Personal Development, Health &
PE
(PDHPE)
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A
Curriculum Framework for Seventh-day Adventist Secondary Schools
ACKNOWLEDGEMENTS
The South Pacific Division Curriculum Unit has enlisted the help of a number of teachers in preparing this document. We would like to thank all who have contributed time, ideas, materials and support in many tangible and intangible ways.
Some of the content of the framework has been adapted from the Framework for Social Studies K-12 developed under the auspices of the North American Division Office of Education. We gratefully acknowledge our indebtedness to this document.
In particular, we would like to thank the members of the History Curriculum Groups who wrote and edited the document. One group met in April 1986, and the other group met in March 1989. The group members were:
First Edition
Ormand Howard Warburton Adventist High School
Colin Louwen Albury Adventist High School
Peter Lyndsay Sydney Adventist High School
David Martin Avondale College
Wayne Miller Avondale College
Lance Nilsson Avondale High School
Jack Ryan Auckland Adventist High School
Julia Young Sydney Adventist High School
Second Edition
Shelley Mathews Brisbane Adventist College
David Martin Macquarie College
Quentin Oaklands Carmel Adventist College
Darryl Scale Gilson College
It is our wish that teachers will use this document to improve their teaching and so better attain the key objectives of Seventh-day Adventist education.
Sincerely,
Barry Hill
Director Secondary Curriculum Unit
South Pacific Division
Seventh-day Adventist Church
Department of Education
148 Fox Valley Road February 1999
WAHROONGA NSW 2076 Second Edition
TABLE of CONTENTS
ACKNOWLEDGEMENTS . . . . . . 2
TABLE OF CONTENTS . . . . . . 3
WHAT IS A FRAMEWORK? . . . . 4
USING THE FRAMEWORK . . . . 5
SECTION 1 Philosophy . . . . 6
Philosophy . . . . . . . . 7
Rationale . . . . . . . . 8
Values-Oriented Objectives . . . . . . 9
SECTION 2 The Planning Process . . 10
Steps in Planning a Unit . . . . . . 11
The Planning Example — Basketball Year 9 . . . 14
SECTION 3 Topic Plans . . . . . 16
Gymnastics . . . . . . . . 17
Athletics . . . . . . . . 18
Health and Personal Development . . . . . 19
Aquatics . . . . . . . . 20
Individual Sports . . . . . . . 21
SECTION 4 Planning Elements . . . . 22
Values of PDHPE . . . . . . . 23
Issues . . . . . . . . . 26
Strategies for Teaching Valuing . . . . . 28
Assessment . . . . . . . . 34
SECTION 5 Appendices . . . .. . 36
Learning Areas in PDHPE . . . . . . 37
Competition Guidelines . . . . . . 39
Duty of Care . . . . . . . . 41
WHAT IS A FRAMEWORK?
A Framework
In the Adventist secondary school context, a "framework" is a statement of values and principles that guide curriculum development. These principles are derived from Adventist educational philosophy which states important ideas about what Seventh-day Adventists consider to be real, true and good.
A framework is also a practical document intended to help teachers sequence and integrate the various elements of the planning process as they create a summary of a unit or topic. The framework is not a syllabus.
The framework is not designed to do the job of a textbook. Although it contains lists of outcomes, values, issues and teaching ideas, the main emphasis is on relating values and faith to teaching topics and units.
Objectives of the
Framework
1. One objective of the framework is to show how valuing, thinking and other learning skills can be taught form a Christian viewpoint. The Adventist philosophy PDHPE influences this process.
2. A second objective is to provide some examples of how this can be done. The framework is therefore organised as a resource bank of ideas for subject planning. It provides ideas, issues, values and value teaching activities of PDHPE, so it is intended to be a useful planning guide rather than an exhaustive list of "musts."
The framework has three target audiences:
1. All PDHPE teachers in Adventist secondary schools.
2. Principals and administrators in the Adventist educational system.
3. Government authorities who want to see that there is a distinctive Adventist curriculum emphasis.
USING THE FRAMEWORK
Layout
The framework is comprised of five sections — philosophy, the planning process, sample unit plans, planning elements, and appendices. The nature and purposes of each section are set out below.
It is suggested that you read this page describing these five sections now before attempting to use the document for the first time.
SECTION 1 —
Philosophy
Section 1 is the philosophical section. This section contains a philosophy of PDHPE, a rationale for teaching PDHPE, and a set of outcomes which have a valuing and Christian bias.
This section is meant to help teachers refresh their memories of the Christian perspective they should teach from. They may consult this section when looking at longer-term curriculum planning, and when thinking about unit objectives. They may also consider adapting it or using it as is to form part of their program of work.
SECTION 2 — The
Planning Process
Section 2 is the "how to"
section of the framework. It explains a
process teachers can follow when planning a topic or unit of work while
thinking from a Christian perspective.
It is followed by a sample summary compiled by working through the
steps. Because it suggests an actual
process for integrating ideas, values and learning processes, this section is
the heart of the document.
SECTION 3 — Sample
Topic Plans
Section 3 shows practical examples of how
to use the framework in planning topics.
It is meant to show how Section 2 can be used to produce a variety of
possible approaches to teaching valuing, thinking and other learning.
SECTION 4 — Planning
Elements
Section 4 contains lists of values,
issues and teaching assessment strategies that teachers may consult when
working their way through Section 2 of the framework. It is a kind of mini dictionary of ideas to resource the steps
followed in Section 2.
SECTION 5 — Appendices
Section 5 contains ideas for teaching
which lie outside the domain of values and faith, but which could be useful as
reminders of good teaching and learning practice.
SECTION 1
Philosophy SECTION
INDEX
A Philosophy
of PDHPE . . . . 7
Rationale . . . . . . . . 8
Values-Oriented
Objectives . . . . 9
Philosophy
The philosophy of this physical education framework is an extension of the philosophy of Adventist education which is based on a world view derived from the Christian faith. This view begins with a belief in an eternal, loving and personal God who has always existed, who is all-powerful, and who is the source of all life, truth, beauty and Christian values.
Because it affirms the above Biblical view of God, the framework focuses on the concept of restoration. Man was originally created in God's image, but this image has been marred by sin. Physical education in Adventist schools therefore focuses on the restoration of God's image in mankind through emphasizing a group of health-related concepts.
We achieve good health by pursuing a balanced lifestyle, one which requires us to harmoniously develop all of our faculties - physical, social, spiritual and academic. Through harmonious development of these faculties, we acquire a perception of well-being which helps us sense our personal value to God and the world. Physical health therefore undergirds all that we attempt in life. Consequently through an alert and balanced perspective we are better equipped to realize our life potential in a Christian context.
Our bodies are the temple of God where the Holy Spirit dwells, so they are places where God can readily re-establish His image. As we build health and its attendant positive attitudes, this process influences both our quality of life and world view, and God's image becomes strengthened in us.
By viewing ourselves as God's dwelling places, we recognize that God's gift of health entails obligations. Adventist lifestyle conveys a value-laden perspective of how life should be lived. It also affirms attitudes to issues relating to desirable recreation, the nature and competitiveness of sport, healthy eating habits, and aesthetic beauty of human movement. Through a healthy lifestyle and the knowledge of health and fitness, we can become positive models who glorify God and make Him more real to others.
Rationale
The philosophy of physical education in this framework implies that there are good reasons for the importance of the subject in the curriculum. Some of these reasons are expanded in this rationale statement.
Physical education is an essential part of wholistic education because fitness, stamina and general good health are necessary prerequisites for successful learning. Our physical education skills help us cope with life, and extract the most from the variety of our experiences.
Physical activity helps many students develop self-esteem. Sporting and other recreational activities also help students to experience new challenges, and to develop success, confidence and enjoyment in participating. They sometimes experience little opportunity for such success elsewhere in school life.
The recreation component of physical education provides a popular context for adolescents to learn and enjoy social interaction and relaxation. In games, sport and outdoor activities they relate to teachers and peers in a more relaxed manner, and they learn how to cooperate socially. They also learn how to gain release from stress, and how to relax later in life.
Games and teamwork provide a venue for teaching a range of positive attitudes such as good sportsmanship and the benefit of endurance. Attitude formation happens naturally and constantly during games and other physical activities.
Much physical recreation permits students to appreciate the aesthetic quality of movement, and to express themselves creatively in ways that are unique to physical activity.
Many skills, such as those relating to balance, coordination, and safety, are required in life and can be developed in physical education.
Outdoor education activities have the potential to help teachers make God more real to students. Teachers demonstrate God's positive attributes as they gain rapport with students, interact with them, and show them evidence of God's creatorship in the outdoors.
Overall, physical education draws together a wide range of skills and values considered to be important in life, and more specifically, it fulfils the intentions of Adventist education.
Values-Oriented Objectives
The objectives listed here focus on the more spiritual, social and affective aspects of PDHPE. They are not meant to replace objectives and outcomes of state syllabi.
The PDHPE curriculum will provide students with opportunities to develop:
1. A balanced Christian perspective of PDHPE, which recognizes the importance of health and exercise to total well-being.
2. Knowledge of how to maintain their bodies in peak physical condition, so that they are more receptive to the development of personal spirituality.
3. Appropriate Christian responses to issues such as the role of sport in society, the influence of the media in sport, and related moral concerns.
4. The ability to evaluate the concepts, issues and performance standards of PDHPE in reference to Christian principles.
5. The ability to establish realistic personal objectives in physical fitness and motor skill development.
6. Understanding of the purposes for, and value of, physical activity in life.
7. A working knowledge of how to prevent and treat injuries.
8. Awareness of the need for a balanced lifestyle.
9. The process of effective ethical decision making as a platform for becoming good citizens.
10. Appropriate attitudes to personal stress, competition and challenge.
11. Sensitivity to others’ needs through recognizing and accepting the worth of individual differences in people.
12. The ability to participate effectively and responsibly in group interaction and decision-making.
13. The ability to relate well to others in games, sport and teamwork. This ability includes the qualities of loyalty, honesty, commitment and fair play.
14. Empathy for others as a basis for making informed moral choices.
SECTION 2
THE PLANNING
PROCESS
INDEX
Steps in Planning a Unit . . . . . 11
Example of Using the Steps
The Planning Example — Basketball Year 9 14
Steps in Planning a Unit
1 Consult the syllabus, including the scope and sequence chart of your program and yearly planner for the school.
• Ask questions such as: What do I cover? What important values and issues could be included? What is the detail? Where does this fit?
• List ideas (areas of study) of what you want to teach. Put these in order.
• Where do I get the information?
2 List the most important outcomes (ideas, skills, values, knowledge etc).
3 Look for resources to support the strategies. Gather information about the topic. Consult text books for ideas. Sort the information by referring to your
program, framework, syllabus or yearly planner. Check on your equipment, and purchase or book any equipment
needed.
4 Devise interesting teaching strategies/activities to assist learning.
5 Develop a unit outline. See the following two pages for an example of this outline.
6 Make up a folio of teaching notes. This may include OHP’s, activity sheets, group activities, modified games, articles and assessment tasks
7 Devise assessment tasks. Try to use objective criteria for grading in practical aspects of teaching.
8 Evaluate how successful your lessons are during and after the teaching.
9 Throughout the whole process, remember the importance of teaching values and the valuing process.
Remember that the process is not a rigid step-by-step sequence. There is much coming and going between the points.
Example of Using the Steps
1 Consult the syllabus to see where “basketball” unit fits in.
2 See where
“basketball” fits into the yearly planner (related to interschool sports &
carnivals).
• It is included in the area of Team Sports.
• Cover the basic skills:
- shooting
- passing and catching
- lay-ups
- offense/defense
3 Define the outcomes. Examples are: shooting using the correct technique,
controlled dribbling, accurate passing (chest, bounce, over-head).
4 Look for resources. They may include:
• Texts ‘Sport Fun’, ‘Eduguide - Basketball Module’ (P.O. Box 2340, North Ringwood, VIC 3134), The PE Teacher’s Handbook (Garry Eadon & Simon Woinarski: Published by CollinsDove)
• Videos
• Guest Coach/Player
• Internet
5 Start to think of some possible teaching strategies:
Examples:
• Peer teaching
• Relay races
• Tabloid circuits
• Knockout game
6 Develop a unit outline. Ensure you cover all the basic skills as listed above (number 1). This may take various forms such as the one on the following pages.
7 Make up a folio of teaching notes for this ‘Basketball’ unit. This may include: OHP’s, activity sheets, group activities, modified games, articles and assessment tasks.
8 Devise or modify objective assessment tasks.
Example: Shooting Test:
Description: Shooting for accuracy. Standing on the free throw line shoot ten consecutive balls to score.
Scoring: 10 shots = 100%
9 shots = 90%
8 shots = 85%
6 shots = 70%
5 shots = 65%
4 shots = 60%
3 shots = 50%
2 shots = 40%
1 shot = 30%
9 Evaluate how successful your lessons are during and after the unit. Evaluation may come from assessment tasks, personal reflection.