Abstract

Verf. entwirft ein Schulsportcurriculum, das auf den curricularen Modellvorstellungen von Robinsohn/Knab basiert. Dementsprechend unterscheidet er als Lebens- und Verwendungssituation Alltag, Arbeit und Sport. Die Qualifikationskriterien zur Bewaeltigung dieser Situationen werden in motorische, kognitive und affektive Komponenten unterteilt. Fuer diese Bereiche werden in Thesenform spezifische Qualifikationen entwickelt. Die Organisation des Sportunterrichts orientiert sich wesentlich an drei Prinzipien: Motorische Minimalqualifikation, Neigung, zunehmende Spezialisierung. Leist

Abstract

This sport and physical education curriculum plan is based on the curriculum strategy, developed by ROBINSOHN and KNAB, as a heuristic method for the conception of aims. Four criteria were relevant to decide which qualifications were important for a curriculum. According to these criteria motor qualifications, exercised daily both in and outside of work, must be considered relevant for a curriculum. Moreover the motor qualification derived from sport and physical education must be included, it being considered an instrument for the optimation of motor function which can not be interchanged. On account of the complexity of the motor qualification this category of qualification has to be differentiated in order to decide both the level of Standard in the curriculum and the curriculum elements themselves. Due to the lack of empirical and experimental results this differentiation and the determination of the level of Standard in the curriculum has been restricted to theses. As a first step only a "Motor-Curriculum" has been developed because only the category of motor qualifications has been taken into account. With the inclusion of cognitive and affective qualifications the motor-curriculum has been extended to a sport and physical education curriculum. Verf. Referat