MOVEMENT EDUCATION PPT.pptx

It aims to provide information about the history, importance and benefits of movement education to individual.

1. Movement Education Mr. Bengie P. Mendizabal Assistant Professor II CSER

2. 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.

3. Lesson 1. History of Movement Education and its Meaning Describe the origin and background of movement education Familiarize the meaning of movement education Appreciate the significant events of its origin Objectives:

4. What is Movement Education?

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

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

7. It involves games, sports, gymnastics and dance

8. 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

9. 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 .

10. 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.

11. 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.

12. 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.

13. 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

14. Lesson 2. Philosophical Foundation of Movement Education Objectives 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.

15. STUDENT PROBLEM SOLVING IN MOVEMENT EDUCATION

16. 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

17. 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

18. 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.

19. 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.

20. Lesson 3. Concepts and Elements of Movement Education Show awareness of the concepts and elements of movement education Enumerate the concepts and elements of movement education Appreciate the importance of each concepts Objectives:

21. What makes Movement Education different?

22. 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.

23. 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.

24. 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.

25. 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.

26. 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

27. 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.

28. 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

29. 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

30. 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

31. 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.

32. Movement Competence

33. Movement Competency Classifications

34. 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

35. 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

36. 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).

37. 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.

38. Types of Movement

39. Types of Movement

40. 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

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

42. 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

43. 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.

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

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

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

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

48. 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.

49. 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.

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

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

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

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

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

55. 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

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

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

58. 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.

59. THREE LAWS FOR MOVEMENT (THE LAWS OF HARMONIC MOVEMENT 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.

60. THREE LAWS FOR MOVEMENT (THE LAWS OF HARMONIC MOVEMENT 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.

61. 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%20however%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:

62. Thank you!