Section I: The Curriculum Process
Chapter 1: Introduction to Standards-Based Curriculum Development
Jacalyn Lund and Deborah Tannehill
What is Curriculum?
What is a Standards-Based Curriculum?
Why Have We Gone to a Standards-Based Curriculum?
What Triggered Educational Reform?
What Other Factors Have Influenced Curriculum Development?
How Does Planning Differ for Traditional Standards-Based Curricula?
Selecting Activities in a Standards-Based Curriculum

Chapter 2: Building a Quality Physical Education Program
Deborah Tannehill and Jacalyn Lund
A Quality Program Stands for Something
Unpacking the Standards
A Philosophy
Developing a Programmatic Philosophy
Building the Curriculum
Goals
Curricular Considerations
Implications for Instruction
Questions to Guide the Design of a Standards-Based Curriculum

Chapter 3: Assessment in Curriculum Development
Jacalyn Lund and Deborah Tannehill
Thinking Like an Assessor
Traditional Assessment in Physical Education
Performance-Based Assessments
Creating Rubrics for Performance-Based Assessments
Using Curricular Assessments

Chapter 4: Teaching All Kids: Valuing Students Through Culturally Responsive and Inclusive Practice
Gay L. Timken
Introduction and Overview
The Impact of Bias in Education
Teaching All Kids: Inclusive and Culturally Responsive Teaching

Section II: Introduction to Physical Education Curriculum Models
Chapter 5: Cultural Studies Curriculum in Physical Activity and Sport
Mary O’Sullivan and Gary Kinchin
Overview of the Model
Philosophy of the Model
Benefits and Limitations of the Model
Learning Activities and Assessments for Use with the Model
Disadvantages and Cautions to Teachers in Development of the Model

Chapter 6: Personal and Social Responsibility
Melissa Parker and Jim Stiehl
Why Teach Personal and Social Responsibility?
Responsibility Defined
Premises Underlying Responsibility
Curriculum and Instruction
Responsibility as Instruction
Responsibility as Curriculum
The Standards and Personal and Social Responsibility
Benefits, Compromises, and Limitations
Implementing a Responsible Approach
Assessment

Chapter 7: Adventure Education in Your Physical Education Program
Ben Dyson and Mike Brown
Adventure Education
Experiential Education
Essential Practices of Adventure Education
How Adventure Education Can Address the National Standards
Developing Your Adventure Curriculum

Chapter 8: Outdoor Education
Jim Stiehl and Melissa Parker
The Appeal of Outdoor Activities
Conceptualizing Outdoor Activities
Instructional Considerations
Contributions to Student Learning
Examples of Programs
A Sample Lesson
Assessing Student Progress

Chapter 9: The Skill Theme Approach to Physical Education
Shirley Holt-Hale
Rudolf Laban and the Movement Analysis Framework
The Skill Theme Approach
Definition and Characteristics
Curriculum Content
Curriculum Development
Student Learning in Physical Education
A Standards-Based Curriculum
Implementation of the Skill Theme Approach
Planning the Theme
The Developmental Match
Planning the Big Picture
Assessment in the Skill Theme Process

Chapter 10: Teaching Games for Understanding
Steve Mitchell and Judy Oslin
Rationale and Development of the Model
Curriculum Development in TGFU
Relationship of TGFU/TGM to the National (NASPE) K-12 Content Standards
Examples of TGFU/TGM in the Curriculum

Chapter 11: Sport Education: Authentic Sport Experiences
Hans van der Mars and Deborah Tannehill
Sport Education Model: An Overview
Sport Education’s Long-Term Goals
Sport Education’s Short-Term Objectives
Sport Education: Its Main Features

Chapter 12: Fitness Education
Karen McConnell
Overview
Model Philosophy
Model Characteristics
Fitness Education and the National Standards
Fitness Education in Practice

Section III: Keeping Your Curriculum Dynamic
Chapter 13: Evaluating Your Physical Education Curriculum
Jacalyn Lund and Deborah Tannehill
Introduction
What is Evaluation?
What is Good Evaluation?
What are the Purposes of Evaluation?
When Should You Evaluate?
How Should You Evaluate?
Indirect Measure of Program Effectiveness
National Resources for Curriculum Evaluation
What to Do with Results?

Chapter 14: It’s Not Business as Usual
Deborah Tannehill and Jacalyn Lund
Multi-Model Curriculum
Challenges for Change

Glossary