Importance of

recreational sports
Recreational Sports In The
School Curriculum

Curriculum Design
Building a
Recreational Sports
Based Program

What, when, how you teach

Why underpinning
Not just teachers interest
Actual curriculum = proposed
curriculum NOT hidden curriculum

Developing School Curriculum

Must be based on
NPE
KSSR
Community Environment
School Environment
Learners

Community Environment
Values, attitudes, beliefs of the community

Social
Economic
Cultural
Political

Community resources
Communitys historical background
Geographical location

School Environment
School charter
Policies school and PE
School curriculum pattern
Streaming
Integrated subjects
Multi year levels
Timetabling

# classes
Time duration, of day
# students
Gender

Resources
Finances
Facilities
Equipment
Staff

Physical Education Staff

Number
Gender
Age
Socio-economic background
Interests
Expertise
Legal responsibilities
ratios

Student Needs
Individual
Variety of content and delivery modes
Broad - meet diverse needs
Too broad - less effective

Physical safety
Psychological safety
Self efficacy
Social approval

Meet expectations of others

Students Interests

Age
Gender
Socio-economic status
Ethnic and racial background
Goals
Level of commitment
Talents
Fitness level
Experience

Determining Students Interests & Needs

Tests
Fitness, knowledge, skill

Questionnaire
Attitudes

Observation
Interviews/chat
Individual, focus group

Curriculum Patterns
The way curriculum is delivered
May include a number of pedagogical
approaches
Content centred or Student centred

Content Centred Curriculum Patterns

Emphasise mastery and learning how
to learn
1. Activity based curriculum patterns
2. Concepts based curriculum patterns

1. Activity Based Curriculum

Patterns
Most common - traditional
Curriculum organised around activity
units
Participation is the goal
Progression
Basic skills at Primary
Specialisation at Secondary

Easy to coordinate

Cons
Often inadequately planned and
implemented
Repetition - boredom
Fail to develop
skills past basic level
concepts necessary to understand the
purpose of physical activity throughout life

Less Traditional Activity Based Programs

1a. Recreational sports
Learning to be competent, literate,
enthusiastic sports persons
Mirrors sport in the community
Teaches skills, rules, strategies,
appreciation for the sport, good sportsperson-ship

 Research improves
Strategy, participation, team play

All students are involved in the

organisation and duties are rotated
Fair play points are awarded - socialisation

Recreational Sport Education

Organisation
1. Season
2. Team affiliation
3. Formal competition and practice
Modified games progress in difficulty

4. Culminating event
5. Record keeping feedback
6. Festivities / rituals

Cons
Need many classes scheduled at the
same time
Needs commitment, enthusiasm and
organisation from
teachers

 Recreational Sport Education Program

in Physical Education
Partial or whole RS program
Not for 1 lesson
Con
May lose Physical Education & Sport
Education allocation
Years 7 & 8 less skill development

2. Concepts Based Curriculum

Patterns
Skill

FMS - Kicking, hitting, throwing

Strategies

Games sense invasion, wall/net, striking/fielding,

target

Movement

Games, dance/gymnastics, fitness

Fitness

Suits guided discovery/problem solving

Guide discovery of connections

Based on assumption

Concepts transfer to new skills and situations

Pros
Approach readily adaptable to individual
differences and environments
Often liked by non excelling students
Apply concepts to real game situations

Cons
May not learn specific skills
Need mature FMS
More appropriate to Secondary school PE
Concept understanding may not transfer to new
skills and situations
Requires > teacher knowledge

Game structure
Select developmentally appropriate game forms
Modify games without violating the basic principles of
the theme

2a. TGFU Approach

Teaching Games for Understanding
Games Sense
Developed 1960s 1970s
Student understanding of game
strategies
Student problem solving
Games categorised into themes

2b. Developmental Curriculum Patterns

Based on the cognitive, psychomotor
and affective developmental stages &
growth patterns
Primary FMS
Middle Team sports
Senior Lifetime sports

Assumptions
Assumes students go through same
development stage at same rate & age
Widely accepted
Often combined with activity based
curriculum
Assumes development will occur
automatically through participation in
motor activities

2c. Student Choice Curriculum Pattern

Different streams are offered e.g.

Traditional male sports

Soccer, AFL, cricket, baseball, rugby,
Traditional female sports
Netball, softball, aerobics, ballet, hockey
Coed sports
Swimming, athletics, basketball, squash, fitness
gym,
Marginal sports
Lacrosse, korfball, martial arts, touch
Recreational
Yoga, walking, tai chi, aerobics
Outdoor Education activities
Canoeing, orienteering, bike riding