LESSON 2

MOVEMENT CONCEPT AND MOVEMENT EXPLORATION

TOPICS
1. Movement Concept
2. Movement Exploration

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the movement concept that develops and increase
awareness and understanding of the body as a vehicle for
movement.
2. explain how movement concepts transform movements into quality
movements.
3. discover what the body can move as well as the different areas where
the body can move.
4. explore various movements possibilities with the use of the different
parts of the body.
5. utilize the basic body movements as basis for exploring the
movement pattern.

TOPIC 1: MOVEMENT CONCEPTS

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 “All that is important is this one moment in
movement.
Make the moment important,
vital, and worth living, not let it slip away
unnoticed and unused.”
- Martha Graham

OVERVIEW
Movement concepts are ideas used to modify or enrich the effectiveness of skill
employment. They describe how the skill is to be performed. Movement concepts are
employed to embellish, enhance, or expand the quality of movement (Graham,
2001).

The movement content of the physical education program consists of more than just
movement skills. It is not enough to learn only skills, but you need to perform these skills in a
variety of settings. Learning about movement concepts will help you develop an increased
awareness and understanding of the body as a vehicle of movement, and for the acquisition of
personal vocabulary of movement skills.

Body awareness, space awareness, effort and relationships are important in learning
movement skills to move proficiently. These concepts enhance the range and quality of skills.

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Once the meaning and functions of these concepts are understood you will learn to communicate
through movements.

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BODY AWARENESS
It defines what your body can perform. What shapes it can make, how it can balance,
and the transfer of weight to different parts are categories to develop challenges that add
variety to movement.
a. Shape
- Long or short
- Wide or narrow
- Straight or twisted
- Stretched or curled
- Symmetrical or asymmetrical
b. Balance
- Demands that the different parts of your body support the weight or receive the
weight
SPACE AWARENESS
In terms of moving, it is where your body moves. You should learn where you could
move.
a. Location is the area where your body moves.
- Self-space is a limited area when you move stationary or fixed base.
- General space is an unlimited area where you move from one place to
another.
b. Direction is the line along in which your body moves.
- Up/Down
- Forward/Backward
- Right/Left
- Clockwise/counterclockwise
c. Levels are positions with reference to height.
- Low level is usually designated as anything below your own hip level.
- Middle level is usually any movement or shape that is between your own hip
level and the top of your head when standing normally.
- High Level is anything above your own normal head height and may include
standing on the half toe, movement into the air, and upward movements, or
being lifted.
d. Pathways are lines of movement. The path created by the combination if various
directions and by your movement through space that results in a floor pattern:
-

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 - Straight
- Curved
- Zigzag
e. Extensions are ranges or sizes of movements of the body or its parts in space and
the distances from the center of the body that the parts reach to carry out a movement.
- Large/small
- Far/near
EFFORT
Effort is the use of energy to do quality movements. This has something to do with
how the body moves.
a. Time is the dimension, speed or pacing of your movement either fast/slow;
sudden/sustained
b. Force is the weight, strength or energy you give to the movement. It is either Strong
or Light
c. Flow is the process, facility, or appropriateness of your movement. They are either
bound/free, gentle, or smooth.
- Interrupted flow (bound) stops at the end of a movement or part of a
movement.
- Sustained flow (free) involves smoothly linking different movements or parts
of movement.
RELATIONSHIPS
Relationships are the connections between or among people, other bodies, and
things when you move. It defines with whom or with what your body moves. It gives
meaning to the interaction between individuals and their environment.
a. Of body parts:
- Round (curved)
- Narrow/wide
- Twisted; symmetrical/non-symmetrical
b. With objects and/ or people:
- Over/under
- On/off
- Near/far
- In front/behind

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 - Along/through
- Meeting/parting
- Surrounding; around; alongside
c. With people:
- Leading/following
- Mirroring/matching
- Unison/contrast
- Alone, in a mass
- Solo/Partners/Groups/Between groups

TOPIC 2: MOVEMENT EXPLORATION

Movement exploration serves as a means of discovering from the basic natural movements
other movement possibilities using your body as an instrument. The various parts of your body
play a very important role in performing and activity.
Movements may be explored and developed into movement patterns in terms of what your
body can do, where your body moves, and how your body moves.
A. BODY AWARENESS
With your body you can:
1. Make various shapes.
2. Move parts of your body toward each other.
3. Support your body weight using different parts of your body.
4. Move to transfer support of your body weight from one body part to another.
5. Mirror your partner’s movement.
6. Meet, pass and part with your partner.
7. Converse in movement by:

a. Replying to the movement of your partner.

b. Replying with similar movement to the movement of your partner.
c. Replying with contrasting movement to the movement of your partner.
B. AWARENESS OF SPACE
Within immediate space you can:
1. Move near to or far from your body.
2. Move in different directions away from or towards your body.
3. Move in front of to, to the side of, behind, or around your body.
4. Move at high, medium or low level.
5. Make small and large movements.

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 Through general space using any locomotor movements you can:

1. Move in different directions.

2. Move in different levels.
3. Make small and large movements.
4. Move along different pathways.
C. MOVEMENT QUALITIES
In terms of Time using locomotor or non-locomotor movements you can:
1. Mover at slow, moderate, or fast speed.
2. Move with a sudden changes of speed.
3. Move with gradual changes of speed.
4. While maintaining the same speed, change form one movement to another movement.
5. Make sudden and sustained movements.
In terms of Force (effort) using locomotor and non-locomotor movements you can:
1. Make strong and light movements.
2. Make movements with a marked contrast in effort.
3. Make movements with gradual or sudden changes in effort.
4. Tense and relax your whole body or body parts.
5. Make movements involving variations in effort.
In terms of Flow using any movement skill you can:
1. Make jerky movements.
2. Make smooth movements.
3. Make free or unrestricted movements.
4. Make bound or restricted movements.

TOPIC 3: ELEMENTS OF MOVEMENT SPACE

1. Direction—is the line of movement taken which maybe forward, backward, sideward,
diagonal, upward, or a combination of those mentioned.
2. Level—is movement through space that maybe done at a high, low, or medium level.
3. Range—refers to the area covered as the body moves. It may be small as when the
movement is done in one’s place; or large when movement covers a wide area as when
getting away from one’s place.
4. Floor Pattern—the path or design that is made while moving in space is what is termed as
floor pattern. It may take a form of a circle, square, straight line or zigzag.

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 Assessment

LEARNING TASK 2.1: Challenge Your Mind and Body

Direction: Through movement exploration, choreograph a 2-3 minutes dance where you can
include the body awareness (different shape with balance), space awareness (using self and general
space, direction, levels, pathways, extensions, effort, and relationships). Take a video once you
memorize your choreography and submit it to your subject instructor through FB Page Comment
Section.
Rubrics

Criteria 5 pts. 4 pts. 3 pts. 2 pts. 1 pt.

Grace and Projection
Precision and Accuracy
Rhythm and Coordination
Mastery of Sequence
Total

Scale Equivalent and Interpretation

Scale Equivalent Grade in Percent Interpretation

(%)
5 95% - 100%
4 88% - 94%
3 81% - 87%
2 75% - 80%
1 Below 75%
(Espeso, 2006)
You showed an Excellent Performance! Congratulation! I’m very
proud of you.
You did a very good performance although you committed minimal
errors. Try to work on it. Keep it up!
You did a very good performance. Try to exert more effort in getting
a higher grade next performance. Good Luck!
Your grade though passing shows that you did not exert so much
effort. Try to exert more effort in getting a higher next performance.
Good Luck!
You got a failing grade in this activity. I am sure this is not what you
are aiming for. Please see me during our consultation period.

Note: To get your total score, add the point. Divide it by the number of criteria (4) to get the average. Then, refer to the
equivalent grade in %. It’s up to the evaluator to choose the exact corresponding percentage. Example Scale of 4 may be between
87% - 93%.

Evaluator (Instructor/student): _________________________________________

Complete name and signature

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