Gerald R. Gems                     Fall 2004         M W F            9:20 - 10:30




Office Hours:                M W F             8:00 a.m. - 9:00 a.m.                            Phone:  O - 637-5502

                                    M W F             3:00 p.m. – 4:00 p.m.                                       H - 264-1706 

                                    Email:               grgems@noctrl.edu


Course Description:  This course will actively engage students in the curriculum design process by studying the philosophical bases, objectives, selection, and sequencing of activities, materials, and evaluation of various curriculums.




Course Objectives:  Upon completion of this course a student should be able to:


            1.         Identify a curriculum model and its historical, philosophical, and social bases.


            2.         Identify the values inherent in different curriculum models.


            3.         Discuss the social, political, legal, ethical and economic factors that influence curriculum design.


            4.         Construct various curriculums, including lesson and unit plans that exhibit proper scope and sequence of activities.


            5.         Utilize various teaching styles and strategies for effective teaching.


            6.         Evaluate program and teacher effectiveness by using various evaluative instruments.



TEXT: Jim L. Stillwell and Carl E. Willgoose, The Physical Education Curriculum, 1997.



                        Ann E. Jewett, et. al., The Curriculum Design Process in Physical Education, 1995. (on reserve)

                        Vincent J. Melograno, Designing the Physical Education Curriculum 375.6137

                        Donald R. Glover, Team Building Through Physical Challenges 796.01 G51T C1

                        Christine J. Hopple, Teaching For Outcomes in Elementary Physical

                        Education: A Guide For Curriculum and Assessment 372.86 H77T

                        Deborah Wuest and Lombardo Bennett, Curriculum and Instruction: The Secondary School Physical Education Experience  796.0712 W95c




                                                                       HPE 300

                               CURRICULUM DESIGN IN PHYSICAL EDUCATION

                                                             COURSE OUTLINE


I.   Curriculum

            A.        Philosophical Bases

                        1.         Idealism

                        2.         Realism

                        3.         Pragmatism

                        4.         Existentialism


            B.         Curriculum Theory

                        1.         disciplinary mastery

                        2.         social reconstruction

                        3.         learning process

                        4.         self-actualization

                        5.         ecological validity


            C.        Value Orientations

                        1.         personal development

                        2.         social-cultural goals

                        3.         subject matter content


            D.        Curriculum Models

                        1.         developmental education

                        2.         humanistic

                        3.         fitness

                        4.         movement education

                        5.         kinesiological studies

                        6.         play education

                        7.         personal meaning


            E.         The Hidden Curriculum


II.        Instruction

            A.        Teaching Styles

                        1.         direct styles

                        2.         discovery styles


            B.         Teaching Effectiveness

                        1.         traits

                        2.         competencies

                        3.         organization and management

                        4.         behaviors

                        5.         methods

                        6.         discipline


III.       Evaluation

            A.        Program


            B.         Student

                        1.         psychomotor

                                    a.         skills

                                    b.         fitness

                        2.         cognitive - Bloom's taxonomy

                                    a.         know

                                    b.         understand

                                    c.         apply

                                    d.         analyze

                                    e.         synthesize

                                    f.          evaluate

                        3.         affective           


            C.        Reliability and Validity

                        1.         individual differences

                        2.         sociocultural differences


            D.        Teacher Evaluation

                        1.         accountability vs. improvement

                        2.         methods

                        3.         issues

                        4.         professional development

                                    a.         pre-service

                                    b.         in-service


IV.       Unit Plans

            A.        Scope


            B.         Sequence


V.        Lesson Plans

            A.        Objectives


            B.         Management and Organization


            C.        Method and Content

                        1.         introduction

                        2.         demonstration

                        3.         task appropriateness

                        4.         diagnosis - prescriptive feedback


            D.        Evaluation


            E.         Deviation from Lesson Plan


VI.       Administration

            A.        Leadership

                        1.         leadership styles

                        2.         managerial roles

                        3.         school culture


            B.         Management

                        1.         program

                        2.         facility


            C.        Extracurricular

                        1.         contest or event

                        2.         intramurals


            D.        Coordination with Public Agencies


            E.         Physical Education and Legal Concerns

                        1.         Title IX

                        2.         Federal Law 94-142

                                    a.         Individualized Education Plans (IEP)

                        3.         Liability





1.         Weekly Reading Assignments


2.         Final Exam - 25% of grade


3.         3 Research Projects:     =          50% of grade


            a.         Design an elementary (grades K-5) school P.E. curriculum utilizing the movement education model.


            b.         Design a middle school (grades 6-8) P.E. curriculum utilizing the fitness model.


            c.         Design a high school (grades 9-12) P.E. curriculum for sports skills/or

                        adventure-outdoor education utilizing a humanistic model.


4.         Individualized Education Plan    =          25% of grade






The curriculums should include unit plans for 15 weeks each (7 one hour periods daily), with proper scope and sequence of activities, philosophy, goals, objectives (cognitive, psychomotor, and affective) methodologies, instructional materials, facilities, and evaluative means (for curricular goals, students' performance, and teachers' effectiveness.)


Each report should be typed and contain a bibliography of sources. Improper English usage, grammatical errors, misspellings, etc. will constitute a loss of .1 point (10 errors = 1 point loss) per occurrence.  Faulty planning or lack of comprehensiveness in curricular design may constitute a substantially greater penalty.



Attendance Policy:  This course is conducted as a lab requiring group work and the practical application of concepts.  Unexcused absences will be penalized by a loss of 3 points each from your total score.




90 – 100 points         (excellent)                                                     =          A

90 – 92 points                                                                                   =          A-

87 – 89 points                                                                                               =          B+

83 – 86 points                       (above average)                                              =          B

80 – 82 points                                                                                               =          B-

77 – 79 points                                                                                               =          C+

73 – 76 points           (average)                                                        =          C

70 – 72 points                                                                                               =          C-

60 – 69 points                       (below average, minimally acceptable)       =          D

less than 60 points                                                                            =          F










CURRICULUM DESIGN:  Text, Chapters 1-7

1.                  Joyce Harrison, Connie Blakemore, Instructional Strategies, (on reserve)

            Chap. 15-18.


2.                  William G. Anderson, "Preparing & Using the Written Curriculum, JOPERD,

            Feb. 1988, 67-72.


3.                  "Critical Crossroads - Decisions for Middle and High School Phys. Ed.,"

            special section, JOPERD, Sept. 1992, 67-96.


4.         Vincent Melograno, "The Balanced Curriculum," JOPERD, (Aug. 1984), 21-24; (Nov.-Dec. 1984), 70-72.


4.                  Pat Griffin, "Coed Physical Education: Problems and Promise," JOPERD

            (Aug. 1984), 36-37.


6.         M. Frances Klein," Alternative Curriculum Conceptions and Designs," Theory Into Practice, xxv: no. 1, 31-35.


7.         Scott E. King, "Inquiry Into the Hidden Curriculum," 82-89.


8.         Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg, "What Helps Students Learn?," Educational Leadership (Dec. 1993) Jan. 1994), 74-79.


9.         Scott K. Evans, "Required High School Physical Education," Ideas II, 13-16.


10.       Daryl Seidentop, "Thinking Differently About Secondary Phys. Ed.," JOPERD (Sept. 1992), 69-72, 77.


11.       Brett Christie, “Topic Teamwork:  A Collaborative Integrative Model For Increasing Student Centered Learning In Grades K-12,” JOPERD 71:8 (Oct. 2000), 28-32..


12.       "Multicultural Education," JOPERD (Nov.-Dec. 1994), 31-36, 61-74.


13.       Martin E. Block, "Modify Instruction: Include All Students," Strategies (Jan. 1996), 9-12.


                                                         Supplemental Reading

            Ann E. Jewett, et. al., The Curriculum Design Process in Physical Education, Chapter 1-6.


            Bonnie Mohnsen, Teaching Middle School Physical Education, 1988.


FITNESS:   Jewett, The Curriculum Design Process in Physical Education, Chapter 8.


1.         Patricia McSwegin, et. al., "An Educational Plan," JOPERD, Jan. 1989, 32-34.


2.                  Clayre Petray, et. al, "Programming for Physical Fitness," JOPERD, Jan. 1989,



3.         Sandra Pifer, "Secondary Physical Education - A New Design," JOPERD, Aug. 1987, 50-51.


4.         Lee Allsbrook, "Fitness Should Fit Children," JOPERD, Aug. 1992, 47-49.


5.         James Sweeney, Deborah Tannehill, and Linda Teeters, "Team Up For Fitness," Strategies (Mar.-Apr. 1992), 20-23.


6.                  Susan M. Moen, "Circuit Training Through the Muscular System," JOPERD (Feb. 1996), 18-23.


7.                  Avery D. Faigenbaum, “Strength Training and Children’s Health,” JOPERD, (March 2001), 24-30.


                                                          Supplemental Reading

            Thomas Ratliffe, Teaching Children Fitness, 1994.

            Margaret J. Safrit, Complete Guide to Youth Fitness Testing, 1995.

            Emily Foster, Fitness Fun, 1998.

            Ideas III: Middle School Physical Activities For A Fit Generation, 1998.


SPORT SKILLS/GAMES:  Text, Chapter 9

1.         Carl Gabbard & Glenn Miller, "Intermediate School Game Curriculum," JOPERD, Aug. 1987, 66-71.


2.         Jayne M. Jenkins, “Sport Education in a PETE Program”, JOPERD, 75:5 (May/June, 2004, 31-36.


3.         Steven Grineski, "What Is A Truly Developmentally Appropriate P.E. Program For Children?" JOPERD, Aug. 1992, 33-37, 60.


4.         Steven Grineski, "Achieving Educational Goals in P.E.," JOPERD, (May-June, 1993), 32-34.


5.         Greg Carpenter, "Creating An Interdisciplinary Unit," Strategies (June 1993), 26-29.


6.         Judith L. Oslin, "Tactical Approaches to Teaching Games," JOPERD (Jan. 1996), 27-33.


7.                  Derek J. Mohr, J. Scott Townsend, and Sean M. Bulger, “A Pedagogical

Approach to Sport Education Season Planning,” JOPERD (November/December 2001), 37-46.


8.                  “Sample Grant Proposal For A Sport Education Curriculum Initiative,” JOPERD (March 2001), 50-53, 58-59.


                                     Supplemental Reading (Sport Skills/Games)

            Lowell Turner and Susan Turner, Teacher's Activities Program, 1989


            David Belka, Teaching Children Games, 1994


            Judith Rink, Teaching Phys. Ed. For Learning, 1993, Chapter 4.


            Ann Jewett, The Curriculum Design Process in Physical Education, Chapter 7.


            Hilda Fronske, Teaching Skills For Sport Skills, 1997.


            Linda Griffin, Teaching Sports Concepts and Skills, 1997.



1.         Robert J. Kitson, "Psychomotor Skill Teaching: Beyond the Command Style," JOPERD, Aug. 1987, 36-37.


2.         Susan Copel, "Games & Sports: Offering Social, Competitive & Functional Purpose," JOPERD, Feb. 1986, 29-33, 45.


3.         Susan Copel, "Educational Gymnastics," JOPERD, Feb. 1986, 34-38.


4.         "Dance Dynamics", special section, JOPERD, Nov.-Dec., 1992, 38-57.


5.         Janet Hamburg, "Applying Body Therapy To Dance And Sport" JOPERD, (May-June, 1992), 48-50.



                                                         Supplemental Reading

            Nichols, Moving & Learning:  The Elementary School PE Experience, 1990.


            Kenneth B. Wheeler, Physical Education Curriculum Activities Kit for

            Grades K-6, 1991.


            Craig A. Buschner, Teaching Children Movement Concepts & Skills:  Becoming a Master Teacher, 1994.


            Peter Werner, Teaching Children Gymnastics:  Becoming a Master Teacher, 1994.


            Christine J. Hopple, Teaching For Outcomes in Elementary Physical Education, 1995


            Ann E. Jewett, The Curriculum Design Process in Physical Education, Chapter 9.


            Allen Burton and Daryl Miller, Movement Skills Assessment, 1997.


HUMANISTIC EDUCATION:  Jewett, et. al., The Curriculum Design Process in Physical Education, Chapter 10.


1.         Don Hellison, "The Affective Domain in Physical Education," JOPERD, (Aug. 1987), 41-43.


2.         Karen H. Weiller, "The Social-Emotional Component of Phys. Ed. for Children,"

            JOPERD, (Aug. 1992), 50-53.


3.         Charles D. Smith, "Personalizing the Learning Process," Strategies, (Feb.-Mar. 1990), 14-16.


4.         Special Section, "Becoming Responsible for Our Actions," JOPERD, (May-June, 1993), 36-40, 57-75.


5.         Jack Canfield, "Improving Students' Self-Esteem," Educational Leadership (Sept. 1990), 48-50.


6.         "The New Way to Play: Cooperation in Phys. Ed.," Strategies (Apr.-May, 1990), 13-16.


7.         Linda S. Masser, "Teaching for Affective Learning in Elementary Phys. Ed.," JOPERD (Sept. 1990), 18-19.


                                                         Supplemental Reading

            Donald Hellison, Reflective Approach to Teaching Phys. Ed., 1991.



1.         Special Issue, JOPERD (Feb. 1989), 30-46.


2.         Jim Sibthorp, Karen Paisley, Eddie Hill, “Intentional Programming in Wilderness Education,” JOPERD, (Oct. 2003) 21-24.


3.         Patti Freeman, et. al., “Philosophy and Practice of Wilderness – Based Experiential Learning,” JOPERD (Oct. 2003) 25-27, 32.


4.         Jim Gilbert and Charles M. Chase, "Outdoor Education," JOPERD (May-June, 1988), 28-29.


5.         Thomas C. Slentz and Mellisa A. Chase, “Climbing Mt. Everest,” JOPERD 74:4 (April 2003), 41-43, 54.









Supplemental Reading (Outdoor/Adventure Education)


            John C. Miles, ed. Adventure Education, 1991.


            M. Alexander Gabrielsen and Charles Holtzer, The Role of Outdoor Education, 1965.


            Donald R. Glover and Daniel W. Midura, Team Building Through Physical Challenges, 1995.


            Simon Priest, Effective Leadership in Adventure Programming, 1997.


            Daniel Midura, More Team Building Challenges, 1998.


            James Cain and Barry Joliff, Teamwork and Teamplay: Cooperative Challenge and Adventure Activities, 1997.



PROGRAM EVALUATION:  Text, Chapters 11-12


            Vincent J. Melograno, Designing the Physical Education Curriculum, 1996, Chapter 6.


            Ann E. Jewett, The Curriculum Design Process in Physical Education,

            Chapters 12-13.


            Deborah Tannehill, ed., “Using the NASPE Content Standards,” JOPERD, 72:8 (Oct. 2001), 19-34.


Individualized Education Plan

                                     (Text:  Chapter 10)


Project Inspire website (venus. twu.edu/nf_huettig)


(1)    State age, grade, sex of student


(2)    State symptoms, characteristics of condition


(3)    How does condition affect physical education participation?


(4)    Design IEP unit for 1 full semester (15 weeks)


(5)    State rationale for choice of activities


(6)    Bibliography