Terms in this set (30)
gender role establish = boys work and girls clean
Intended focus: Intended focus: Primary focus on content
Unintended focus: Personal experiences when learning skills or the social status one holds within the class on content
Unintended focus: Personal experiences when learning skills or the social status one holds within the class
Everything missing from the formal curriculum
Exists in every school
There may be several reasons why specific content is left out (safety, teacher inexperience, etc.)
*Although there are very good reasons why certain activities are not included, teachers must carefully examine the null curriculum to determine if there are unintended and negative messages students may be receiving from what is missing.
EX. dance, student choice, cooperative games
Everything a teacher deliberately teaches to students that is shared or open to them
Written or spoken
Most common way of thinking about curriculum
A venue for developing an inclusive learning environment
Sometimes referred to as "covert"
Is deliberate, but not shared
May be more powerful if "discovered" by students
EX. knots: leadership; holding hands: cooperation
*May provide a more effective mechanism for encouraging long-term student learning than the explicit curriculum
Often regarded as the most powerful curriculum
What students learn in school that was not intended
Invisible to both the student and teacher
Encompasses what students learn about norms and values of the school environment (Posner, 2003)
*What students learn from the hidden curriculum is unintended and tends to be more negative than positive.
EX. Elimination games; sexism: girl pushups; status
Basic motor skills
-Needed in order to learn various activity skills
-Students use their bodies to express themselves
Performance in individual, partner, and team activities
-Occurs after basic skills have been learned
activities that requires students to make through space
ex: walk and run
hop= take off and land on same foot
movement that performed in self space and do not require entering general space
ex: stretch' length, widen or extend the body
turn- change direction by rotating
k-1 no more than 1 movement skill
ex: hop in self-space
1-3 as students learn move up more than 1 movement skill and concepts
ex: quickly move sideways down the gym floor at a low level
1 basic concepts
1. space- how an object or body moves through the environment
usually the first concept to be taught
direction: foward, sideways
pathway: zigzag, curved
2 basic concept
effort: refers to the amount of effort or muscular action involved in particular movement
time- fast, slow
force- strong, light
flow- bound flow (easily stoppable and controllable)
3 basic concept
relationship: how one more his/her body in relation to object and other students
-objects- between, around, under
Partners- lead, follow, mirror
creative movement curriculum
a popular form of curriculum that is incorporated into physical educations classes
using your head, legs, arms or another body part to receive or propel an object through space
-requires more instruction than the other basic movement skill.
Effective teachers do not believe that they have learned everything they need to know about teaching.
3.Reading professional journals
4.Speaking with other teachers
5.Attending professional conferences
Considerations When Teaching PE
What does your space look like?
Classroom if gym is occupied
What kind of equipment do you have?
A large supply of everything you want or
A limited supply
Where will you teach?
Warmer climate where outdoor PE is possible - what if it rains?
Colder climate where indoor PE is required most of the year?
Is it a shared space?
Protocols are the routines and rules of the classroom (gym).
Upon hearing word, students are expected to immediately stop whatever they are doing and listen.
Practice this on the first day in an activity
Start students using "When I say go"
ex: music- It can be used to let students know when to start and stop
also, clapping, whistle
slow down heart beat
demonstrating motor skills and movement concepts
students demonstrate knowledge of movements
students achieving or maintaining a level of fitness
students demonstrating knowledge of maintaining a level of fitness
physiological and physoslogical
if a child is obese do not assume they arent trying as hard. it take more energy
iep- students have special modification
Teacher designed games
first: think about what skill students should learn
second: brainstorm for what activity the students can do
third: how to involve all students
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