Comprehensive Curriculum Project (Essay Sample)

Comprehensive Curriculum Design Paper: Basketball Skills Student’s Name Institutional Affiliation Professor’s Name Course Date Comprehensive Curriculum Design Paper: Basketball Skills Needs Assessment Understanding the students’ needs and developmental phases is necessary when designing a good physical education curriculum. This curriculum aims to reach forty-seven (47) seventy classes with seventy (70) seven-grade students, 12 to 13 years of age, who are at a developmental peak in coordination, strength, and endurance. Bruton et al. (2006) also mentioned that in focusing on motor skills and teamwork, the middle school physical education curriculum should focus on the following: Basketball is good for these objectives because it provides practice for some of a player's most basic moves, including dribbling, passing, and receiving. These skills also develop more generic motor and social skills in sports activities beyond a specific event. However, task arrangements encourage and foster sportsmanship and teamwork, preparing students for competitions or leisure activities. When creating a curriculum to teach middle school students, managing behaviors should always be considered to achieve the purpose of teaching. Alstot & Alstot (2019) underscore the necessity of the apparent regulation of expected behavior and organizational structure in the physical education class to help children improve their motor and social competencies. Learning Objectives and Curriculum Overview The curricular content of the program is consistent with California’s Physical Education Standards (Bruton et al., 2006) and the three domains of learning cited by Bandura (2005): cognitive, affective, and psychomotor. Playing basketball, students will learn the correct techniques and proper form, practicing teamwork and communication while enjoying and accomplishing various tasks. The objectives are as follows: Students will comprehend the rationale behind and perform accurately on basketball skills like dribbling and passing, for instance. They will similarly explain these methods during verbally evaluated tasks with a minimum of 85% understanding. In the affective learning domain, students will demonstrate an understanding of interpersonal relations and teamwork during group work exercises. In the psychomotor domain, the students can demonstrate basketball movement with a success rate of not less than 75% in drills such as dribbling and passing, etc., about technical prosperity. The unit spans four weeks and focuses on skill progression: * Week 1: Fundamentals of dribbling, including stationery and moving drills. * Week 2: Chest and bounce passing techniques. * Week 3: Combining dribbling and passing in dynamic activities. * Week 4: Application of skills in small-sided games. This progression keeps the student on track to enhance his/her performance by adding more tasking exercises after mastering the basics. As Muir (2024) noted, fun, competitive drills are important because they increase student participation and improve technical proficiency. Unit Plan This basketball unit provides the students with programmed events on how they might be able to achieve these values. Weekly themes provide a scaffolded approach to learning: During week one, students learn dribbling, emphasizing possession and balance. In the same vein, Hart (2019) mentioned that it remains a skill to dribble the ball while looking around. Week 2 transitions to focus on passing skills, where students must perform chest and bounce passes statically and dynamically. During Week 3, students combine dribbling and passing in more intensive exercises that mimic the actual playing environment to force decision-making and determination of proper positioning. At the end of Week 4, small-sided games allow students to practice what they have learned in a fun setting yet also with a competitive edge. These lessons are meant to help build skills toward acquiring these abilities while enabling the members to work and communicate effectively. Lesson Plan Overview Lesson 1: Dribbling Basics In the first lesson, correct dribbling is classified using drills and partner exercises. The warm-up sequence starts with a motion warm-up to increase students’ flexibility and attention before moving to stationery and motion dribbling exercises. Media freedom stresses the ball's stable control and the environment's perception. According to Hart (2019), looking forward to having a good view of the court is necessary when dribbling. Doing partner challenges involves students solving them with their colleagues and giving them an environment to practice sharpening their skills. Lesson 2: Passing and Receiving The second lesson covers the chest and bounces passing with various activities to promote improved passing amongst players. Following a brief warm-up that includes light passing maneuvers, students perform these techniques in pairs to ensure that they master the proper position of hands and angles of the passing motion. That is why, according to The PE Project (n.d.), the drills that entail specified goals and positive reinforcement benefit the acquisition of skills. The final portion of the lesson sees group participation to bring passing forms of the ball in more dynamic situations. Assessment Plan Formative and summative assessments are comprised in the curriculum with the psychomotor affective and cognitive domains formative assessments. For the cognition learning domain, verbal questions, which ask students to describe the distinctions between the chest and bounce passes, could be used to check the technique (Hart, 2019). More so, in the psychomotor domain, students tend to undertake skills-related tests where, for example, they must do ten passes for a minimum of 75% accuracy on the technicality of the skills.Teacher activities while conducting group activities also involve observing student demeanor and interaction. Alstot and Alstot (2019) state that when behavior management is implemented more consistently, the result may improve teamwork and communication, making all participants' group activities more successful and enjoyable. Lastly, the affective domain is based on teacher observations during group assignments. This checklist includes feedback on elements of teamwork, communication, and encouragement. Physical Education Personal Philosophy PE enhances students’ health, leadership, teamwork, courage, and determination. Thus, my teaching philosophy has three central values. First, one needs to build skills. To illustrate this, according to The PE Project (n.d.), teaching transferable athletic skills enables students to succeed in as many activities and games as possible. This curriculum is primarily aimed at simple exercises and actions related to basketball to reach coordination and confidence. Second, cooperation and interaction are among the principal components of physical education. Such activities as partner drills and small-sided games foster values such as support, as students must support their fellow students. Lastly, fun and interaction can be enabling. Muir (2024) also highlighted the input regarding the effectiveness when the environment is friendly for the students, and they must be motivated to participate. Thus, through recreational and competitive elements, I plan to bring a lasting positive attitude to the need for physical activity. To assess my effectiveness as a teacher, I assess my student's outcomes and consult with my peers and students. Such changes make the process iterative, guaranteeing that my teaching methods are as effective in meeting students’ needs and expectations as they correspond to academic norms. Reflection Experiences gained when using this curriculum showed that it has strong points as well as existing with its weaknesses. The more structured approach helps the students develop their skills gradually, and at the same time, the students can develop teamwork and communication skills through partner drills. Of all these collaborative activities, they were most successful in one area, and that was establishing a diverse learning community. Nevertheless, some emerging issues were recorded as some students, especially those who were left-handed, had a problem with dribbling using the non-dominant hand, hence the need to insist on the students practicing more but individually. Considering these difficulties, we plan to include differentiation of instruction and activities in future lessons to assist learners’ engagement and abilities to learn despite the limitations they have in their classrooms. For example, using environmental print and overall instructional videos may assist visual learners (Muir, 2024). Also, incorporating variables or including game simulation activities will assist the student in practicing what he or she has learned in the real world, thereby giving the activity a more interesting and enjoyable aspect of basketball. References Alstot, A. E., & Alstot, C. D. (2019). Behavior Management in Physical Education: A Practical Guide. Routledge. Bruton, S., Ong, F., & Geeting, G. (2006). Physical education model content standards for California public schools: kindergarten through grade twelve. Sacramento: California Department of Education, 5. Hart, A. (2019, January 17). Basketball Skills (MS 6-8). OPEN Physical Education Curriculum. https://openphysed.org/curriculum_resources/msbasketball Muir, N. (2024, March 14). Basketball Drills For Middle School: Exercises, Videos, And Resources - Teaching Expertise. Teaching Expertise. https://www.teachingexpertise.com/middle-school/basketball-drills-for-middle-school/ The PE Project. (n.d.). How to Teach Basketball. Retrieved from https://thepeproject.com/how-to-teach-basketball.html Lesson Plan Template Instructions: Create a 30-minute lesson in which you address national or state standards, in addition to cognitive, affe...