Movement Education
Why there is a need to study movement education?
What is Movement Education?
-is a focus on teaching students to develop motor skills
through physical movement.
The three of the most historically influential individuals
in the creation of new idea of movement education
(1800s to early 1900s).
Delsarte, Francois
• Emphasized the notion of expression of thought and
emotion, developed what he termed applied
“aesthetics”.
• Focused his work in the arts of connections of the mind,
body and spirit.
• Expressive movement should relate to the emotion
that inspired that movement.
• Introduced the idea of parallelism in movement.
• Nine laws of motion (altitude, force, motion, sequence,
direction, form, velocity, reaction, and extension)
• Ideas gave rise to what is now the field of movement
education.
Lisolott Diem
• Children were encouraged to explore movement freely
in their own way
• Focused to move freely according to their unique
stages of development.
• Use simple equipment such as balls, wands, ropes,
boxes, and benches
• Allow children to develop a wide variety of movement
responses individually with partners, or within small
group.
• The approach centered on learning to build movement
skills and balance.
• Focus for older children more on developing an
awareness and analysis of muscular force as well as how
to move in time and space.
Rudolf von Laban
• His theory of movement, focusing specifically on the
concept of effort
• Body was an instrument of expression and made of
distinction between expressive movement and
movements that serve a purpose in everyday life
• Communicates ideas in dance or other forms of artistic
expression.
• Functional movements that help in the tasks of
everyday life, such as sports and games.
• To develop enough knowledge about movement and to
help leaners become skilled in executing all aspect of the
movement content.
• Instruction in the improvement of a person's motor
skills through physical movement.
• As part of physical therapy, the patient/student gains a
deeper understanding of their body in motion
• An increased efficiency of movement in their day-to-
day activities.
• Assist a person in recovering from injury or diminished
physical abilities.
• Provides alternative movements that are safer and
healthier for the body and this results in a decrease in
pain and discomfort.
• As to the new curriculum in Physical Education
(PATHFIT)- Movement Competency Training, it is a great
help for PE teachers to deliver the lesson easier to
understand and appealed to the fitness and focus on
activity of movement education.
How we understand Fundamental Movement Patterns?
In our daily life we need to understand the series
of movement pattern from simple lifting of our heads
and as complex as Olympic figure in gymnastics. Thus, all
movements done throughout the day, and millions of
movements we could possibly do are primary movement
pattern.
Fundamental Movement Patterns are patterns
that allow the body to be coordinated in those simple,
basic movement patterns of lateral motion, weight
transfer, forward motion, up and down motion, and
coordinating upper and lower body movements.
Understanding the proper movement patterns
can gradually help to execute the correct body form none
the less the alignment of body movement from lifting of
the head up to walk upright. (e.g., Primary movement
pattern is like PUSH; this is the first movement pattern
we attempt as babies. When the baby lifts her head up
for the first time, she’s developing the shoulder and torso
muscles she needs to roll, crawl, and eventually walk
upright.)
As the body practices the movements in the
program, the body will self-correct with practice over
time. This means that if in the beginning the child does
not have exact form (maybe awkward or unbalanced
doing an activity) the adult does not have to correct
form. Continue the activities in short durations, and the
child’s body will gradually do the activity with better and
better form over time. As cited by Oyco (2007),
understanding the parts of the body responsible for
variety of movements contributes to effective
performance in any activities as well as functional
training.
Moreover, actions of the whole-body is a very
complex category, having the three subcategories:
locomotor, non-locomotor, and manipulative skills.
These three subcategories form the fundamental
movement (“movements skills and movement patterns”
in NASPE standard1, 2004) that are critical to motor
development. Thus, explore combinations and
modifications of these basic movement patterns in order
to create compound movement for building real-world,
functional strength. In addition, children in movement
education programs do much more than merely learn
skills; they learn to apply movement elements and create
solutions to both simple and complex movement
problems (Abels,2010).
Movement Education Framework
Similarities of movements perform multiple times daily
• Fundamental Movement Patterns
• Squat
• Hinge
• Lunge
• Push
• Pull
• Carry
• Reach
• Fundamental Movement Skills
• Locomotors- Walking, Running, Hopping,
Jumping, Skipping, Leaping, Galloping,
Sliding
• Non- Locomotors – Stretch, Bend, Twist,
Push, Pull, Swing, Sway, Turn, Curl
• Manipulative skills- Throw, Strike, Kick,
Dribble, Carry, Catch
Movement Education Framework
• The Body Concept
- Focuses on the entire body or its parts.
• The Space Concept
- Focuses on where the body moves
• The Effort Concept
- Describes the quality of movements
• The relationship Concepts
- Describe and emphasize the types of
connections between and among the “who” and
the “what” of movement.
Body concepts
Categories and subcategories = Movement Elements
• Body Parts = head, neck, ears, eyes, nose,
mouth, shoulders, elbow, etc.
• Body Space = Narrow, wide, round, twisted,
symmetrical and asymmetrical
• Actions of body parts = Weight bearing, curl,
receive force, apply force, lead the action, and
weight transfer
• Action of the whole body = Non-locomotors,
Locomotors, Manipulative skills
Space Concepts
Categories and subcategories = Movement Elements
• Location = Self-Space and general space
• Direction = Forward, backward, sideways, up,
down, clockwise and counterclockwise
• Level = Low, medium, high
• Pathway = Straight, curved, and zigzag
• Plane= Sagittal, frontal, and transverse
• Extension = Small and Large
Effort Concepts
Categories and subcategories = Movement Elements
• Time = Fast, slow, and acceleration
• Force = Hard and soft
• Flow = Bound and free
• Focus = Direct and indirect
Relation Concepts
Categories and subcategories = Movement Elements
• People = Solo, alone in a mass, partners, even
groups, uneven groups, individual to group,
group to group, triangle, circle, square,
scattered, spokes of a wheel, and X
• Position = Above/below, over/under, inverted,
mount/dismount, in front of/behind, beside,
alongside, through, surround, around,
support/supported, lift/lifted, meet/part, and
near to /far from.
Relationship Categories
Categories and subcategories = Movement Elements
• Timing =
> Simultaneous- Mirror, match, contrast, and
unison
> Alternate- Take turns
> Successive- Movement sequence, canon,
question/answer, act/react, and lead/follow
• Goal = Cooperative, collaborative, and
competitive
• Environment = Static and dynamic
LOCOMOTOR AND NON-LOCOMOTOR
DEFINITIONS
Locomotor
• Walk - using the feet to advance by steps.
• Run - move fast by using the feet, with one foot off the
ground at any given time.
• Hop - push off 1 foot, land on same foot. Vertical or
horizontal.
• Jump - take off 1 or 2 feet, land on 2 feet. Vertical or
horizontal.
• Leap - take off 1 foot, cover a large distance, land on
other foot. Use several running steps to lead into
the leap.
• Gallop - feet face forward, step forward & close with the
trail foot, step & close... (same foot always
leads).
• Skip - step forward, hop on that foot while bringing other
foot forward to step and hop and switch.
• Slide - step to the side, close with other foot, step to the
side again, close with other...
Non-Locomotor
• Stretch - extend the limbs or muscles, or the entire body.
• Bend - movement that causes the formation of a curve.
• Twist - rotate body or body parts around a stationary
base (twist upper body back and forth, keep feet
still).
• Turn - partial or full rotation of the body while shifting
the base of support (spin to make yourself dizzy).
• Collapse – to fall down.
• Punch - use forceful actions with various body parts -
hands, feet, knees, elbows.
• Slash - longer movements but powerful like punches
(picture a slashing sword).
• Push - try to move away by pressure.
• Pull - exert force on object to move it towards source of
force.
• Swing - move or walk in a to and fro or swaying manner.
• Sway - swing unsteadlily; rock by moving back and forth
sideways.
Cardiorespiratory (CR) fitness
The primary concern of the physical education
instructor is to expose our students to a variety of
physical activities, guide our students to enhance and
sustain physical fitness for daily activities as well as
healthy lifestyle.
It is the responsibility of the student to practice
good health habits and as well as discipline towards a
healthy lifestyle with regular exercise, balanced diet,
adequate sleep, absence of liquor, cigarettes, and drugs,
wholesome recreation, positive attitudes
What is Physical Fitness?
It is a physical condition when an individual has
the capacity to everyday tasks without a feeling of
exhaustion. In addition, it is the ability to function
effectively in physical work, training, and other activities
and still have enough energy left over to handle any
emergencies which may arise. These are the possible
qualities;
- A physically active individual has the capacity to learn
variety of vigorous recreational pursuits.
- He can face life’s problems with relatively better
outlook
- He accomplishes his work with minimum of stress.
- He enjoys participating in outdoor and sports activities.
- It enables him to mingle with people at work and at play
with satisfaction.
The Physical Fitness Test (PFT)
The physical fitness Test (PFT) is a measure of
student’s levels of fitness regarding several component.
It is important to perform the PFT before the start of an
exercise program and at its culmination. Prior to the
program, the PFT will be able to determine individual
baselines and thresholds. Goals for fitness can be set.
Toward the end of the program, the exercise will again
take the test.
Differences in results will determine the
effectiveness of the program undergone. Thus, PFT level
will also help determine the quality of performance.
Below are the test components and the baselines that
they measure.
Cardiorespiratory (CR) fitness, sometime called
endurance, aerobics fitness, or aerobic capacity, is one of
the five components of physical fitness, CR fitness is a
condition in which the body’s cardiovascular (circulatory
(and respiratory systems function together, especially
during exercise or work, to ensure that adequate oxygen
is supplied to the working muscles to produce energy. CR
fitness is needed fir prolonged, rhythmic use of the
body’s large muscle groups. A high level of CR fitness
permits continuous physical activity without a decline in
performance and allows for rapid recovery following
fatiguing physical activity.
Activities such as running, bicycling, swimming,
stair climbing, jumping rope, place an extra demand on
the cardiovascular and respiratory system. During
exercise, these systems attempt to supply oxygen to the
working muscles. Most of this oxygen is used to produce
energy for muscular contraction. Any activity that
continuously uses large muscle groups for 20 minutes of
longer taxes these systems. Because of this, a wide
variety of training methods is used to improve
cardiorespiratory endurance.
Physiology of Aerobic Training
Aerobics exercise uses oxygen to produce most
of the body’s energy needs. It also brings into play a
complex set of physiological events.
To provide enough energy- producing oxygen to the
muscles, the following events occur:
➢ Greater movement of air through the lungs.
➢ Increased movement of oxygen from the lungs into
the blood stream.
➢ Increased delivery of oxygen-laden blood to the
working muscles by the heart’s accelerated
pumping action.
➢ Regulation of the blood vessel’s size to distribute
blood away from inactive tissue to working muscle.
➢ Greater movement of oxygen from the blood into
the muscle tissue.
➢ Accelerated return of venous blood to the heart.
Correctly performed aerobic exercise, over time,
causes positive changes in the body’s CR system. These
changes allow the heart and vascular systems to deliver
more oxygen-rich blood to the working muscles during
exercise. Also, those muscles regularly used during
aerobes exercise undergo positive changes. By using
more oxygen, these changes let the muscles make and
use more energy during exercise and, a result, the
muscles can work longer and harder.
A person’s maximum aerobic capacity can be
modified through physical training. To reach very high
levels of aerobic fitness, one must train hard accordingly.
The best way to improve fitness is to participate regularly
in a demanding aerobic exercise program.
May factors can negatively affect one’s ability to
perform well aerobically. These include the following:
➢ Age.
➢ Anemia.
➢ Carbon monoxide from tobacco smoke or
pollution.
➢ High altitude (reduced oxygen pressure).
➢ Illness (heart disease).
➢ Obesity.
➢ Sedentary lifestyle.
Any condition that reduces the body’s ability to
bring in, transport, or use oxygen reduces a person’s
ability to perform aerobically. Inactivity causes much of
the decrease in physical fitness that occurs with
increasing age, some of this decrease in aerobics fitness
can be slowed by taking part in a regular exercise
program.
Certain medical conditions also impair the
transport oxygen. The y includes diseases of the lungs,
which interfere with breathing, and disabling heart
conditions. Another is severe blocking of the arteries
which inhibits blood flow to the heart and skeletal
muscles.
Smoking can lead to any or all the above
problems and can, in the long and short term, adversely
affect one’s ability to perform daily task.
Only aerobic exercise that requires breathing in
large volumes of air improve CR fitness. Worthwhile
aerobics activities must involve the use of large muscle
groups and must me rhythmic. They must also be
sufficient duration and intensity (60 to 90 percent HRR).
Examples of primary and secondary exercise for
improving CR fitness are as follows:
The primary exercises are more effective than
the secondary exercises in producing positive changes in
CR fitness.
The secondary activities may briefly elevate the
heart rate but may not keep it elevated to the THR
throughout the entire workout.
Exercise to music like aerobics exercise done to
music is another excellent alternative to running. It is a
motivating, challenging activity that combines exercise
and rhythmic movements. There are no prerequisite
skills, and it can be totally individualized to every fitness
level by varying the frequency, intensity, and duration.
One can move to various tempos while jogging or doing
jumping jacks, hops, jumps, or many other calisthenics.
Rope jumping (a.k.a. rope skipping, skip roping,
jump rope) is, however, an excellent form of exercise
that should consider if you are looking for a way to keep
fit, train for another sport, or just to have fun. Its’
inexpensive, does not need a fancy or special facility, It
can develop nearly area including: aerobic conditioning,
endurance, agility, quickness, timing, and rhythm to
name a few.
Identify your Body type with this table of
Interpreting your Ponderal Index.
How to identify your Somatotype Structure
How to compute for Ponderal Index for Body type
Somatotyping uses the ponderal index, where
height is measured in inches and weight is represented
by pounds (lbs.). To calculate the ponderal index, the
equation to use is:
Where:
PI = Ponderal Index
Weight = Body Weight (lbs.)
Height = Body Height (inches)
Ponderal Index = Height (inches) ÷ 3√Mass (lbs)