The document discusses movement education, an approach to physical education that focuses on fundamental movement skills through discovery learning and varied apparatus. It emphasizes child-centered learning and teaching basic movements conceptualized by Rudolf Laban. The goals of movement education are to help children become aware of movement potential, move competently and confidently, understand movement fundamentals, and value healthy play in order to positively impact physical, social, and cognitive development.

1. • Movement Education delivers a more informal
teaching method and discovery learning
approach, involving the use of varied apparatus
(Fowler, 1981) where children can “climb, hang, swing
and balance” (Fowler, 1981, p.1).
• It is more “child-centered rather than teacher
cenetered”(Munro, 1991, p.9).
• It focuses on analysis and teaching of basic
movements, as conceptualised by Rudolf
Laban (Fowler, 1981; Laban & Lawrence, 1947; Laban, 1971, 1963).
• One underlying theme of ME is that a
movement idea exists, emphasising or
highlighting particular features of movement
(Fowler, 1981, p. 3).

2. • Under the movement factors of ‘time, weight, space and flow’, 16
basic movement themes were developed (Fowler, 1981).
• These themes include categories of “body awareness, space
awareness, the shape of movements, elevation, and partner
and group work” (Fowler, 1981, p. 3).
• The fundamental framework for ME came from the study of basic
movement and considers “what, where and how the body moves
and in what relationships” (Fowler, 1981, p. 4).

3. • ME “works with the whole child, physically, socially
and academically” (Kogan, 2004, p. 1).
• It builds on skills that become the foundation for
more complex skills.
• The scopes underlying all movement activities
include: dance, sport, gymnastics, games, exercise
“outdoor activities and swimming” (Fowler, 1981, p. 20).
• This requires development in ‘learning to move’
and “fundamental movement abilities: walking,
running, jumping, skipping, rolling, throwing,
catching, kicking, stretching, bending, twisting and
shaking” (Munro, 1991, p.1).

4. • Movement education programs that are well-planned and well-
taught, can provide tremendous influence on a growing child
learning to use their own body (Fowler, 1981).
• They develop attitudes about exercise and activity as well as
acquire knowledge related to body movements (Fowler, 1981).
• Furthermore, the program can positively affect peer-group
acceptance, socialisation and assist with the development of good
self-concepts, resulting in higher self-confidence that may support
other aspects of development (Fowler, 1981).

5. • Through ME students can learn to think, feel and utilise their senses
and imagination.
• Ability is engendered towards expression of feelings and
communication (Fowler, 1981).
• In the primary years, focusing on these skills in conjunction with the
socio-emotional and intellectual development of students can benefit
their lifetime habits and health.

6. Because it supports my aim to:
• Make students happy
• Aid their physical well-being
(adapted from Kogan, 2004)
• Encourage participation - children and adults are more likely to
participate when they have enough “skills to enjoy some success”
(Buschner, 1994, p. 11)
• Develop physical fitness (Thomas, et al., 1988)
• Benefit “cognitive, affects and psychomotor learning” (Buschner, 1994, p.4)

7. In order to help children:
• Become aware of their movement potential
• Move competently and confidently
• Understand and apply the movement fundamentals
• Become versatile movers
• Value healthy play
(adapted from Buschner, 1994)

8. Because Movement Education can:
• Affect the quality of adult life (Houbenstricker & Seefelt, 1986; Buschner, 1994)
• Increase abilities to learn new movements and sports skills - in
accordance with Schmidt’s (1988) ‘Schema Theory’
• Teach and promote social skills
• Provide “preacademic skills” (Buschner, 1994, p.5)
(adapted from Buschner, 1994)

9. References
Fowler, J. (1981). Movement education. Philadelphia: Saunders College Publishing.
Laban, R. & Lawrence, F. C. (1947) Effort. London: Macdonald and Evans.
Laban, R. (1971). Mastery of movement, 3rd ed. Revisited by Lisa Ullman. London” Macdonald and Evans, Ltd.
Laban, R. (1963). Modern Educational Dance, 2nd ed. Revisited by Lisa Ullman. New York: Frederick A Praeger, 1963.
Munro, J. G. (1991). Movement education: A program for young children aged 2-7. California: MDEA Press.