Ennis Catherine D
Dept. of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC.
Kinesiol Rev (Champaign). 2014 Feb;3(1):63-70. doi: 10.1123/kr.2014-0039.
As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose reforms to disrupt this pervasive pattern in the future.
按照通常的教学方式，以运动为基础的多活动体育教学方法为学生提供的提高技能、体能或理解能力的机会很少。替代性课程模式，如体育教育、理解式教学游戏和终身健身，代表了第二代模式，这些模式建立在体育教育中强有力的民主、以学生为中心的实践声明之上。在本文的“来龙去脉”部分，我将探讨美国对20世纪初和中期引入的替代性体育课程模式起源的看法，这些模式是对当时的运动和锻炼项目的回应。如今，在体育教育工作者的帮助下，学者们正在进行研究，以测试新的课程替代方案或原型，为这些模式提供基于证据的支持。然而，以运动为基础的多活动课程在美国大多数体育课中仍然占据主导地位。我将讨论这种顽固坚持的原因，并提出改革建议，以打破未来这种普遍存在的模式。
