MODULE 1 : INTRODUCTION TO MOVEMENT EDUCATION
 Shape
MOVEMENT EDUCATION - movement education is about teaching
movement through four key concepts: body, space, effort, and
relationships.
Objectives of the course Movement Education
- aims to educate and aid in the development of student’s motor skills
through physical movement.
- aims to educate individuals to develop their motor skills through
physical movement.
- aims to help individuals improve their motor skills. As well as to
increase brain function and physical fitness in students
Significance of Movement Education
- teaches children how to improve their motor skills by using physical
movement.
- used to help students and children gain a better understanding of
the body's motion and improve their ability to move in daily activities.
HISTORY OF MOVEMENT EDUCATION
CREATORS OF A NEW IDEA: MOVEMENT EDUCATION IN THE 1800S
TO EARLY 1900S
- The early pioneers of movement education were influenced by the
idea of the body being an expression of movement.
THREE OF THE MOST INFLUENTIAL INDIVIDUALS :
❖ Francois Delsarte
- a Frenchman who lived in the 19th century.
- Developed what he termed applied aesthetics
- believed that expressive movement should relate to the emotion
that inspired that movement.
-he introduced the idea of parallelism in movement—the
simultaneous motion of two body parts in the same direction and in
succession.
9 Laws of Motion :
Altitude, Force, Motion, Sequence , Direction, Form, Velocity, Reaction,
Extension
❖ 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”
-The teacher's role was to provide an environment that supported and
fostered this focus.
- Teacher’s equipment
*Balls
*Wands
*Ropes
*Boxes
*Benches
-Teachers were encouraged to challenge children by asking questions
such as “Who can do this?” and “How can this be done differently?”
❖ Rudolf Von Laban
- true pioneer of movement education.
- critical contribution : theory of movement
- believed that the body was an instrument of expression
Basics of Laban Movement Analysis Theory
Laban categorized movements using Eukinetics, or Efforts, and
Choreutics, or Space Harmony. His work was carried on and situated
into these categories:
 Body
what the physical form itself is doing.
 Effort
Motion factors
➢ space (or direction) is either direct or indirect;
➢ time (or speed) is either quick or sustained;
➢ weight is either heavy or light;
➢ flow is either bound or free
Eight Efforts acting techniques are:
Dab: direct, quick, light, bound
Float: indirect, sustained, light, free
Press: direct, sustained, heavy, bound
Wring: indirect, sustained, heavy, bound
Glide: direct, sustained, light, free
Punch: direct, quick, heavy, bound
Slash: indirect, quick, heavy, free
Flick: indirect, quick, light, free
how your body alters its form and why
Shape forms: body’s stationary shapes
Modes of shape change: how your body interacts with its
environment. Modes include “shape flow,” or your body’s connection
to itself; “directional,” or your body’s direction within its environment;
and “carving,” or your body’s interaction with the size of the
environment
Shape flow support: how your core or torso changes shape to support
the rest of your body
 Space This explains the way your body fills the space around it,
particularly in a way that is harmonious. Aspects include:
Kinesphere: the physical space around your body and how you
respond to it
Spatial intention: the ways that you, the mover, use different
directions
1960s and 1970s witnessed a growth in the field of movement
education.
MOVEMENT CONCEPTS
Stanley (1977) and Logsdon and colleagues (1984) identified the four
major movement concepts as :
body (representing the instrument of the action)
space (where the body is moving)
effort (the quality with which the movement is executed)
relationships (the connections that occur as the body moves—with
objects, people, and the environment)
1990s and early 2000s - The essence of movement education has been
brought back
Benefits of Movement Education
✓ Contributes to the physical, cognitive, social and emotional
development of children.
✓ Engaging in a socially active learning environment fosters
teamwork and cooperation.
✓ Positive learning experiences in physical education can
contribute to exploring leisure and recreational activities, eg.
bowling, rock ice-skating.
✓ Encouraging students to progress promotes self-esteem and
maintains motivation.
✓ Competency in FMS builds strength, endurance and flexibility
✓ Foundation for leading a physically active that reduces the
health risks of obesity, diabetes and heart
The Role of Movement in :
Physical development - It's movement that gives us healthy joints,
strong bones, physical strength, good circulation.
Cognitive development - physical activity can have a positive impact
on brain function and can help to improve cognitive processes such as
attention, focus, and memory.
Social development - The way we socially interact, develop social
behaviors, and enhance cognitive functioning is through movement.
MODULE 2
Fundamental Movement Patterns
Motor Skills - Motor skills are the muscle movements we use in our
everyday lives. The motor skills start developing at birth and continue
to develop until late childhood or early adulthood.
2 types of Motor Skills
Gross Motor Skills – involves skills that require coordination of large
muscle groups of the body
Fine Motor Skills – involves the coordination of small muscles of the
body
Fundamental Movement Skills FMS
- are the basic movements traditionally associated with human
physical activity
- are specific sets of gross motor skills that involve different body
parts. These skills are the building blocks for more complex skills
that children will learn throughout their lives
Fundamental Movement Skills (FMS) that parents should expect to
see in their children at different ages and stages;
0-2 YRS OLD: GRASPING, ROLL OVER, SITTING, CRAWLING, CRUISING,
WALKING
2 – 4 YRS OLD: THROWING, CATCHING, KICKING
4 – 6 YRS OLD: HOPPING & JUMPING

Fundamental movement patterns FMPs are patterns that allow the
body to be coordinated in those simple, basic movement of lateral
motion, weight transfer, forward motion, up and down motion, and
coordinating upper and lower body movements.
Physical literacy describes the ability of a person to instruct the body
to perform an action accurately and with confidence and to recognize
the physical, social, cognitive and emotional attributes required to do
so effectively.
7 FUNDAMENTAL MOVEMENT PATTERNS
1. Gait walking, jogging or sprinting is called gait, which
requires lunging, pulling, and twisting motions to propel the
body forward.
2. Squat movement pattern where you plant both feet on the
ground, then bend your legs to lower your body.
3. Lunge single leg exercise movement that require one leg to
step forward and bend while the other leg remains
stationary.
4. Pull motion is the opposite of pushing, in that you are
pulling a weight towards your body, or pulling your center of
mass toward an object.
5. Push exercise requires pushing external weight away from
your body, or your center of mass away from the ground.
6. Bend movement pattern where you bend your torso by
hinging your hips.
7. Twist there are 2 primary types of twisting, or rotational
movements: Rotational & Anti-rotational
TYPES OF FMPs:
LOCOMOTOR: involve transporting the body in any direction from
one point to another
NONLOCOMOTOR: movements are movements that do not require
the body to move from one point to another
MANIPULATIVE SKILLS: skills require controlling objects such as balls,
bat, rocket and many more.
METHODS OF MOVEMENT ANALYSIS
Movement Phases: A sport movement, especially for ballistic actions
such as hitting, throwing and kicking, generally contain three main
phases:
- Preparation, Execution, Follow-through
Free Body Diagrams: Visual diagram of the expected or predicted
movement pattern; it is usually drawn as a simple stick figure.
Deterministic Models: is a concept map that describes the
biomechanical factors determining a movement or action.
Why do we use movement analysis?
To reduce injury & to improve performance
SEQUENCES OF FUNDAMENTAL MOVEMENTS
- Structured arrangements of basic physical actions that help
develop coordination, motor skills and physical literacy.
Example: Jumping, skipping & climbing
Variations of movements: means you do the same foundational
movement but slightly change it. An example of movement would be
front squats, back squats and sumo squats. These are all squats, but
they are slightly different versions of the same movement
Integrating fundamental movement patterns into lessons and
activities:
- Curriculum Design – Physical Education curricula should
incorporate a well-balanced mix of locomotor, non-
locomotor and manipulative skills.
- Offer at least two facilitated activities targeting fundamental
movement skills everyday. Teachers can do activities that
can help their students to improve their fundamental skills
(ex. Running relay, circuit relay)
- Incorporate at least one of the following throwing, catching,
striking or kicking activities everyday
MODULE 3 MOTOR SKILL DEVELOPMENT
Motor Skill Development - Is the process by which a person learns how
to use and manipulate the muscles to move the body in the desired
way.
- It is a development that begins with simple movements as a
infant, which build upon one another and progress through
childhood and adolescence.
Two Different Types of Motor Development
1.Gross Motor Development - involves skills that require the
coordination of the large muscle groups of the body, such as the arms,
legs and trunk.
3 TO 6 MONTHS - Raises arms and legs when placed on the stomach
- Rolls over
- Supports on head when in a sitting position
6 to 12 MONTHS -Crawls -Pulls self from a sitting to standing position
-Sits without support
AGE 1 - Climbs onto low furniture
- Climbs stairs with assistance
- Pulls or pushes toys with wheels
- Walks with one hand held
AGE 2 - Jumps using both feet simultaneously
- Runs very stiffly on toes
- Walks upstairs without bonister
AGE 3 -Runs without falling
-Throws a ball to an adult standing 5 ft. away
AGE 4 -Catches a ball with arms and body
-Runs smoothly with changes in speed
-Walks upstairs by alternating feet
AGE 5 -Catches a ball with two hands
-Hops on one foot
-Performs jumping jacks and toe touches
AGE 6 -Kicks rolling ball
-Jumps over object 10 inches high
-Rides a bicycle with training wheels
-Throws with accurate placement
2. Fine Motor Development - Is concerned with the coordination of
the smaller muscles of the body, including the hands and wrists. Fine
motor skills use the small muscles of both of the hands and the eyes
for performance.
-For the first few months, babies spend a majority of time using their
eyes rather than their hands to explore their environment. -At four
months, babies will begin to reach out for toys with their arms and
hands more frequently.
-At 3 years of age, children can pick up the the tiniest objects between
their thumb and forefinger for some time, but they are still clumsy at it.
-By 7 years of age, children's hands have become steadier.
-At 8 to 10 years of age, children can use their hands independently
with more ease and precision.
-At 10 to 12 years of age, children begin to show manipulative skills
similar to the abilities of adults. Causes delay in fine motor skills
-Premature birth that causes muscles to develop more slowly. -Poor
hand eye coordination.
-Struggle in developmental coordination disorder (DCD).
INFANTS- infants are absorbing all of the information around them as
they learn to control their movements. Child care providers can
actively support the physical, cognitive, and language development of
the infants in their care.
Physical Development - encourages physical development in infants
by giving them time to practice raising their heads and upper bodies,
which will eventually develop into crawling.
Language Development- long before young children begin to form
speech, infants soak in the sights and sounds around them that are
essential to language development.
Brain Development- Some opportunities for stimulating brain
development include crossing infants' arms and legs over the midlines
of their bodies.
TODDLERS - It is important for caregivers working with toddlers to
realize that every child has an individual rate of growth and
development.
Physical Development- As toddlers' bodies grow taller and their arms
and legs become stronger, balance and coordination improve.
Brain Development- the brain itself and the connection in the brain
grow rapidly in toddlers. These connections help toddlers build not
only the skills needed to be active but also cognitive and social skills.
Language Development- as toddlers learn new words, they need
context to accompany those words and you may find that you need
context to understand the words they using. PRESCHOOLERS AND
OLDER CHILDREN Many people believe young children are naturally
active enough. Children may seem to be always on the move.
Physical Development- children develop more complex gross motor
skills that usually involve several stages.
Brain Development- the brain continues to grow and develop and
experiences sports of developing connections.
Language Development- children learn new words at an amazing rate.
They will use words they are familiar with to expand, increase and
explore their vocabulary.
FACTORS INFLUENCING SKILL ACQUISITION AND MASTERY STAGES
OF MOTOR LEARNING
1.Cognitive Stage - People must come to some basic understanding of
the task.
- Learners often commit large errors in performing the new task.
- Learners may be aware of their errors but need specific instruction
on how to improve.
2.Associative Stage - Learners begin to refine the skill they have been
trying to master during the cognitive stage.
- Learners go beyond the basic mechanics of the skill develop some
awareness of the mistakes they were making. 3.Autonomous Stage -
Skill becomes almost "automatic".
- Able to "just do" the activity while concentrating on certain
specialized and highly refined aspects of the skill.
Strategies for promoting skill progression and refinement Structured
Play - Providing children with structured play opportunities, such as
organized sports, dance classes, or playground activities, can help
them develop both gross and fine motor skills.
Playground and Outdoor Activities - Activities on playgrounds, like
climbing, swinging, and sliding, contribute to the development of gross
motor skills.
Fine Motor Activities - Incorporating fine motor activities like drawing,
cutting, and building with blocks can help children refine their hand-
eye coordination and dexterity. Arts and Crafts - Engaging in arts and
crafts activities involving cutting, pasting, and manipulating small
objects helps children enhance their fine motor skills and creativity.
Yoga and Balance Training - Activities that improve balance, such as
yoga or balance games, contribute to the development of core
strength and coordination.
Progressive Challenges - Gradually increasing the complexity of
activities or tasks can motivate children to continuously improve their
skills.
Outdoor Exploration - Encouraging outdoor exploration, such as
hiking, nature walks, or bike riding, exposes children to different
terrains and sensory experiences, enhancing their overall motor skills
MODULE 4 : INSTRUCTIONAL STRATEGIES IN MOVEMENT
EDUCATION
Instructional Strategies An instructional strategy describes the
instructional materials and procedures that enable students to achieve
the learning outcomes. Learning outcomes are what the student
should know, or be able to accomplish at the end of the course or
learning unit.
Movement education Movement education is instruction that teaches
children how to improve their motor skills by using physical movement.
Effective teaching methods and strategies for movement education
include incorporating hands
On activities, providing clear instructions, breaking down complex
movements into smaller steps, using visual aids, offering constructive
feedback, fostering a positive and inclusive environment, and
encouraging student engagement through games and challenges.
Additionally, adapting teaching techniques to individual learning styles
and abilities can enhance the overall effectiveness of movement
education.
Task analysis involves breaking down complex skills into smaller,
manageable steps. To effectively break down complex skills, follow
these steps:
1.Identify the Skill: Clearly define the skill you want to
teach.Understand its components and prerequisites.
2. Divide into Steps: Break down the skill into sequen Each step should
represent a discrete action or sub
3.Sequence the Steps: Organize the steps in a logical 3. Sequence.
Consider the natural flow of the skill and ensure that each step leads
to the next.
4. Specify Conditions: Determine the conditions under which each
step is performed. Consider environmental factors, cues, and timing.
5.Simplify Language: Use simple and concise language to 5. Describe
each step. Avoid ambiguity or jargon that might confuse learners.
6. Provide Visuals: Visual aids like diagrams, pictures, or videos can
help learners understand each step visually.
7.Practice Each Step: Introduce and practice each step separately
before integrating them. Mastering individual
steps builds confidence.
8.Combine Steps: As learners become proficient in each
step,Gradually combine them to perform the complete skill.
9. Provide Feedback: Continuously provide constructive feedback.
Correct mistakes early to prevent the reinforcement of incorrect
actions.
10.Practice and Repetition: Regular practice and repetition 10. Help
reinforce the skill. Over time, the skill becomes more fluid and
automatic.
Incorporating Differentiation And Modification for diverse Learners
Incorporating differentiation and modification strategies is essential
for creating an inclusive and effective learning environment that
caters to the diverse needs of learners. Differentiation refers to
tailoring instruction to meet the varying needs of students, while
modification involves adjusting the curriculum or assessment methods
to make them accessible to all students. Here’s how you can effectively
incorporate these strategies:
1.Understand Your Students:-Get to know your students’ learning
styles, preferences,Strengths, challenges, and cultural backgrounds.
This Information will help you tailor your approach accordingly.
2.Flexible Instruction: -Offer a variety of learning materials, formats,
and Activities to cater to different learning styles. This could Include
visual, auditory, kinesthetic, and tactile activities.
3. Tiered Assignments: -Create assignments that have different levels
ofbComplexity, allowing students to choose tasks that match their
abilities and interests.
4. Small Group Instruction: -Group students based on their learning
needs. Provide Targeted instruction to each group, addressing their
specific Challenges and strengths.
5. Varied Assessments: -Use a mix of assessment methods, such as
quizzes,Projects, presentations, and discussions, to allow students To
demonstrate their understanding in different ways.
6. Universal Design for Learning (UDL): -Design lessons and materials
that are accessible to a wide range of learners from the start, reducing
the need for extensive modifications.
7. Scaffolding: Provide structured support and guidance as students
work through challenging tasks, gradually reducing support as they
gain confidence.
8. Individualized Learning Plans (ILPs): -Develop ILPs for students with
special needs, outlining specific accommodations, modifications, and
goals.
9. Technology Integration: -Use technology tools to personalize
learning experiences, provide additional resources, and accommodate
diverse learning preferences.
10. Collaborative Learning: Encourage peer interactions and group
work, where Students can learn from each other’s strengths and
Perspectives.
11. Reflection and Self-Assessment: -Teach students to reflect on
their own learning styles and preferences, encouraging them to take
ownership of their learning journey.
12. Continuous Feedback: -Provide timely feedback to students,
highlighting their Strengths and suggesting areas for improvement.
13. Professional Development: - Stay updated on best practices in
differentiation and modification through workshops, conferences, and
educational literature.
14. Parent Communication: -Involve parents and guardians in the
process by discussing individual students’ needs and progress.
15. Embrace Diversity: - Create an inclusive classroom culture that
values and celebrates diverse backgrounds, perspectives, and abilities.
MODULE 5 INCLUSIVE MOVEMENT EDUCATION
Inclusive Education - all children in the same classrooms, in the same
schools values diversity and the unique contributions each student
brings to the classroom. In a truly inclusive setting, every child feels
safe and has a sense of belonging
Exceptional Learners - abilities or disabilities that distinguish them
from other students.
Learning Disability (LD) - students with specific deficits in reading,
math, writing, listening, and other abilities
Fourteen (14) federal categories of disability
• Specific Learning Disabilities (SLD/LD)
• Speech or Language Impairments
• Mental Retardation
• Emotional Disturbance (EBD)
• Multiple Disabilities
• Hearing Impairments
• Orthopedic Impairments
• Other Health Impairments (ADD/ADHD)
• Visual Impairments
• Autism
• Deaf-blindness
• Deafness
• Traumatic Brain Injury
• Development Delay (i.e. Children: ages 3-9).
SPECIAL EDUCATION - Educational services to meet the needs of
exceptional students, ranging from special provisions made by regular
teachers to around-the- clock care
MAINSTREAMING - the act of including people who have particular
difficulties or needs in the same schools or places of work as everyone
else
INCLUSION - integrates all students with disabilities into regular
classrooms, with the support of special education services as
necessary
FULL INCLUSION - placement in the general education classroom for
all students with disabilities
HOW CAN YOU TEACH ALL LEARNERS IN YOUR CLASSROOM?
Collaborative consultation - an arrangement whereby regular
classroom teachers collaborate with other education professionals to
meet needs of exceptional students.
Effective relationships - with parents of exceptional students enable
teachers to acquire valuable information and support.
Assistive technologies and resources - (speech synthesizers, television
captioning, etc.) available to help exceptional students learn and
communicate in “inclusive classrooms”
TIPS FOR CREATING INCLUSIVE MOVEMENT ACTIVITIES
• Guidelines for an activity should be thoroughly
explained beforehand
• Any part of an activity can be modified
• Use many different types of cues throughout the
movement session
• Open-ended prompts allow students to explore
movement within their own range and ability.
• A partner can be assigned
• encourage them to respond to the movement
prompts and music on their own while sitting or
lying down
• offer an alternative so that they are still included
DIVERSE LEARNERS - is a multi-faceted landscape wherein students
face complex intersections of identity and experience.
CURRICULUM ADAPTATIONS FOR DIVERSE LEARNERS
MULTI-SENSORY MATERIALS - can help students who have difficulty
learning through traditional methods
INDIVIDUALIZED INSTRUCTION - the learning needs of individual
students it takes the student’s learning style, strengths, and
weaknesses
DIFFERENTIATED INSTRUCTION - It recognizes that students learn at
different rates and have different learning styles.
ASSISTIVE TECHNOLOGY - helps students with disabilities or learning
difficulties to access the curriculum to provide access to written
materials, to work at their own pace, and support the development of
skills.
MODIFIED ASSIGNMENTS - provide students with alternative ways to
demonstrate their learning it can be used to support students who
struggle with traditional assignments or assessments
FLEXIBLE GROUPING - allows students to work with others who have
similar learning needs or styles.
ACCOMMODATIONS FOR TESTING - help students with disabilities or
learning difficulties to demonstrate their knowledge and skills.
MODULE 6: ASSESSMENT AND FEEDBACK IN MOVEMENT
EDUCATION
MOVEMENT EDUCATION ●Is a form of instruction aimed at improving
Children’s motor skills through physical movement.
ASSESSMENT IN PHYSICAL EDUCATION ●plays a vital role in
understanding students’ progress and needs.
SUMMATIVE ASSESSMENT IN PE ●it provides an overview of student’s
performance levels and is often associated with examination grades.
FORMATIVE ASSESSMENT ●Is a series of assessment that contribute
to the summative assessment.
NORM REFERENCED ASSESSMENT ●Is when students are compared
with one another.
CRITERION REFERENCED ASSESSMENT ●Comparing a student’s
performance to predetermined criteria or standards.
IPSATIVE REFERENCED ASSESSMENT ●Compares a student’s current
performance in the same activity.
PROVIDING CONSTRUCTIVE FEEDBACK TO ENHANCE SKILL
DEVELOPMENT
4 CHARACTERISTICS ABOUT CONSTRUCTIVE FEEDBACK
1. Prepare your feedback – Consider the timing and setting, aiming to
provide feedback promptly after the trainee's performance in a private
and conducive environment for a meaningful discussion.
2. Use the sandwich method- The sandwich method for feedback is a
widely used and successful approach consisting of three components:
praise, critique, and encouragement.
3. Listen and invite feedback- This approach aids in understanding
their challenges, needs, and expectations for effective issue resolution
4. Follow up and monitor progress- Giving constructive feedback is a
skill that can be learned and improved with practice and reflection.
SELF-ASSESSMENT AND REFLECTION FOR SELF-ASSESSMENT AND
REFLECTION FOR STUDENTS’ MOVEMENT SKILLS
MOVEMENT SKILLS- Are fundamental to physical education and
personal development.
SELF-ASSESSMENT AND REFLECTION - Are valuable tools that
empower students to enhance their movement skills, gain.
IMPORTANCE OF MOVEMENT SKILLS:
1.Physical Fitness and Health- Proficiency in movement skills
contributes to overall physical fitness and well-being.
2. Participation in Sports and Recreational Activities- Strong
movement skills enable active participation in sports and leisure
activities.
3. Building Confidence and Self-esteem Mastery of movement skills
boost confidence and self-esteem.
4. Set Realistic Learning Goals -Establish achievable targets for skill
enhancement.
5. Reflect on Learning Style -Understand their preferred learning
methods.
6. Act on Feedback: -Use feedback from teachers and peers to
enhance performance.
EXAMPLES OF SELF-ASSESSMENT:
1.Career Skills Inventory- Assessing professional skills for career
readiness.
2. SWOT Analysis-Evaluating strengths, weaknesses, opportunities,
and threats.
3. Learning Styles Quiz- Determining the most effective learning
approach.
BENEFITS OF SELF-REFLECTION- SELFREFLECTION FOSTERS
SELFAWARENESS AND CRITICAL THINKING. IN THE CONTEXT OF
MOVEMENT SKILLS:
1.Enhancing Self-awareness- Develop a deeper understanding of one's
abilities and areas for growth.
2. Identifying Areas for Growth-Recognize aspects that require
improvement.
3. Promoting Critical Thinking-Encourage thoughtful analysis of one's
actions and their impact.
BECOMING SELF-AWARE: TO BECOME SELF-AWARE, INDIVIDUALS
MUST:
1.See Themselves Honestly- Acknowledge strengths and weaknesses
without bias.
2. Identify and Control Emotions-Manage emotional responses
effectively.
3. Realize Strengths and WeaknessesUnderstand personal capabilities.
4. Embrace a Growth Mindset-Cultivate a mindset focused on
continuous improvement
Module 7 ; Technology and Innovation in Movement Education
1. Integrating Technology Tools and Resources
• The incorporation of technology tools has transformed the
landscape of movement education.
• Fitness trackers to motion sensors, technology offers real-time
feedback, data analysis, and personalized workout plans.
• Fitness apps and wearable devices enable learners to monitor their
progress, set goals, and adjust routines accordingly.
• Instructional videos and tutorials - allowing individuals to practice
various movement techniques at their own pace.
- Increase student engagement, which in turn helps boost
achievement.
- It offers the flexibility to pause, rewind, or skip throughout the video
to have a review in every particular area.
Examples:
- Pedometers - measure the number of steps and provide an estimate
of distance walked.
- Heart rate monitor (HRM) - allows one to measure heart rate in real
time or record the heart rate.
- MapMyFitness – founded by Robin Thurston and Kevin Callahan
(February 8, 2007) Austin, Texas.
- MyFitnessPal – developed by Mike Lee & Albert Lee (September
2005).
2. Gamification and Interactive Platforms
• Gamification is bringing elements of video games into the classroom.
• Introducing challenges, rewards, and competition, gamified
approaches motivate learners to engage more actively.
• Interactive platforms enhance motor skills, coordination, and
cognitive engagement.
9 Elements of Gamifications
• Rules
• Goals
• Strategy
• Achievement
• Mastery
• Fun
• Collaboration
• Progress
• Appreciation
3. Exploring Virtual Reality (VR) and Augmented Reality (AR)
Applications
Virtual Reality (VR) - users are controlled by the system
- can be assessed with smartphone
- enhances a fictional reality.
- VR immerses learners in simulated environments, enabling them to
practice movements and scenarios that might otherwise be
challenging to experience
Ex: Google Lens
Augmented Reality (VR) - users can control their presence in the real
world
- requires a headset device - enhances both the virtual and real- world
- AR overlays digital elements onto the real world, allowing learners to
interact with virtual objects in their physical surroundings.
Ex: Pokemon Go
BENEFITS:
1. Engagement - the integration of technology in movement education
captures learners ' attention and sustains their interest through
interactive and novel experiences
2. Personalization - allows for personalized training programs that
cater to individual fitness levels, preferences, and goals
3. Data – Driven Improvement - allowing learners to monitor progress
and adjust their training plans for optimal results
4. Accessibility - online resources and virtual experiences make
movement education accessible to a wider audience
5. Innovation - Incorporating VR and AR fosters innovative teaching
methods, enhancing movement education ' s effectiveness and
adaptability.
CHALLENGES:
1. Technology Literacy - learners may face challenges adapting to new
technologies
2. Over – Reliance - might diminish the importance of physical practice
and real-world experiences
3. Cost and Access
4. Privacy and Data Securit
MODULE 8 : CREATIVE MOVEMENT AND DANCE
Creative Movement is a fun and exciting way for individuals to explore
movement through music while learning to channel energy,
strengthen their bodies, stimulate imagination and promote creativity
Include activities like free-form movement, improvisation, guided
imagery, and body awareness exercises. These activities are often less
structured than traditional dance and focus on personal expression
rather than specific dance techniques or choreography.
Creative dance is a specific subset of creative movement that focuses
on the use of dance techniques and principles to foster self-expression
and creativity. While it encourages personal expression, it typically
incorporates more dance-specific vocabulary and principles compared
to general creative movement
Exploring creative movement and dance as forms of expression.
Creative movement and dance are powerful forms of expression that
allow individuals to convey emotions, tell stories, and communicate
without words.
Emotional Release: Dance can serve as a cathartic outlet for emotions.
When words are insufficient or inadequate to express feelings,
movement can bridge the gap.
Storytelling: Dance can be a narrative art form, allowing individuals or
groups to tell stories through movement. Choreography can be used
to convey a specific plot or theme, much like a theatrical performance.
Self-Exploration: Through dance, individuals can explore and connect
with their inner selves. It provides a means to delve into one's
emotions, identity, and experiences. This self-exploration can lead to
personal growth and a deeper understanding of oneself.
Communication: Dance can facilitate communication between
individuals who may not share a common language. It transcends
linguistic and cultural boundaries, making it a universal form of
expression
Body Language: Creative movement and dance involve body language,
which can convey subtleties and nuances that words often cannot. The
way you move, the gestures you make, and your physical presence all
contribute to the messages you convey.
Cultural Expression: Many cultures have rich traditions of dance that
are deeply tied to their history, beliefs, and identity. These dances
serve as a form of cultural expression and preservation.
Creativity and Innovation: Dance encourages creativity and
innovation. Dancers are constantly exploring new movements, styles,
and choreographic approaches to express themselves in unique ways.
Freedom of Expression: Unlike some other art forms, dance can be
highly individualistic. There are no strict rules, allowing for a wide
range of creative expression. Dancers have the freedom to develop
their own styles and movements.
DESIGNING MOVEMENT-BASED ACTIVITIES THATENCOURAGE
CREATIVITY
Designing movement-based activities that encourage creativity
involves thoughtful planning and consideration of various factors.
Here are some key things to keep in mind when creating such activities:
Clear Objectives: Define specific goals and objectives for the activity.
Age and Abilities: Consider the age group and skill level of your
participants. Tailor the activities to be age-appropriate and adaptable
for varying levels of physical ability
Safety Precautions: Prioritize safety by ensuring that the environment
is free from hazards, providing appropriate supervision, and offering
clear instructions on how to perform movements safely.
Open-Ended Challenges: Create activities that have no single "correct"
answer or way of doing things. Encourage participants to explore and
experiment, fostering a sense of curiosity.
Freedom of Expression: Allow participants the freedom to express
themselves without judgment. Avoid imposing strict rules or
constraints that limit creativity.
Variety of Movement Styles: Incorporate a range of movement styles,
including dance, yoga, improvisation, and games, to cater to different
preferences and abilities.
Use of Props and Materials: Integrate props, art supplies, or costumes
to enhance creativity and encourage participants to interact with their
environment in unique ways.
Collaborative Opportunities: Design activities that promote
collaboration and group work. Collaborative movements can lead to
novel and imaginative outcomes.
Accessibility and Inclusivity: Ensure that your activities are accessible
to individuals with disabilities and consider any necessary
accommodations to make participation inclusive.
Feedback and Encouragement: Offer constructive feedback and
positive reinforcement to participants, highlighting the creativity in
their movements.
INTEGRATING DANCE AND RHYTHM INTO MOVEMENT EDUCATION
Integrating dance and rhythm into movement education can enhance
the overall learning experience, promote physical fitness, and foster
creativity and self-expression. Here are some key principles and
strategies for incorporating dance and rhythm into movement
education:
Start with the Basics: Begin by teaching students the fundamentals of
dance and rhythm, such as basic dance steps, counting beats, and
understanding musical patterns.
Incorporate Various Dance Styles: Introduce students to a variety of
dance styles, such as ballet, hip-hop, contemporary, jazz, or cultural
dances.
Use Music as a Teaching Tool: Select ageappropriate music that aligns
with the dance style being taught.
Encourage Creative Expression: Provide opportunities for students to
choreograph their own dance routines or movements
Incorporate Props and Accessories: Props like scarves, ribbons, hula
hoops, or rhythm instruments can add an extra layer of fun and
engagement to movement education.
Partner and Group Activities: Engage students in partner or group
dance activities to promote teamwork and cooperation.
Teach Body Awareness: Help students develop a strong sense of body
awareness by focusing on posture, balance, and alignment.
Progressive Learning: Structure the curriculum in a progressive
manner, starting with basic movements and gradually building
complexity.
Incorporate Technology: Use technology, such as video tutorials or
dance-related apps, to supplement learning.
Promote Inclusivity: Ensure that your dance and movement education
classes are inclusive and welcoming to students of all abilities and
backgrounds
MODULE 9 : DESIGNING DEVELOPMENTALLY APPROPRIATE
MOVEMENT LESSONS AND UNITS
SEQUENCING AND PROGRESSING MOVEMENT SKILLS
-is essential in ensuring that individuals develop their physical abilities
effectively and safely. This progression typically follows a logical order,
building on foundational skills before introducing more complex
movements. Below is a general guide on sequencing and progressing
movement skills:
1. FOUNDATIONAL MOVEMENTS: -Start with basic movements that
form the building blocks of physical activity. These include activities
like walking, running, and basic balance exercises.
2. COORDINATION AND BALANCE: -Once basic movements are
established, focus on improving coordination and balance through
activities like hopping, skipping, and jumping.
3. LOCOMOTOR MOVEMENTS: -Progress to more complex locomotor
movements like galloping, sliding, and leaping. These involve
combinations of basic movements and coordination.
4. OBJECT CONTROL SKILLS: -Introduce skills that involve manipulating
objects, such as catching and throwing a ball. This step adds
complexity by combining movement with object control.
5. RHYTHMIC MOVEMENTS: -Explore rhythmic movements like
dancing, marching, and clapping to enhance timing, rhythm, and
synchronization.
6. FINE MOTOR SKILLS: -Develop fine motor skills through activities
such as drawing, finger painting, and using small tools. This
complements gross motor skill development.
7. SPATIAL AWARENESS: -Teach spatial awareness, which includes
understanding personal space and moving in relation to others.
Activities like group games and partner exercises can help.
8. COMPLEX SPORTS AND ACTIVITIES: -Introduce more complex
sports and physical activities based on individual interests and abilities.
These may include team sports, martial arts, or gymnastics.
9. ADAPTATION AND SPECIALIZATION: -Encourage individuals to
adapt their skills to specific sports or activities they are passionate
about. Specialization allows for mastery in chosen areas.
10. STRENGTH AND CONDITIONING: -As individuals progress,
incorporate strength and conditioning exercises to enhance overall
physical fitness. This step is crucial for injury prevention and
performance improvement.
11. PERSONAL GOALS: -Finally, encourage individuals to set personal
goals for physical development. These goals could be related to
specific sports achievements, fitness milestones, or personal
challenges.
12. LIFELONG PHYSICAL ACTIVITY: -Emphasize the importance of
maintaining physical activity throughout life. Encourage a lifelong
commitment to staying active for health and well-being.
ALIGNING MOVEMENT EDUCATION WITH PHYSICAL EDUCATION
STANDARDS
- is crucial to ensure that students receive a well-rounded and
comprehensive physical education experience.
1. REVIEW THE PHYSICAL EDUCATION STANDARDS:
- Familiarize yourself with your state or national physical education
standards. These standards outline the knowledge and skills students
are expected to acquire at each grade level.
2. IDENTIFY KEY CONCEPTS AND OBJECTIVES:
- Break down the standards into key concepts and objectives. What
specific movement-related knowledge and skills do these standards
emphasize?
3. MAP MOVEMENT EDUCATION CONCEPTS:
- Map the concepts and objectives of your movement education
program to the standards. Ensure that your movement lessons cover
the same or similar content areas as the standards.
4. ESTABLISH GRADE-LEVEL PROGRESSION:
- Create a progression plan that outlines how movement education
concepts will be taught and developed at each grade level. Consider
the developmental abilities and needs of students at different stages.
5. DEVELOP LESSON PLANS:
-Design lesson plans that align with the standards and progression
plan. Each lesson should clearly connect to specific standards and
objectives
6. ASSESS STUDENT LEARNING:
-Develop assessment tools and strategies to evaluate students'
progress in meeting the standards. This might include observation
checklists, skill assessments, or written tests.
7. DIFFERENTIATE INSTRUCTION:
-Recognize that students have varying abilities and learning styles.
Differentiate instruction to accommodate all learners, providing
support for those who need it and challenges for those who excel.
8. INTEGRATION WITH OTHER SUBJECTS:
-Explore opportunities to integrate movement education with other
subjects such as science (e.g., studying biomechanics), math (e.g.,
measuring distances and angles), or cultural studies (e.g., learning
traditional dances from different cultures).
9. PROFESSIONAL DEVELOPMENT:
-Stay updated with current research and best practices in physical
education and movement education. Attend workshops and
collaborate with other educators to improve your teaching methods.
10. COMMUNICATE WITH STAKEHOLDERS:
-Share your alignment plan with administrators, parents, and
colleagues. Transparent communication helps ensure everyone is on
the same page regarding the importance of movement education and
its alignment with standards.
11. CONTINUOUS IMPROVEMENT:
-Regularly assess the effectiveness of your movement education
program in meeting the physical education standards. Make
adjustments and improvements as needed.
12. ADVOCATE FOR SUPPORT:
-Advocate for resources and support to enhance your movement
education program. This might include securing equipment, training
for yourself and other educators, and promoting the value of physical
education