THE CURRICULUM MODEL by David Bunker and Rod Thorpe(1982)

Summary by Luc Roberge

Issue/Focus:  The purpose of this is to outline a new and improved curriculum model for Physical Education teachers.

Reasoning: Bunker and Thorpe argue that past and present teaching techniques(i.e.. teaching individual skills before teaching games)do not promote success, knowledge, or decision making capacity. They go further to state that this type of teaching creates teacher/coach dependent performers and leaves the "children themselves to sustain interest."

Assumptions:  The authors feel that if children learn to appreciate the game, namely, if they learn "why and "when to perform specific skills, in the context of the game, they will be more responsive to the "how" specific skills or motor responses should be performed. They feel that students need to understand the relevance of skills within a game before they learn the specific skills themselves.

  Conclusion:  Bunker and Thorpe Conclude that their Curriculum model provides a "theoretical base" and  "temporal sequences" for game teaching.

1. Game Form: A simplified version of the adult game in accordance with age and experience.

2. Game Appreciation: The rules of the game create the form "the shape" of the game. Altering the rules will determine the "tactics to be employed."

3. Tactical Awareness: Learning how to use the rules to gain advantage over opponent(s) or to limit advantage gained by opponent(s).

4. Decision Making: After learning tactics, children are now ready to make appropriate decisions regarding "what to do" and "when  to do it."

5. Skill Execution:  Now that the children understand "what" and "when" they are ready to work on "how" to perform the individual skills.

6. Performance:  Students should be measured on "appropriateness of response" as well as "efficiency of technique."

Significant Information: Teaching this sequential manner will aid many more children "experience some of the satisfaction of a skillful player."