Professional Preparation II: Curriculum Development in Physical Education, its Concepts and Principles, Subject Matter for Primary, Secondary and Higher Education, Curriculum Design and Content with Reference to Age, Sex and Differently Abled Pupils, the Integrated Programme for Boys and Girls, Teaching Aids, the Time-Table and the Credit System, the Impact of Technology, and Curriculum Evaluation

Subject matter is selected by its contribution to the objectives, its suitability to the pupils' age, sex, maturity and abilities, safety, the facilities, equipment and time available, its carry-over value into adult life, the interests of pupils and the traditions and climate of the region. Activities are classified by type (games, athletics, gymnastics, rhythms, aquatics, combatives, yoga, outdoor and adventure activities, fitness activities); by organisation (low-organised games with few rules and little equipment, relays, lead-up games that develop the skills of a major game, and major games with full rules); and by the pupils they suit. With reference to sex, boys and girls follow a largely common programme in childhood; after puberty some activities are modified for differences in strength and body size, for example in the weight of implements and the distances run, but girls should have equal access to all activities rather than being confined to a separate, narrower list. Differently abled pupils follow an adapted programme within the principle of the least restrictive environment, with modified rules, equipment, space and tasks.

An integrated or co-educational programme for boys and girls teaches them together wherever the activity allows: it develops mutual respect, co-operation and healthy social relations, uses staff and facilities efficiently and prepares pupils for mixed recreation in adult life. Mixed teams, co-ed activities such as badminton doubles, dance, swimming, yoga, athletics and fitness, and ability grouping rather than sex grouping are its tools; separate groups remain appropriate for heavy contact sports and where safety, cultural sensitivity or privacy demands it.

Curriculum designs may be subject-centred (organised around activities and bodies of knowledge), learner-centred (around the needs and interests of pupils) or problem-centred (around life problems such as fitness, health and leisure). A spiral curriculum returns to the same content at increasing depth across the years. Physical education has developed its own models. Movement education, derived from Rudolf Laban's analysis of movement into body, space, effort and relationships, teaches children to explore movement concepts through problem-solving, and is widely used at the primary level. Sport education (Daryl Siedentop, 1994) organises units as sport seasons, with persistent teams, formal competition, record keeping, a culminating event and roles for pupils as captains, coaches, referees and statisticians. Teaching Games for Understanding (Bunker and Thorpe, 1982) starts from modified games and tactical problems. Fitness or health-related physical education focuses on the knowledge and habits of lifelong fitness. Hellison's teaching personal and social responsibility model uses physical activity to develop responsibility through levels from respect to caring and transfer outside the gym.

Teaching aids in physical education include visual aids (charts, posters, models, photographs, diagrams of courts and techniques, whiteboards), audio aids (whistles, music for rhythmic activities, recorded instructions), audio-visual aids (film, video and slow-motion replay) and apparatus and modified equipment (cones, markers, lighter balls, lower nets). The time-table allots periods to physical education according to principles: an adequate number of periods each week, with double periods for games and swimming where possible; physical education not scheduled immediately after a meal or at the very start of the day before pupils have warmed up, and heavy activity avoided in the hottest hours; theory and practical periods balanced; periods distributed across the week rather than bunched; facilities shared between classes without clashes; and time left for intramurals, often in the afternoon or evening.

The credit system measures a course by the learning time it requires. Under the UGC's choice-based credit system (2015), one credit corresponds to one hour of theory teaching (lecture or tutorial) per week, or two hours of practical work per week, over a semester of about 15 weeks. A course with three hours of theory and four hours of practical a week therefore carries 3 + 4 ÷ 2 = 5 credits. The system allows pupils to choose electives, including physical education and yoga courses, and to transfer credits, and NEP 2020's Academic Bank of Credits extends that idea. Technology has changed physical education and sport: video analysis and motion-capture apps for feedback, heart-rate monitors, pedometers, GPS and accelerometers for monitoring activity and load, fitness apps and exergames for motivation, e-learning platforms for theory, electronic timing and photo-finish, ball-tracking and video review in officiating, data analytics in coaching and scouting, and smart equipment. Its risks include cost, unequal access, screen time displacing movement, privacy of personal data, and reliance on devices at the expense of the teacher's judgement.

Curriculum evaluation is the systematic process of judging the worth and effectiveness of a curriculum in order to improve it. Its purposes are to find out whether objectives are being achieved, to identify strengths and weaknesses, to guide revision, to justify the programme to administrators and the community and to ensure accountability. Formative evaluation takes place during development and implementation to improve the curriculum; summative evaluation judges its overall effectiveness at the end. The procedure runs through stating the objectives, deciding what evidence is needed, collecting data (fitness and skill test results, knowledge tests, observation, pupil, teacher and parent questionnaires, participation rates and records, and expert review), analysing and interpreting it against the objectives and standards, and reporting and acting on the findings.

The most used model for appraising a programme is Daniel Stufflebeam's CIPP model: Context evaluation (the needs, problems and setting the curriculum must address), Input evaluation (the resources, strategies, staff, facilities and budget), Process evaluation (how the curriculum is actually being implemented) and Product evaluation (its outcomes, intended and unintended). Tyler's objectives-oriented model judges a curriculum by how far its stated objectives are achieved; Michael Scriven's goal-free evaluation looks at actual effects regardless of stated goals, and Robert Stake's countenance model compares what was intended with what was observed at the levels of antecedents, transactions and outcomes.