Curriculum development

HISTORICAL PERSPECTIVESHISTORICAL PERSPECTIVES
OF CURRICULUMOF CURRICULUM
DEVELOPMENTDEVELOPMENT
JOCELYN M. GALLEGOSJOCELYN M. GALLEGOS
MPES IMPES I

The development of curriculumThe development of curriculum
in history is basically founded ofin history is basically founded of
five outstanding motives, namely:five outstanding motives, namely:
1. The religious1. The religious
2. The political2. The political
3. Utilitarian.
4. The mass education motive.
5. The motive for excellence in
education.

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

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

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

The elements that usuallyThe elements that usually
compose of a curriculumcompose of a curriculum
are the Following:are the Following:
1. A statement of aims and1. A statement of aims and
of specific objectives.of specific objectives.

2. Some selection and2. Some selection and
organization of content.organization of content.
3. Certain patterns of learning3. Certain patterns of learning
and teachingand teaching
4. A program of evaluation of4. A program of evaluation of
the outcomes.the outcomes.

 Curriculum planCurriculum plan
►► is the advance arrangement ofis the advance arrangement of
learning opportunities for a particularlearning opportunities for a particular
population of learners. A writtenpopulation of learners. A written
curriculum plan is what we known ascurriculum plan is what we known as
curriculum guide.curriculum guide.

Curriculum PlanningCurriculum Planning
►►is the process whereby theseis the process whereby these
arrangements of curriculum pansarrangements of curriculum pans
or learning opportunities areor learning opportunities are
created.created.

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

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

Curriculum DevelopmentCurriculum Development
►►Is a cooperative venture amongIs a cooperative venture among
teachers, supervisor, curriculumteachers, supervisor, curriculum
expert, learners, parents and non-expert, learners, parents and non-
school people.school people.

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

1. The nature of society which includes the1. The nature of society which includes the
cultural heritage, the needs andcultural heritage, the needs and
demands as well as thedemands as well as the economiceconomic,,
social, political, culturalsocial, political, cultural,, moralmoral andand
other problems of the peopleother problems of the people
2. The interests, the needs, previous2. The interests, the needs, previous
experiences and problems of theexperiences and problems of the
learner.learner.
3. Educational and psychological principles3. Educational and psychological principles
based on the findings of scientificbased on the findings of scientific
studies and experimentation.studies and experimentation.

Curriculum LaboratoryCurriculum Laboratory
►►Is a place or workshop whereIs a place or workshop where
curriculum materials are gatheredcurriculum materials are gathered
or used by teachers or learners ofor used by teachers or learners of
curriculumcurriculum..

Resource UnitResource Unit
►►Is a collection or suggestedIs a collection or suggested
learning activities and materialslearning activities and materials
organized around a given topic ororganized around a given topic or
area which a teacher might utilizearea which a teacher might utilize
in planning, developing, andin planning, developing, and
evaluating a learning unit. Itevaluating a learning unit. It
consists of the following:consists of the following:

1. Introduction or short explanation1. Introduction or short explanation
of the importance of the topic.of the importance of the topic.
2. Objectives or anticipated2. Objectives or anticipated
outcomesoutcomes
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.

Master in Physical EducationMaster in Physical Education
and Sportsand Sports
General ProvisionsGeneral Provisions
If the student has not taken undergraduateIf the student has not taken undergraduate
courses in a field of specialization, he iscourses in a field of specialization, he is
required to take eighteen (18) units ofrequired to take eighteen (18) units of
qualifying courses to be determined byqualifying courses to be determined by
the Academic Program Chairpersonthe Academic Program Chairperson
unless otherwise specified in theunless otherwise specified in the
curriculum;curriculum;

The student may take more than theThe student may take more than the
prescribed units in any distribution inprescribed units in any distribution in
the curriculum to meet his careerthe curriculum to meet his career
objective and professional needs;objective and professional needs;
Free electives may be chosen fromFree electives may be chosen from
among the courses offered which areamong the courses offered which are
outside the required subjects in theoutside the required subjects in the
student’s curriculum;student’s curriculum;

If the student has completedIf the student has completed
courses substantially equivalent tocourses substantially equivalent to
the required courses, he maythe required courses, he may
waive the latter by application towaive the latter by application to
the Dean.the Dean.


Program DescriptionProgram Description
The Master in Physical EducationThe Master in Physical Education
and Sports (MPES) is a programand Sports (MPES) is a program
tailored to the needs of graduates intailored to the needs of graduates in
education and related areas to haveeducation and related areas to have
appropriate competencies in physicalappropriate competencies in physical
education and sports for professionaleducation and sports for professional
and leadership positions in variousand leadership positions in various
settings.settings.

 VisionVision
The Master in Physical Education and SportsThe Master in Physical Education and Sports
envisions to competitively prepare itsenvisions to competitively prepare its
graduates for roles in administrative leadershipgraduates for roles in administrative leadership
positions in physical education and sports in apositions 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.

 MissionMission
The program’s mission is to produce graduatesThe program’s mission is to produce graduates
for work in the sports industry, as well as infor 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 theadministrators, and good servants of the
community.community.

ObjectivesObjectives
To enhance the leadership, instructionalandTo enhance the leadership, instructionaland
research skills in physical educatin andresearch skills in physical educatin and
sports.sports.
To advance the curriculum design,To advance the curriculum design,
instructional material development andinstructional material development and
techniques.techniques.
To enhance the competenciesTo enhance the competencies
needed in community extension servicesneeded in community extension services

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

B. Major (18 units)B. Major (18 units)
PE 623 Test Construction and EvaluationPE 623 Test Construction and Evaluation
in Physical Education and Sportsin Physical Education and Sports
PE 624 Facilities, Equipment, andPE 624 Facilities, Equipment, and
Supplies in Physical Education andSupplies in Physical Education and
SportsSports
PE 625 Trends and Issues in PhysicalPE 625 Trends and Issues in Physical
Education and SportsEducation and Sports

PE 626 Curriculum and MaterialsPE 626 Curriculum and Materials
Development in Physical EducationDevelopment in Physical Education
and Sportsand Sports
PE 627 Sports Psychology: Athletes,PE 627 Sports Psychology: Athletes,
Coaches, and OfficiatorsCoaches, and Officiators
PE 628 Management of PhysicalPE 628 Management of Physical
Education and Sports with FieldEducation and Sports with Field
WorkWork

C. Electives/Cognates (6 units)C. Electives/Cognates (6 units)
RH 615 Seminar in Thesis WritingRH 615 Seminar in Thesis Writing
Any subject from allied field ofAny subject from allied field of
specializationspecialization
D. Thesis (6 units)D. Thesis (6 units)
RH 620 ThesisRH 620 Thesis

Defining DevelopmentalDefining Developmental
EducationEducation
Jeanne L. HigbeeJeanne L. Higbee
The University of GeorgiaThe University of Georgia

Seven Vectors of College StudentSeven Vectors of College Student
DevelopmentDevelopment
 Chickering's (1969) seven vectors of collegeChickering's (1969) seven vectors of college
student development have withstood the teststudent development have withstood the test
of time. Perhaps the most significantof time. Perhaps the most significant
addition to the second edition (Chickeringaddition to the second edition (Chickering
& Reisser, 1993) is the recognition that a& Reisser, 1993) is the recognition that a
theory originally written to address thetheory originally written to address the
developmental needs of the traditionally agedevelopmental needs of the traditionally age
college students of the 1960s can be equallycollege students of the 1960s can be equally
pertinent to students of all ages in thepertinent to students of all ages in the
1990s.1990s.

1. Developing Competence1. Developing Competence
This vector includes intellectual,This vector includes intellectual,
physical and manual, andphysical and manual, and
interpersonal (previously termedinterpersonal (previously termed
social) competence. Reisser (1995)social) competence. Reisser (1995)
describes three areas of intellectualdescribes three areas of intellectual
competence:competence:

1.11.1 The acquisition of subject matterThe acquisition of subject matter
knowledge, and of skills tied directly toknowledge, 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, expandingand aesthetic sophistication, expanding
interests in humanities, performinginterests in humanities, performing
arts, philosophy, and history, andarts, philosophy, and history, and
increasing involvement in lifelongincreasing involvement in lifelong
learning.learning.

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

Developmental educatorsDevelopmental educators cancan
make significant contributions tomake significant contributions to
student growth in intellectualstudent growth in intellectual
competence.competence.

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

2. Managing Emotions2. Managing Emotions
 Chickering and Reisser (1993) expand onChickering and Reisser (1993) expand on
Chickering’s(1969) earlier work to include theChickering’s(1969) earlier work to include the
trials and tribulations of returning adulttrials and tribulations of returning adult
students. Reisser (1995) states, "In the newstudents. Reisser (1995) states, "In the new
edition we contended that age does notedition we contended that age does not
necessarily correlate with emotional maturity,necessarily correlate with emotional maturity,
and we addressed a wider variety of emotionaland we addressed a wider variety of emotional
baggage that younger students and returningbaggage that younger students and returning
adults bring to college" (p. 507). Chumchal'sadults bring to college" (p. 507). Chumchal's
findings certainly support this viewpoint.findings certainly support this viewpoint.

3. Moving through Autonomy3. Moving through Autonomy
toward Interdependencetoward Interdependence
One of the primary changes in the secondOne of the primary changes in the second
edition ofedition of Education and IdentityEducation and Identity (Chickering(Chickering
& Reisser, 1993) is a greater emphasis on& Reisser, 1993) is a greater emphasis on
interdependence, the recognition that we caninterdependence, the recognition that we can
achieve emotional and instrumental autonomyachieve emotional and instrumental autonomy
and still rely on one another for support.and still rely on one another for support.
Another significant change in the new editionAnother significant change in the new edition
is the acknowledgment of potential genderis the acknowledgment of potential gender
differences in approaches to autonomy anddifferences in approaches to autonomy and
interdependence (Gilligan, 1982).interdependence (Gilligan, 1982).

4. Developing Mature4. Developing Mature
Interpersonal RelationshipsInterpersonal Relationships
 Reisser (1995) acknowledges "thatReisser (1995) acknowledges "that
relationships provide powerfulrelationships provide powerful
learning experiences about feelings,learning experiences about feelings,
communication, sexuality, self-communication, sexuality, self-
esteem, values, and other aspects ofesteem, values, and other aspects of
identity, for both men and women"identity, for both men and women"
(p. 508).(p. 508).

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

5. Establishing Identity5. Establishing Identity
Reisser (1995) proposes, "Any experienceReisser (1995) proposes, "Any experience
that helps students define 'who I am', 'who Ithat helps students define 'who I am', 'who I
am not' can help solidify a sense ofam not' can help solidify a sense of
self....Personal stability and integration areself....Personal stability and integration are
the result" (p. 509). When a student hasthe result" (p. 509). When a student has
achieved a stable and realistic self-image,achieved a stable and realistic self-image,
new challenges will be less threatening, andnew challenges will be less threatening, and
the student should be a better prepared tothe student should be a better prepared to
respond to new ideas and concepts orrespond to new ideas and concepts or
conflicting values and beliefs.conflicting values and beliefs.

6. Developing Purpose6. Developing Purpose
 Although this vector involves educationalAlthough this vector involves educational
and vocational planning and makingand vocational planning and making
lifestyle choices, it also focuses onlifestyle choices, it also focuses on
establishing priorities. What is reallyestablishing priorities. What is really
important in life? What would you reallyimportant in life? What would you really
like to accomplish? I always tell mylike to accomplish? I always tell my
students that I have only two goad thatstudents that I have only two goad that
really matter to me, to be a good mother andreally matter to me, to be a good mother and
to touch my students' lives in "little ways".to touch my students' lives in "little ways".

7. Developing Integrity7. Developing Integrity
This final vector is reflected in studentThis final vector is reflected in student
values:values:
(a)(a) humanizing values, which arehumanizing values, which are
relative rather than dualistic (Perry,relative rather than dualistic (Perry,
1970),1970),

 (b)(b) personalizing values, which referpersonalizing values, which refer
to the process of "affirming one’sto the process of "affirming one’s
own values and beliefs, whileown 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 theimportant, however, is achieving the
congruence between values andcongruence between values and
behavior that truly signifies integrity.behavior that truly signifies integrity.

WELLNESS AND PHYSICALWELLNESS AND PHYSICAL
FITNESSFITNESS
We are all in a dynamic process ofWe are all in a dynamic process of
moving toward or away from behaviormoving toward or away from behavior
that is either destructive or beneficial tothat is either destructive or beneficial to
our health. It is therefore important forour health. It is therefore important for
each individual take responsibility foreach individual take responsibility for
the direction in which they choose tothe direction in which they choose to
move.move.

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

TRADITIONAL VALUES ANDTRADITIONAL VALUES AND
BENEFITSBENEFITS
When those who regularly exercise areWhen those who regularly exercise are
asked, “ Have you benefited fromasked, “ 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 maintain1. Exercise builds and maintain
fitness.fitness.

2. Increase in the work capacity of the2. Increase in the work capacity of the
heart and lungs,heart and lungs,
3. Provides a good physical foundation3. Provides a good physical foundation
for the development of skills andfor the development of skills and
variety of sports.variety of sports.
4. Exercise may act to balance or4. Exercise may act to balance or
stabilize the psychologicalstabilize the psychological
consequences of emotional stress.consequences of emotional stress.

The Harvard Alumni study found thatThe Harvard Alumni study found that
sedentary men who become moresedentary men who become more
active may reduce their risk of death byactive may reduce their risk of death by
24 percent24 percent.. The benefits of regularThe 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 and3. Increase efficiency of the heart and
lungslungs

4. Increased muscle strength and4. Increased muscle strength and
endurance.endurance.
5. Reduced stress response5. Reduced stress response
6. Protection from lower-back6. Protection from lower-back
problemsproblems
7. Possible delay in the aging process7. Possible delay in the aging process

8. Maintenance of proper body8. Maintenance of proper body
weightweight
9. Possible reduction of the risk of9. Possible reduction of the risk of
coronary heart diseasecoronary heart disease
10. Naturally induced fatigue and10. Naturally induced fatigue and
relaxationrelaxation

PHYSICAL EDUCATIONPHYSICAL EDUCATION
CURRICULUM MODELSCURRICULUM MODELS

Aim and Objective of PhysicalAim and Objective of Physical
Education | Fitness and healthEducation | Fitness and health
Aim of Physical EducationAim of Physical Education
►►The ultimate goal or direction is referredThe ultimate goal or direction is referred
to as an aim, it point out way. It is finalto as an aim, it point out way. It is final
end. Aim is achieved some certainend. Aim is achieved some certain
objectives.objectives.
►►is to develop human personality in itsis to develop human personality in its
totality well planned activity programs.totality well planned activity programs.

Health and Physical EducationHealth and Physical Education
CurriculumCurriculum
Department GoalsDepartment Goals
Physical educationPhysical education coursed designedcoursed designed
to increase the student’s awareness ofto increase the student’s awareness of
the importance of physical activity inthe importance of physical activity in
creating a healthy lifestyle. Studentscreating a healthy lifestyle. Students
are encourage through physicalare encourage through physical
activity to increase their fitness level.activity to increase their fitness level.

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

Individual Course GoalsIndividual Course Goals
Physical education I:Physical education I:
Accompanying the progression of theAccompanying the progression of the
basic skills in such sports are programbasic skills in such sports are program
designed to enhance development ofdesigned to enhance development of
physical fitness. These activities makephysical fitness. These activities make
a valuable contribution to the student’sa valuable contribution to the student’s
overall health and well being.overall health and well being.

Physical education II:Physical education II:
This course continues the broadThis course continues the broad
concepts developed in PE I and alsoconcepts developed in PE I and also
offers a Variety of team and individualoffers a Variety of team and individual
activities, as well as provides anactivities, as well as provides an
introduction to a lifetime sports. Theintroduction to a lifetime sports. The
goal is enable students to participate ingoal is enable students to participate in
activities adults are likely pursue andactivities adults are likely pursue and
enjoy as leisure as sports.enjoy as leisure as sports.

 Physical fitnessPhysical fitness again include at thisagain include at this
level.level. Activities in PE II includeActivities 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.

Physical education III-IVPhysical education III-IV
Lifetime Sports:Lifetime Sports:
TheThe PE III – IVPE III – IV courses are designed forcourses are designed for
students who are not participating instudents who are not participating in
organized sports at TCH. Studentsorganized sports at TCH. Students
participate in activities designedparticipate in activities designed
increase their physical fitness andincrease their physical fitness and
ability to participate in lifetime sportsability to participate in lifetime sports
and physical activity.and physical activity.

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

Athletic PE:Athletic PE:
This course is advanced inThis course is advanced in physicalphysical
educationeducation course for those studentscourse for those students
who wish to develop and maintain awho wish to develop and maintain a
high level of fitness and conditioninghigh level of fitness and conditioning
as it relates to the competitive sportsas it relates to the competitive sports
program at TCH.program at TCH.

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

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

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, beinglearning how to move, or, being
educated in the movement functions ofeducated in the movement functions of
the body.the body.

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

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

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

Our Movement CurriculumOur Movement Curriculum
 fosters a child’s physical and emotionalfosters a child’s physical and emotional
development. It utilizes concepts that givedevelopment. It utilizes concepts that give
children the ability to handle themselves underchildren the ability to handle themselves under
a variety of circumstances, to include bodya 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 toexploring how to defy gravity and how to
utilize space; focusing on quality of movementutilize space; focusing on quality of movement
and its relationship to people and equipment.and its relationship to people and equipment.

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

FITNESS EDUCATIONFITNESS EDUCATION
 Physical fitnessPhysical fitness – is the ability to carry out– is the ability to carry out
daily tasks with vigour and alertness, withoutdaily tasks with vigour and alertness, without
undue fatigue and with the ample energy toundue fatigue and with the ample energy to
enjoy leisure-time pursuits and to meetenjoy leisure-time pursuits and to meet
emergencies.emergencies.

Components of physical fitnessComponents of physical fitness
1.1. Muscular strengthMuscular 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 enduranceMuscular endurance – is the ability to apply– is the ability to apply
strength and sustain it.strength and sustain it.

3.3. FlexibilityFlexibility – is the ability to perform a wide– is the ability to perform a wide
angle of motions easily and without strain andangle of motions easily and without strain and
injury.injury.
4.4. Cardio-respiratory enduranceCardio-respiratory endurance – is the ability– is the ability
to maintain total body activity or movementto maintain total body activity or movement
for extended periods of time.for extended periods of time.

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

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

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

Curriculum development

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