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Curriculum Development Strategies in Sport Education: From the old six steps model to the new five processes framework
Gilles Klein Paul Sabatier University, Toulouse Introduction

Inspired by the Bologna Declaration and the consequent process, the AEHESIS Thematic Network Project has paid particular attention to the methodologies and results of the Tuning Project. The AEHESIS Project aimed to formulate innovative
sport sector specific guidelines for the development of curricula, quality assurance systems for study programmes combining the academic quality and the European dimension in relation to the labour market. Target groups were primarily sports sciences students and teachers and policy makers at universities and institutions dealing with the four main areas of the sport education: Sport Coaching (CO), Health and Fitness (HF), Physical Education (PE), Sport Management (SM). This approach was consistent with the DGEAC 2007-2013 Life Long Learning programme, the objectives of which are to have a better match of supply and demand in Higher Education and to improve the relationship with employment. Thus, the AEHESIS Project formed a European strategy adapted to the sport education sector and its relationship with the labour market in the sport sector. During the Projects first year, the four areas of the sport sector more in the spirit of Tuning rather than harmonisation strategy completed a comparison of existing programmes. The main challenge of the second year was to establish a curriculum model taking into account the definitions of professional learning outcomes and competences in accord with the Tuning methodology. In order to develop the process, one of the AEHESIS key tools was the Six Steps Model (6SM) used to collect information to build a curriculum structure model for each area, including examples of good practices. Each area followed the 6-Step Model common approach guideline: definition of professional area, standard occupations, activities, competences, learning outcomes, and curriculum model formulation. However, in order to better match training and employment and to take into account the specificity of each area, the four area research groups introduced several 6SM improvements. Drawing from these proposed improvements, the Projects 3rd Year Report described how to pass from the model (6SM) to the process (specific areas approaches) and then identified the convergences and divergences

2 between the four areas on the one hand, and the strengths and weaknesses of the 6SM on the other. The challenge of the fourth year was to disseminate the tools and products of the AEHESIS project. This process is closely related with the strategy adopted by the Directorate General of Education and Culture. In summary, the strategy attempts to optimise investment and not to reinvent the wheel for every conceived follow up European project in the training sector. Every project has to take into account three processes: - Promotion: to inform the whole community associated with the project; - Dissemination: to widely publicise the tools elaborated during the project; - Exploitation or Capitalisation: to transfer the tools to other contexts, to other partners, targets groups and end users. In this way of promotion-dissemination-exploitation/capitalisation of the projects results, this final AEHESIS Report tries to identify the processes helpful for curriculum development in the sport education sector. The framework of four processes including guidelines is built on the basis of a follow up to the 6SM. Here, the 6SM is used as a matrix generating data. These data facilitate a better understanding of the processes in curriculum development in the sport education sector, and better match supply and demand in the sport sector. After an overview reminder the old 6SM model and briefly presenting a new 5 processes framework (5PF), this communication analyses the five processes of curriculum development in sport education (including 40 guidelines): curriculum context design, curriculum area land-marking, curriculum objectives definition, curriculum content definition, curriculum outcomes supervision. 1. From the old six steps model to the new five processes framework . a) The old six steps model (6SM) In order to collect data in the four sport education areas on the relationship between employment and training, the six steps model proposed a matrix. This matrix used six steps as follows:

3 Figure 1. The AEHESIS Six Steps Model (A6SM)

Step I Step II Step III Step IV Step V Professional Area Action : the first task is to define in one sentence the area Standard Occupations Action : to define in one generic sentence the three major occupations Activities Action : to define the 4/5 main activities for three of these occupations Competences Action : to define corresponding competences for each activity listed in step 3 Learning outcomes Action : to specify learning outcomes students will have to integrate at the end of the programme related to the three competences for the three relevant occupations

Step VI

Curriculum model Action : for one occupation, the last step will be to produce a curriculum model

Step I - Identification of the professional area A professional area is considered as a range of activities corresponding to the production of specific services or goods, commonly named industry in the private sector. A professional area is defined by a definite set of tasks and functions that can be presented as a functional map for each area. One of the questions raised is to define as clearly as possible the core part and the limits of the industry considered. Step II - Standard occupations A standard occupation is defined according to the concept of the kind of work performed or job. Job is defined as a set of tasks and duties executed, or meant to be executed by one person. The standard occupation corresponds to a category of occupations that could be found in a comparative setting of different countries. A set of jobs whose main tasks and duties are characterised by a high degree of similarity constitutes an occupation (ISCO-88 and NEORS, 1998). Step III - Activities Activities are defined as the set of the tasks and duties corresponding to a specific standard occupation. Step IV - Competences Competence is defined as an ability to apply knowledge, know-how and skills in a habitual and/or changing situation (Tissot, 2003). Step V - Learning outcomes

4 Learning outcomes are defined as the set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process (Tissot, 2003). Step VI - Curriculum model A curriculum is defined as a set of actions followed when setting up a training course: it includes training goals, content, methods, assessment, and material, as well arrangements for training teachers and trainers (Cedefop/De Landsheere). b) The new five processes framework (5PF) The six steps model used by the four area research groups as a matrix to generate data on sport education leads to a new model of curriculum development in sport education, which is summarised by in figure 2.

Figure 2. The AEHESIS Five Processes Framework (A5PF)

Demand/Sport Labour market

Curriculum Context Design

Curriculum Developer

Partners

Needs Analysis

Curriculum Area Landmarking

Professional Standard Activities Area Occupations

Curriculum Objectives Definition

Competences

Supply/Sport Education

Curriculum Content Definition

Learning Outcomes Curriculum Model

Curriculum Outcomes Supervision

Quality Assurance Qualification

Target Groups

End Users

5 From the beginning of the project, the 6-Steps Model was considered as a matrix more than as a model and as such was used as a framework by the four sport education areas. The new framework consists of the following processes. Process I: Curriculum Context Design If the curriculum formulation results are expected to have concurrence with the labour market, it must be clear from the start of curriculum development, which, and whose needs, the curriculum results can address. In order to be effective for systems and practices, the curriculum structure and issues have to be negotiated with professional partners and stakeholders in the field, and submitted to the target groups (curricula providers, professionals, policy makers, etc.) and understood by the end users (students) (see blue ellipse in figure 2). Process II: Curriculum Area Land-marking The necessity of binding training and employment and the collaboration of professional partners allow clearer definition and explanation of the professional context to the end users. The sport sector is structured in four areas. Each area defines its territory, its boundaries, but also its pathways with the other professional areas. The standard occupations are defined in order to be simply and clearly, explained to the end users, notably with the definition of the main activities and tasks expected in the professional context. Process III: Curriculum Objectives Definition In the past, curricula objectives were frequently oriented to academic training. If a relationship with the labour market is expected, curriculum designers and developers will have to take into account the professional competences as an essential aim of the sport education system (see red circle in figure 2). Process IV: Curriculum Content Definition According to the diversity of national and local settings, the curriculum content is defined according to principles, which give flexibility to, and adaptation of, the training institutions. Classically the curriculum is geared to students learning outcomes linked to professional competences. Every learning outcome is distributed in fields of study spread and deepened in modules. Process V: Curriculum Outcomes Supervision A tuning process of curriculum development pre-supposes a designated supervisory control feature in order to follow the outcomes of the curriculum. Thus, every training institution defines a quality assurance system associating the main stakeholders. This tuning process can also be followed by an accreditation process. It allows renewal or definition of

6 titles and labels accredited by the whole community in the sport education sector. This framework will never set the world on fire. It follows the classical presentation used in the DGEAC context by the Leonardo and Socrates projects and products. However, the framework has two main advantages. First, this model does not follow a top down and bureaucratic approach. It was elaborated with the support of needs analysis in the sport education sector operated by the four research groups. Secondly, it favours a bottom up approach leading more to recommendations than prescriptions, the priority remaining at the local level of the training institutions. Every model probably remains too prescriptive. The ambition of this curriculum development framework and its five processes is to constitute a contribution to help curriculum designers and developers to take a step further to better match training and employment. 2. First process: Curriculum Context Design a) Curriculum designer and/or developers strategy In the sport education sector, a curriculum designer and/or developer has/have to take into account the curriculum context. The main challenge is then to complete a Needs analysis in the sport education field or in its sub areas Coaching, Health and Fitness, Physical Education, Sport Management. This Needs analysis is made in close relationship with the field or area partners, at European, national and local levels. The importance of the latter level is the opportunity to take into account the point of view of the target groups (employers, employees, curriculum providers) and of the end users (students and the public at large). b) Some curriculum development guidelines Target groups/end users: Prior to curriculum definition in the sport education field or areas, identify target groups and end users and their corresponding needs. Information: Use all sorts of information tools to identify needs and target groups: literature, empirical and other data, surveys, web sites, etc. Partners contributions: Ask for inputs and contributions from potential curriculum partners in identifying and describing needs and targets groups. Context: With the partners explore the context in which targets groups and end users operate. Exchange: Prior to the curriculum formulation, try to confer with targets groups and end users.

7 Supports: Try to find sources for investments and support by the partners. Web site: Refer to the sport education web site in order to find elements regarding needs analysis. 3. Second process: Curriculum Area Land-marking a) Curriculum designer and/or developers strategy In the sport education sector, a curriculum designer and/or developer has to define the territory of the professional area, to identify the boundaries and to identify the relationship between several professional areas. If the relationship between the labour market and training is considered as the main objective, this definition has to consider the diversity of the professions characteristic of the field, the several pathways binding the standard occupations, currently but also in the future. b) Some curriculum development guidelines Definition principles: Prior to a curriculum design, identify the principles of definition of the professional area and then define the territory of this area. Professional diversity: In order to have a broad vision, consider the diversity of the standard occupations and the pathways with other professional areas. Actuality/Future: Consider the current standard occupations, but also possible or potential future standard occupations. Standard occupations: Identify the main standard occupations in the field, either the major one or several major ones. Specialisation levels: Define levels of specialisation in the standard occupations of the area. Target groups: Define the standard occupations according to the target groups and end users. Professional profile: Define briefly the profile of each standard occupation. Pathways 1: In each professional area, consider the pathways between several standard occupations or several levels of specialisation. Pathways 2: In the field of sport education, consider the pathways between several professional areas. Activities/duties: Conceive several processes of professional activities and tasks definition.

8 Categories: Categorise the professional activities (generic and specific) of each standard occupation. Activity profiles: Define the activities characteristic of professional profiles. Classification: Consider the most and the least important activities defining a professional profile. Stakeholders: Consider convergences and divergences in the professional profile definition according to the main stakeholders in the field. 4. Third process: curriculum objectives definition a) Curriculum designer and/or developers strategy In the sport education sector, curriculum designers and/or developers, starting from a Needs analysis of the target groups and end users, have to take into account the professional competences expected in the labour market and orienting the curriculum objectives accordingly. It presupposes the categorisation of competences, the consideration of training levels, and paying attention to the expected profile, currently or in the future. b) Some curriculum development guidelines Competences: Define the competences required to become a competent professional recognisable in the labour market. Categories: Categorise the competences into generic and specific. Actuality: To define the expected current competences. Future: But also anticipate the competences expected in the future. Aims: Consider the professional competences as a major aim of the curricula. Degrees: Define the expected professional competences according to the degree level (e.g. bachelor, master). Profiles: Define the most and least expected competences profiles. Stakeholders: Consider the competences profiles specificities according to the specificities of the stakeholders in the field and the national contexts. 5. Fourth process: Curriculum Content Definition a) Curriculum designer and/or developers strategy

9 In the sport education sector, a curriculum designer and/or developer, design(s) the curriculum according to flexible principles in order to allow local adaptation. At each degree level, this curriculum is guided by learning outcomes and which definitions, in concrete terms, are close to professional competences. Every learning outcome is distributed in fields of study spread and deepened in modules. b) Some curriculum development guidelines Relationship: Establish a clear relationship competences and students learning outcomes. between professional

Skills: Define the outcomes of curriculum in term of skills. Generic/specific: Define generic and specific learning outcomes. Degrees: Pay attention to relationships between learning outcomes and degree levels. Principles: Formulate the curriculum principles. Application: Apply these principles to the training levels. Specialities: Verify the relationship between curriculum content and professional specialities. Programmes: Diversify learning outcomes according to programmes of study. Modules: Elaborate training modules in every field of study. 6. Fifth process: curriculum outcomes supervision a) Curriculum designer and/or developers strategy In the sport education sector, a curriculum designer and/or developer define(s) with the partners a feature of curriculum development supervisory control. It includes curriculum development evaluation within a quality assurance strategy. The latter is a pre-condition of the accreditation of titles recognised by the whole professional community and by the institutions at national and inter-governmental levels. b) Some curriculum development guidelines Quality assurance: Design a quality assurance process in order to frame benchmarks and an assessment strategy of the curriculum development. Qualification recognition: Formulate a new qualification structure, which is recognised by institutions and stakeholders and introduce titles and labels accredited by the institutions at national and intergovernmental levels.

10 Conclusion The desirability of a greater relationship between training and employment articulated in the Bologna Process and illustrated by the Tuning project in Higher Education is broadly endorsed by every one wishing to improve the curricula for the target groups and the end users of the training systems. However, there is often a gap between the wish and the reality of the international context of Higher Education curricula. Notably in the sport education sector, they are experiencing difficulties in achieving a sustainable relationship between supply-training and demandemployment. This presentation offers support for curricula designers and/or developers in reflecting on a way in which their curricula can correspond more to the labour market and be more helpful and useful for the target groups and the end users needs. Following a four years process of data collection on the trainingemployment relationship, this paper does not consist of recipes or prescriptive guidelines. The curriculum development process is too complex to be influenced by bureaucratic guidance and a top down imposition approach. This complexity is reflected in the five processes framework (5PF) (following the Six Steps Model) that was elaborated from the specific work undertaken by the four areas of the sport education sector Coaching, Health and Fitness, Physical Education, Sport management. Each area provides illustrations of a common process, introducing specificities according to the needs analysis associated with the field and the users. This framework founded on European experience, including the collaboration of many countries where diversity of stakeholders is involved, presents a source of reflection in the sport education sector for every one who is involved.