References
Extremely long list of references indicating the intense research done on this project and this topic.
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chool socioeconomic status, standardized test scores,facilities, class sizes did not matter much, suggesting a well-designed curriculum can be powerful enough to overcome impedi-ments from select contextual factors that could be adversarial tostudent learning
This is an important factor to this research however even if those factors did impact learning from the curriculum, a well designed and improved physical education program that could be widely implemented would still being more beneficial than not.
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In other words, whether doing the writtenassignments in physical education can predict knowledge gainbetter than whether doing the assignments correctly
Written assignments in physical education courses may affect students motivation
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Those in the experimental condition, however, indicatedthat their interest-based motivation was more likely to derive fromthe novelty and exploration opportunities of the tasks, showing themotivational nature of the experimental curriculum
How are we sure this is true with elementary schoolers.
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Learner Motivation
Results for learner motivation mostly vary but benefits definitely sway towards the experimental condition. Also little data is cited in this section that explains the changes in motivation and reasoning being discussed leaving a little room for confusion on how they made those conclusions.
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In-Class Physical Activity
In class physical activity was similar between the two groups, however students in the experimental group understood more why they were doing the physical activity, a goal of the new curriculum.
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Knowledge Gain
This section shows the findings from the experiments using old physical education programs and new concept based ones where the experimental groups experienced notable knowledge gain.
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The Research Design
Design of research used to build the concept based curriculum
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All lesson plans are scripted,verbatim, for teachers to use.
This makes an adjustment easy for teachers
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Finally,the curriculum will be finalized and ready for dissemination.
Last paragraph the many steps this program will go through to ensure its efficacy but also making sure that the information being taught is relevant to students and also being presented in an efficient way.
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These concept-based curricula are closely aligned with theresearch-based knowledge about physical activity
Alternative, concept based curricula being developed tie closely in to research based knowledge. This way as research in the field of kinesiolgy and physical activity expand, so can K-12 physical education through a concept based program.
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The Science, PE, and Me! consists of 90lessons, 30 for each of the third, fourth, and fifth grade. The 30lessons are organized into three units focusing on cardiorespiratoryhealth
Actual example of a concept-based curriculum being developed at UNCG with the author being one of the people developing this program.
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The Concept-Based Curriculum Approach
Alternative approach
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provides knowledge and physical activity content thatstudents can use for a lifetime
Benefits of this approach are longer lasting
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It will make more sense for physical education to be anextension of kinesiology science, rather than an extension of sports,with a focus on teaching knowledge, skills, and behavior for healthand fitness development for lifelong benefits
A better approach to the practice of teaching physical education in K-12 schools than the sports based approach currently seen.
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Students who are female, low skilled, andin need of knowing scientifically correct and efficient ways toimprove and maintain health for a lifetime are most at risk
Notes a specific demographic most impacted by the lack of an effective physical education program in schools.
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Curriculum Reform Attempts
This section discusses attempts that have been made to fix the continuing disparities in physical education
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It seems to imply that schooladministrators realize that our teachers are trained in a sciencediscipline, teaching physical education is not the best use of theirtraining and knowledge. This is ironic because kinesiology is ascience, and physical education should be the extension of thatscience just like the K–12 mathematics is an extension of themathematics discipline.
Notes a drop in qualified physical education teachers because administrators fail to realize that kinesiology is a science and the importance of it, which could be a factor leading to disalignment.
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At the present time, it seems that we are still facing the sameissue: whether should physical education continue to be an exten-sion of athletics/sports or an extension of kinesiology science forchildren health development?
Highlights that the issues plaguing P.E. curriculum misalignment 35 years ago are still present today.
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According to Schwab, the mostsalient sign of a curriculum crisis is the nonresponsiveness of thecurriculum to the advancement of the discipline
The curriculum for physical education is losing the scientific aspect as well as failing to evolve as knowledge and research of the topic of kinesiology does.
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has rarely incorporated thescientific knowledge systematically to help the learner not only dophysical activity, but also to understand the science about theactivity.
Discusses the failures to educate students on the scientific aspect of physical activity as well as how to effectively participate in it.
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Curriculum Alignment
This section discusses what curriculum alignment is so that the reader can understand what misalignment is and how it pertains to P.E.
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since the 1990s
Highlights the origin of problem
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Given the fact that K–12 curriculum is thecore for the content of physical education and PETE, addressingthe curriculum crisis may determine the future of physical educa-tion
Highlights the importance of physical education specifically in the K-12 curriculum and emphasizes the importance of this disalignment.
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Keywords: curriculum reform, K–12 schools, curriculum research, knowledge of most worth
Keywords that pop up regularly throughout the article giving the reader and idea for what to look out for.
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This conceptual article focuses on the curriculum disalignment issue that seems to be a contributor to the marginalization of K–12physical education. Through a brief historical review of events, especially the 1991 Critical Crossroads conference, the articleexplores and explains reasons that the future of K–12 physical education should rely on developing health-centered, concept-based curricula consistent with kinesiology science. In a major section, the article documents a 20-year effort and findings ofcurriculum intervention research in elementary, middle, and high schools to advocate and deliberate the need for a curriculumreform that should center on aligning physical education with kinesiology science. Implications of the kinesiology–physicaleducation curriculum alignment to student learning are emphasized, and a paradigm change perspective to curriculum reform isdiscussed as a path to revitalize K–12 physical education
"Abstract" section, giving a short summary of what the article is about and briefly delves into the misalignment of K-12 physical education, which is the main topic of the article
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Ang Chen
Only one author
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Kinesiology and Physical Education:A Curriculum (Dis)Alignment Perspective
The title describes the broad topics being discussed, kinesiology and physical education, as well as noting that the topics being discussed are a "Perspective"
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