Level of Inclusion of the Cognitive Aspect in the Curriculum of Physical Education and Sport Based on the Competency Approach in Middle Schools in Algeria

Abstract

This study aimed at investigating the inclusion of the cognitive domain and its various aspects in the indicators of competency included in the curriculum of physical education and sport in the middle schools in Algeria. To achieve the objectives of the study, the technique of content analysis was used after being tested for validity and stability. The study’s main findings showed that the indicators of competencies contained the majority of thinking skills according to the revised Bloom's Taxonomy. However, distribution ratios were not equalized and the ability of the analysis was neglected. In addition, there was low presence of the cognitive aspect of life skills in the indicators of competencies included in the curriculum. The indicators of competencies also focused on knowledge related to safety regulations, first aid, disease prevention, health and balanced diet, and planning for health. The aforementioned indicators of competencies focused on knowledge related to organization and arbitration in sports, the skills of motion learning, the regulations and tactics used in sports, while neglecting the knowledge of historical aspects associated with sports, sports biomechanics and sports physiology as well as methods of developing physical fitness.