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|Submission Title:||The Physical Education Curriculum for Connection|
|Submission Entry:||The year is 2020. We have all electronic devices in our homes including all-in-one remote control device. We no longer even have to walk to a phone. Technology has significantly changed our lives. The increased use of technology has taken much of the physical labor out of our work and out of our daily lives as well. Many diseases such as cancer and cardiovascular disease have tripled since 2010. The economic cost of disease was estimated at nearly ten percent of GDP in the United States. In spite of rapidly changed society, schools have remained in the industrial age. Success in educating our children means success in passing standardized tests. Preparing for the test, taking tests, checking the results, comparing them to the results of others represent education. Moreover, the pressure for academic success has resulted in state mandates requiring many physical education classes to be canceled or cut back. It is not surprising that so many people feel alone and disconnected from the society in which they live. My central concern is the disconnection between education and the world we and our children must face. We need to ask ourselves what sort of education can produce such human beings. Physical education as a subject also has been constructed according to the social interests of particular groups of people. Therefore, physical education can be changed when the current physical education is no longer considered appropriate to the needs and interests of new generations of students.
There is a curriculum called ‘education for connection’ which includes constructive approaches in social values in physical education. Traditionally, teachers practiced a command style of instruction in which students were passive recipients of information. However, recent developments in learning theory have inspired to physical education. Constructivist approaches to learning emphasis that learning is an active process. Physical educators have traditionally assumed that if learners are engaged in creative experiences, creative learning is occurring. They have assumed that learners engaged in social interaction with others are developing positive social interaction skills and that learners engaged in team sports will develop sportsmanship. Teachers have come to realize that merely engaging in an experience that has the potential to make a positive contribution to affective or cognitive goals does not ensure that these goals are met. Teachers’ job is not merely transmits skill to students. In this curriculum, teachers assume the role of facilitators of learning rather than translators of information. Learning experiences must be designed and developed by doing physical movement. It does mean that the teacher needs to let students do physical movement as much as possible during the class. Therefore, the ‘education for connection’ curriculum can contribute to the students who can maintain a health-enhancing level for their life.