MOVEMENT EDUCATION PPT.pptx

Movement Education
M r. B e n g i e P. M e n d i z a b a l
A s s i s t a n t P r o f e s s o r I I
C S E R

Overview
The course provides understanding of the
movement concepts in terms of the body, space, effort and
relationship that will aid a student in making connection
between physical movement, personal meaning and
aesthetic expression.
The required output is the actual performance
of the students during the activity that provides evidence of
achieving learning outcomes and demonstrating the
different movement combination derived from the
concepts learned.

Lesson 1. History of Movement
Ed u c a t i o n a n d i t s M e a n i n g
Describe the origin and background of movement
education
Familiarize the meaning of movement
education
Appreciate the significant events of its
origin
Objectives:

A strand of education which aims to develop
an individual’s motor skills through physical
movement or activity.

Physical skills or motor skills referred to as
fundamental skills and the foundation for everyday
movement.

It involves games, sports, gymnastics and
dance

Fundamental Movement Skills
FMS is a branch of movement education that
includes loco-motor, manipulative or object
control and stability skills.
Considered as building block that lead to
specialized movement sequences for
participation in organized and non-organized
physical activity

CREATORS OF A NEW IDEA: MOVEMENT EDUCATION IN THE
1800S TO EARLY 1900S
The early pioneers of movement
education were influenced by the idea of
the body being an expression of
movement. Three of the most historically
influential individuals were Francois
Delsarte, Liselott Diem, and Rudolf Von
Laban.

Francois Delsarte
A Frenchman who lived in the 19th century.
He developed the termed applied
aesthetics (Brown & Sommer, 1969) and
focused his work in the arts
He contributed critical ideas of connections
among the mind, body, and spirit.
He saw movement as a union of time,
space, and motion.
He suggested that the combination of
movements toward and away from the
center of the body was critical to all
other movements.
He introduced the idea of parallelism in
movement—the simultaneous motion
of two body parts in the same direction
and in succession.
He established the 9 laws of motion
referred to altitude, force, motion,
sequence, direction, form, velocity,
reaction, and extension.

LISELOTT DIEM
Founded an internationally known college
in Germany, Deutsche Sporthochschule
Köln, to train teachers in sport and physical
education.
Adapted and taught a “natural approach to
teaching children to move effectively in all
kinds of situations” (Brown and Sommer,
1969,p. 62 ).
Children were encouraged to explore
movement freely in their own way and
according to their unique stages of
development.
The teacher would use simple
equipment such as balls, wands, ropes,
boxes, and benches to allow children to
develop a wide variety of movement
responses individually, with partners, or
within small groups.
Teachers were encouraged to challenge
children by asking questions such as
“Who can do this?” and “How can this
be done differently?”
Older children was more on developing
an awareness and analysis of muscular
force as well as how to move in time
and space.

RUDOLF VON LABAN
Considered by most as the true pioneer of
movement education.
A critical contribution was his theory of
movement, focusing specifically on the
concept of effort.
Believed that the body was an instrument
of expression and made a distinction
between this expressive movement and
movements that serve a purpose in
everyday life (functional movement).
Functional movement has a purpose in
addition to helping with the tasks of
everyday life, such as sports and games.
The four factors of movement that
Laban identified (weight, space, time,
and flow) became the bedrock of what
became known as movement education.

Significant Events
Laban and his colleagues were concerned with the
inner attitude of the mover and the function of
each movement (Stanley, 1977). The intent of
those working at this time was to provide a
framework that teachers could use to apply these
movement concepts broadly in the following three
learning domains:
1. Cognitive
2. Psychomotor
3. Affective
.
The fitness boom of the 1970s
resulted in a base of research that
contributed a solid scientific basis to
the study of movement. Movement
education was not getting this kind
of support and therefore was not
met with the same level of
enthusiasm in this era.
In the late 1990s and early 2000s,
the development of national content
standards for physical education
brought back the essence of
movement education emphasizing
that children should know basic
movement concepts an be able to
perform basic movement patterns..
DEVELOPMENT OF A
CURRICULAR APPROACH:
1960S, 1970S, AND
1980S
FITNESS OVERSHADOWS
MOVEMENT EDUCATION
The Revival of
Movement Education
MOVEMENT
EDUCATION: AT THE
HEART OF PHYSICAL
EDUCATION
Some of the classic outcomes of a movement
education program are described in the first two
National Association for Sport and Physical Education
(NASPE, a subspecialty group of the American Alliance
for Health, Physical Education, Recreation and Dance
[AAHPERD]) standards (2004):
Standard 1. Demonstrates competency in motor skills
and movement patterns needed to perform a variety
of physical activities.
Standard 2. Demonstrates understanding of
movement concepts, principles, strategies, and
tactics as they apply to the learning and performance
of physical activities

Lesson 2. Philosophical Foundation of Movement Education
O b j e c t i v e s
Demonstrate knowledge on the philosophical foundation
of movement education
Appreciate the concepts and benefits of
movement education
Determine each philosophy on its impact
to the modern times.

STUDENT PROBLEM SOLVING IN MOVEMENT EDUCATION

The context of the model
means that it allows for and
encourages divergent thinking
amongst your students. So
there’s often multiple right
answers to a movement
problem that you kind of
present to your students as a
teacher.
Means that the Movement Ed
model as a whole is inclusive
by nature and through the
promotion of divergent
thinking like we mentioned
with success for all, that first
belief, students learn to be
active by moving their bodies
in ways that allow for
creativity, meaning, and
enjoyment.
Means that movements could
look different from one
student to another, and they
often will, and that should be
promoted and encouraged
and students will learn to
appreciate the differences in
their movement from one
person to another within their
class.
Success for All Activity for All Contribution by All

GUIDED PROBLEM SOLVING IN MOVEMENT EDUCATION
According to Mosston and Ashworth (1986), the
guided discovery approach involves students solving
teacher-created problems with guidance from the
teacher. In addition to guided discovery, teachers
also provide students with learning cues.
“Today, we are going to learn about the spring-like
actions of leaping, hopping, skipping, jumping, and
galloping.”
Present the definition of hopping, you can then
informally remind the students that when we hop,
we travel from one foot to the same foot, whereas
jumping involves several different types of
movement patterns

PROVIDING CHOICES ENHANCES LEARNING
One way to present a challenge is to provide
extensions, making the task either easier or
harder as needed. Following is an example of how
you might use extensions with movement
education.
“Some of you may wish to try this next task, whereas
others may choose to continue working on log rolls.
For those who would like to try, think about rolling in a
forward direction, keeping your chin tucked to your
chest and pushing with your hands to help you
transfer your weight onto the back of your shoulders
as you complete rolling in a forward direction.

Benefits of Movement Education
Contributes to the physical,
cognitive, social, and emotional
development of children
Engaging in socially active
learning environment fosters
teamwork and cooperation.
Positive learning experiences
in physical education can
contribute to exploring leisure
and recreational activities
Encouraging students to
progress promotes self-esteem
and maintains motivation
Competency in FMS builds
strength, endurance and
flexibility
Foundation for leading a
physically active lifestyle that
reduces the health risk of
obesity, diabetes, and heart
disease.

Lesson 3. Concepts and Elements of
M o v e m e n t E d u c a t i o n
Show awareness of the concepts and elements
Enumerate the concepts and elements
Appreciate the importance of each
concepts
Objectives:

What makes Movement
E d u c a t i o n d i f f e r e n t ?

PHYSICAL EDUCATION CLASS
Physical education class could be vastly different
compared to others because it depends on the
place and time they grew up. At first you may fondly
remember learning to play sports as a small child in
PE .
Others may remember learning square dancing as an
integral part of the PE curriculum. You may even have
spent some time learning gymnastics. These are possible
ways that your teachers were using these sports to teach
you movement education.

MOVEMENT EDUCATION FRAMEWORK
Movement education began as part of dance education in the
1800s but found its way into physical education and other
exercise classes from the 1960s to 1980s. While it's considered
to be under the umbrella of physical education in schools,
movement education really strives to go further than your
traditional gym class.

MOVEMENT EDUCATION FRAMEWORK
●The MEF is adaptable to students of all ages and
developmental stages.
●It serves as a thread that runs through all movement in all
situations.
●As Logsdon and Barrett (1984) noted, “Movement is the
content of physical education” (Logsdon et al., p. 141).
●Children can communicate with the teacher and with
other children about their movement, thus creating a
wonderful learning environment for all.

The MEF focus:
●Fostering motor success, but also developing cognitive
knowledge about movement.
●It is also about developing a very wide base so that students
develop skill in executing many types of movement.
●To establish this wide base, the movement education
approach uses a specific framework for classifying movement
●Encourages learners to build a movement vocabulary that
they can apply to all subsequent movement content.

The BODY
KEY CONCEPTS
Humans need something to move
When the students explore the body as a concept
within the movement education framework they
understand the body as an instrument that can move
either as a whole or in parts.
Actions that you can explore:
1.Locomotor skills
2.Non-locomotor skills
3.Manipulative skills

KEY CONCEPTS
SPACE
They need a place to move
Space is an important concept in movement education.
Teaching students about space in terms of movement
education involves teaching directions, such as up and
down and left and right. However, space is usually
taught to be based on three different planes.
The sagittal plane- is the imaginary plane that divides
the body into the left and right sides.
The frontal plane- divides the body into front and back
planes, like the front and back of a sandwich.
The traverse plane-which involves twisting
movements, such as doing a log roll with your body.

Effort is the main factor of movement. Flow and time
are both parts of effort. Effort is the all-
encompassing factor.
Effort combines:
1.quality
2.shade
3.passions, and
4.inner attitudes
KEY CONCEPTS
Effort
They require the energy to move

This gives an opportunity to explore things by themselves,
doing those different actions with local motor skills, non-
loco-motor or manipulative skills in partner pairs or in
groups, and they can explore doing them as a matching pair
or group, mirroring where they’re kind of doing the same
thing on the same side of the body as they face each other,
leading or following one another.
KEY CONCEPTS
Relationship
They move in relation to others

Lesson 4. Movement Competence
Objectives:
Show comprehensive knowledge about
movement skills and strategies
Differentiate locomotor, non-locomotor and
manipulative skills
Categorize the types of movement

Movement Competence
●The Movement Competence strand helps
children & youth develop the movement
competence needed to participate in physical
activities through the development of movement
skills and the related application of movement
concepts and movement strategies.
●The development of fundamental movement
skills in association with the application of
movement concepts and principles provides the
basic foundation for physical literacy.
●Movement competence requires the
development of fundamental movement skills
and the application of movement concepts and
principles.

Movement Competency Classifications

Movement Skills
Locomotor Skills
The skills used by an individual to move from one place to another. These skills include rolling, balancing, sliding,
jogging, running, leaping, jumping, hopping, dodging, galloping and skipping.
https://www.youtube.com/watch?v=ICn7xLQIfrc
https://study.com/academy/lesson/what-are-locomotor-skills-
definition-instruction-examples.html

Movement Skills
Non-locomotor skills
Non-locomotor skills are fundamental body movements that do not incorporate traveling. These skills that include
movements of limbs or body parts, and sometimes even the whole body performed in stationarily. They are
occasionally referred to as axial movements, as in 'revolving around an axis'. Here, the axis is the center portion of the
student's body, or generally the student's torso.
Non-locomotor movements include the following :bending, stretching, flexing, extending, lifting, raising, twisting,
turning, rotating, swinging, swaying, dodging, shaking, wiggling, pulling, pushing
https://www.youtube.com/watch?v=c6tBv8doa0M

Movement Skills
Manipulative skills
A manipulative skill is one in which a child handles an object with the hands, feet, or other body parts. Manipulative
skills are basic to the development of sport skills; throwing, catching, bouncing, rolling, kicking, and striking(with and
without an object).

Movement Strategies
When participating in an activity, children & youth will have an ultimate goal or objective. To accomplish that goal,
children & youth may choose from a number of strategies that are similar within particular categories of games and
physical activities.
The actions that children & youth do in order to accomplish the strategy are called tactics. The ability to devise and
apply strategies and tactics requires an understanding of how games and activities are structured and how they work.
By encouraging children & youth to think strategically, analyze game and activity structures, and make connections
between different games and game components, the movement strategy expectations give them an opportunity to
exercise their critical and creative thinking skills, build confidence, and increase their ability to participate successfully
in a wide range of games and other activities.

LESSON 5: FACTORS OF MOVEMENT AND LAWS OF MOTION
Objectives:
The students should be able to:
1. Describe the different laws of motion
2. Enumerate the factors of movement
3. Relate the principles to daily life

FACTORS OF MOVEMENT
Effort- is the main factor of movement that combines quality,
shade, passions and inner attitudes that are communicated
through movement.

FACTORS OF MOVEMENT
Time is about what you choose to do with the time, and when you
choose to make the movements. Time consists of two types of
movements: sustained or sudden

TIME
Sudden-a sudden movement is a swift movement that does not
follow any particular pattern. It generates a change in velocity,
that is, a spontaneous acceleration.

TIME
Sustained-a sustained movement is a continuous movement that
follows a specific pattern where the velocity is maintained

FACTORS OF MOVEMENT
Flow is in charge of the ongoing stability of all motions. It can
be bounded or free flow.

FACTORS OF MOVEMENT
FREE FLOW- a continuous movement that has no stop.

FACTORS OF MOVEMENT
BOUND FLOW- a movement that has a lot of start and stops

LAWS OF MOTION
Francois Delsarte introduced nine laws of motion referred to
altitude, force, motion, sequence, direction, form, velocity,
reaction, and extension. These ideas gave rise to much of what
was to come in the field of movement education.

LAWS OF MOTION
ATTITUDE as a term of fine art refers to the posture or
gesture given to a figure by a painter or sculptor.

LAWS OF MOTION
FORCE-If an external force is applied, the velocity will change
because of the force.

LAWS OF MOTION
Motion- the action or process of moving or being moved.

LAWS OF MOTION
SEQUENCE- the following of one thing after another;
succession. order of succession

LAWS OF MOTION
DIRECTION- a course along which someone or something
moves

LAWS OF MOTION
FORM- the visible shape or configuration of something

LAWS OF MOTION
VELOCITY- is the rate of change of its position with respect to
a frame of reference, and is a function of time

LAWS OF MOTION
REACTION- behavior or attitude in response to something

LAWS OF MOTION
EXTENSION- an act or instance of extending, lengthening,
stretching out, or enlarging the scope of something

THREE LAWS FOR MOVEMENT
(THE LAWS OF HARMONIC MOVEMENT
LAW OF THE HARMONIC POSTURE: there’s a need to
obtain a balanced and natural attitude like the
position of perfect rest in Greek statues.

LAW OF OPPOSED MOVEMENT: every movement of one
or several parts of the body demands, for balance
principles, an opposed movement of the rest of the
segments.

LAW OF THE HARMONIC MUSCULAR FUNCTION OR OF THE
SUCCESSION OF CONTRACTIONS: the force of a muscular
function must be in direct relationship with the size of the
muscles. Therefore muscles should start from the big
muscles that surround the pelvis.

https://www.gophersport.com/blog/concepts-and-elements-of-the-movement-education-model-part-2-interactive/
https://study.com/academy/lesson/movement-education-curriculum-model-activities.html
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/syllabus/health-and-physical-education-
overview/glossary/locomotor-
skills#:~:text=The%20skills%20used%20by%20an,%2C%20dodging%2C%20galloping%20and%20skipping.
https://study.com/academy/lesson/what-are-non-locomotor-skills-definition-characteristics.html
https://study.com/academy/lesson/the-three-factors-of-movement-time-effort-flow.html
https://us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education
https://www.gophersport.com/blog/the-foundation-of-the-movement-education-model/
https://us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education
https://psychologydictionary.org/movement-education/
https://us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-
education#:~:text=The%20Philosophy%20That%20Makes%20Movement%20Education%20Different&text=The%20MEF%2C%20ho
wever%2C%20focuses%20on,executing%20many%20types%20of%20movement.
https://www.facebook.com/watch/?v=204798773939635
https://study.com/academy/lesson/what-are-locomotor-skills-definition-instruction-examples.html
https://www.youtube.com/watch?v=ICn7xLQIfrc
https://www.youtube.com/watch?v=c6tBv8doa0M
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004017/
References:

MOVEMENT EDUCATION PPT.pptx

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