UNIT 1: BASIC CONCEPTS ON
MOVEMENT COMPETENCY AND
ENHANCEMENT
MOVEMENENT EDUCATION- is about
laying the foundation of movement
concepts, skills and themes to students
for them to utilize during different
contexts such as but not limited to, daily
movement, organized sports, and
working environment.
MOVEMENT EDUCATION- is
instruction in the improvement of a
person's motor skills through physical
movement. Often a part of physical
therapy, the patient/student gains a
deeper understanding of their body in
motion and an increased efficiency of
movement in their day-to-day activities. 
HISTORY OF MOVEMENT
EDUCATION
-The early pioneers of movement
education were influenced by the idea of
the body being an expression of
movement. Three of the most
historically influential individuals were
Francois Delsarte, Liselott Diem, and
Rudolf von Laban.
1. FRANCOIS DELSARTE (French,
19th Century)
-Frenchman who lived in the 19th
century.
-One of the first people to articulate
ideas of movement.
-19th Century- Romanticism, which
emphasized the notion of expression of
thought and emotion.
- developed what he termed applied
aesthetics and focused his work in the
arts, where he contributed critical ideas
of connections among the mind, body,
and spirit.
-He saw movement as a union of time,
space, and motion.
-PARALLELISM MOVEMENT—the
simultaneous motion of two body parts
in the same direction and in succession.
-His nine laws of motion referred to
altitude, force, motion, sequence,
direction, form, velocity, reaction,
and extension.
2. LISELOTT DIEM (mid-late 1930s)
-Founded an internationally known
college in Germany, Deutsche
Sporthochschule Köln, to train
teachers in sport and physical
education.
Deutsche Sporthochschule Köln -
natural approach to teaching children to
move effectively in all kinds of situations
-Diem's approach centered on learning
to build movement skills and balance.
-Diem's focus for older children was
more on developing an awareness and
analysis of muscular force as well as
how to move in time and space.
RUDOLF VON LABAN(1879-1958)
-Critical Contribution was his theory of
movement, focusing specifically on the
concept of effort.
-He believed that the body was an
instrument of expression and made a
distinction between this expressive
movement and movements that serve a
purpose in everyday life (functional
movement).
-Expressive movement communicates
ideas in dance or other forms of artistic
expression.
-The four factors of movement
1.Weight 2.Space 3.Time 4 Flow
How do Delsarte, Diem, and Laban
view movement?
DELSARTE – Expressive movement
should relate to the emotion that
inspired that movement.
DIEM– Exploration of childrens
movement
LABAN – The body was an instrument
of expression and made a distinction
between this expressive movement and
movements that serve a purpose in
everyday life.
Common was this idea that the body
was an instrument being an
expression and the way it is
expressing is through movement.
DEVELOPMENT OF A CURRICULAR
APPROACH: 1960S, 1970S, AND
1980S
-To provide a framework that teachers
could use to apply these movement
concepts broadly in the following three
learning domains
1.Cognitive
2.Psychomotor
3. Affective
MOVEMENT CONCEPTS- Stanley
(1977) and Logsdon and colleagues
(1984) identified the four major
movement concepts
1.Body 2.Space 3.Effort 4.Relationships
FOUR MAJOR MOVEMENT
CONCEPTS
BODY- representing the instrument of
the action.
SPACE- where the body is moving.
EFFORT- the quality with which the
movement is executed.
RELATIONSHIP- the connections that
occur as the body moves with object,
people and the environment.
LOGSDON AND COLLEAGUES (1984)
They suggested that the teacher's goal
should be to develop enough knowledge
about movement to help learners
become skilled in executing all aspects
of the movement content.
FITNESS OVERSHADOWS
MOVEMENT EDUCATION
-The fitness boom of the 1970s resulted
in a base of research that contributed a
solid scientific basis to the study of
movement.
-As other curriculum models were
introduced that were easier to
understand and appealed to the fitness
and activity focus of the time.
MOVEMENT EDUCATION
FRAMEWORKS
1.MOVEMENT CONCEPT
2.FUNDAMENTAL MOTOR SKILLS
MOVEMENT CONCEPT
1. EFFORT - how the body Moves
✓Its themes are: Time, Force, Flow.
2. SPACE AWARENESSS- Where
does the body move
✓Its themes are: Location, Direction,
Levels and Pathways
MOVEMENT EDUCATION
FRAMEWORK
3. RELATIONSHIP
✓Its themes are: With or Without People
FUNDAMENTAL MOTOR SKILLS
1.LOCOMOTOR
✓skills includes: walking, running,
jumping, hopping, leaping, skipping,
and galloping
2. NON-LOCOMOTORS
✓skills combines bending and
stretching, twisting and turning, pushing
and pulling, and swinging and sway.
3. MANIPULATIVE
✓skills include throwing, catching,
kicking and striking.
IMPORTANCE OF PHYSICAL
LITERACY
PHYSICAL LITERACY- the ability to
move with competence and confidence
in a wide variety of physical activities in
multiple environments.
-From 2001 sedentary lifestyle and
global obesity have been identified by
developed countries as a crises that
need to be addressed.
-Physical literacy is the bank of
fundamental movement and sports skills
(this includes locomotion and object
manipulation).
FACTORS THAT ENHANCE OR LIMIT
BODY MOVEMENT
1.PHYSIOLOGICAL FACTORS-
affected by our physical body.
✓Example: body composition, health,
physical fitness status.
2. PSYCHOLOGICAL FACTORS- This
type of factor is affected by our idea of
self-concept, fear, and/or anxiety.
3. SOCIOLOGICAL FACTORS- This
type of factor is affected 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.
4. ENVIRONMENTAL FACTORS- This
type of factor is affected by one’s
access to physical facilities, equipment,
weather, and season.
MOVEMENT COMPETENCY-
Describes 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.
-Tompsett, et al (2014) mentioned Giles
(2011) proposal that foundation
movement competencies including
squat, lunge, push, pull, hinge brace
and rotation are more important than
skills training.
FUNDAMENTAL MOVEMENT
PATERNS
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 floor.
LUNGE- a single leg exercise
movement that requires one leg to step
forward and bend while the other leg
remains stationary. A lunge is essential
in walking and climbing stairs.
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, etc.
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, etc.
TWIST-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 paloff press, or a
single arm DB row.
BEND- 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
beneficial for lower back rehabilitation
and sporting pursuits such as cycling,
equestrian and driving.
MOVEMENT ENCHANTMENT- is
training in different movement patterns
and core engagement in conjunction
with principles of healthy eating and a
physically active life.
It is done for efficient and effective
movement, to prevent injury and undue
fatigue, and to enjoy life to the fullest in
every motion. This is done by adapting
and transferring movement competency
in different context or given situations
related to any physical activities done by
an individual.
UNIT 4:HEALTHY EATING HABITS
HEALTHY DIET- part of a healthy
lifestyle is the foundation of good health.
-a diet that is able to satisfy one’s
energy and nutrient needs for proper
body functions, growth and
development, daily activities and
maintenance of health, keeping well
within one’s caloric needs.
FAQ- FOOD AND AGRICULTURE
ORGANIZATION says that, a healthy
diet;
a. Includes a variety of foods from
different food groups;
b. Meets the individual needs for
calories and nutrients;
c. Is safe, with no risk from toxins,
bacteria, mold or chemicals;
d. Is enjoyable and culturally
acceptable; and
e. Is available and sufficient each
day and all year round.
WHO- WORLD HEALTH
ORGANIZATION says that, a healthy
diet emphasizes vegetables, fruits,
whole grains, root crops, fat-free or low
fat milk, lean meats, poultry, fish, egg,
beans and nuts.
-It is also low in saturated fats, trans
fats, cholesterol, sodium and added
sugars.
3 PRINCIPLES IN NUTRITION
1. BALANCE- consuming food from
different food groups in proportion to
each other.
2. VARIETY- eating different kinds of
food from different groups everyday
3. MODERATION- eating the right
portion of food.
UNHEALTHY DIET- composed food
that are energy dense yet nutrients poor
and high in saturated fat.
Ex. Cardiovascular disease,, cancer,
diabetes, obesity.
COMMON UNHEALTHY DIET
PRACTICES AND THEIR
CORRESPONDING IMPACT ON
HEALTH:
1. LOW FRUIT AND VEGETABLE
CONSUMPTION- low fruit and
vegetable intake contributing to
attributable mortality, according to
evidence presented in the 2003 World
Health Report.
Ex: gastrointestinal cancer deaths,
ischemic heart disease deaths and
stroke deaths worldwide.
2.HIGH SODIUM AND LOW
POTASSIUM CONSUMPTION- Sodium
found in food is either naturally present
or added during processing or cooking.
- It can be found in table salt, baking
soda or baking powder, Risk of stomach
and nasopharyngeal cancers.
Ex:high blood pressure, heart disease,
stroke, risk in stomach and
nasopharyngeal cancers.
3. HIGH CONSUMPTION OF TRANS
FATTY ACID AND SATURATED
FATS- concentrated source of energy
and excessive consumption lead to
obesity
-diabetes
TRANS FATTY ACID- commercially
called partially hydrogenated oil.
Present in Margarine, bake foods, cakes
and donuts.
LDL- low density lipoprotein, cholesterol
in the blood
4. HIGH FROM SUGAR INTAKE- Free
sugars include those added to foods
and beverages by the manufacturer,
cook or consumer as well as sugars
naturally present in honey, syrups, fruit
juices and fruit juice concentrates.
Ex: dental disease, weight gain
BREAKFAST- important meal of the
day, restore energy needed ny the body
to function
-It restores the energy needed by the
body to function well in the next hours of
the day.
“THERE IS A LOT OF TRUTH TO THE
OLD SAYING, BREAKFAST LIKE A
KING, LUNCH LIKE A PRINCE, SUP
LIKE A PAUPER” Melanie Greenberg
Ph.D
3 FOOD GROUPS
GO FOODS- food that provide fuel and
help us go and be active.
Ex. Bread, rice, past, cereals and
potato.
GROW FOODS- help grow our body
bigger and stronger. Help build our
body’s bones, teeth and muscles.
Ex. Chicken, meat, fish, eggs and milk,
cheese and yoghurt.
GLOW FOODS- full of vitamins and
minerals to keep our skin, hair and eyes
bright glowing.
-can keep our immune system strong so
that we can fight bugs and viruses.
Ex. Fruits and vegetables
FILIPINO FOOD PYRAMID
DRINK A LOT- water
EAT MOST- rice, corn, noodles, bread
EAT MORE- vegetables, fruits, and
juices
EAT SOME- fish, egg, lean meat
EAT A LITTLE- sugar and salt
PINGGANG PINOY- a new, easy to
understand food guide that use a
familiar food plate model.
-serves as visual tool to help Filipinos
adopt healthy eating habits at meal
times by delivering effective dietary and
healthy lifestyle messages.
DNG- DAILY NUTRITIONAL GUIDE
PYRAMID- Shows at a glance the whole
day food intake recommendation.
-DNG Pyramid is a simple, trustworthy
guide in choosing a healthy diet.
ADOLESCENCE- the transitional phase
of growth and development between
childhood and adulthood.
DOST- FNRI- DEPARTMENT OF
SCIENCE AND TECHNOLOGY FOOD
AND NUTRITION RESEARCH
INSTITUTE
- develop the pinggang pinoy specifically
for teens 13-18 years old.
PINGGANG PINOY FOR TEENS-
identified with the blue colored
placemat.- conveys strength,
dependability and coolness.
NGF- NUTRITIONAL GUIDELINES
FOR FILIPINOS – aim to address and
prevent malnutrition
KUMAINMENTS- simple and easy to
remember guidelines that can be easily
followed by ordinary citizens.
10 KUMAINMENTS
1.•Eat a variety of foods every day to get
the nutrients needed by the body.
2.•Breastfeed infants exclusively from
birth up to 6 months, then give
appropriate complementary foods while
continuing breastfeeding for 2 years and
beyond for optimum growth and
development.
3•Eat more vegetables and fruits every
day to get the essential vitamins,
minerals and fiber for regulation of body
processes.
4.•Consume fish, lean meat, poultry,
eggs, dried beans or nuts daily for
growth and repair of body tissues.
5.•Consume milk, milk products and
other calcium-rich foods, such as small
fish and shellfish, every day for healthy
bones and teeth.
6•Consume safe foods and water to
prevent diarrhea and other food and
water-borne diseases.

7•Use iodized salt to prevent iodine

deficiency disorders.

8•Limit intake of salty, fried, fatty and

sugar-rich foods to prevent
cardiovascular diseases.

9•Attain normal body weight through

proper diet and moderate physical
activity to maintain good health and help
prevent obesity.

10.Be physically active, make healthy

food choices, manage stress, avoid
alcoholic beverages and do not smoke
to help prevent lifestyle-related non-
communicable diseases.