LESSON 4

Physical Education and Health in an Activity- and

Child-centered Curriculum

Objectives
At the end of this lesson, you will be able to:

•define curriculum;

•give the similarities and differences between an activity-centered cur-

riculum and a child-centered curriculum;

•differentiate traditional curriculum from the progressive curriculum;

•justify how teaching physical education and health will be more effec-
tive using a physical education and health activity and child-centered
curriculum; and

•state how elementary pupils benefit from physical education and

health in an activity- and child-centered curriculum.

Introduction

Curriculum is a Latin word that means "race." It derives from the verb
currere, which means "to fly" or "to proceed." The acaderic material
taught in a school is referred to as the curriculum. It is a list of princi-
ples that should be taught to the pupils for them to follow the content
requirements. The curriculum is described in education as the aggre-
gate of all the pupil's experiences that occur during the educational
process. It also refers to a structured and interactive method of in-
struction and learning with unique goals, content, methods, metrics,
and resources aligned with the school's instructional objectives.

In 1939, the curriculum was based on a 19th-century tradition of orga-

nized knowledge taught in classrooms. The definition of a curriculum
has evolved over the last two centuries to include a variety of modes
of thinking and experiences. Without a curriculum, no formal, non-for-
mal, or informal education can occur. There will be no instruction in
the classrooms. If there is no program, teachers will have nothing to
do. The teaching career revolves around the curriculum. In the class-
room and schools, every teacher is led by a curriculum.

THINK: Defining activity- and child-centered curriculum

A modern approach to curriculum creation is an activity-centered cur-

riculum.
It is a reaction to the conventional curriculum, which was either sub-
ject-centered or dominated by teachers. The idea of activity-centered
learning was born out of the child-centered education and activity
movement.

Child-centered education necessitates the child's active participation

in the educational process. Rousseau, Dewey, Gandhi, and Pestalozzi,
among other modem educationalists, realized that schooling that does
not affect a child's actions is useless.

The subject matter is addressed by exercises in an activity-centered

program and experience is the product of the purposeful activities
completed. Knowied is imparted, skills are taught, and attitudes are
developed through activity. TI following are some of the views on the
activity curriculum:

John Dewey: "The activity curriculum is a constant flow of activities

children, unbreakable by systematic subjects and springing from
child's desires and felt needs."

The framers of Wardha Scheme of Education: We've attempted to de

an activity curriculum that means that our schools should be places
work, creativity, and exploration rather than passive absorption."

Comenius View: "Anything that needs to be learned must be learned!

practice/doing."
Rousseau's View: "Instead of pressuring the child to concentrate his
books, I keep him occupied in the workshop, where his hands support
his mind."

Pestalozzi's View: "The verbal method of instruction does not suit

child's ability or the circumstances of his or her life."

All other educationalists and psychologists, such as John Dewey. Piag

Tagore, Gandhi, and Aurobindo, have emphasized the importance of
learn through doing." Because of the importance of the activity theory,
numerous mode teaching approaches, such as the Project Approach,
Dalton Plan, and Problei solving Method, have emerged.

A Child-centered Curriculum

In curriculum studies, a child-centered curriculum is a core and contro-

vers term. The child-centered curriculum is related to John Dewey's
progress educational views. Dewey advocated for a more comprehen-
sive, multidiscipline and developmental approach to education. Pupils'
intense urges to explore, crea and understand their universe, he
claims, will be the fundamental centers of gra that will energize and
selectively incorporate curricular concepts.

The child-centered curriculum was created to develop a pupil's individ

and social attributes rather than provide abstract knowledge through
the spec subject matter. The child-centered curriculum empowers
pupils to take contro their education. The teachers' job is to encour-
age and promote children's leami but it is the children's natural curios-
ity, interest, and enthusiasm that decide course of their learning. In
terms of achieving learning objectives and goals, child serve as co-cre-
ators with teachers. A child-centered curriculum emphasizes piq. chil-
dren's interest and empowering them to take an active role in leaming,
as we encouraging emotional investment that allows them to dig
deeper into the lesson.

As an educational approach, active laming seeks to address children's

needs on all levels of social, cognitive, emotional, and physical devel-
opment. In this process, children explore and leam about the world
through their whole bodies and all of their senses. It also considers
play to be children's work, in which they are given time to prepare,
evaluate, challenge, and experiment to build their understanding of
things, people, events, and ideas.

By encouraging children to innovate and learn as they explore, a child-

centered curriculum aids their growth of independence, responsive-
ness, and trust. it also helps children to lear how to take care of them-
selves and solve problems, acquire information for imaginative presen-
tations, leam about language literacy, and participate in social rela-
tionship programs, among other things. A child-centered program, how-
ever, has flaws. Teachers often struggle to come up with activities
that can respond to evolving child development concepts.

Physical Education and Health in an Activity- and Child-centered Cur-

riculum

The physical education and health curriculum aims to assist children

in developing awareness and understanding of his/her body. It also
aims to promote positive attitudes toward physical education and
health and to motivate children to appreciate and examine the process
in which physical education and health influence and create an impact
on their bodies.

The curriculum for elementary pupils is designed for them to be ex-

posed to a local or small environment and then systematically bring
them to larger environments. in education, there are three domains
(cognitive, affective, and psychomotor) that are emphasized in each
lesson which is greatly emphasized in elementary education.
Primary school pupils are usually more physically active than high
school students because they leam through play and they understand
the world first through their bodies. Teachers must give activities that
are more on movements in which the pupils will be engaged with their
creativity, muscles, and collaboration. The teachers may engage the
pupils with the following activities:
Music and Movement - In this activity, the pupils will move their body
according to the beat, words, tune, speed, and other elements used in
a particular music or song.
Luksong Baka - This traditional game from Bulacan helps pupils prac-
tice how to jump high without experiencing injuries. Pupils will also
learn different skills such as balance and cooperation, and they could
develop self-confidence when they successfully execute the task.

Patintero - This activity is also called haranggang taga or tubigan. This

activity requires pupils to move all body parts. Other pupils will run
across the area while others are tagging the pupils that are running.
Aside from moving the body, the pupils will practice their thinking abil-
ities by means of thinking of the best strategy to cross the taggers in
the area.

Tug of War - This activity will measure the strength of each participat-
ing players. Two groups of players will pull on opposite ends of a rope
with the goal of moving the opposite group across the line. The group
that touches the line in the middle will be the losing team.

Hopscotch or Piko - This activity is very famous among young children.

The activity requires physical strength and a lot of jumping. Groups of.
pupils will play the game and compete with each other. Each player
needs to have a stone that should be throw in each box. The player
will jump across without stepping on the first box. The player who will
reach the last box will considered as winner.
EXPERIENCE: Get the main points of the differences and similaritles of
activity-centered curriculum and child-centered curriculum using a
Venn diagram.

MEMBERS: Acosta, Marilyn

Castro, Roshelle Dhenice
Capili, Vanessa Joy
Castillo, ReiJame
Diaz, Lawrence
Mapoy, Angel Mae
Soriano, Ronaly

Direction: Read each item carefully. Encircle the letter of the correct answer.

1. Ms. Castro gave a performance-based activity for her students. Her student group themselves into 2
groups and each group have 1 representative for their Debate competition. In a class brainstorming,
students generate a list of topics they would like to debate. One student writes the suggestions on the
board and then guides the formation of pro and con debate teams. Whic of the following curriculum
best describes the statement?

A. Teacher-centered curriculum
B. Child-centered curriculum
C. Traditional classroom curriculum
D. Activity-centered curriculum

Answer: B

2. Which of the following statements best describe the Pestalozzis view on the activity curriculum?

A. “Anything that need to be learned must be learned by practice/doing?”

B. “Instead of pressuring the child to concentrate on his books, I keep him occupied in the workshop,
where his hand with support his mind.”
C. “The verbal method of instruction does not suit the child’s ability or the circumstance of his or her
life.”
D. The activity curriculum is a constant flow of activites in children, unbreakable by systematic subjects
and spiring from the child’s desires and felt needs.

Answer: C

3. The simples way to differentiate between teaching styles is to compare student-centered and teacher-
centered. What is the best definition of student-centered in this situation choose the best answer.

A. Student-centered teaching focuses on the student and their needs.

B. Student-centerex often work in a groups to achieve their goals.
C. Student-centered observes and supports their peers in doing their activity.
D. Student-centered promoting questions to asnwer by their classmates.

Answer: A

4. Mrs. Bucao told your class that engaging playing patintero would be your final performance task in
P.E. She grouped you into 6 by drawing lots and asked you to finish the chalenges with other groups.
Despite the fact that your group had practice for the activities, you still lost in all challenges. You noticed
during the challenge that your group was composed of members who were not really good in any of the
activities. How will you best handle the situation?
A. React right after the challenge and tell the teacher how unfair it was.
B. Blame your group mates who did not perform well in the events.
C. Smile to your teammates and accept the fact that people have different skills.
D. Accept losing with courage and good sportsmanship.

ANSWER: D

5. Which of the following is the view of the farmers of . Instead of pressuring the child to concentrate his
books, I keep him occupied in the workshop, where his hands support his mind.
B. The verbal method of instruction does not suit to child's ability or the circumstances of his or her life
C. Anything taht needs to be learned must be learned practice/doing.
D. We've attempted to do an activity curriculum that means that our schools should be a place, work, cre-
ativity, and exploration rather than passive absorption.

Answer: D

6. A student teacher of Ms. Siarot, you were asked to suggest Laro ng Lahi to be included in the
sportevents in your P.E. class. The following are already on the list: Piko, Syatong, Patintero, Table ten-
nis, and Tumbang preso. Are the games on the list the right options?

A. Not all, because table tennis is not a Filipino indigenous game.

B. Not all, because the game syatong is not considered a “laro ng lahi”.
C. Yes, because all the games given are examples of Filipino indigenous games.
D. Yes, because all the games given are examples of Filipino recreational games.

Answer : D

7. The Grade 6 students from Wesleyan Elementary Scho might have been on an educational tour. Each
students shared the most exciting activity they had during the tour.
Which of the following curriculum best describes the statement?

A. Teacher-centered curriculum
B. Child-centered curriculum
C. Traditional classroom curriculum
D. Activity- centeredcurriculum

Answer: D

8. You are approached by the Leader of a game team who wants to improve their chances of winning the
next competition. The coach knows that you are studying biomechanics and has asked you to advise the
team on how they can achieve a positive outcome for the team through the application of mechanical fac-
tors and how they can produce a successful pull. The coach informs you of the rules of the competition
and that opposing teams will be of approximately equal mass. each team member will wear similar
footwear. the mass of the rope is negligible and you must pull the rope so the flag moves a distance of 5
m. As a student, you need to consider the various forces occurring during a tug of war-and identify that
through manipulating the factors associated with Newton’s Laws of Motion you can help the team’s per-
formance.

What specific game would best describe the scenario?

A. Luksong-Baka
B. Harang-Daga
C. Tug of war
D. Piko

Answer: C

9. Mr. Lambon planning a silly dance for his students. He incorporates the following activities into their
daily classroom routine: Dance-off, Mirror Game, Freestyle Dancing competition, Pass the dance move,
Retelling Dance, and Newspaper dance. These activities, improve flexibility, communication, and creativ-
ity.
What specific activity of a child-centered curriculum would best describe the scenario?

A. Music and Movement

B. Luksong Baka
C. Piko
D. Patintero

Answer: A

10. In your physical education class, you have a diverse group of students with varying fitness levels.
How can you ensure a student-centered approach to accommodate these differences?

A) Assign specific activities based on their fitness level.

B) Provide options for students to choose their preferred activities.

C) Group students by their fitness level.

D) Have all students participate in the same activity.

Answer: B