Currently, there are numerous arguments regarding curriculum and teaching methods, but it discovered more than the socio-cultural and political experiments of teaching physical education (: 2001). Children may learn as much from the methods or mode of transmitting knowledge based on the contents of the curriculum. Teaching PE has recommended that girls are more likely, and have more opportunity, to learn independence and problem solving skills in PE than boys because of the frequent maintenance of the pattern of female teachers teaching girls while male teachers teach boys, and then the tendency for female teachers to use child-centered teaching techniques more often than their male counterparts, who routinely subject their students mainly to didactic teaching modes (2002). Students learn from the pedagogical mode as well as or even instead of the content that teachers intend or want them to receive. In essence, there is no such thing as a content-only curriculum. In the act of teaching, teachers socialize students as they skill them. Indeed, there would hardly be the heated debates surrounding the nature of teaching methods in schools. Pedagogic discourse is a ‘rule which embeds two discourses’; a ‘discourse of skills of various kinds and their relation to each other’, which he refers to as ‘instructional discourse’, and a discourse of social order, which he calls ‘regulative discourse’ (:2002). The Instructional discourse is always embedded in regulative discourse, and the regulative discourse is the dominant discourse. Thus there can be no transmission of skills without the transmission of values.
According to ( 2000 ) physical and psychological health and safety are very important to children’s educations. The young child sensible knowledge and skills to enhance positive attitudes in children and early childhood professionals by stressing the role of family and culture in child development and their learning environment should help them expands on the underpinning of developmentally suitable physical activity, movement development, physical fitness, nutrition, safety in the early childhood learning environment, and the responsibility of parents and communities in developing healthy attitudes and lifestyles for the young. They also believed that early childhood educators should investigate the range of factors that affect the progress of a physically and psychologically healthy and safe lifestyle for infants, toddlers, and young children."
The school organizational level should define three major aspects of framing the curriculum (:2003) . The first is the curriculum which defines for teachers and students the organization and the content of what is to be taught. The necessities in developing curriculum in physical education have increasingly been set for teachers and students by interest groups and political agendas operating outside schools. The second is the timetable which puts groups of students together with teaching and staff and resources within designated curriculum for specific periods of time. It is this which generates planned diversity in the context of order. It decides the social and physical space of students, subjects and teachers. Time is not evenly distributed amongst subject disciplines or to areas of activity within the curriculum. This necessarily acts as a limit upon the actions of teachers and has implications for how they and their subject are perceived. PE tends to receive significantly less time than other ‘core’ subjects. The third factor, schooling, and reaches out to what we have recently referred to as the discursive frames of schooling and is a more complex phenomenon. It is not synonymous with all that goes on inside schools. Curriculum in PE normally entails having the cognitive, emotional, socio-cultural attributes/ resources and discursive resources that are prerequisite to learning in large classes and the different modes of transmission such as methods of making knowledge available to children and young people within them. Whether there are discursive processes, affective and cognitive skills and attitudes which are constantly required by students to facilitate access to curriculum content whatever their measured ‘ability’ or ‘skill’ should be of primary interest to any study of teaching and learning in contexts of PE. In essence, educators need to make much more complex our ideas of what it is to be ‘skilled’ and ‘able’, or otherwise, in school and contexts of PE. Decisions taken in policy contexts outside school or in the broader school context concerning the timetable, curriculum and ‘schooling’ can thus be seen as frames forming limits or possibilities for the actions of teachers and students.
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