Teaching Value-Laden Curricula in Physical Education

Chen, Ang; Ennis, Catherine D.
April 1996
Journal of Teaching in Physical Education;Apr1996, Vol. 15 Issue 3, p338
Academic Journal
Research on physical educators' value orientations has identified five orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. An interpretive research design was used to compare the extent to which 2 physical education teachers' content differed because of their value orientations. Findings revealed that the 2 teachers established curriculum goals and emphasized aspects of the physical education content that were associated with their individual value orientations. Dan, a learning-process-oriented teacher, stressed teaching students learning skills by breaking down movement skills into simple elements. John, a social-responsibility oriented teacher, emphasized teaching social responsibility through physical activities. Both teachers viewed learning physical activities as a means to develop students' analytic or social skills. However, philosophical differences were found in how curricular goals and content were determined. The findings suggest that clarifying teachers' value orientations should be considered an appropriate initial step in curriculum innovation and change.


Related Articles

  • Teacher Fidelity to One Physical Education Curricular Model. Kloeppel, Tiffany; Kulinna, Pamela Hodges; Stylianou, Michalis; van der Mars, Hans // Journal of Teaching in Physical Education;Apr2013, Vol. 32 Issue 2, p186 

    This study addressed teachers' fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers' fidelity to the Dynamic Physical Education (DPE) curricular model was...

  • Review of an Evidence-Based School Social Work Intervention: Why Try. Alvarez, Michelle E.; Anderson-Ketchmark, Corrine // Children & Schools;Jan2009, Vol. 31 Issue 1, p59 

    A description of the curriculum "WhyTry," social skills programs developed by a school social worker in response to the lack of curriculums that specifically address student motivation and maladaptive patterns of dealing with failure, is presented.

  • Editorial. Forbes-Rolfe, Janine // Ethos;2010, Vol. 18 Issue 4, p2 

    The article discusses various reports published within the issue, including one by Colin Marsh on the past and future of social education (SOSE), one by Debra Bateman on the concept of future and its place in curriculum, and another on homelessness by Danya Sterling.

  • Curriculum Reform and the Roles and Responsibilities of Curriculum Scholars. Chun-Hung Yang // Journal of Curriculum Studies / Kecheng Yanjiu;Spring2014, Vol. 9 Issue 1, p65 

    Curriculum reform not only deals with the problem for knowledge distribution, but that it is related to the problem for redisposition of subject, power and values. What are the roles and responsibilities of curriculum scholars in curriculum reform? The question is important in this article. This...

  • Curriculum change in Health and Physical Education: The devil's perspective. Macdonald, Doune // Journal of Physical Education New Zealand;2004, Vol. 37, p70 

    When education authorities and bureaucrats attempt to introduce curriculum change into schools, teachers often experience periods of engagement before frequently returning to entrenched practices and resolutely awaiting the next innovation. This presentation will review dominant approaches to...

  • The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers. PINAR, Elif SAZAK; SUCUOGLU, B├╝lbin // Educational Sciences: Theory & Practice;Autumn2013, Vol. 13 Issue 4, p2247 

    In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social...

  • PLACE OF AEROBICS IN THE EDUCATIONAL SYSTEM OF REPUBLIC OF BULGARIA. Nestorova, Dimka // Activities in Physical Education & Sport;2013, Vol. 3 Issue 1, p85 

    Physical education in organized form is included in all established pedagogical systems and in the theories of the most famous and renowned thinkers, philosophers, representatives of pedagogique thought in the world. In Bulgaria physical education appeared first in the time of the National...

  • Curriculum Work in Physical Education: Beyond the Objectives Approach?  // Journal of Teaching in Physical Education;Apr1993, Vol. 12 Issue 3, p244 

    This article discusses the wide use of objectives in physical education curriculum work, though the effectiveness of their use varies. Specific and behavioral objectives continue to be advocated by physical education curriculum writers despite many wide-ranging criticisms. A particular criticism...

  • SOME PROBLEMS IN CURRICULUM-MAKING. Tubbs, Eston V. // Education;Feb1932, Vol. 52 Issue 6, p358 

    The article examines curriculum development in the United States. The goals of curriculum revision and making is to keep schools sensitive to the changing demands of society. The curriculum developer must always consider the changing social trends. He must always consider the aims and objectives...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics