Units and their outcomes are the "nuts and bolts" of a solid health-related physical fitness education program. Look more closely at specifics relevant to your local situation. When selecting and designing units, take into account the facilities, equipment, community opportunities, and student ages and interests. For example, if youth and adult soccer leagues are popular in your area, you might
It is important to take into account student interest when designing courses. If, for example, aversion of swing dance is popular with teenagers in your community, it might be a good choice for a dance unit include having the students form letters with their bodies, thereby integrating rereading skills, or a lesson on aerobic endurance can reinforce a science unit on the cardio respiratory system. Likewise, movement can be integrated into other subjects. For example, class¬room teachers can use movement to check for academic understanding (e.g., have stu¬dents divide the class into thirds, fourths, and so on) or to reinforce learning (e.g., moving through a simulated nervous system to understand how the brain and nerves work together to send and receive messages). Encourage older students to integrate fitness and movement skills and concepts into academic projects, such as creating and implementing a health-related fitness program appropriate for senior citizens as part of a service learning project.
Make logical and natural connections between subject areas; however, don't force them. They must make sense to everyone, especially the students. This will better simu¬late real-world approaches to problems, deepening student understanding.
It is important to take into account student interest when designing courses. If, for example, aversion of swing dance is popular with teenagers in your community, it might be a good choice for a dance unit include having the students form letters with their bodies, thereby integrating rereading skills, or a lesson on aerobic endurance can reinforce a science unit on the cardio respiratory system. Likewise, movement can be integrated into other subjects. For example, class¬room teachers can use movement to check for academic understanding (e.g., have stu¬dents divide the class into thirds, fourths, and so on) or to reinforce learning (e.g., moving through a simulated nervous system to understand how the brain and nerves work together to send and receive messages). Encourage older students to integrate fitness and movement skills and concepts into academic projects, such as creating and implementing a health-related fitness program appropriate for senior citizens as part of a service learning project.
Make logical and natural connections between subject areas; however, don't force them. They must make sense to everyone, especially the students. This will better simu¬late real-world approaches to problems, deepening student understanding.
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