Effective lifetime activity curricula is vastly different for a primary grade (K-3) student than a high school student. Thus, unit and activity selection should occur along a continuum from completely childlike to as adult like in nature as possible. To select specific age, appropriate lifetime activity curricula, work on a district wide basis and design down from high school, ensuring appropriate progression and minimizing unnecessary duplication. Then the elementary and middle school teachers can see what they need to focus on so that students are academically and physically prepared for the high school program. Figure 11.3 shows a sample continuum for aerobic endurance activities that proceed from very childlike activities in the early grades to very adult like activities in high school.
But how can you call a tag game a "lifetime activity?" It is not, but a kindergartner would almost certainly find a more adult like activity, such as jogging for 20 minutes, boring (and maybe dangerous). In addition, tag is an activ¬ity children engage in when they are playing on their own, so it makes sense to validate it in health-related physical fitness learning. Keeping our ultimate goal in mind, tag is one of the more appropriate ways to develop a love for aerobic endurance activity in the early grades, thereby feeding into the middle and high school programs. In short, students who enjoy aerobic endurance activities in the early grades are more likely to be open to developing themselves in this area in later school years and on into adulthood. The same is true for any component of health-related fitness. As another example, a high school student who has set a personal goal of playing more forcefully on her roller hockey team may find lifting weights interesting, while a second grader will benefit more physically and psychologically from developing muscu¬lar strength and endurance on playground equipment.
At the same time, remember to individual¬ize so that, within a developmental level, you are providing a range of appropriate challenges, giving the low-fit or low-skilled student a chance to enjoy your program as much as the average to high-fit or highly skilled student (see also chapter 13).
Another way to think of a lifetime activity curricula continuum is to consider a diamond shaped framework. Within the diamond curriculum f framework, elementary level students develop the basic skills and concepts (both fitness and movement related) they need to ultimately be able to enjoy lifetime activities (see Don't Forget Skills Development). Middle school students then use these skills to sample a wide variety of physical activities. This gives students the opportunity to form personal opinions about various activities and sports. Then high school students select a few physical activities in which to specialize and around which they may build personal physical activity plans. The foundation of basic skills in elementary school and development of proficiency in self ¬selected areas in high school forms a continuum that is likely to lead to positive adult health-related fitness behaviors
But how can you call a tag game a "lifetime activity?" It is not, but a kindergartner would almost certainly find a more adult like activity, such as jogging for 20 minutes, boring (and maybe dangerous). In addition, tag is an activ¬ity children engage in when they are playing on their own, so it makes sense to validate it in health-related physical fitness learning. Keeping our ultimate goal in mind, tag is one of the more appropriate ways to develop a love for aerobic endurance activity in the early grades, thereby feeding into the middle and high school programs. In short, students who enjoy aerobic endurance activities in the early grades are more likely to be open to developing themselves in this area in later school years and on into adulthood. The same is true for any component of health-related fitness. As another example, a high school student who has set a personal goal of playing more forcefully on her roller hockey team may find lifting weights interesting, while a second grader will benefit more physically and psychologically from developing muscu¬lar strength and endurance on playground equipment.
At the same time, remember to individual¬ize so that, within a developmental level, you are providing a range of appropriate challenges, giving the low-fit or low-skilled student a chance to enjoy your program as much as the average to high-fit or highly skilled student (see also chapter 13).
Another way to think of a lifetime activity curricula continuum is to consider a diamond shaped framework. Within the diamond curriculum f framework, elementary level students develop the basic skills and concepts (both fitness and movement related) they need to ultimately be able to enjoy lifetime activities (see Don't Forget Skills Development). Middle school students then use these skills to sample a wide variety of physical activities. This gives students the opportunity to form personal opinions about various activities and sports. Then high school students select a few physical activities in which to specialize and around which they may build personal physical activity plans. The foundation of basic skills in elementary school and development of proficiency in self ¬selected areas in high school forms a continuum that is likely to lead to positive adult health-related fitness behaviors
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