 10 teachers worked in nonsupportive districts. Data were collected using field notes, a DPE observation instrument, and informal interviews. Two themes emerged from the data: (a) district support led to higher teacher fidelity levels to the DPE curriculum, and (b) the teachers from the nonsupport district implemented management procedures differently than the high support district teachers.

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Ennis, Catherine D. "Reimagining professional competence in physical education." Motriz: Revista de Educação Física 19, no. 4 (December 2013): 662–72. http://dx.doi.org/10.1590/s1980-65742013000400001.

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Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

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Kerner, Charlotte, Leen Haerens, and David Kirk. "Understanding body image in physical education." European Physical Education Review 24, no. 2 (February 13, 2017): 255–65. http://dx.doi.org/10.1177/1356336x17692508.

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Body image disturbance in children and adolescents has negative implications for psychological and physical well-being. To positively impact well-being, it is important to explore factors that influence body image and to identify strategies that can be used to reduce body image disturbance. The school curriculum can play a significant role in shaping how children and adolescents experience their bodies. Within this school curriculum, physical education lessons represent one of the only school subjects in which the body is a focus of curricular outcomes. In physical education, the body is judged for physical ability but is also situated in a space that provides the potential for social comparisons and body judgements. Significant attention has been paid to the development of classroom-based interventions that aim at reducing body image disturbance, yet physical education has largely been ignored as a context in which one can effectively intervene. This paper reviews current knowledge on the relationship between physical education and body image disturbance by using the cognitive-behavioural model of body image developments as a guiding framework. It also considers the contribution that physical education could make to wider school-based interventions.

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Miura, Yutaka. "Fair Play in the Physical Education Curriculum." LASE Journal of Sport Science 6, no. 2 (December 1, 2015): 77–91. http://dx.doi.org/10.1515/ljss-2016-0044.

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Abstract At this time of rapid change in society, what kind of educational role must the physical education curriculum and sports instruction play? As a matter of course, the teacher assesses the ability of the students as a specialized leader of sports and must stretch it out to achieve competitive success. However, if the teacher enthuses about victory in excess, the corporal punishment that can be called violence might be caused (15). In this case, the teacher doesn’t recognize the underlying principle that physical education and sports instruction is vital to the development of rounded human beings as future citizens. Sadly the consciousness of this principle by some educators is missing. For this reason, a return to a basic standpoint of education is proposed, where the physical education class is a core subject of school education. This study proposes further enhancement and development of the physical education curriculum from a viewpoint of pedagogy. In the first half of this study, the definition and meaning of the phrase “fair play” was analyzed in terms of education, and how this phrase was used and meaning it has in Japan was assessed. The key findings were that the phrase “fair play” came to be used gradually in society but the spread of the concept didn’t reach the physical education curriculum. Educationalists seem to have regarded fair play as learning of “knowledge and attitude”, but the process of “thinking” isn’t included in this interpretation. At the same time, it has been understood by some that the real value of the concept of fair play is where the sports practice unit and the physical education theory unit are linked to influence attitudes and social and life skills not only in school life but also the future lives of students as rounded citizens. The concept of fair play which encapsulates such educational value, as essential to human development (formation of character) as a basic principle of all of education, is therefore considered to be one of the major and essential roles of physical education teaching in modern society. The inclusion of the concept of “fair play” in the physica education curriculum will ensure that the learning outcomes seek to develop the long term health and well being of students as future good citizens. This will mean the previous limited focus on improving physical fitness, sports skill acquisition, and competition will be built on thereby equipping students better for their time in school and in future social life.

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Ennis, Catherine D. "What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education." Kinesiology Review 3, no. 1 (February 2014): 63–70. http://dx.doi.org/10.1123/kr.2014-0039.

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As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose reforms to disrupt this pervasive pattern in the future.

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Butler, Lauren S., Apeksha Gupta, Amie DeVerna, James G. Moore, Kevin Latz, Cassidy Foley Davelaar, and Dai Sugimoto. "PHYSICAL LITERACY IN ELEMENTARY PHYSICAL EDUCATION: A SURVEY OF FUNDAMENTAL MOVEMENT SKILL PRACTICE PATTERNS." Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0016. http://dx.doi.org/10.1177/2325967120s00163.

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Background: Pediatric physical inactivity is a major public health concern. According to the 2017 State of Play report, only 24% of youth meet the recommended physical activity (PA) dosage. Previous studies identified fundamental movement skill (FMS) proficiency as a predictor of physical literacy and PA. Mastery of FMS requires direct instruction and practice; however, it is unknown how well FMS are implemented in physical education (PE). Hypothesis/Purpose: To describe FMS practice patterns in the elementary PE curriculum. We had two hypotheses: 1) Fewer PE teachers provide comprehensive FMS instruction in later curriculum (grades 4-6) compared to early curriculum (grades 1-3) and 2) Fewer PE teachers teach FMS with direct instruction methods in later curriculum compared to early curriculum. Methods: A cross sectional survey design was used. PE teachers (grades 1-6) were recruited via electronic mail from various U.S. regions from January 2018 to March 2019. An electronic questionnaire was developed to ask about timing of FMS teaching and method of instruction. Additional questions were asked about methods used to evaluate FMS proficiency, including use of a standardized assessment of gross motor development, referrals and remediation recommended for children who appeared to be falling behind, and perceived barriers to FMS instruction. Chi-square tests (p<0.05) were employed. Results: We collected 87 responses with approximately 9% from West, 42% from Midwest, and 49% from South regions. Among all responses, 54% of PE teachers taught all FMS and 40% taught all FMS with direct instruction. Approximately, 66 % taught all FMS for grades 1-3 compared to 42% for grades 4-6 (p<0.0001). Regarding instruction methods, 47% of teachers for grades 1-3 utilized direct instruction to teach all FMS compared to 27% for grades 4-6 (p=0.0007). Only 3.7% of teachers used a standardized assessment of gross motor development to evaluate FMS proficiency. For children who appeared to be falling behind, 6.7% of teachers reported accepting the child’s “best effort” in participation. Only 7.3% reported referring to an exercise program and no PE teacher sought a healthcare referral. Time was reported as the greatest barrier to improving a child’s FMS competency in 52.4% of responses. Conclusion: Results suggests that fewer PE teachers teach all FMS in late elementary PE curriculum compared to early curriculum. Additionally, fewer teachers utilize direct instruction methods to teach skills in late elementary curriculum. With time reported as the greatest barrier, a more efficient screening tool to evaluate FMS competency may be needed.

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Solmon, Melinda A. "Reconceptualizing Physical Education Curricula to Meet the Needs of All Students." Kinesiology Review 7, no. 3 (August 1, 2018): 233–39. http://dx.doi.org/10.1123/kr.2018-0020.

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The traditional sport-based multiactivity approach that continues to dominate secondary physical education curricula is problematic on a number of levels. It is often not perceived as making a valuable contribution to the educational process by school administrators or as culturally relevant and interesting to many students. This paper highlights Catherine Ennis’s work related to the shortcomings of this model and the need to move toward a more educational focus. Initially, Ennis described the curricular strife that developed as teachers clung to this approach in the face of a changing educational landscape. Her work evolved to include students’ perspectives, and her writings gave voice to their disengagement and discontent. She continued her extensive writings related to this topic across her career, exploring alternatives and offering solutions to reconceptualize physical education programs to maximize their contribution to the school curriculum and to meet the needs of all students.

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Sharma, Geeta, Tom Stewart, and Scott Duncan. "Effects of a Curriculum-Integrated Dance Program on Children’s Physical Activity." Journal of Physical Activity and Health 17, no. 11 (November 1, 2020): 1179–83. http://dx.doi.org/10.1123/jpah.2020-0164.

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Background: Curriculum-integrated dance programs are a promising but relatively under-researched strategy for increasing children’s physical activity (PA). The aim of this study was to determine the impact of a curriculum-integrated dance program on children’s PA. Methods: A total of 134 primary children aged 7–9 years from 4 New Zealand schools were assigned to either a dance group (n = 78) or a control group (n = 56). The dance group participated in a 6-week curriculum-integrated dance program during school time. Although the dance program focused on curricular learning, fitness and coordination were embedded in the dance sessions. Intensity of PA varied according to the focus of each dance session. PA was measured at baseline and postintervention using a waist-mounted ActiGraph GT3X+ accelerometer for 8 consecutive days. Results: There were no significant intervention effects on PA levels between the dance and control groups postintervention. Conclusion: Dance-embedded learning did not increase overall levels of PA in this study. Future studies may consider assessing longer term effects of a dance-based intervention, or programs that place more focus on PA promotion.

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Jung, Jinhong, James Ressler, and Amy Linder. "Exploring the Hidden Curriculum in Physical Education." Advances in Physical Education 08, no. 02 (2018): 253–62. http://dx.doi.org/10.4236/ape.2018.82023.

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Elisseou, Sadie, Sravanthi Puranam, and Meghna Nandi. "A novel, trauma-informed physical examination curriculum." Medical Education 52, no. 5 (March 24, 2018): 555–56. http://dx.doi.org/10.1111/medu.13569.

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Szabo-Reed, Amanda N., Mark R. Scudder, Lauren Ptomeya, Kate Lambournea, David Hansenc, Charles H. Hillman, and Joseph E. Donnelly. "Physical Activity Across the Curriculum (A+PAAC)." Medicine & Science in Sports & Exercise 47 (May 2015): 546. http://dx.doi.org/10.1249/01.mss.0000478194.38209.cb.

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Journal articles on the topic 'Physical curriculum'

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