CURRICULUM GUIDE

SPORTS
(Grade 7-10)
I. Overview

Practically, the Department of Education aims to develop holistically every learner. After they have completed junior high
school, each should have acquired basic skill of the 21 st century such as cognitive skills: critical thinking, problem solving
and creative thinking skills, or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self-
management skills of self-monitoring and self-direction, as well as task or project management skills, and personal
characteristics which are part of ethics, civic responsibility and accountability.

II. The Curricular Philosophy of the Sports

For many competitive athletes of high school age, sport training and academic study are often two opposing and
incompatible challenges. The recognition of this challenge is not new, however fewer have given focus to this matter and
lesser interventions were made to address this challenge. These competitive athletes aim to perform better in competitions
without compromising the quality of learning they gain in their high school years. Hence, training demands a lot of time,
there is a very complicated and hard situation on how to look into possible ways on how to insert academics.

Learning can be gained everywhere and the access for it is wide and huge. These athletes need assistance to help this
knowledge be utilized in the ways beneficial to them. Facilitators who will scaffold them from one pace of learning to another
at the same time doing the routinary schedules of training.

III. Literature Support

In order for coaches to help their student-athletes in regards to academics, it is important for them to understand that it is
not just a simple task of asking them what grades they are receiving in class. Rather coaches must follow a set plan in order
to properly implement academic support, to do this coaches are in need of a curriculum to follow that will allow them to help
their student-athletes succeed in the classroom. The student-athlete leads a very complex lifestyle due to their participation
in college athletics. According to Broughton (2001).

This endeavor is of extreme personal interest due to our work as coaches and delegating officials during the sports events
across levels and our passion for the student athletes we have met and worked with over the years. In the past the softball
program has had a history of struggling academically which is something that we had been working on to improve as a staff.
The team has made strides many significant strides in the right direction over the past years but having a specific set
curriculum to follow would help student-athletes to achieve even more academically.
Academic goal setting can be a great tool for coaches to help motivate student-athletes to put their best effort forward
towards their academics. Allowing student-athletes to set their own goals with the guidance of a coach gives the student-
athlete ownership over the goal they are striving to achieve. Making the process of goal setting a joint effort is extremely
important as stated by Sullivan (2010), “the coach cannot directly influence an athlete’s level of motivation. However, an
effective strategy coaches can use to indirectly affect direction and intensity of an athlete’s effort is through goal setting”
(p.22).

Once a student-athlete has a set of goals in place it is important for them to have a plan on how to reach those goals. A
very important factor of being a successful student-athlete is the ability to prioritize. According to Broughton & Neyer (2001),
“Unlike other college students, student athletes face an additional set of complex demands, stresses, and challenges arising
from their involvement in a competitive sport” (p. 47). Student-athletes face a very grueling schedule having to attend class,
practice, morning workouts, team meetings and travel for competition dates which often causes them to miss classes.
Section four of the curriculum focuses specifically on time management for the life of a student-athlete. Under the umbrella
of time management, the curriculum will address effective time management using a planner, and note taking techniques.
It is important for student-athletes to possess the skills to prioritize what they need to get done first and what comes second
with such a hectic and busy schedule. Often time’s student-athletes may have to decide to miss out on some of the social
aspects of being a college student to take the time they need to keep up with their school work during travel periods of their
seasons.

Research done by Lally & Kerr (2005) suggests that, “Investment in the student role identity may encourage the exploration
of professional vocations linked to their academic programs” (p. 284). A certain section of the curriculum consists of career
planning for student-athletes so that they are not only focusing on getting the grades to compete in a collegiate sport while
in school, but to excel in their academics and plan for their future career. It is important for coaches to encourage their
student-athletes to think about life after graduation and how they can best prepare themselves for life after their career of
being a student-athlete.

IV. Learning Outcomes

These curriculum intends to help athletes learn the competencies parallel to their grade level. Develop their skills in different
subject and hone their confidence in doing the task in both sports and academic. The knowledge, understanding and skills
underpin the competence, confidence and commitment required of all students to be successful in both fields.

VI. The Sports Curriculum Prioritizes the Following Learning Objectives:

 1. Habitual completion of modules that will serve as the diagnostic data for adaptive approach of mentoring.
2. Competence in accomplishing the given task and be able to manifest learning through reflection and journals.
3. Valuing learning through career opportunities.
4. Understanding the value of learning to their holistic development and be able to show discipline in attending meet-
ups.

VII. Learning Approaches

The Sports Curriculum aims to augment the dilemma of the department on the risk of depriving the athletes to the learning
that they should acquire while in the classroom. These acknowledges the grade level of the athlete and thus flexible enough
to cater every grade level. This is modular in nature and it will utilize various approaches such as adaptive teaching where
in a diagnostic test will be given to determine what certain assistance will be given to a certain athlete. If an athlete for
instance successfully accomplish the first module, a clearance will be given as will serve as evidence that he has acquired
the competencies intended for the grade level he is currently into. If he accomplishes all the modules, a certificate of
completion will be given to prove that he acquired all the competencies needed for that certain grading period. However, for
an instance an athlete manifests hardship in finishing a module, adaptive teaching approach now comes in wherein the
facilitator will identify which part he finds difficult in order to device a simpler concept to him to understand the competency
and slowly scaffold him to a more complex level of idea.

The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the
program takes into account their needs, strengths and abilities. This is to ensure that all learners have equivalent
opportunities and choices learning.

The curriculum emphasizes the significance of academic and how it plays an important role in playing the game as well as
in their future career. It focuses on developing the learners’ understanding of how to manage time, adjusts and adapts to
their activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be
done and actually doing it; is the learners are equally confident in influencing their peers, family, immediate community, and
ultimately, society. These are all valuable 21st century skills which the Sports Curriculum aspires for the learners to develop.

VIII. Learning Standard

The learner demonstrates understanding of the various concepts and competences in different subject matters that is
essential to their grade level on a certain grading period.
 Conceptual framework

Sports Curriculum

An athlete who
Module
Adaptive Inclusive
Standard performs both
Based Based in sports and in
academic
X. Time Element

Since there is no defined grade level for a certain sports event the division would have and no definite time schedule for the
events to be conducted, there will be no definite time element to be done in these curriculum but rather cover only goal
setting, assignment tracking, time management and career planning. Another, the Division often have less personnel
dedicated specifically to academic support for student-athletes so coaches will take over the role as leader in implementing
an academic support program for their student-athletes.

The academic support curriculum will allow coaches the ability to properly track their student-athletes progress over the
course of the school year as well as provide their student-athletes with lessons to help be successful in the classroom.
Coaches will not only be able to follow the curriculum to help provide the student-athletes with progress academically but it
will also provide coaches with important information to follow to help enable their athletes’ eligibility and properly point their
student-athletes to campus resources that are available.

Coaches should feel free to adapt any part of the curriculum to better fit their particular team. The section on campus
resources is specific to California State University, Chico but will give college coaches at other Universities an example of
what may be available to them and their student-athletes at their particular campus.

XI. Management Framework

The process will commence on the diagnostic assessment to be given to the student-athletes and everything will rely there.
One of the features of this curriculum is adaptive in nature which means that whatever and wherever the student athlete
can hardly cope up in relation to the lessons parallel to his/her grade level, the coach will assist him/her there.

Below are the templates to be used in progress monitoring, training schedule template, time management, coach guide and
meeting template.
 PROGRESS MONITORING REPORT FORM

Athlete: ______________________________ Date:_____________

Grade Level: __________________________

Subject: ______________________________ Topic: ________________________

Objectives: 1. _________________________
2. _________________________
3. _________________________

Score: _________________________

Observations:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________

Plan of Action:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________

______________________________
Coach
 CLASS SCHEDULE TEMPLATE

Student Athlete Name:

Class Time Event Coach
Monday

Tuesday

Wednesday

Thursday

Friday
 TIME MANAGEMENT

Time of Activity Reason for Doing Priority

the day Level