Social Responsibility - Curriculum Construction in Physical Education - Lecture Slides, Slides of Physical Education and Motor Learning

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Personal/Social Responsibility

Responsibility Defined

• Personal acceptance for conduct
  • Concerning others
  • Our surroundings
  • Ourselves
• Includes: keeping obligations, striving for

personal/moral best, self-discipline, honesty

• Nurtures responsibility
• Internally motivated;a voluntary choice

Curriculum and Instruction

• Decision-making privileges
  • Begin with small situations
• Teachable moments
  • Even when an unsuccessful decision has been made, work through it!
• Atmosphere or climate
  • Students empowered; gradually shift from teacher decisions to student decisions
  • Self-directed
  • Encourages responsibility

Responsibility as Instruction

• Including all students
• Using student input
• Providing choice
• Practice making choices
• Reflection about choices
• Student-centered; climate supports student

attempts to accept responsibility

Emphasis of Standards within Personal and Social Responsibility

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Major

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Minor

3. Participates regularly in physical activity. Minor
4. Achieves and maintains a health-enhancing level of physical fitness.

Minor

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Major

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Minor

Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11docsity.com

Benefits

• Promotes responsibility through direct

strategies that allow students decisions

• Lessens risky behaviors
• Opportunities for belonging
• Develops a playful spirit

Limitations

• Demands on teacher
  • Willing to try new possibilities
  • Devote time to activities; do you as teacher believe the time is well spent and important?
  • Transferring control; different than how we were socialized as students
  • Outside comfort zone; requires thinking differently

Assessment

• Goal is student learning
• Formative in nature;feedback informs

students

• Multiple types
  • Exit slips
  • Checklists