Unit II

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A Compilation for the subject Movement Education_ptd
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Unit II
Meaning and History
INTRODUCTION
The meaning and history of movement education is very important to know
because it can serve as basis on how the learners understand and accept its principles and
ideas. In this unit you will have an in-depth knowledge on movement education that help
you to enlightened your views to build a concrete idea of what was the scope of
movement education. You will also recognize the biggest contributors about how the
movement education started, improve, modified and spread its value to individual.
L E A R N I N G O B J E C T I V E S:
At the end of the unit, I am able to:
1. Define movement education;
2. Explain the fundamentals and elements of movement education;
3. Identify the different innovative teaching ideas for movement
education; and
4. Recognizes the major contributors for the spreading of movement
education.
MEANING
M OVEMENT EDUCATION
it aims to help individuals to have more their motor skills.

enhance motor skills through physical movement.
a strand of teaching that focuses on the development of motor skills through
physical movement.
focus on teaching students to develop motor skills through physical movement.
ELEMENTS OF MOVEMENT EDUCATION
• Space
• Time
• Force/ Energy
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• Flow
SPACE
• the space we move through as we dance.
FACTORS TO CONSIDER IN SPACE
• Shape- the design of the body, (symmetrical, asymmetrical)

• Focus- Audience (where viewer's eye is drawn) *Dancer- (Single focus- looking
direction of the movement) *Multi-focus- changing head/ eye focus during
movements.
• Size- use size in given space or range of motion
TIME
• the relationship of one movement to another.
FACTORS TO CONSIDER IN TIME
• Rhythm- a pattern of beats.

• Tempo- Steady of Beat, fast or slow (the speed of the movement)
• Duration- the length of time the movement lasts.
• Pulse- Accented beat or heartbeat of the Rhythm.
• Phrases- longer sequences of movement.
ENERGY/FORCE
• the use of more or less energy while moving.
FACTORS TO CONSIDER IN ENERGY / FORCE
• Tension/Relaxation- tension feels hard and tight, relaxation feels soft, and loose.
• Weight- Strength (Force) or lightness
FLOW
• it is about emotion, stability, evolution and emotional immersion.
FACTORS TO CONSIDER IN FLOW
• Bound flow/ Free Flow- bound flow is when the energy released is in controlled
and in restrained manner whereas free flow is when the energy is released freely.
DEVELOPMENTALLY APPROPRIATE TEACHING AND ASSESSMENT
DEVELOPMENTALLY APPROPRIATE PRACTICE

– the practice of an excellent educator who knows and changes his/her
teaching practices to meet the students where they are developmentally.
5 GUIDE LINES IN DEVELOPMENTALLY APPROPRIATE PRACTICE
• Creating a caring community of learners.

• Teaching to enhance development and learning
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• Planning curriculum to achieve important goals.

• Assessing children's development and learning
• Establishing reciprocal relationship.
DEVELOPMENTALLY APPROPRIATE PRACTICE IN PRESCHOOL YEAR
• Pre-school years are vitally important period of learning and development in all
areas of human functioning- physical, social and emotional, cognitive (including
perception, reasoning, memory and other aspects of academic and intellectual
development).
FUNDAMENTAL MOVEMENT SKILL
Fundamental movement skills are a specific set of skills that involve different
body parts such as, leg, head, arms and hands.
CATEGORIES OF FUNDAMENTAL MOVEMENT SKILL

S
BALANCE SKILLS
-movements where the body remains in place, but moves around its horizontal and
vertical axes.
LOCOMOTOR SKILLS
- Such as running, jumping, hopping of a narrow beam.
MANIPULATIVE
- Skills we need for moving balls and object around.
MOVEMENT AND BODY AWARENESS
 Movement and body awareness is the understanding of what my body is like and
how I move with it.
HISTORY
Creators of the New Idea: Movement Education in the 1800’s to early 1900’s
The early pioneers of movement education were influenced by the idea of “THE BODY
BEING AN EXPESSION OF MOVEMENT”
Three of the most historically influential individuals in the field of Movement Education;
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Source: https://us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education
 Frenchman
 Developed what he termed “APPLIED AESTHETIC” and focused his work in

the arts.
 Critical ideas were connected in mind, body and spirit.
 Also saw MOVEMENT as a UNION of time, space and motion.
 Believed that EXPRESSIVE MOVEMENT should relate to the emotion that

inspired the movement.
 Presented the concept of PARALLELISM IN MOVEMENT – the same

direction and in succession of two body parts functioning simultaneously.
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 She and her husband founded are international known college in Germany,
DEUTSCHE SPORTHOCHSCHULE KOLN, to train teachers in sport and
physical education.
 The college taught a “NATURAL APPROACH TO TEACHING CHILDREN

TO OVE EFFECTIVELY IN ALL KINDS OF SITUATIONS”.
 The teacher’s role was to PROVIDE AN ENVIRONMENT that would

ENCOURAGE children to EXPLORE MOVEMENT FREELY in their own
way.
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 Considered by the most as the TRUE PIONEER of movement education.
 Critical contribution: THEORY OF MOVEMENT – deals particularly on the

concept of effort.
 He believed that the BODY was an INSTRUMENT OF EXPRESSION.
 Made a distinction between: EXPRESSIVE MOVEMENT and FUNCTIONAL

MOVEMENT.
(Expressive Movement – communicates idea in dance or other forms of artistic
expression; while, Functional Movement – movements that serve as a purpose of
everyday life, such as sports and games)
References:
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Books
Barrow, Harold M. (1983)
Man and Movement. Philadelphia: Lea and Febiger
Lubans, Morgan, Cliff, Barnett & Okely (2012)

Modern Literature
(October 29, 2017) Fundamental Movemennt Pattern
(August 9, 2017) Learning in Motion: Bring Movement Back to the Classroom
Internet
 https://us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education
 (http://www.cglrc.cgiar.org/icraf/toolkit/What_is_curriculum_development_.ht
 www.movement education.com
 (https://norhazwanishuib.wordpress.com/2017/06/18/reflective-3-tabamodel-of-
curriculum-development-efland-theory-cognitive/ )
(https://www.edglossary.org/stakeholder/)
Activity 2.1
NAME: JENINA PAULA S. VALINO
COURSE/YR. & SEC.: BPED 2B
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DATE: SEP. 8 2020
K – W - L Chart
Find the idea of the given chart.
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Activity 2.2
NAME: JENINA PAULA S. VALINO

COURSE/YR. & SEC.: BPED 2B
DATE: SEP. 8 2020 9|Page
Find out what is talking about;

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 Liselott Diem -In the mid- to late 1930s, Professor Liselott Diem and her
husband, Carl, founded an internationally known college in Germany,
Deutsche Sporthochschule Köln, to train teachers in sport and physical
education. The college taught a “natural approach to teaching children to move
effectively in all kinds of situations” (Brown and Sommer, 1969,p. 62 ).
Children were encouragedto explore movement freely in their own way and
according to their unique stages of development. The teacher's role was to
provide an environment that supported and fostered this focus. 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.
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 Diem's approach centered on learning to build movement skills and balance.

Teachers were encouraged to challenge children by asking questions such as
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2. Discuss briefly the ideas of “THE BODY BEING AN EXPRESSION OF

MOVEMENTS”
In my own perspective, body language is communication by movements or
position, particularly facial expressions, gesture and the relative positions of a speaker
and listener. I may be the message being conveyed or it may add layers of meaning to the
spoken words.
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______________________________________________________________________________

Meaning and History

it aims to help individuals to have more their motor skills.

ELEMENTS OF MOVEMENT EDUCATION

• the space we move through as we dance.

FACTORS TO CONSIDER IN SPACE

• Shape- the design of the body, (symmetrical, asymmetrical)

• the relationship of one movement to another.

FACTORS TO CONSIDER IN TIME

• Rhythm- a pattern of beats.

• the use of more or less energy while moving.

FACTORS TO CONSIDER IN ENERGY / FORCE

FACTORS TO CONSIDER IN FLOW

DEVELOPMENTALLY APPROPRIATE TEACHING AND ASSESSMENT

DEVELOPMENTALLY APPROPRIATE PRACTICE

5 GUIDE LINES IN DEVELOPMENTALLY APPROPRIATE PRACTICE

• Creating a caring community of learners.

• Planning curriculum to achieve important goals.

DEVELOPMENTALLY APPROPRIATE PRACTICE IN PRESCHOOL YEAR

FUNDAMENTAL MOVEMENT SKILL

CATEGORIES OF FUNDAMENTAL MOVEMENT SKILL

- Such as running, jumping, hopping of a narrow beam.

- Skills we need for moving balls and object around.

MOVEMENT AND BODY AWARENESS

 Developed what he termed “APPLIED AESTHETIC” and focused his work in

 Critical ideas were connected in mind, body and spirit.

 Also saw MOVEMENT as a UNION of time, space and motion.

 Believed that EXPRESSIVE MOVEMENT should relate to the emotion that

 Presented the concept of PARALLELISM IN MOVEMENT – the same

 The college taught a “NATURAL APPROACH TO TEACHING CHILDREN

 The teacher’s role was to PROVIDE AN ENVIRONMENT that would

 Considered by the most as the TRUE PIONEER of movement education.

 Critical contribution: THEORY OF MOVEMENT – deals particularly on the

 He believed that the BODY was an INSTRUMENT OF EXPRESSION.

 Made a distinction between: EXPRESSIVE MOVEMENT and FUNCTIONAL

Lubans, Morgan, Cliff, Barnett & Okely (2012)

NAME: JENINA PAULA S. VALINO

Find out what is talking about;

 Diem's approach centered on learning to build movement skills and balance.

2. Discuss briefly the ideas of “THE BODY BEING AN EXPRESSION OF

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