What and why

Unit 2 deals with curriculum models in physical education, in other words, what and why is worth teaching. We were asked to read a complementary article in which most of the curriculum models in PE were explained. After doing so, we made a worksheet in order to reflect about them and realize what their main and feeble points were.

After having read Hellison and Templin's article I rated the different curriculum models. As a result of this, the most poorly rated were competitive achievement and organized recess models. On the other hand, the most highly rated were responsibility, elective and self-esteem models.

From my point of view, the competitive achievement model is the worst among all of them. By emphasizing the ends, the effort is put aside and "losers" would never be valued. In addition, this model not only does avoid collaborative work, but also could promote cheating. Although I think that some aspects of competition have to be learned, this is not the correct way to foster them.

Organized recess is not the correct model either. As I see it, everyone can be a PE teacher using this model since it is the easiest way to avoid the responsibility this work implies. When using organized recess, physical is more or less promoted (if everybody is participating) but the main objectives of the subject are omitted. Thus the hour of physical education becomes pointless as there is no more learning than playing in the park after class. I think that PE classes should be enjoyable but also educative. Therefore, the teacher ought to plan the sessions and help the children learn movement and through movement and not only check if they are behaving well or not. In my view,  organized recess can be used as a means to motivate children but not as a curriculum model itself.

                 

On the other hand, the models that I like the most are self-esteem, elective and responsibility. From my point of view, neither self-esteem nor elective are ideal models since they are not complete. With the first one, some activities can be omitted as they do not promote self-esteem. With the second no values are taught although students can learn through a lot of physical activities. That is why I think that responsibility model is the best because it combines teaching values and any kind of physical activity fits with it. In addition, responsibility model takes into account all the domains of the child, trying to give him a complete education.

The fitness model led to assessment. Most of the people in the class were assessed through tests in PE. They were either theoretical or practical but curiously we all agreed that testing was not the best way to promote physical activity.

            

Based on my own experience, I did not enjoy doing fitness tests at all. Although I did a lot of sport, I've always been really bad at flexibility. Every time we had to do a test in flexibility I was very upset because everyone outperfomed me whereas I hardly got a 1 out of 10. Therefore, not only were tests pointless since they did not measure the progress, but they also worked as an instrument of demotivation. Using this model, students like me were not encouraged to improve their abilities. In addition, this model makes that pupils become anxious about the test since all the mark is based on a single performance that most of the time is watched by all the class.

After listening to our experiences as PE students, the profesor gave us a completely different perspective about tests. If the PE teacher (or even the classroom teacher) knows how to deal with them tests actually can be used as means of motivation. Tests are believed to be almost like punishments, however, this attitude towards them can be changed if teachers know how to do it. Instead of presenting them as something difficult and in which your mark depends on; they also can be regarded as a challenge that is only offered to the children when they have behaved well. I really like this approach because through it PE can be completely revolutionized.