Abstract: This paper provided a comprehensive analysis of the historical development of curricular models in American physical education through a literature review in five areas: societal background, philosophies, policies, national physical education standards, and definition and components of curriculum. We concluded that the development of American physical education curricular models has been largely determined by various forces occurred in society at different times since 18th century. Especially since the late 19th century, a tremendous growth in American Physical Education Curricular models occurred as a result of the establishment of inter-collegiate competitions and many other social events such as civil rights movement, playground movement, and academic discipline movement. The development of fitness for life, sport education, play practice, teaching personal and social responsibility, adventure-based learning , and cooperative learning model was situated in various societal factors at different times. Each curricular model has its own unique goals and can be used to address one or two national standards. There are some implications for the development of curricular models in Chinese school physical education. First, we should foster an inclusive climate to promote the development of various curricular models to address different national standards. Second, it is recommended that we employ physical literacy as a framework to guide future development and reform for curricular models in China. Finally, any development of new curricular models should be guided by theories and address issues and concerns in today's society in China. And to timely develop the experimental version of "healthy physical education curriculum model" could create historic opportunities for China's physical education curricular models development to catch up with or even surpass the world's first-class.

Key words: the United States, Physical Education curriculum, Physical Education curricular model, diversity, standardization