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Cultural Studies Model

Cultural Studies Model. Cultural Studies. Integration Sports education: development of literate and critical sports persons Physical activity: specific activities serve as foundation Sport in society: discuss and critique of contemporary issues Key goal Student as critical consumer.

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Cultural Studies Model

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  1. Cultural Studies Model

  2. Cultural Studies • Integration • Sports education:development of literate and critical sports persons • Physical activity:specific activities serve as foundation • Sport in society:discuss and critique of contemporary issues • Key goal • Student as critical consumer

  3. Learning Experiences • Journal writing • Student presentations • In-class discussions • Action projects

  4. Cultural Studies Approach • Encourages students to question • What does activity mean to them? • Opportunity to review involvement • What hinders/supports their involvement? • Question assumptions • Complement current practices

  5. Model Characteristics • Practical (participation) and academic components (student research) • What do these experiences mean to students, their school, and their community? • Focus on physical activity • Incorporates sports education • Recognize roles in community • Access issues; gender, race, class issues • Gain appreciation

  6. Model Philosophy • Develop intellectual curiosity • Local and national scale • Major content strands • Personal dimension • Personal biographies within sport/physical activity • Sport and physical activity • School and local level: what activities are available? Who has access? Who has interest? • Role in wider society • Sport and media, sport and drug use, violence, health, participation

  7. Emphasis of Standards within Cultural Studies Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

  8. Benefits of Model • Relevance of foundation courses • Sociology, philosophy, etc. • Meaningful connections to society • Creates critical consumers • Physical activity • Significance in society

  9. Model Limitations • Discussions limit activity time • Teacher expertise in concepts • Need for classroom space

  10. Assessments • Posters or flyers • Individual presentations • Journal writing • Team portfolios • Personal sport autobiography

  11. Cautions to Teachers • Start with one unit • Balance class time • Choose a familiar sport • Clear rationale • Slowly incorporate homework

  12. Discussion • This model requires a significant shift in thinking about physical education. What argument could you make in support of such a shift in focus of HS curriculum? • Should the physically educated person be a critical consumer of sport?

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