Principles of Motor

Control and Learning of

Exercise, Sports and
Dance
BY: DIVINA B. BANGAYAN
Course Description

 Thiscourse covers human information

processing in relation to the development
of motor skills. The student should be able
to apply structure, present and evaluate
effective learning situations when
teaching human movement
 PHYSICAL EDUCATION

STRANDS
Motor and Health and Sports- Knowledge Knowledge Aesthetic
Sports Skills Fitness related and of Sensitivity
Values and practice of Movement
Attitudes Safety

Areas of Activity
Generic Skills

KS1 #Fundamental Movement

Values and
Attitudes
Physical Fitness
Aquatic Spots
KS2

Swimming &
Gymnastics
Ball Games

Activities

Activities
Athletics

Outdoor
General
KS3

Dance

Others
KS4

Overall Aims in PE
 Defining Fundamental Movement

 Movement- the act of maintaining or changing the position/s of body part/s. Some movement
are simple (e.g. walking). Some movements are complex (e.g. turning a somersault).

 Fundamental Movement- a movement that is simple and basic for participating in or performing
different types of physical activities (e.g. walking, running, jumping, catching). Children develop
fundamental movement as they grow.

 Fundamental Movement Skills: Refined fundamental movements for efficiency or expressive

purposes. They need to be learned
 Defining Fundamental Movement

 Locomotor skills -Fundamental Movement skills for travelling from one place to another

 Stability Skills-Fundamental Movement skills for maintaining balance on spot or when moving

 Manipulative Skills-Fundamental Movement skills for controlling objects

 Fundamental Movement activities-Activities which are conducive to the development of

fundamental movement Skills.
 FUNDAMENTAL MOVEMENT

Stability Skills
• Straight-sideward
Manipulative Skills
Locomotor Skills • Underarm throwing
rolling • Overarm throwing
• Walking • Sideward rolling • Catching
• Galloping • Forward Rolling • Underarm rolling
• Skipping • Backward Rolling • Bouncing
• Airborne turning • Catching and rolling ball
• Step-hopping
• Twisting • Passing and Catching
• Sliding • Striking
• Running • Stretching
• Shooting
• Dodging • Curling • Batting
• Hopping • Jumping and landing • Punting
• Leaping • Balancing • Kicking
• Standing high jump • Snap stop/Direction • Dribbling (with foot)
changing • Trapping (a rolling ball)
• Standing long jump
CONCEPT OF MOVEMENTS

Vital to the achievement of the philosophy, aims and

objectives of physical education is movement. Movement for
some reason seem to set the brain working. It is closely
connected with the mind and the spirit. It is inherent in any kind
of growth activity. The act of growing is movement. Mentally,
Spiritually, and Physically, people need to move. People move
in their own unique way and fashion. In Physical education,
movement experiences help students to express themselves.
They learn to move for many purposes, gaining success,
satisfaction, and positive attitudes toward activity.
MOVEMENT

 Defined as a change in position in space. Whenever there is no change of

position, there is no movement.

 The most basic element of learning experience in physical education is

learning how to move.

 It is important in all movements.

STRUCTURAL FRAMEWORK OF MOVEMENT

 BODY AWARENESS- It is essential that

students be able to identify specific body
parts. They should acquire a functional
vocabulary of part names. They should
learn what they can move.
 BODY PARTS
HEAD UPPER EXTREMITIES TRUNK/BACK LOWER EXTREMITIES
Forehead Shoulders Chest Buttocks
Eyes Forearm Abdomen Thighs
Nose Hands Waist Knees
Mouth Wrists Hips Leg
Chin Fingers Upper back Ankle
Ears Palms Small back Shin
Face Knuckles Feet
Neck Toes
Nape Heels
Sole
Balls of the feet
MOVEMENT CONCEPTS

 They are ideas used to modify or enrich the

range and 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
movements (Graham, 2001). Concepts modify
skills.
SPACE AWARENESS

 In terms of moving, it is where the body moves. The body moves in self-
space and general space, in different shapes and directions, at different
levels, through different ranges, along different pathways, and in relation
to objects and other body parts. The students should learn where they can
move.
 Location :
 Self-space is a limited area when one moves in a stationary or fixed base
 General space is an unlimited area where one moves from one place to
another
 Directions: Up/down; Forward/backward; Right/left
Clockwise/Counterclockwise
 Levels
 Low level is usually designated as anything below the person’s own hip
level
 Middle level usually any movement or shape that is between the
person’s own hip level and the top of the head when standing normally.
 High level is anything above the person’s own normal head height and
may include standing on the half toe, movement into the air, and
upward movements, or by being lifted.
PATHWAYS

 The path created by the combination of various

directions and by the person’s movement through
space that results in a floor pattern.
 Straight/curved/ zigzag
 Extensions: Large/Small/Far/Near
Effort

 This has something to do with how the body moves. It can be in terms of
weight, flow and time. The students should learn how they can move the
body.
 Time: Fast/Slow; Sudden/Sutained
 Force: Strong/Light
 Flow: Bound/free
Relationships

 What types of relationships are occurring when they move? This is the
compatible relationship of movement with body parts, with objects, with
other bodies or people, and adapting the body
 Of body parts: Round (curved), narrow, wide, twisted; Symmetrical/Non-
symmetrical
 With objects and /or people: Over/under; On/off; Near/far; in front/ behind,
Along/through: meeting/ parting; Surrounding; Around; Alongside
 With people: Leading/following; Mirroring/ Matching; Unison/contrast; in a mass;
Solo; Partners; Groups; Between Groups