Movement Concepts Movement concepts are basic to understanding efficient, effective movement.

They assist students in developing the structure of the content (the classification) and the language (vocabulary) of the field. The classification used here includes body awareness, space, qualities of movement, and relationships. The use of movement vocabulary is an essential part to learning in physical education. These concepts are inherent in any movement, from the simplest of motor skills to the most complex sport skills. The classification listed here is a combination of concepts taken from Robert Pangrazzis 15th edition of Dynamic Physical Education for Elementary School Children and Beverly Nichols 3rd edition of Moving and Learning; The Elementary Physical Experience. Body Awareness what the body can do; the shapes it can make, how it can balance, the transfer of weight, and flight Shapes the body makes Many shapes can be formed with the body, such as long and short, wide or narrow, straight or twisted, stretched or curled, symmetrical or asymmetrical. Balance or weight bearing Balance demands that different body parts of the body support the weight or receive the weight. Different numbers of body parts can be used as body supports and involved in movements. The body is in a balanced position when its center of gravity is over its base of support. Transfer of body weight Many skills demand moving the body weight from one body part to another, such as walking, leaping, rolling, etc. Flight The amount of time off the floor distinguished flight from the transfer of body weight. Examples include jumping onto a climbing rope, hanging, and running. Space where the body can move General or personal General space (also known as playing area) is the total area used by all students. Personal space is the immediate area surrounding a person, including the space within the natural body extensions. Directions This refers to the desired route of movement, whether it is up or down, forward or backward, right or left. Level This defines the relationship of the body to the floor or apparatus or height in space, whether it is low, medium, or high. Pathways This trait describes the lines of movement in space, straight, curved, zigzag, or other combinations. Planes Planes are somewhat specific pathways defined as circular, vertical, and horizontal.

Qualities of Movement how the body moves (Many of the qualities of movement require the application of mechanical principles.) Time or speed This quality deals with the speed and duration of the movement, moving to a constant rhythm or accelerating or decelerating. Force Force is the effort or tension generated in movement. Learning how to generate, absorb, and direct force is an important outcome. Flow This factor establishes how movements are purposely sequenced to create continuity of movement, usually in terms of interrupted (bound) or sustained (free) flow. Interrupted flow stops at the end of a movement or part of a movement. Sustained flow involves smoothly linking different movements or parts of movements. Relationships with whom and/or to what the body relates Near-far close to the body/object or a distance away from the body/object Above-below in a position higher than the body/object or lower than the body/object Over-under similar to above and below In front-behind forward of the body/object or in back of or to the rear of the body/object On-off engaged in an activity or suspension of an activity Together-apart simultaneously or separately Leading-following position at the front or to go after someone or something Mirroring-matching parts are reversely arranged in comparison with someone/thing or parts are similarly arranged in comparison with someone/thing Unison-opposites when two or more parts work together or when two or more parts work contrary to one another Together-apart in association with another/thing or away from one another/thing Symmetrical-asymmetrical having corresponding points/proportions or lacking corresponding points or proportions Critical Thinking Questions 1. 2. 3. 4. Which TEKS do movement concepts address? How familiar are you with the movement concepts? Do you have a clear understanding of the various movement concepts within each area? Would you be able to provide feedback to students in their efforts to explore the movement concepts?