The physical education programs they participate in significantly influence students’ health and personal development. They have the knowledge, skills, and mentalities necessary to live a physically active and healthy lifestyle for the rest of their lives. They are armed with the necessary information. Several curricular approaches have been developed to ensure that physical education adequately meets pupils’ diverse interests and requirements (Griban et al., 2020). This essay will provide an analysis of the numerous models of the physical education curriculum that are presented in the slides that accompany this post.
They are starting with movement education as a model for the curriculum. The overarching principle of this paradigm is the development of motor skills, fitness, and coordination in a manner centered on the student. The purpose of this approach in physical education is to enhance both the knowledge and the pleasure of exercise. Movement education can be incorporated into physical education sessions to assist students in becoming more physically fit and proficient in fundamental movement abilities (Leach, 2022). It helps children develop motor abilities that will serve them well in various sports and physical activities as they age. Children participating in various movement activities are more likely to develop these skills.
Fitness education is the second model of a curriculum. This strategy aims to encourage regular physical exercise and teach pupils the value of a healthy lifestyle. Students will learn to evaluate and enhance their fitness levels as its primary focus. Incorporating fitness education into PE programs can help kids see the value of being physically fit and encourage them to make good decisions in their daily lives (Opstoel et al.,2020). Students can acquire the information and abilities needed to sustain and enhance their fitness levels by learning about the elements of fitness, including muscular strength, flexibility, and cardiovascular endurance.
The third model of a curriculum that has been addressed is activity-based education. Participation and engagement in physical activities are emphasized in this strategy. Its goal is to provide kids with a taste of different things and help them hone their abilities in various sports and leisure activities. Together, physical education and activity-based learning promote students’ physical and mental health by having them participate in various sports and leisure activities (Shin & Jo, 2021). The best way to help kids develop their interests and skills while making exercise fun is to provide opportunities to try new things.
Social development and humanistic education make up the fourth model of a curriculum. Students’ social skills, cooperation, and teamwork are the primary goals of this strategy. The program aims to facilitate students’ personal and social growth through an accepting and nurturing classroom setting. Physical education is an excellent platform for implementing the social development and humanistic model because it emphasizes cooperation, fair play, and teamwork via various group activities and sports (Soltani & Morice, 2020). Students can learn to get along with others, speak clearly, and handle disagreements healthily by collaborating in a PE class.
The fifth model of a curriculum that has been discussed is the one that may be found in sports education. This model will give students a comprehensive grasp of a sport, benefiting them. Promoting values such as sportsmanship and fair play seeks to enhance the capabilities, knowledge, and comprehension of the game among participants. By implementing sports education in physical education classes, students can better understand a wide range of sports, improve their skills, and better understand the rules and practices specific to each sport. Through participation in all parts of a sport, from training to competition to post-game analysis, students have the opportunity to nurture a long-lasting admiration for sports and the values they teach.
Adventure and wilderness education is the sixth model of a curriculum that may be found in the curriculum. The component of this paradigm that focuses on experiential learning is mainly concerned with activities and problems that occur outside. Precisely, the emphasis is placed on skills such as leadership, problem-solving, and resilience. Through the incorporation of adventure and wilderness education into physical education programs, students have the opportunity to engage in activities that take place outside, work on improving their physical fitness, and enhance their social and personal skills. Exposure to various environments and challenges allows students to develop self-confidence, respect for nature, and a sense of adventure.
Constructivist pedagogy is the sixth model of a course of study. Key themes connected to physical education are emphasized in this paradigm. The goals are developing one’s capacity for in-depth analysis, deductive reasoning, and sound judgment. Physical education classes can benefit from conceptually oriented instruction by providing students with a solid grounding in movement, fitness, and sports principles (Griban et al., 2020). Students can better grasp the ideas and be better prepared to apply them in the real world when challenged to think critically and solve problems.
Individually relevant instruction makes up the eighth model of a good curriculum. Students’ unique requirements, interests, and talents are the primary foci of this model’s approach to PE instruction. A more tailored and applicable learning atmosphere is its ultimate goal. Using the principles of personally meaningful education, physical education programs can encourage children to participate in sports and other physical activities that have personal significance to them (Soltani & Morice, 2020). Students can develop intrinsic motivation and a love for physical activity that lasts a lifetime when allowed to take ownership of their learning and engage in activities that interest them.
The eclectic curriculum model is the ninth model. In order to provide a well-rounded and thorough approach to physical education, this model integrates features from other curricular models (Soltani & Morice, 2020). Its goal is to cater to various student interests and requirements. To ensure that students obtain a well-rounded education in physical fitness, skills, teamwork, and personal development, physical education programs can use the eclectic model to offer various learning experiences that combine aspects from several curricular models. Physical education programs can better support students’ growth and development by including various instructional approaches, student-centered activities, and formative evaluations.
Last but not least, it is essential to emphasize the significance of physical education to pupils’ development and well-being. By combining a variety of instructional approaches, physical education programs have the potential to provide children with a comprehensive education that encompasses health, fitness, teamwork, and personal development. Among these models are the eclectic model, the movement education model, the fitness education model, the activity-based education model, the sports education model, the adventure and wilderness education model, the conceptually based education model, and the personally meaningful education model. When physical education programs are tailored to meet each student’s specific needs, students can acquire the skills, values, and attitudes that will serve them well throughout their lives.
References
Griban, G. P., Коbernyk, O., Terentieva, N., Shkola, O., Dikhtiarenko, Z., Mychka, I., … & Prontenko, K. (2020). Formation of health and fitness competencies of students in the process of physical education. Sport Mont, (18 (3)), 73-78. https://scholar.google.com.ua/citations?user=DLOiNqcAAAAJ&hl=ru.
Leach, N. (2022). Impactful learning environments: A humanistic approach to fostering adolescents’ postindustrial social skills. Journal of Humanistic Psychology, 62(3), 377–396. https://journals.sagepub.com/doi/10.1177/0022167818779948.
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://eric.ed.gov/?id=EJ1267774.
Shin, J., & Jo, M. (2021). Development and Implementation of an Activity-Based AI Convergence Education Program for Elementary School Students. Journal of The Korean Association of Information Education, 25(3), 437–448. https://www.sciencedirect.com/science/article/pii/S2666920X23000164.
Soltani, P., & Morice, A. H. (2020). Augmented reality tools for sports education and training. Computers & Education, 155, 103923. https://www.researchgate.net/publication/341483054_Augmented_reality_tools_for_sports_education_and_training.
Tortella, P., & Fumagalli, G. (2021). Urban outdoor movement education: a playground to promote physical activity. The case of the” Primo Sport 0246″ playground. Journal of Physical Education and Sport, 21, 469-476. https://doi.org/10.1639/0007-2745(1963)66[184:notgti]2.0.co;2
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