This document provides an overview of a movement education class. It includes the agenda, classroom rules, requirements, and how grades will be computed. It then defines what movement education is and discusses its goals of developing motor skills. It outlines the key figures who pioneered movement education and their theories. These include Delsarte's work on parallelism in movement, Diem's natural approach, and Laban's effort framework. Fundamental movement skills are introduced as the building blocks for physical activities and include locomotor, stability, and manipulative skills. Examples of skills in each category are listed.

1. WELCOM
E
TO
BPED 111
MOVEMENT EDUCATION

2. Agenda
• Self-introduction
• Classroom Rules
• Requirements
• Computation of Grades

3. Self Introduction
Name:
Age:
Address:
Special Talent:

4. Classroom rules
 Always observe cleanliness.
 Be prepared for our class activities
 Be quite when someone is talking to avoid
distraction!
 Raise your hands if you want to speak.
 Always be positive and be productive at all

5. Requirements
 Video Making
 Portfolio
 Index Card

6. Computation of Grades
Activity + Quiz + Recitation = Total / 3 x 2 =
Total + Examination = Total/3 = FINAL GRADE
100+ 95 + 85 = 280 / 3 x 2 = 186.66 + 50 = 236.66 / 3 = 78.88

7. What is movement
education?

8. What is movement education?
 A strand of teaching or education
which aims to educate individuals to
develop their motor skills through
physical movement.
 It aims individuals to improve their
motor skills.

9. Movement education targets
the individual in three learning
domains:
 COGNITIVE
 PSYCHOMOTOR
 AFFECTIVE

10. Evidence to support movement education
Brown(2008) proved that students
who were engaged in more hours of
PE per week had increased
engagement in class.
He has also proven that physical
activity in the morning activities
certain neural functions in the brain
that stimulates the child and helps
them concentrate more in class.
 abels and bridges (2010)
proved that students who
engaged in movement
education had higher
confidence and self-
esteem. Their social ,
cognitive and emotional
developmental patterns
were positive.

11. Movement skill development is
experienced in three stages:
Initial- first good orientated attempt
to perform a movement task.
Formative- transitional period
characterized by better control and
rhythmic coordination in movement
performance.
Mature – the skill is generalized with
well-organized, controlled and can
be applied to a variety of situations.

12. 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”.

13. Three of the most historically influential individuals:
Francois Delsarte Liselott diem Rudolf von Laban

14. Francois
Delsarte
 Contributed critical ideas of connections
among the mind, body, and spirit.
 Also saw movement as a union of time,
space and motion.
 Believed that expressive movement
should relate to the emotion that inspired
movement.
 Introduced the idea of parallelism in
movement

15. Parallelism in movement
The simultaneous motion of two body parts in the
same direction and in succession.
9 Laws of motion
1. Altitude 6. Form
2. Force 7. Velocity
3. Motion 8. Reaction
4. Sequence 9. Extension
5. Direction

16. Liselott Diem
 She and her husband
founded an
internationally known
college in Germany,
Deutsche
Sporthochschule
Koln, 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”.

17. The teacher’s role was to provide an environment
that would encourage children to explore
movement freely in their own way.
Teacher’s equipment;
1.Balls 2. Rope 3. Benches
4. Wands 5. Boxes
Allow children to develop a wide variety of
movement responses individually, with partners, or
with small groups.

18. Teachers were encouraged to
challenge children by asking
questions such as
“ Who can do this? And How can this
be done differently?”

19. Rudolph Von Laban
 Considered by most as the true pioneer
of movement education.
 Theory of movement – focusing
specifically on the concept of effort.
 He believed that the body was an
instrument of expression.

20. Made a distinction between;
 Expressive movement
- communicates ideas in
dance or other forms of
artistic expression.
 Functional movement
- movements that serve as
purpose in everyday life.

21. Laban’s movement analysis framework
Body
Effort
Space
relation

22. ASPECT FOCUS STUDENT
OUTCOMES
BODY • BODY SHAPE
• BODY PARTS
• LOCOMOTION
• BALANCE
- Student understand
and utilize locomotor,
non-locomotor and
manipulative skills to
improve quality of
movement.
SPACE • DIRECTIONS
• LEVELS
• PATHWAYS
• PLANES
• EXTENSIONS
- Student understand
and utilize personal and
general
space,directions,levels,p
athways,planes,extensio
ns appropriately to
improve quality of
movement.

23. Effort Time (fast/slow)
Weight (heavy/light)
Space (straight/flexible)
Flow (bound/free)
Students understand and
utilize time, weight, flow
and space appropriately to
improve the quality of the
movement.
Relation Object
(among body parts)
Organization
(solo/duo/group)
Student understand and
utilize awareness and skill
in how the mover relates to
other individuals, groups,
apparatuses and objects.

24. Fundamental
movements
skills A branch of movement education
that includes locomotor, non-
locomotor and manipulative skills.
Are considered as building block
that lead to specialized movement
sequences for participation in
organized and non-organized
physical activities.

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Movement - the act of maintaining or changing the
position/s of the body parts.
Fundamental movement – a movement that is
Simple and basic for participating in or performing
different types of physical activities.
Locomotor skills – FM skills for travelling form one
place to another.
Stability skills – FM skills for maintaining balance on
spot or when moving.
Manipulative skills – FM skills for controlling small
objects.
FM activities – activities which are conducive to the
development of FM skills.

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LOCOMOTOR
SKILLS
 WALKING
 GALLOPING
 SKIPPING
 STEP-HOPPING
 SLIDING
 RUNNING
 DODGING
 HOPPING
 LEAPING
 STANDING HIGH JUMP
 STANDING LONG JUMP

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STABILITY
SKILLS
 STRAIGHT SIDEWARD
 SIDEWARD ROLLING
 FORWARD ROLLING
 BACKWARD ROLLING
 AIRBORNE TURNING
 TWISTING
 STRETCHING
 CURLING
 JUMPING AND LANDING
 BALANCING
 SNAP STOP(direction
changing)

28. Thank
you
Presenter Name
Email
MANIPULATIVE
SKILLS
 UNDER-ARM THROWING
 OVER-ARM THROWING
 CATCHING
 UNDER-ARMING ROLLING
 BOUNCING
 CATCHING A ROLLING BALL
 TRAPPING(a rolling ball)
 PASSING AND CATCHING
 STRIKING
 SHOOTING
 BATTING
 PUNTING
 KICKING
 DRIBBLING(w/foot)