and assessments. Figure 10.5 provides an overviewto guide design of a HOPE-basedcurriculum from the planning, implementation and assessment levels. It is worth remembering that when designing a HOPE programme, the primary goal to help learners acquire knowledge and skills for lifelong be kept in mind.It will also become participation in physical activity for optimal health benefitsmust obvious that without the support and collaboration of parents, teachers, administrators, community professionals and organizations it will be difficult to design and implement an effective HOPE program. Depending on the environment where HOPE is implemented will determine the content (high rates of physical activity, nutritional considerations), learners (students, parents, administrators, community), time (before, during, after school), place (school, home, community) and type of instruction (activity, discussion, group problem solving). An excellent example of a programme to promote physical activity among children and youth is being implemented at Meadowview Elementary in Farmington, Minnesota (). The teacher, Joe McCarthy, has developed a culture of physical activity by designing and implementing three programs that supplement school physical education and provide different opportunities for students; theJammin’ Minute (an exercise program delivered to every class by a 5th year student to start the school day), the Running Club (designed to increase physical activity for students during recess) and the Century Club (encourages students to be active outside of school time). Strand Learning Examples of Units, Learning Learners SEM Outcome/s Activities, Events Level Promote high of -After school dance Primary &post Individual school moderate to vigorous -Lunch disc activities extended physical activity and -Before school walking club physical activity health-related knowledge -“Drop in time” in gym programming to supplement scheduled PE program Sport, games, To learn sport, games -Skill themes Primary &post Individual dance, and other dance and other -Invasion and/or net games primary movement movement forms as a -Individual sports students forms -Low level initiative challenges
and assessments. Figure 10.5 provides an overviewto guide design of a HOPE-basedcurriculum from the planning, implementation and assessment levels. It is worth remembering that when designing a HOPE programme, the primary goal to help learners acquire knowledge and skills for lifelong participation in physical activity for optimal health benefitsmust be kept in mind.It will also become obvious that without the support and collaboration of parents, teachers, administrators, community professionals and organizations it will be difficult to design and implement an effective HOPE program. Depending on the environment where HOPE is implemented will determine the content (high rates of physical activity, nutritional considerations), learners (students, parents, administrators, community), time (before, during, after school), place (school, home, community) and type of instruction (activity, discussion, group problem solving). An excellent example of a programme to promote physical activity among children and youth is being implemented at Meadowview Elementary in Farmington, Minnesota (). The teacher, Joe McCarthy, has developed a culture of physical activity by designing and implementing three programs that supplement school physical education and provide different opportunities for students; theJammin’ Minute (an exercise program delivered to every class by a 5th year student to start the school day), the Running Club (designed to increase physical activity for students during recess) and the Century Club (encourages students to be active outside of school time). Strand Learning Outcome/s Examples of Units, Learning Activities, Events Learners SEM Level school extended physical activity programming Promote high of moderate to vigorous physical activity and health-related knowledge to supplement scheduled PE program -After school dance -Lunch disc activities -Before school walking club -“Drop in time” in gym Primary &post Individual Sport, games, dance, and other movement forms To learn sport, games dance and other movement forms as a -Skill themes -Invasion and/or net games -Individual sports -Low level initiative challenges Primary &post primary students Individual
Section_3_Chapter_10_-_Main_Theme_Curriculum_Models_-_revised_with_standards.docx