Receiving  接收
绪
The student will explore the sensarious activities involving taking an inverted position in space
學生將探索在空間中倒立的感官活動
The student will  學生將
esponding will enjoy participating in activities that involve a degree of risk taking.
受訪者將樂於參與涉及一定程度的風險的活動。
The student will enjey turris with a partner
學生將與伴侶一起享用turris
Valuing  估價
The student will take pride in the cultural movement heritage.
學生將為文化運動遺產感到自豪。
he student will take pride nositive self-image relative to personal movement capabilities,
學生將對個人運動能力的正向自我形象感到自豪，
Organization  組織
will plan and carry out a program for the improvement of personal fitness and athletic ability
將規劃並實施一項提高個人體能和運動能力的計劃
The student will develop a code of sportsmanship and be able to make consistent interpretations in the many varied
學生將發展體育精神準則，並能夠在各種不同的
physical recreation settings in which he or she participates.
他或她所參與的體育娛樂活動。
haracterization by a Value or Value Complex
價值或價值情結的特徵
The student will accept regular physical activity as a way of life.
學生將接受定期的體育活動作為一種生活方式。
The student will develop a personal philosophical position concerning sport and its proper role in society.
學生將形成有關體育及其在社會中的應有作用的個人哲學立場。
value orientation. Certain basic criteria should be employed for making decisions regarding the selection of educational activities. Once the major activities have been selected, a sequence of learning activities can be designed, and the different units themselves can be structured.
價值取向。在選擇教育活動時，應採用某些基本標準。一旦選定了主要活動，就可以設計一系列的學習活動，並建立不同的單元本身。

Importance of the Conceptual Framework
概念框架的重要性
The conceptual framework for the curriculum provides a structure for the selection of learning activities. If the generic curriculum model has not already been determined, the curriculum committee will choose one appropriate to the dominant philosophical perspective or value orientation, as described in chapters 2 and 3. If you are working with a disciplinary mastery perspective, you will be designing your curriculum with a conceptual framework based on the body of knowledge viewed as your top priority As discussed in chapter 3, the conceptual framework for a movement anal ysis model is based on the structure of the discipline of human movement. The sport education model uses a conceptual framework based on the structure of sport and expressive movement activities. The conceptual frame work for the fitness education model is based on the components of health-related fitness and the processes of exercise behavior change. A developmental model, building from a self-actualization perspective, calls for a conceptual framework based on human developmental characteristics, patterns, or stages. For a personal meaning model, reflecting an ecological integration orientation, you need to select some network of meaning concepts as the conceptual framework.
課程的概念架構為學習活動的選擇提供了一個結構。如果通用課程模型尚未確定，課程委員會將選擇一個適合主流哲學觀點或價值取向的模型，如第 2 章和第 3 章所述。體育教育模式採用以體育結構和表現力運動活動為基礎的概念架構。健身教育模式的概念架構是基於健康相關健身的組成部分和運動行為改變的過程。從自我實現的角度建立的發展模型需要基於人類發展特徵、模式或階段的概念架構。對於個人意義模型，反映生態整合取向，需要選擇一些意義概念網絡作為概念架構。

Conceptual frameworks organize curriculum goals. The conceptual framework provides a structure for ordering your priorities and determining which activities from the wide range of potentially sound educational activities from the wide range of potentially sound educational
概念框架組織課程目標。概念框架提供了一個結構，用於排列你的優先事項，並確定從廣泛的潛在合理教育活動中選擇哪些活動。

Whether you are selecting a conceptual framework or one is already established, the curriculum planning committee will need to clarify it, and you will need to develop your own guidelines for responsible selection and sequencing of learning activities. A number of proposed curriculum frameworks are available. Several are discussed in part 3; others are available in state and local school district curriculum guides. Whatever choice you make, you are urged to ensure that the theoretical base is clear and that it is an appropriate conceptual framework for designing a curriculum to implement your community’s educational philosophy.
無論您選擇的是概念框架還是已經建立的概念框架，課程規劃委員會都需要對其進行澄清，並且您需要製定自己的負責任地選擇和排序學習活動的指南。有許多擬議的課程框架可供參考。第 3 部分討論了其中的幾個；其他內容可在州和地方學區課程指南中找到。無論您做出什麼選擇，我們都會敦促您確保理論基礎清晰，並且它是設計課程以實施您所在社區的教育理念的適當的概念框架。

Clarification of the conceptual framework for the curriculum is an essential prerequisite to the selection of activities. Within this framework, our criteria are recommended as the basis for selecting physical education learning activities: relevance to goals and desired outcomes, qualitative aspects of the experience, individual appropriateness, and practicality.
明確課程的概念架構是選擇活動的必要前提。在此框架內，我們建議以以下標準作為選擇體育學習活動的基礎：與目標和期望結果的相關性、經驗的定性方面、個人適用性和實用性。

A fundamental concern in selecting program content is whether the experiences selected can produce the desired results. If the program goal is improved fitness, is the activity sufficiently vigorous to accomplish it? If the program goal is increased proficiency and skill in an activity, are students being provided with adequate instruction, practice, and feedback? If the program goal is movement understanding and versatility, are students having sufficient opportunities to explore and investigate movement? If the program goal is improved social skills, are students being helped to acquire them?
在選擇項目內容時，一個基本關注點是所選的經驗是否能夠產生預期的效果。如果計劃的目標是提高身體素質，那麼活動是否足夠劇烈以實現這一目標？如果該計畫的目標是提高某項活動的熟練程度和技能，那麼是否為學生提供了足夠的指導、練習和回饋？如果課程的目標是動作理解和彈性，那麼學生是否有足夠的機會探索和研究動作？如果該計劃的目標是提高社交技能，那麼是否會幫助學生獲得這些技能？

At the planning stages, the committee attempts to select activities that will be most effective in reaching the goals. Generally they rely on three sources of information. In some areas research has been done that gives relatively clear answers about how to proceed. Exercise physiologists have determined how to produce cardiorespiratory efficiency and muscular strength. Learning research gives some indication of necessary conditions for skill improvement. Helpful findings from research related to other goals, such as attitude change or social development, are becoming available; but the research in these areas is presently much less complete.
在規劃階段，委員會試圖選擇最有效的活動來達到目標。一般來說，他們依賴三個資訊來源。在某些領域，已經進行的研究對如何進行給出了相對明確的答案。運動生理學家已經確定如何產生心肺效率和肌肉力量。學習研究對技能提升的必要條件給了一些指示。與其他目標（如態度改變或社會發展）相關的研究正在取得有益成果；但目前這些領域的研究還不夠完善。

A second source of information is observation and evaluation of existing programs. Although circumstances are never identical in different settings, successful programs can serve as a useful guide in selecting content that will produce results. The final source of information is the expert opinion of planning committee members, consultants, and authors. Their ‘educated guesses’ reflect both professional training and experience.
第二個資訊來源是對現有計劃的觀察和評估。儘管不同環境下的情況永遠不會完全相同，但成功的計劃可以作為選擇產生結果的內容的有用指南。最終的資訊來源是規劃委員會成員、顧問和作者的專家意見。他們的「有根據的猜測」體現了專業訓練和經驗。

In addition to considering the effectiveness of an activity in producing desired results, it is important to examine whether it produces any undesirable side effects. For example, a highly competitive evaluation procedure might produce skill development, but it might also increase animosity among students.
除了考慮一項活動在產生預期結果方面的有效性之外，檢查它是否會產生任何不良的副作用也很重要。例如，競爭激烈的評估程序可能會促進技能發展，但也可能增加學生之間的敵意。

The selection of content ultimately reflects a prediction that it can produce the desired outcomes. Once the program is implemented, this prediction should be examined using program evaluation procedures.
內容的選擇最終反映了它能夠產生預期結果的預測。一旦該計劃實施，就應該使用計劃評估程序來檢驗這項預測。

Qualitative Aspects of the Experience-
體驗的定性方面-
Is It Personally Meaningful?
對我個人來說這有意義嗎？
Some educators have-argued that education should be viewed not only as preparation for the future, but as an important part of the present life of . Students. As such, educational experiences should not be unpleasant activities to be endured because of predicted outcomes, but satisfying experiences that enrich human life independent of long-term consequences. From this perspective, the immediate quality of experiences provided for students becomes a criterion for the selection of educational activities.
一些教育家認為，教育不僅應被視為為未來做準備，也應被視為當前生活的重要部分。學生。因此，教育經驗不應是由於預期的結果而必須忍受的不愉快的活動，而應該是獨立於長期後果的、豐富人類生活的令人滿意的經歷。從這個角度來看，為學生提供的體驗的直接品質成為選擇教育活動的標準。

Huebner (1966) suggested that both aesthetic and moral/ethical questions can be asked about the quality of educational experiences. The basic aesthetic question is, To what extent is “living in” this program a pleasurable experience? At the simplest level this may translate as, Is the activity fun? At a more complex level, aesthetic evaluation examines the wholeness, harmony, beauty, and symbolic meaning of the educational experience (Mann 1969). An effort is made to select activities that provide an intense, focused, and meaningful experience for students. Moral/ethical evaluation of educational activity questions the extent to which the experience reflects basic values of justice, equality, and human dignity.
Huebner (1966) 認為，關於教育經驗的質量，可以從美學和道德/倫理兩個面向來探討。基本的美學問題是：「生活在」這個計畫中在多大程度上是一種愉快的體驗？從最簡單的層面來說，這可以理解為：這項活動有趣嗎？在更複雜的層面上，美感評估檢視教育經驗的完整性、和諧性、美感和象徵意義（Mann 1969）。我們努力選擇能夠為學生提供密集、集中和有意義的體驗的活動。對教育活動的道德/倫理評價質疑教育經驗在多大程度上反映了正義、平等和人類尊嚴的基本價值。

Research indicates that students have a much more positive attitude * Research indicates that students have a much more positive attitude Perhaps increased attention to the qualitative aspects of educational experiences would reduce this discrepancy.
研究表明，學生的態度更加積極 * 研究表明，學生的態度更加積極 也許更多地關注教育經驗的品質方面會減少這種差異。

Individual Appropriateness-Are Students Interested? Are They Ready for This Activity?
個人適宜性－學生有興趣嗎？他們為這項活動做好準備了嗎？

A third concern in selecting curriculum content is the match between the activities and the students. One aspect of this concern is whether students will find the experiences interesting. Assessing student interests can be approached in several ways. The most direct is to administer an interest survey or attitude instrument to the student population. You can also examine polls and surveys administered to a comparable population. Some caution is advised in interpreting student interest data. Students’ expressed interests are likely to reflect their previous experiences and cultural influ-ences-This makes it difficult to determine whether they would find a new activity interesting once exposed to it. The dilemma facing curriculum planners is whether to limit the program to existing student interests or attempt to expand those interests.
選擇課程內容的第三個重點是活動和學生的配對。其中一個擔憂就是學生是否會覺得這些經驗有趣。評估學生興趣可以透過多種方式進行。最直接的方法是對學生群體進行興趣調查或態度測量。您也可以檢查針對類似人群進行的民意調查和調查。解釋學生興趣數據時應謹慎一些。學生所表達的興趣很可能反映出他們先前的經驗和文化影響——這使得很難確定他們一旦接觸到一項新活動是否會覺得它有趣。課程規劃者面臨的困境是，是否將課程限制在現有學生的興趣範圍內，還是嘗試擴大這些興趣。

The second aspect of determining the appropriateness of content for students relates to their readiness to do the activity. Do students have the necessary conditioning, skill, and knowledge for the experience? Is it too difficult or too easy for them? Can it be modified sufficiently to handle the range of performance differences within the student population? Readiness can be estimated on the basis of developmental research and professional judgment.
確定內容是否適合學生的第二個面向與他們進行活動的準備程度有關。學生是否具備了體驗所需的條件、技能和知識？對他們來說是不是太難了或太容易了？它能否進行充分的修改，以適應學生群體中各種表現差異？可以根據發展研究和專業判斷來評估準備。

A major practical concern is the availability of resources necessary to implement the activity. Are facilities and equipment available? Do the teachers have the expertise to conduct the activity? Do they have the time needed for in-service education and for planning? Can this experience be implemented with the class sizes in your situation? Is sufficient time available to provide the needed instruction? Can the safety of participants be adequately protected? If resources are not available, inclusion of the learning activity would require acquisition of additional resources. If such recommendations are made, the curriculum planning committee must determine the feasibility of acquiring such resources and develop a plan for doing so.
一個主要的實際問題是實施該活動所需資源的可用性。設施和設備齊全嗎？教師是否具備進行活動的專業知識？他們是否有時間進行在職教育和規劃？根據您的情況，這種經驗可以透過班級規模來實現嗎？是否有足夠的時間提供所需的指導？參與者的安全能否得到充分保障？如果沒有可用資源，則納入學習活動將需要獲取額外的資源。如果提出這樣的建議，課程規劃委員會必須確定取得此類資源的可行性並制定計劃。

A second practical concern is the social and political acceptability of the activity. An activity that contradicts local norms of acceptable behavior or requires dramatic changes in the roles of teachers or students may be actively resisted. Although strategies such as pilot projects, voluntary participation, or slow gradual change may reduce this resistance, this factor of acceptability must be considered.
第二個實際問題是該活動的社會和政治可接受性。與當地可接受的行為規範相抵觸或需要對教師或學生的角色進行重大改變的活動可能會遭到積極抵制。雖然試點計畫、自願參與或緩慢漸進變革等策略可能會減少這種阻力，但必須考慮此可接受性因素。

The scope of the physical education curriculum refers to the breadth and depth of the program, what content is included, the depth of the focus on particular aspects of the content, and the nature of the activities selected to stimulate student learning. Sequence describes the order in which the learning activities will be provided. These concepts are illustrated in certain broad generalizations relating to the scope and sequence of the physical education curriculum, stated as one of eleven premises that “informed the committee’s thinking” in developing the Outcomes of Quality Physical Education Programs (National Association for Sport and Physical Education 1992, 9): “PREMISE 11. Physical fitness, movement skills, and concept and affective development should be emphasized throughout the curriculum. The greatest emphasis during the preschool and early elementary grades should be upon movement skill acquisition. Beginning in grade six, physical fitness concepts and development should receive increased emphasis.” This position probably reflects a general professional consensus, with the possible exception of the designation of grade six as the point at which physical fitness should begin to receive increased emphasis.
體育課程的範圍是指課程的廣度和深度、包含的內容、對內容特定方面的關注深度以及為激發學生學習而選擇的活動的性質。順序描述了提供學習活動的順序。這些概念在與體育課程的範圍和順序有關的某些廣泛的概括中得到了說明，這些概括是製定《優質體育課程成果》的十一個前提之一（美國國家體育運動和體育教育協會 1992, 9）：「前提 11. 整個課程都應強調身體健康、運動技能以及概念和情感發展。學前和小學低年級期間，最應該重視的是運動技能的習得。從六年級開始，身體健康的概念和發展應該受到更多的重視。這一立場可能反映了專業人士的普遍共識，但可能的例外是，將六級指定為身體健康應該開始受到更多重視的點。

The major curriculum design decisions relating to scope are concerned with the selection of learning activities and were discussed in the preceding
與範圍有關的主要課程設計決策與學習活動的選擇有關，並在前面進行了討論
section. Sequence decisions attempt to provide continuity and progression within each unit of instruction, as well as from unit to unit and year to year. Several factors affect sequence decisions.
部分。順序決策試圖在每個教學單元內以及單元與單元之間、年與年之間提供連續性和進步性。有幾個因素會影響序列決策。

One important influence is the developmental maturity or readiness of the students. Skills requiring highly developed coordination may not be appropriate for very young children. Strength and size may be prerequisites to learning some skills. Complex strategies may be too abstract for children at early stages of cognitive development.
一個重要的影響因素是學生的發展成熟度或準備程度。需要高度協調的技能可能不適合非常年幼的兒童。力量和體型可能是學習某些技能的先決條件。對於處於認知發展早期階段的兒童來說，複雜的策略可能過於抽象。

A second related factor is the interest and motivation of the students. Interest in different activities and topics may peak at certain ages or at different times of the year. Matching program content to these interest peaks may increase student motivation and accomplishment. Within a unit of instruction, certain skills or activities may have high student appeal. Introducing such “glamour” activities early in a unit or periodically throughout the unit may be an effective motivational mechanism. In games and sports units, playing the game is usually viewed as highly motivating. For that reason, content may be sequenced so that skills and rules essential to game play are introduced early in that unit. Students are then allowed some game play while mastering more complex aspects of the activity.
第二個相關因素是學生的興趣和動力。對不同活動和主題的興趣可能會在特定年齡或一年中的不同時間達到頂峰。將課程內容與這些興趣高峰相匹配可能會提高學生的積極性和成就感。在一個教學單元內，某些技能或活動可能具有很高的學生吸引力。在一個單位早期或在整個單位內定期引入此類「魅力」活動可能是一種有效的激勵機制。在遊戲和運動中，玩遊戲通常被視為極具激勵作用。因此，可以對內容進行排序，以便在該單元早期介紹遊戲所必需的技能和規則。然後，學生可以玩一些遊戲，同時掌握活動的更複雜方面。
Athird critical aspect in determining the sequence of learning activities is the fdentification of skills and knowledges that are essential to the learning of a single activity (a sport, an outdoor education activity, a physical recreation activity, or another major block of curriculum content), and the analysis of the relationships among these skills and knowledges. Which skills and knowledges are prerequisite to the learning of which other skills and knowledges? Two approaches are used: task analysis and knowledge structures.
確定學習活動順序的第三個關鍵方面是確定學習單項活動（一項運動、一項戶外教育活動、一項體育娛樂活動或其他主要課程內容）所必需的技能和知識，並分析這些技能和知識之間的關係。哪些技能和知識是學習哪些其他技能和知識的先決條件？使用兩種方法：任務分析和知識結構。

The task analysis approach, as developed by Gagne (1977), was the prevailing approach used in physical education in the 1980s. Most profes sionals using this approach have designed physical education instruction as recommended by Singer and Dick (1980). A task analysis is completed for each unit of instruction. The curriculum content is then sequenced so that earlier units provide instruction in skills and knowledges prerequisite to mastery of later units.
任務分析法是由 Gagne (1977) 開發的，是 20 世紀 80 年代體育教育中普遍使用的方法。大多數使用此方法的專業人士都按照 Singer 和 Dick (1980) 的建議設計了體育教學。每個教學單元都完成一次任務分析。然後對課程內容進行排序，以便前面的單元提供掌握後面單元的先決技能和知識的指導。

The knowledge structures approach, as developed by Vickers (1990, 5), “is presented as a vehicle for linking the subject matter of a sport or activity with teaching and coaching methodology.” The curriculum planner organizes knowledge about the sport, the teaching and coaching environment, and the students into a scope and sequence of skills, strategies, and concepts. The approach differs from the task analysis approach in several ways. The task analysis approach begins by stating end objectives and rec ommends presentation of content from simple to complex through a single set progression of objectives for all learners. The knowledge structures approach begins with an analysis of the sport or activity into "expert knowledge structures’; differing objectives are derived for specific learners and situations. The knowledge structures approach bases sequences on a broader definition of the scope of relevant knowledge than that of the task
知識結構方法由維克斯 (1990, 5) 提出，「旨在將體育或活動的主題與教學和指導方法聯繫起來」。課程規劃者將有關運動、教學和教練環境以及學生的知識組織成技能、策略和概念的範圍和順序。該方法在幾個方面與任務分析方法不同。任務分析方法首先闡明最終目標，然後建議透過為所有學習者設定的單一目標流程，從簡單到複雜地呈現內容。知識結構方法首先將運動或活動分析為「專家知識結構」；針對特定學習者和情境得出不同的目標。
analysis approach (Vickers 1990, 36). The instructional design model rec ommended by Vickers is shown in figure 6.1.
分析方法（Vickers 1990, 36）。 Vickers推薦的教學設計模式如圖6.1所示。

Certain patterns emerge in the sequencing within physical education curricula. Vertical sequencing decisions deal with the progression of program content from year to year. Some programs are based on a principle of linear progression; that is, the student completes each unit of instruction and then goes on to a new topic without repeating any of the previously accomplished topics. More frequently the program is built upon a principle of spiral progression. The student completes a unit of instruction and then the next year another unit on the same topic is included in the program. The second unit reviews material covered the first year and then spirals to a higher level of instruction and includes new material. The spirals may be repeated several times, with each unit including more complex content. Careful coordination of progressions from year to year is necessary, or a spiral curriculum can become mere repetition.
體育課程的排序呈現出一定的模式。垂直排序決策與專案內容逐年進度有關。有些程序基於線性進展原理；也就是說，學生完成每個教學單元後，繼續學習一個新主題，而無需重複任何先前完成的主題。更常見的是，該計劃是建立在螺旋式進展的原理之上的。學生完成一個教學單元後，第二年課程將包括同一主題的另一個單元。第二單元回顧第一年所涵蓋的材料，然後逐步提升到更高水準的教學並包含新材料。這個螺旋可能會重複幾次，每個單元都包含更複雜的內容。必須仔細協調逐年的進展，否則螺旋式的課程可能會變成簡單的重複。

Horizontal sequencing decisions deal with the ordering of content within a semester or year. One basic choice is the use of block units or multiple units of instruction. In a block program, all instruction for a period of several weeks focuses on a single activity topic; for example, six weeks of fitness, nine weeks of swimming, or four weeks of spatial awareness. In a multiple unit program, different units are taught simultaneously on different days of the week. For example: Monday and Wednesday might be locomotor skills; Tuesday and Thursday, dance; and Friday, swimming. Each of these approaches emphasizes a different facet of the learning process. Block units concentrate the students’ attention and emphasize continuity, while multiple units emphasize variety.
水平排序決策涉及一個學期或一年內的內容排序。一個基本的選擇是使用塊單元或多個教學單元。在集中式課程中，為期數週的所有教學都集中在一個活動主題上；例如六週的健身、九週的游泳或四周的空間意識。在多單元課程中，不同的單元會在一週的不同日子同時教授。例如：週一和週三可能是運動技能；週二、週四，舞蹈；星期五，游泳。每種方法都強調學習過程的不同面向。塊單元可以集中學生的注意力並強調連續性，而多個單元則強調多樣性。

Curriculum guides are customarily developed by district-wide curriculum committees. The scope, sequence, and other curriculum design decisions are presented for use by faculty and administrative and staff personnel, in local written documents that are also available to parents and other interested persons throughout the community. The curriculum guide is produced to clarify the basic philosophy of the physical education program and to provide guidelines for the conduct of the program. Most guides include a rationale that summarizes the philosophy of the program; frequently the rationale is accompanied by a listing of program goals.
課程指南通常由全區課程委員會制定。課程範圍、順序和其他課程設計決策均以當地書面文件的形式呈現，供教職員工使用，家長和社區內其他有興趣的人士也可以查閱。制定課程指南是為了闡明體育教育課程的基本理念並為課程的實施提供指導方針。大多數指南都包含總結該計劃理念的理由；通常會在理由中附上計劃目標的清單。

A second component usually included in the curriculum guide is a scope and sequence chart. This chart identifies units of instruction to be included in the program at various levels. Levels may be based on age and/ or grade or on student performance. The guide may specify particular units to be included in the program or may provide guidelines indicating suggested emphasis or balance, but allowing the school to select specific activities within those guidelines. Examples of scope and sequence charts are shown in tables 6.6 and 6.7.
課程指南中通常包含的第二個部分是範圍和順序圖。此圖表標識了該計劃中包含的各個級別的教學單元。級別可能基於年齡和/或年級或學生表現。該指南可能會指定要包含在課程中的特定單元，或提供表明建議的重點或平衡的指導方針，但允許學校在這些指導方針內選擇具體的活動。範圍和順序圖的範例如表 6.6 和 6.7 所示。

Since the primary use of the curriculum guide is to assist teachers in planning instruction, a resource section is an important component of the better curriculum guides. Sometimes states or districts provide “resource guides’” in addition to, or in lieu of, a typical curriculum guide. Other types
由於課程指南的主要用途是協助教師規劃教學，因此資源部分是更好的課程指南的重要組成部分。有時，州或地區會在典型的課程指南之外或取代典型的課程指南提供「資源指南」。其他類型