DOCUMENT RESUME ED 073 554 24 EA 00L 944 TITLE Course Goals in Physical Education, Grade K-12. Critique Draft. INSTITUTION Multnomah County IntermediateEducation District, Portland, Oreg. SPONS AGENCY National Center for Educational Researchand Development (DHEW /OE), Washington, D.C. Regi nal Research Program.; Oregon State Board ofEducation, Salem. BUREAU NO bR-2-3-032 'PUB LATE 72 CCNTFACT OEC-X-72-0026(257) NOTE 186p.; Sri-County Goal DevelopmentProject AVAILABLE LRCM Hard copy is not available ECRE PRICE ME-$0.65 NC Not Available from EDES. DESCRIPTORS Athletic Activities; *AthleticPrograms; Athletics; Course Content; *Course Objectives;*Curriculum Development; Development; EducationalAcccuntabilit Educational Objectives; PhysicalActivities; *Physical Education; *PhysicalRecreation Progra Public Schools AESTRACS This document on course goals inphysical education is one part of a critique seriesdealing-with the development and evaluation of course goals insix subject matter areas for grades 1 -12. The series providesan initial pool of course-level goals that are expected to be-of considerable value inassisting educators with goal definition related to curriculumplanning and development, instruction, evaluation, and accountability.Course goals for physical education are organizedaccording to subject matter. Pasic goal groups include basic skillsof movement, body control activities, games of low organization,team sports, individual and dual sports, recreationalgames, lifetime activities, and physical fitness. Within the appropriatebroad category, goals for particular sports such as basketball, hiking,swimming, and golf are developed. There are four sets of indexesso that course goals may be retrieved by subject matter, knowledge andprocess, subject area, and career education. Related documentsare EA 004 941-943, EA 004 945-948, and EL 061 043.(Author/DN) IL ,TED FROMBEST AVAVAILABLE COPY COURSE GOALS IN PHYSICAL EDUCATION GRADES K-I2 E OE INTEREST NO OCE 1,101 m0 sti arl CRITIQUE DRAFT S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCLIME NT HAS BUN RuPno oucm XAC1 t Y AS REEDFf IRON THE PERSON OR ORE;ANiZAT ION ORR; INATINE; IT POINTS OF VIEW OR OTIN IONS STATED DO NOT NECESSARILY RT PRESENI Of IiCiAL OFFICE OF EDli CATION-POSITION OR PLDICY A cooperative project of the school districts of Clackamas, Multnomah, and Washington Counties,' and partially funded_ through grants from U.S. Department of Health, Education& Welfare, Office of Education, and Oregon Board of Education WONS,ON W MICROFICHE ONLY AND +. JPE itr4 ATWIN 400011M% DEVELOPMENT DO T RR; ' TIM R f i %.1 Local and intermediate education school districts of Clackamas, Multnomah, nnd Washington Counties fly materials inthe TuL DOup::?: Com i GC-115 t;e le al c,ciuc- C Cott Coals in , des t Course (;or ln otld -ourse Goats in HeaLLli Educ 2 uou L8 Course in Mar.hematics, G. Course 1m in Music, Grades K-12 our se (;oz is in Physical Edu- Course Goals in Social Sciencos, are to he reproduced only with > c rttta.0 31 [lc Trj.CounLy 1 Diveloptlioni: Project Coordinator, Robert Allenbrand, whomay be contacted through the Multnomah County Intermediate Education D.1.317 P. 0. Box 16657, Oregon 97216. IC is a precondition of such approval Chateach set of materials reproduced and bound together must have boundto it an its first- page the following statement: This reps oduced fr (Insert the natx lumc here Local and-intermediaec education school districts of Clackamas, Multnernah, and Washington Counties. 1972 With permission of Rober: Alleubrand, Tr ,-County Goal Development Project Coordinator DEVELOPMENT PHYSICAL EDUCATION TRICOUNTY GOAL DEVELOPMENT PROJECT ti cos Gannon, Portland Kobert Corman, Pnrkrose Roland Johnson, Hillsboro Eli Kleinsasser, Rockwood Herbert Lawrence, North Clackamas DoilOaF; Nuck, North Clackamas Jc.anne Pinkerton, Par krose j 11 Aotramel, Portland Maxine Thomas, Portland Proi14.cliroctors Jack Allen Multnomah TED Peter Wolmut, Multnomah TED Proje.Coordinator.:4 Robert Alleubrand, Multnomah IED Walter Hathaway, Portland Research, SuRervision, and Training Victor Doherty, Portland Walter Hathaway, Portland CarecrFducationReSource Clifford Ferry, Portland Vivian Grubb, Portland John Havery, Portland Karl Hendrickson, Portland Catherine Williams, Portland Media Resource Harold Arendt, Portland Alice Young, Lynch Currtcuium Resource Jim Goddard, Oregon Board of Education Cecil Miller, David Douglas Ediçnr Clifford Ferry, Portland -Sandra Scofield, NWREL Project_SteeringCommittec Jack Allen, Multnomah IED (Curriculum) George Anderson, Washington lED (Evaluation) Maynard Christensen, Washington lED (Curriculum) Victor Doherty, Portland (Evaluation) Jim Gunderson, Multnomah lED (Data Processing) Richard Harris, Clackamas lED (Curriculum) Richard Hermanson, Portland (Data Processing) Robert Rintoul, Clackamas IED (Data Processing) Anna Thomas, Clackamas IED (Evalyation) Clifford Williams, Portland (Curriculum) Peter Wolmut, Multnomah IED (Evaluation) INTRODUCTION A detailed description of the needs to which this collection of 7esuurees is responding, the background, the goal types, the goal codes,-and the pot ntial uses of this collection cif course goals and their supporting neaterial.s are to be 1_ in the accompanying booklet, Course .r__oals GeneralIntroduction. lie aim of that booklet is to provide users of the course goal collect_ in Art, Hiolo cal and physical Science, Health Education, Language Ar Math -v-Lcs, Music ,Social Science, and Physical Education with a comprehensive guide to the revision, and further development of these planning and 'luaLl 1 This brief additional introduction has the more practical goals (a) presenting a brief orienting overview of the purposes, nature, and potential uses of the products of the Goal Development Project, (b) demonstrating how to -d and interpret the materials in this collection. Following is a guide to the contents of the introduction: lay-e The purposes, nature, and potential uses of this Course Goal collection: Why do we need to state learning goals? What kind of goals are in this collection? 2 How do program and course goals differ from behavioral and performance objectives? . Where did the program and course goals come from? 5 What can the goals in this collection be used fc Will help be available for evaluating attainment of goals in this collection? Is this the final version of the program and course goals? . 10 How to read and interpret the materials in this collection . 11 Points of special interest about the course goal collection in Physical Education . 18 __21:1Lant.t 1 t; -11!r,C do we need ,f_a!:e learn' Ii the basic purpose of education 14 ro help learncrs and change, then educators and learner s t decide and ct. nicatc t anther what directions that growth should take and what uhan;;esare fide and desirable. Parents, st2iol boards, and the commanit- ahio have a role to in influencing echic 11 h and ran he erri -el most ratio ally the prop GiLoc- n- of that growth and change are shared with theta in clear and expli- cit goal statements. This collection program Ind goals sical'edoeation IH nonpreseriptive resource for educators and boards of educ-tiou who wish to design and execute learning plans and policies mere efficientlyand effectively, It is envisioned that school systems will select from this collection those program goals they substr.ribe schools within a system will select those course goals they believe ap appropriate to the needs of their communities and students; and that teachers will devise experiences and testing methodologies to _. these goals that are appro- priate to the interests and abilities of their students. at kind of oals are in this collection'? Two types of learning outcomes are included in this col ection program goals and course goals. They differ in level of generality, with program goals describing broader outcomes and course goals the more specific outcomes relating to them. Also, they differ in the type of planning for which they are suited . Program goals usually serve. as guides to planning and organizing programs at district and area levels. Course goals:usually serve as;uides to plannini-, courses in schools departments, nd classrooms. -3- Arthoc tassro teacher level the coo tit--`- pplls must, under t !tanslation into insiructIonal goals and learning experiences. Relying upon the professionalism of teachcis, he Goal Development Project has chosen not to intrude Lute this evel, which is concerned with the professional assembling and adapting of resources and method- ology needed to achieve the course goals. How au pro--ram and course goal. differ from behavioral and rmance objectives? Figure 1 is an illustration front Physical Education of fourleveis of goals. Examples of behavioral end performance objectives have also been added to show how they differ from the program and course }o al: defined in the project. Note that program and course goals clearly specify a desired learn- outcome. But the "behavioral objective" specifies the method of ement as well as the desired behavior, while "performnce objec- tive" adds prerequisites and proficiency level. The Tri-county Goal Development Project has chosen to produce pro- gram and course goals which are suitable for instructional planning, without being constrained by the measurement demands of behavioral obj Lives ar the prerequisites and proficiency levels of performance objec- tives. Thus, teachers and students are provided explicit statements of possible learnings for-which they can