Introduction-to-MOvement-Education.pdf

MOVEMENT EDUCATION MOVEMENT EDUCATION- a strand of teaching or education which aims to educate individuals to develop their motor skills through physical movement. MOVEMENT EDUCATION TARGETS THE INDIVIDUAL IN 3 LEARNING DOMAINS: 1.Cognitive 2. Psychomotor 3...

MOVEMENT EDUCATION MOVEMENT EDUCATION- a strand of teaching or education which aims to educate individuals to develop their motor skills through physical movement. MOVEMENT EDUCATION TARGETS THE INDIVIDUAL IN 3 LEARNING DOMAINS: 1.Cognitive 2. Psychomotor 3. Affective  EVIDENCES TO SUPPORT MOVEMENT EDUCATION Brown (2008) proved that students who were engage in more hours of Physical Activities per week had increased engagement in class. He has also proved that physical activity in the morning certain neural functions in the brain HH stimulates the child and helps them concentrate more in class.  Abel and Bridges ( 2010) proved that students who engage in movement education had higher confidence and self- esteem. Their social, cognitive and emotional developmental were positive. CREATORS OF A NEW IDEA: MOVEMENT EDUCATION in 1800s to EARLY 1900s “The body being an expression of movement.” THREE OF THE MOST HISTORICALLY INFLUENTIAL INDIVIDUALS IN THE FIELD OF MOVEMENT EDUCATION A. FRANCOIS DELSARTE - contributed critical ideas of connection among the mind, body and spirit. - he also saw movement as a union of time, space and motion. - believed that expressions movement should relate to the emotion that inspired movement. -introduced the ideas of parallelism in movement. Parallelism in movement is the simultaneous motion of two body parts in the same direction and in succession.  1. Altitude 9 LAWS OF 2. Force MOTIONS 3. Motion 4. Sequence 5. Direction 6. Form 7. Velocity 8. Reaction 9.Extension B. LISELOTT DIEM -She and her husband founded an internationally known college in Germany, DEUTSCHE SPORTHOCHSCHEDULE KOLN, to train teachers in sports and Physical Education.  - the college taught a “natural-approach to teaching children to move effectively in all kinds of situation. The Teacher’s role was to provide an environment that would encourage children to explore movement freely in their own way. Teacher equipment were balls, ropes, benches ,wands and boxes. - The school allow children to develop a wide variety of movement responses individually, with partners, or with small groups. - Teachers were encouraged to challenge children by asking questions such as: “Who can do this?” “How can this be done differently?” C. RUDOLPH VON LABAN -considered by most as the true pioneer of movement education. -Theory of Movement, focusing specifically on the concept of effort. -he believed that the body was an instrument of expression. -he made a distinction between expressive movement and functional movement.  EXPRESSIVE MOVEMENT - communicates ideas in dance or other forms of artistic expression. FUNCTIONAL MOVEMENT -movements that serves as a purpose in everyday life.  LABAN’s MOVEMENT ANALYSIS FRAMEWORK body effort space relation  DEVELOPMENT OF A CURRICULAR APPROACH: 1960's, 1970's, and 1980's 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 3 learning domains. growth of movement education, brought to the forefront of elementary physical education. the fitness boom of the 1970's resulted in a base of research that contributed a solid scientific basis to the study of movement. As other curriculum models were introduced that were easier to understand and appealed to the fitness and activity focus of the time, movement education faded from popularity. REVIVAL OF MOVEMENT EDUCATION In the late 1990‘s and early 2000‘s, the development of national content standards for Physical Education brought back the essence of movement education. 1. NASPE 2. AAHPERD Emphasizing that children should know basic movement concepts and be able to perform basic movement patterns. The Philosophy That Makes Movement Education Different The MEF, however, focuses on not only fostering motor success, but also developing cognitive knowledge about movement. Movement education is 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 and encourages learners to build a movement vocabulary that they can apply to all subsequent Roots of Movement Education Space Effort Relationship Body Relationship What do we move? Where do we move? How do we move? What are the connections with whom or what we move? MOVEMENT CONCEPTS refers to all the movements elements set by the NASPE. Movement Categories used within a concept to create smaller groupings of similar terms. Movement Elements motor skills these are the movements the body make to perform daily functions.  Movement Education Framework CONCEPTS CATEGORIES AND SUB-CATEGORIES MOVEMENT ELEMENTS Head, Neck, Shoulders, Body Parts Arms,Fingers, Chest, Trunk, Legs,Knee,Ankle, Toes Narrow, wide, round, twisted, Body Shapes symmetrical,asymmetrical Weigh bearing,receive force or weight, apply force, lead the action Actions of the Body Parts and weight transfer Stretch,curl, Body twist,turn,spin,swing,push,pull,rise dodge,balance,counter balance Actions of the Whole Body Non-Locomotor and counter extension. walk, cartwheel,crawl,crab walk,run leap,hop,skip,jump,gallop,slide Locomotor and roll throw, roll, strike,kick, volley,catch, Manipulative trap,dribble and carry. CONCEPTS CATEGORIES AND SUB-CATEGORIES MOVEMENT ELEMENTS Self-Space Location General Space Forward,backward,sideways,up,down, Direction clockwise and counter clockwise Space Level Low,Medium,High Pathways Straight,curved, zig zag Planes Sagittal,Frontal,Transverse Extension Small and Large Time Fast,slow,acceleration Force Hard and Soft Effort Flow Bound and Free Focus Direct and Indirect CONCEPTS CATEGORIES AND SUB-CATEGORIES MOVEMENT ELEMENTS solo, alone in a mass, partners, even groups, uneven groups, individual to groups, group to People group, triangle,circle,square,scattred, spokes of a wheel and X. Relationship above,below,over,under,inverted,mount/dismount, in front of, behind, beside, alongside Position through,surround, around, support/supported/lift/lifted,meet part,near to, far from Simultaneous mirror,match,contrast,in unison Alternate take turns Timing succesive movement sequence, canon,question and answer,act/react and lead and follow. Successive Goal cooperative,collaborative,competition Environment static and dynamic  Movement Education Framework: The Body Concept 1. body parts The body parts category includes common body segments and joints including the head, neck, ears, eyes, nose, mouth, shoulders, elbows, wrists, hands, fingers, belly, chest, spine, back, bottom, hips, knees, ankles, feet, and toes. 2. body shapes Body shapes forms silhouettes, or outlines, of the body in space. There are six body shapes: narrow , wide , round , twisted , symmetrical , and asymmetrical. 3. actions of body parts Actions of body parts is the third category and includes the kinds of roles a body segment can play in a movement. The movement elements of weight bearing , receive force (or weight) , apply force , lead the action , and weight transfer complete the actions of body parts category. 4. actions of the whole body. The final category for the body concept is actions of the whole body, which are movements or activities performed by the entire person. Sub-Categories of the Actions of the body/Fundamental Movement Skills A. Non-Locomotor are executed on a fixed base of support. Stretch extends or lengthens the body. A swimmer stretches to touch the wall at the end of a race. Curl involves some type of flexion or bending at the joints. Twist is not the same as a turn or spin. In a twisting action, one end of the body is fixed or turns in the opposite direction of the other part of the body. Turn can be clearly identified when the base of support for the person shifts to face a new direction. Spin the entire person moves like a toy top around a central axis. an ice figure skater rotating on one foot. Swing also has rotation, but the rotation occurs only at one end of the body, which is fixed. The other end moves freely. A gymnast on the high bar with the hands fixed at one end but the extended body moving freely around the bar is performing a maneuver called a giant swing. The arms swinging back and forth along the sides. A push and a pull are opposites; a push involves exerting force away from the body, whereas a pull works to bring the resistance toward the body. Rise and sink are also opposites: elevating the body, or moving up toward the ceiling (rise) versus lowering the body, or moving down toward the floor. Gesture can refer to a feeling or mood expression using movement as well as to a movement made when attempting to maintain balance. A dodge when viewed as a non-lomotor movement, refers to the shifting of the body to avoid something, such as avoiding an approaching ball. Balance is being able to keep all forces affecting the body equal (maintaining equilibrium). Counterbalance is a specific aspect of balance that requires all of the elements to be actively participating in the creation of a stable condition. Countertension is simply reversing the direction of the force application.  LOCOMOTOR SKILLS walk , an alternate stepping action with arm–leg opposition in the sagittal plane; cartwheel, the alternation of hand- hand and foot-foot in the frontal plane; crawl , alternating right- and left-side ipsilateral arm–leg movements; bear walk , walking on hands and feet with the belly facing the ground; and crab walk , walking on hands and feet with buttocks facing the ground.  a run steps (alternating right, left, right, left, and so on) with arm–leg opposition at a fast pace; a leap an elongated run (longer flight time); a hop involves a one-foot takeoff and a landing on the same foot; a skip alternates step–hop combinations; a jump involves a two-foot takeoff and two-foot landing, a two-foot takeoff and a one-foot landing, or a one-foot takeoff and a one-foot landing.  a gallop moving forward using a continuous pattern of stepping with the lead foot followed by bringing the rear foot up next to the lead foot; and a slide moving sideways using a continuous pattern of bringing the rear foot up beside the lead foot.  Manipulative Skills Manipulative skills, also known as object control skills, are actions that involve controlling an object or piece of equipment such as a ball, bat, or racket. The following skills are in the subdivision of sending objects away. throw is the use of the hand to release an object, sending it into the air. A roll is different from throwing in that the object is made to move across the supporting surface rather than through the air. The term rolling in the manipulative category indicates that an object, other than the body, is being used. For example, a child may roll a ball toward a pin or set of pins to knock them down. In the locomotor category, the person uses the body to roll across the surface instead of directing something such as a ball to roll across a surface.  A strike involves forceful contact, often a collision between an implement and a ball. Although a kick can also be a strike. Similar to a throw, a kick uses the foot to make an object fly through the air.  The volley involves making contact with an airborne object where the intent is to direct the object with accuracy and a light touch. For example, a tennis volley at the net needs a soft touch and accurate placing. The setter in volleyball needs to have a soft touch to redirect the ball accurately so that the hitter can get an effective spike. The following skills are in the subdivision of gaining control of an object. A catch involves a grasp of one object, whereas collecting involves gaining control of an object moving along the ground to redirect it. For example, gaining control of a soccer ball to redirect its path would be an example of collecting.  A trap is similar to a catch except that it involves holding the ball between two things , such as trapping a soccer ball between the knee and the ground. The last subdivision is propelling an object, or keeping an object under control while traveling with it, which includes the following skills. A dribble occurs when traveling with an object that is repeatedly contacted by hands or feet. For example, dribbling a basketball with the hand or dribbling a soccer ball with the feet.  A carry occurs when traveling with an object held in the hands. When rugby or American football players hold the ball against the body with an arm while running toward the goal, they are said to be carrying.  Movement Education Framework: The Space Concept It has six categories: location, direction, level, pathway, plane, and extension. A. Location Self-space General Space B. Direction Common directional movement elements include forward , or moving toward the direction one is facing, and backward , or moving in the direction the back of the body is facing. Sliding to the right or left, as in stepping to the side to receive a volleyball serve. Moving toward the ceiling or sky is up and moving toward the floor or ground is down.One can move in a clockwise or counterclockwise circle as a member of a group participating in parachute activities within the general space. C. Level Near the floor or below the knees is typical of a low movement, whereas a high movement takes the performer into the air or includes movements above the shoulders. Medium-level movements are those that are generally between the low and high levels or at the height of the trunk. Doing a bear walk is a low- level movement, doing a defensive slide across the floor is a medium-level movement, and jumping high into the air or stretching high are examples of high-level movements. 4. Pathway and Extension Pathway is typically an invisible pattern or tracing of the movement of the body through space that can occur in either the air or water or on a solid surface. A straight pathway means to move in a direct line. For example, a 50-meter sprint occurs in a straight pathway if the runners or swimmers are in lanes on a track or in a pool. An arrow flies through the air in a straight line toward the target.  A curved pathway moves in an arch or semicircle. An arrow can also fly through the air in a curved pathway if it is shot upward and must arc down toward the target. A cross country runner often follows a curvy pathway on the ground if the pathway has been set up on a golf course.  A zigzag pathway moves in a crisscross manner. A zigzag path is sometimes used as part of an offense plan for an American football receiver running on the football field. Dodging, as in a tag type of activity, also uses zigzag pathways. 5. Planes Teaching children the ideas and language of planes will help them learn how to analyze movements, how to communicate with others in a technically correct manner about movement, and how to better receive instructions, feedback, and information regarding movement which generally increases the speed and accuracy of learning and doing movement. It is very useful to begin teaching the planes concept as children are beginning to develop their fundamental motor skills and an understanding of these skills. If the child can understand phrases like “pump with your arms,” “swing level,” and “explode with your legs,” then phrases like “keep your arms in the sagittal plane,” “swing your bat in the transverse plane,” or “jump straight up in the frontal plane” will provide meaningful feedback to the child.  Frontal plane also known as the coronal plane;divides the body into front and back sections with the plane being sandwiched between them. A person doing a cartwheel or a jumping jack moves her limbs parallel to the piece of glass that is sandwiched between the front and back of the body. These sideways movements are called abduction and adduction.  Sagittal plane divides the body into right and left sides with the plane sandwiched between them. For example, someone pretending to saw a piece of wood that is in front of him using a handsaw or swinging his arms forward and backward in opposition to his legs when running is moving in the sagittal plane. When the elbow extends during a basketball free throw shot, the forearm is moving parallel to the piece of glass that is sandwiched between the right and left sides, or through the sagittal plane.  Transverse plane also known as the horizontal plane; divides the body into top and bottom sections with the plane being sandwiched between them. In a coffee-grinder stunt, the leg that circles under the body moves parallel to the pane of glass sandwiched between the top and bottom sections of the person, or in the transverse plane. Movements in the transverse plane are called inward and outward rotation (clockwise or counterclockwise).  Core Content Area: Educational Planes Games Dance Gymnastics SAGITTAL Forward and backward movements Shooting a free throw Bow to a partner Forward Roll FRONTAL Sideways Movement Defensive Slide Slide step Cartwheel TRANSVERSE Swing of the baseball Spinning on the ball Turning and twisting movements bat of the foot Log Roll 6. Extensions The extensions category describes the range or size of the movements in space relative to the body: small or large. Stretching an arm away from the body is a large (far) extension, whereas using the hand near or on the hip is a small, or near, extension. Extensions are often discussed when teaching racket sports and activities. Movement Education Framework: The Effort Concept The effort concept describes the quality of movement. It has four categories, time, force, flow, and focus. A. Time The time category addresses how fast the movement is, or its rate. Fast , slow , and acceleration are the time elements. Running is a fast movement, whereas walking is slow in comparison. Changing from a walk to a run involves acceleration, and similarly, changing from a run to a walk is also acceleration. Deceleration is a lay term that is sometimes used in place of the more accurate term, negative acceleration. B. Force The force category addresses how much tension there is in the movement: hard and soft. Striking a balloon lightly uses very little force, whereas striking a balloon really hard might make it pop! C. Flow The flow category addresses how continuous or fluid the movement is. Bound and free are the two elements of flow. A child running all over the playground without a specific objective shows freely flowing activity. Moving like an elephant (strong, powerful movements that are choppy and heavy) is an example of a bound movement. D. Focus There are two focus category movement elements: direct and indirect. Direct force is energy that is very focused and penetrating. A sprinter in a race and children learning how to run a track event are examples of direct force because the energy is channeled to a single point. Indirect force is not very focused. Force that is directed in a line is more focused than force that moves in a wavy or flexible manner (indirect). Another way to describe the two elements of focus is to describe movement that comes together to a point versus movement that spreads out, or expands. Dancers often exhibit indirect focus (or energy) as they travel in curved or wavy pathways.  Children running out onto the playground at recess often have an indirect focus as they scatter to all parts of the area; when they run back toward the building to find a single place in line at the end of recess, they are moving more directly. A clean dive into a pool causing little splash exhibits direct energy; whereas a belly flop exhibits indirect energy. Movement Education Framework: The Relationships Concept The following five categories of the relationships concept provide cohesion of the material presented in this concept: People Position Timing Goal Environment These categories describe and emphasize the types of connections between and among the “who” and the “what” of movement. A. People People is the first relationships category and describes a variety of ways students can be orga- nized to relate (or not relate) to one another. The following are the most basic categories of people. Solo refers to a child working by himself in a demonstration or performance capacity. Children in an elementary physical education setting might work solo when they are dem- onstrating a skill or performing a creative dance sequence.  Alone in a mass refers to a child moving independently in her own personal space among other children who are often also working independently. Partners , even groups , and uneven groups are important organizational tools. It is critical at the beginning of the academic year for children to learn how to find and work with a partner or one other child. The activity or task dictates whether even or uneven groups are necessary.  Individual to group is an arrangement in which one person relates to a group of others. In a game of Tag, one person works toward a goal that is the opposite of that of the group. Group to group is what we commonly think of as team sport. Formations are used within the people category to implement a wide variety of activities in physical education. The following are common geometric shapes that are used to quickly assemble people in helpful arrangements. Sport skills are practiced using triangle formations such as a fungo hitter sending fly balls to fielders who throw the ball back to a catcher who underhand tosses the ball back to the hitter to repeat the sequence.  Students might form a circle when working on directions, levels, and force with a parachute activity. A square is often used in square dancing. Little children scatter throughout the general space to work in their personal bubbles when volleying a balloon for the first time. Spokes of a wheel, or children forming lines radiating out from a center point, is a formation used in dance and synchronized swimming. X formation is two lines that cross in the middle instead of being parallel to each other. B. Position The following elements come from the category of position. Above/below refers to being on top or beneath. A child may put his hand above the head of another child or place his hand below another child. He might sit below a piece of playground equipment or climb above where other children are sitting.  Over/under also suggests on top of or beneath, but the person is not stationary. Students working on passing an object from one person to another might pass the object over their heads or between (under) their legs. Inverted is upside down or having the head below other body parts. Mount/dismount suggests getting onto or off of an object such as a bench or beam.  The elements in front of/behind are very important, particularly in educational games. For example, understanding the positional relationships of sending an object ahead of a team member (in front of) to achieve a successful pass is beneficial for scoring in a game.  Beside and alongside are very similar elements. Beside is generally near the side of another person (e.g., classmates spread out across the gym floor doing aerobic dance). Alongside would be very close to, or right next to, a partner as in a dance that requires them to hold hands. Using these elements correctly will help children understand the intent as well as the meaning of each element.  Through suggests moving from one side of a barrier or plane to the other side, such as moving through a hula hoop that a partner is holding. You may ask students, “How many ways can you think of to move through the hoop?” Children who are having fun with a parachute would be asked to surround the parachute and then place their hands in an overhand grip as they prepare to lift the parachute to various levels.  As children are moving in a clockwise or counterclockwise motion with the parachute, they are moving around in a circular motion (which is different from surround). Support is a term that describes the person or object that is holding something up, whereas supported (still) is the one who is being held. For example, when doing a cheerleading pyramid, the bottom row of cheerleaders provide the support to those in the top row (who are supported). Any other kind of human pyramid done in an educational gymnastics unit is a good demonstration of the nonmoving aspects of support versus supported.  Lift and lifted are very similar to support/supported; however, lift indicates the action of moving the person or object up. Therefore, lifting a dumbbell or lifting one’s own arm is a dynamic movement element. Lifted describes the person or object that is being moved: the arm or the dumbbell is lifted. Meet describes two square dancers coming forward to bow to each other, and part describes the two dancers moving back- ward to their original positions.  Near to and far from describe the distance between objects or people in general space. The defensive player may be right near the offensive player, or the offensive player may evade the defensive player and be far away at the other end of the field. C. Timing The category of timing in the relationships concept has three subcategories: simultaneous, alternate, and successive. Actions in the timing category relate to the starting and stopping of movements. Actions that are simultaneous are done at the same time. Actions that are alternating are done one after the other. In order to be alternating actions, one person must complete the action before the other person begins. In successive movements, while they are not done at the same time, there is only a bit of a lag between when the first person completes the action (or the first action as in a movement sequence), and the second person begins the action (or second action as in a movement sequence). SIMULTANEOUS When mirroring another person’s movement, the person is often facing the other person. When one person moves her right arm, the other person moves her left arm exactly the same way. Matching is very similar to mirroring, except that the two people are facing in the same direction so that when the first person moves his right arm, the other person also moves his right arm.  A contrasting movement is one that is the opposite of, or different from, another; when one moves up, the other moves down. Unison refers to movement at the same time, like synchronized swimmers who are perfectly in unison. However, the movements do not have to be identical to be in unison. It is that they are occurring together rather than at different times that makes them in unison.  A movement sequence is a really critical element because most skills are formed by combining several parts in a specific order, such as swinging a bat or throwing a ball. A movement sequence must have a clear beginning and a definite ending. A good example of a movement sequence: step-up mount (beginning), walk across the beam, squat turn, leap, and tuck-jump dismount (end).  The canon is successive in that one person begins a movement and another person initiates movement that is begun prior to the ending of the first person’s movement. Question/answer is an interesting relationship of timing. The timing relationship for question and answer is captured in the understanding that there is a conversation occurring. Instead of using words, the conversation is being done with movements.  In act/react the main idea is that one movement causes another. Act/react is a proportional timing issue. If there is a slow action, then the reaction is slow; if the action is fast, then the reaction is fast. Bouncing on a fully inflated balloon would result in its popping loudly. Act (or cause) - bounce; React - pop!  In lead/follow the second movement is a form of copying the first movement. Lead/ follow timing is about the followers attempting to keep up with the leader. One person (the leader) begins the movement and the others (the followers) begin to move as soon as they recognize the movement and can copy it. D. Goal The goal of the movement is the next category in the relationships movement concept and describes how people connect to one another. There are three basic situations, each with a different goal: cooperative, collaborative, and competitive.  Cooperative situations are those in which people are helping each other reach a common goal, such as assisting a partner in a drill or in a game.The ultimate cooperative relationship is the functioning of a team in which each player has a specialized role. Collaborative and competitive goals are similar in that they refer to a desire to be better than someone else. Collaborative involves outwitting an opponent by cooperating with another (possibly an opponent) to create a winning strategy, whereas in competitive the goal is simply trying to win. For example, in a game of Tag, the person who is “It” may try to tag another person to win by not being “It” anymore; this is competitive. If we add the element of several players collabo- rating, or working together, to create a strategy to physically shield themselves from the “It” player, we now have a more complex and very interesting collaborative relationship. E. Environment The environment can be either static or dynamic. In a static environment, the object, implement, or apparatus is fixed, or stationary. For example, a target on the wall toward which students are throwing balls is static, or stationary. A bench, box, or beam on which students are balancing does not move.  In a dynamic environment, the object, implement, or apparatus is in motion. A small group of players throwing and catching while traveling is an example. Both the players and the object are in motion. THANK YOU!!!