PE31 Unit 3 2024.pdf

 Physical Education Department This learning guide is made for education purposes only. This learning guide is free and cannot be reproduced for pro it. Educational fair use guideline is observed. Contents of this learning guide is a compilation of information amassed from reference...

 Physical Education Department This learning guide is made for education purposes only. This learning guide is free and cannot be reproduced for pro it. Educational fair use guideline is observed. Contents of this learning guide is a compilation of information amassed from referenced articles, books, and online sources. If you are the author of the information we have used, please don’t hesitate to contact us. Physical Education Department Central Mindanao University www.cmu.edu.ph [email protected] f  UNIT 3 BASIC CONCEPTS ON MOVEMENT COMPETENCY TIME ALLOTMENT This learning guide will be discussed for two (2) hours, equivalent to 1 session INTRODUCTION What is movement competency? How can one be competent in di erent movement patterns? This unit highlights the importance of movement competency for a better quality of life. It will begin by detailing the importance of having physical literacy- a knowledge provided by movement education.Afterwards it will uncover the factors that a ect a person’s adherence to physical activity. At the end of the unit, you will have a better understanding on the importance of developing movement competency for speci ic movement patterns as you relate it to your everyday physical activity. LEARNING OBJECTIVES At the end of this unit the students should have: 1. De ined movement competency, 2. Listed examples of factors that enhance or limit body movement, 3. Associated the functional movement patterns to everyday movements; and, 4. Performed and recorded personal movement competency. TOPICS WHAT IS THE IMPORTANCE OF PHYSICAL LITERACY? From 2001 sedentary lifestyle and global obesity have been identi ied by developed countries as a crises that need to be addressed. Research have determined physical literacy as one of the solutions to these crises. Physical literacy is the bank of fundamental movement and sports skills (this includes locomotion and object manipulation) an individual has accumulated throughout their lifetime. This knowledge on how to move the body in space with or without manipulating an object enables an individual to have the physical competence and con idence to engage in physical activities. More importantly, studies have shown a person’s capability to perform fundamental movement skills are crucial in participating in physical activities. People who are con ident with their fundamental movement skills are more likely to participate in active recreational activities throughout their life. Pro icient movers often have more self-esteem and self-con idence (Henderson, May, & Hummer, 1989). They are more willing to take risks, try new things, and are also more likely to maintain an active and healthy lifestyle. Movement education is the vehicle in acquiring these fundamental of movement skills an individual need to perform physical activities. During the early years, students are irst exposed the themes and concepts of movement skills until they eventually master it. These themes, and concepts are used to help students gain a better understanding of the body’s motion, and how to improve their ability to move in daily activities. As they progress in their schooling, students can f f f f f f ff f ff f  then improve their skills by utilizing this prior learning and applying it into organized sporting contexts, or dance recitals. Eventually as individuals become adults, they will choose their leisure activities. MOVEMENT EDUCATION Movement education is all about laying the foundation of movement concepts, skills and themes to students for them to utilize during di erent contexts such as but not limited to, daily movement, organized sports, and working environment. To establish this foundation, the movement education approach uses a speci ic framework for classifying movement and encourage learners to build a movement vocabulary that they can apply to all subsequent movement context. MOVEMENT EDUCATION FRAMEWORK Movement education is centered on themes and concepts. The goal is to expose people to movement concepts from their early years and then spiral their skill until they master the di erent combination of movement concepts. The basic movements are composed of movement concepts and fundamental motor skills. Movement concept is the knowledge and understanding of movement. It includes: E ort is de ined as the quality with which the movement is executed. It explores how the body moves. Its themes are: Time, Force, Flow. Space Awareness explores Source: https://joshstanishhemethods. iles.wordpress.com/2013/11/movementwheel.jpg Movement framework wheel is used to combine movement concepts and where the body is moving in themes so that students can explore, analyze and apply the knowledge in space. Its themes are: Location, di erent contexts and situations. Direction, Levels and Pathways Relationships are the connections that occur as the body moves—with objects, people, and the environment. Its themes are: With or Without People Fundamental motor skills- are of three categories. Locomotor, Non-locomotor, and manipulative. Locomotor skills are movements that move the body from one place to another. This includes, walking, running, jumping, hopping, leaping, skipping, galloping, etc. Nonlocomotor skills are executed on a ixed base of support such as bending and stretching, twisting and turning, pushing and pulling, and swinging and sway. Manipulative skills are action skills that involve controlling an object. This includes throwing, catching, kicking and striking. ff ff ff f f f ff f  FACTORS THAT ENHANCE OR LIMIT BODY MOVEMENT The engagement in physical activities are also in luenced by several factors. Even if an individual can execute fundamental motor skills pro iciently, there are several factors that in luence their engagement in physical activities. Below are the list of factors that can encourage us in doing physical activities or can discourage us from participating in physical leisure activities. Physiological Factors: This type of factor is a ected by our physical body, for example our body composition, health, physical itness status. Psychological Factors: This type of factor is a ected by our idea of self-concept, fear, and/or anxiety. Sociological Factors: This type of factor is a ected by one’s perception of self in a group context. For example: being a competitor, being with teammates, the relationship of the performer to the group, desire for social mobility. Environmental Factors: This type of factor is a ected by one’s access to physical facilities, equipment, weather, and season. G roup Task: Give a speci ic example for each factor Factors Enhances Body Movement Limits Body Movement Physiological (example) Good levels of muscular endurance Asthma Physiological Pyschological Sociological Environmental MOVEMENT COMPETENCY An individual’s ability to perform a coordinated movement pattern, through a full range of motion in the absence of pain or discomfort, with correct posture, joint alignment and muscle coordination is called movement competency. For example, a person is said to have movement competency when they can lift a 5 gallon of water and install them in a water dispenser without injuring themselves or being able to pick something heavy from the loor with the correct posture and body mechanics. A person is deemed to lack movement competency if they perform suboptimal movements. This implies that throughout the execution of the movement pattern a deviation to the ideal posture, joint alignment and muscle coordination happened. This performance of suboptimal movements indicate muscle imbalances and restrictions at a joint- a state that cause stress to one’s muscles, joints and soft tissues. Without movement competency, a person is forced to compensate and over time this could lead to poor health and performance. Therefore, it is imperative that we understand how the ankle, knee, shoulder joints, lumbar and thoracic spine functional independently and synergistically as we perform di erent movement patterns. f f f ff ff ff ff f f f ff  Debates on which movement patterns to use as tools to screen movement competency were had. According to the proposal of Giles (2011) in Tompsett, et al (2014), foundational movement patterns seems to be a logical tool for the assessment for movement competency. This is because foundational movement patterns such as squat, lunge, push, pull, hinge, brace and rotation are what underpins the requirements for everyday movement and fundamental sports skills. FUNDAMENTAL MOVEMENT PATTERNS* *may also be called foundational movement patterns Movement Pattern #1: Squat A squat is a movement pattern where you plant both feet on the ground, then bend your legs to lower your body down while keeping your chest up and lower back straight. A squat is a crucial movement for infants to master on their journey to independent locomotion. Squat is also essential for sitting on a chair and picking an object from the loor. The squat is trained to reinforce mobility of the ankles, knees, hips and back, important activities of daily living, sporting performance and recreational activities. The squat is performed as follows: 1. Start in an upright position with knees and hops at or near full extension, feet approximately shoulder width apart. 2. Heels remain in contact with the loor and knees continue to align with the toes 3. Descend until thighs are at least parallel to the ground or lower. 4. Gaze remain forward or up while neutral spine is maintained until thighs are parallel to the ground. *natural kyphotic curve may be observed during deep squats 5. Weight are distributed on both legs to maintain balance and posterior-lateral hip alignment for promoting equal muscle strength between hips. Movement Pattern #2: Lunge A lunge is single leg exercise movement that requires one leg to step forward and bend while the other leg remains stationary. An example of a forward lunge is an exaggeration of the movement involved in the gait cycle. A lunge is essential in walking and climbing stairs. The lunge is performed as follows: 1. Head, trunk and arms are controlled by the pelvis. This is observed through the maintenance oF horizontal hip alignment from the front. 2. Maintains balance over center of mass throughout the weight transfer without the supporting leg lexing 3. The ixed foot must maintain is position on the loor and not rotate in or out. 4. Front knee is in line with he small toes and over the ankle upon landing, shin remains vertical 5. A successful lunge requires a smooth transition back to the starting point. Movement Pattern #3: Push A pushing exercise requires pushing external weight away from your body, or your center of mass away from the ground, like in a push up. In daily living a push is required in activities such as closing the door, pushing a trolley or task fundamental sports skill, etc. Push up is performed as follows: f f f f f 1. Chest lowered until upper arms are positioned at least 90 degrees in relation to the ground. 2. Neutral spine, head inline with the trunk and vertebral column 3. Shoulders, spine and legs maintain a straight line 4. Hands placed directly under shoulders, weight even between hands. Movement Pattern #4: Pull A pulling motion is the opposite of a pushing motion, in that you are pulling a weight towards your body, or pulling your center of mass toward an object, like in a pull up. A pull can be seen in activities such as climbing, striking, during occupational and daily tasks. Movement Pattern #5: Twist/ Rotation Twist or Rotation is the foundation of various forms of locomotion, adapting the posture of the upper body, increasing the range of upper limbs and maintaining body balance during movement. Walking is the most common locomotion movement that relies heavily on adequate rotation between the upper limb and the lower limbs. Activities that require adequate rotation include rolling, sitting, standing, walking, turning, reaching behind the body, stretching and reversing a car. There are two primary types of twisting, or rotational movements: (1) rotational and (2) anti-rotational. Rotational movements are the basic twisting exercises, such as twisting to throw a ball. Anti- rotation are exercises where the rotational movement is prevented, like in a palo press, or a single arm DB row. Movement Pattern #6: Bend/ Hinge Bending is a movement pattern where you bend your torso by hinging your hips. Hip hinge mechanics are commonly trained to strengthen the lower back, hips and hamstrings. It is bene icial for lower back rehabilitation and sporting pursuits such as cycling, equestrian and driving. Bend or Hinge is performed as follows: 1. Hinge at the hips to maintain neutral spine with natural lordotic curve of the lumbar spine 2. Head remains in neutral alignment 3; Knees remain straight with no excessive bending throughout the movement, but not locked out during full extension 4. Weight is distributed evenly between the legs to maintain balance G roup Task: Think about the movement similarities between foundation movements, sport and play skills, and activities of daily living. Fill out the table. Foundation Movement Sport and Play Skills Activities of daily living Squat Lunge PushUp Pull Up f ff Foundation Movement Sport and Play Skills Activities of daily living Hinge Rotation SUMMARY Throughout this unit, we highlighted the importance of having physical literacy to the individual’s capacity to perform tasks of daily living and to execute the fundamental motor skills necessary to play di erent recreational activities. We looked into movement education and what concepts, skills and movement themes it can impart an individual. We also found out that besides impact of the presence or absence of fundamental motor skills to an individual’s ability to perform varied physical activities, there are other factors that limit or enhance a person’s adherence to physical activity. Finally, we emphasized on the foundational movement patterns that an individual must have movement competency on to have a good and pain-free execution of human movement. LEARNING ACTIVITIES /ASSESSMENT Quiz. MOVEMENT COMPETENCY SCREEN (Matthew Kritz, 2012) The Movement Competency Screen (MCS) is a simple tool that will provide valuable information about an athlete’s movement ability and o er the strength and conditioning professional programming solutions to ensure the athlete’s movement competency can accommodate the desired training. The objective of the movement competency screen (MCS) is to identify which fundamental movement patterns can be aggressively loaded and which require developmental attention. The fundamental movement pattern that are evident in activities of daily living and strength training program to varying degrees are the squat pattern, lunge pattern, upper body push pattern, upper body pull pattern, bend pattern and single leg squat pattern. The MCS is made up of ive movements that provide the athlete with an opportunity to demonstrate their movement competency within each fundamental pattern. The MCS movements are performed with body weight load and are the squat, lunge-and-twist, bend-and-pull, push up and single leg sweat. Squat How to perform: Perform a body weight squat with your ingertips on the side of your head. Squat as low as you comfortably can. Screening Criteria f ff f ff  HEAD: Centered SHOULDERS: Held down away from the ears. Elbows should be behind the ears throughout the squat LUMBAR: Neutral throughout the squat HIPS: Movement starts here, aligned and extension is obvious KNEES: Stable, aligned with hips and feet ANKLES / FEET: Aligned with the knees and hips. In contact with the ground especially the heels at the bottom of the squat and feet appear stable DEPTH: Thighs parallel with the ground BALANCE: Maintained Lunge and Twist How to perform: Cross your arms and place your hands on your shoulders with your elbows pointing straight ahead. Perform a forward lunge, then rotate toward the forwarded knee. Just rotate toward the knee then return to center and return to the standing position. Alternate legs with each rep. Screening Criteria: HEAD: Centered SHOULDERS: Held down away from the ears, rotation occurs in the thoracic region of the spine LUMBAR: Neutral position, does not hyper extend during the lunge, does not lex laterally during the twist, appears to be stable during rotation. HIPS: Horizontally aligned, accommodating stance weight with obvious mobility KNEES: Aligned with the shoulder, hip, and foot. Front and back leg in a 90 degree position. ANKLES: Directly under the front knee and aligned with the back knee FOOT: Heel of lead leg in contact with the loor, trail foot lexed and balanced on forefoot DEPTH: Lead thigh parallel with the ground BALANCE: Maintained for each leg Push-Up How to perform: MALE: Perform a standard push-up FEMALE: Perform a modi ied push-up Screening Criteria: HEAD: Centered f f f f  SHOULDERS: Held down and away from the ears, hands placed directly underneath shoulders, scapula in a good position at the start, moving in a rhythmic motion throughout the movement LUMBAR: Neutral, does not extend or lex during movement HIPS: Aligned with trunk and held stable KNEES: Held stable ANKLES: Aligned FEET: Aligned DEPTH: Chest touches loor BALANCE: Maintained Bend and Pull How to perform: Start with your arms stretched overhead. Bend forward allowing your arms to drop under your trunk. Pull your hands into your body as if you were holding onto a bar and performing a bar rowing exercise. Return to the start position with your arms stretched overhead. Screening Criteria: HEAD: Centered moves with trunk SHOULDERS: Held down and away from the ears when arms are extended overhead. Scapula remains in a good start position as the hands drop below the torso to begin the pull. Scapula moves in a balanced and rhythmic motion during pull with obvious protraction and retraction LUMBAR: Neutral spine maintained during the bend. No lexion during the bend or hyper extension during standing with arms overhead HIPS: Bend is initiated here with no shifting left or right with pelvis position maintained during the movement KNEES: Aligned and not hyper extended ANKLES: Aligned FEET: Aligned DEPTH: Trunk parallel to the ground BALANCE: Maintained Single Leg Squat How to perform: Performant a single leg body weight squat with your ingertips on the side of your head and the non-stance leg positioned behind the body. Squat as low as you comfortably can. Screening Criteria: HEAD: Centered SHOULDERS: Held down away from the ears. Elbows held behind the ears throughout the squat f f f f LUMBAR: Neutral throughout the squat HIPS: Movement starts here, aligned and extension is obvious KNEES: Stable, aligned with the hip and foot ANKLES: Aligned with the knee and hip FEET: in contact with the ground especially the heel at the bottom of the squat and appears stable DEPTH: Thigh parallel to the ground BALANCE: Maintained for each leg Note: See video for movement pattern, link to be given by instructor PERFORMANCE TASK Students in PE Uniform will execute the Movement Competency Screen. Number of Repetitions and/or time to hold the exercise is indicated on the table below. The rubrics below indicate the criteria for rating the student’s MCS PRETEST performance. Movement Competency Screen Repetitions ❖ Squat 2 reps front, 3 reps each both sides ❖ Lunge and Twist 2 reps front, 3 reps each both sides ❖ Push Up 2 reps front, 3 reps each both sides ❖ Bend and Pull 2 reps front, 3 reps each both sides ❖ Single Leg Squat 2 reps front -both right and left leg, 2 reps each side- -both right and RUBRICS REFERENCES 1. Abels, K. and Bridges, J. (2010). Teaching Movement Education. Retrieved: https:// us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education 2. Tompsett, C., Burkett, B., Mckean, M. R., (2014). Development of Physical Literacy and Movement Competency: A Literature Review. Journal of Fitness Research Vol. 3, Issue 2, A u g u s t. R e t r i e v e d : h t t p s : // w w w. r e s e a r c h g a t e. n e t /p u b l i c a t i o n / 2 6 4 7 8 6 2 0 9 _ D E V E LO P M E N T _ O F _ P H Y S I C A L _ L I T E R AC Y _ A N D _ M OV E M E N T _ C O M P ETENCY_A_LITERATURE_REVIEW. 3. Kayal, R. (2016). Movement Education: Syllabus on Health and Physical Education and Global Recommendation on Physical Activity for Health. Impact Factor (ISRA):5:38 IJPESH 2016; 3(6) 74-76. 4. Kritz,, M. (2012). Development, reliability and e ectiveness of the movement competency screen (MCS) (Doctoral Dissertation) https://hdl.handle.net/10292/4670 ff