2. Movement Education (ME) is an approach
to teaching and learning Health and
Physical Education (HPE). It is based
around using dynamic games and activities
that are student centered and non-
competitive in order to develop students’
fundamental movement skills (FMS).
What is Movement Education?
(Board of Studies, 2007; Sevimli-Celik & Johnson, 2016)
According to the Australian Curriculum (2012),
teaching movement education will help children
‘to acquire, apply and evaluate movement skills,
concepts and strategies to respond
confidently, competently and creatively in a
variety of physical activity contexts and
setting’. The engagement in movement based
learning will help children to develop their
personal, social, cultural, environmental and
physical and health practices and outcomes
(ACARA, 2012).
3. Why is Movement Education Important for Your Child
Studies have shown that Movement Education
(ME) facilitates the social, physical and
psychological development of both children and
adolescents. 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. ME can
ultimately affect the quality of your childs’ adult
life (Houbenstricker & Seefelt, 1986; Buschner,
1994).
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.
Through ME your child can learn to think, feel and
utilise their senses and imagination. Their 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 (Board of Studies, 2007).
4. Teachers Role
Our class will be using a student-centered approach
where I will be utilizing stories and music that evokes
imaginative play and giving your child the opportunity to
explore their physical and motor development. By
providing your child with choices in ME it will enhance
their learning as the activities will relate to their
interest. It will also focus on analysis and teaching of
basic movements, as conceptualised by Rudolf Laban
(Fowler, 1981).
I will be teaching in the developmental sequential order
of your child - 1. Initial 2. Formative 3.
Mature. This will also assist in evaluating your child.
Strengths as a Teaching Approach
Through teaching in the developmental sequence of your child
they will be engaged in activities that are stage appropriate to
their skill level and therefore result in maximum participation.
ME will be developed through exposure to basic skills to build
knowledge and understanding of activities. This will be
implemented through the 8 Strands of the PE Curriculum
(below) and applying the Fundamental Movements Skills (FMS)
listed on the next page:
* Active lifestyle * Dance Games and Sport * Growth and
Development *Gymnastics * Interpersonal
Relationships * Personal Health Choices * Safe Living
What Will Our Class Be Doing This Year
5. Movement Education consists of Learning the
12 Fundamental Movement Skills (FMS)
Movement skills does not come
by itself, it is rather learned and
practiced and acquired through
a long process of engagement
and participation. However, to
ensure that all students are
participating in physical
education we have to make
sure that they are getting the
right knowledge and
encouragement from their early
years of schooling. This will be
true firstly, by providing them
with the knowledge and
explanation of physical literacy.
Fundamental Movement Skills
Movement skills does not come by
itself, it is rather learned and
practiced and acquired through a long
process of engagement and
participation. However, to ensure that
all students are participating in
physical education we have to make
sure that they are getting the right
knowledge and encouragement from
their early years of schooling. This
will be true firstly, by providing them
with the knowledge and explanation of
physical literacy.
6. Rationale
Understanding and the acquisition
of movement education is essential
for teaching in general and for
health and physical education in
particular. • By helping students to
learn about movement education
and about the basic fundamental
skills , we are helping them to be
creative, confident and interactive
community members not only across
school years but in all aspects of
life. In addition to this, movement
will enhance the pupils cognitive and
social and behavioural skills .
7. Abels, A., & Bridges, J. (2010). Teaching Movement Education Foundations for Active Lifestyles. Retrieved from
http://www.humankinetics.com/excerpts/excerpts/what-are-the-origins-of-movement-education
Board of Studies, NSW (2014). NSW Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus
Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. Motor development: Research and reviews, 2, 163-190.
Dyson, B. (2014). Quality physical education: A commentary on effective physical education teaching. Research Quarterly for Exercise and Sport, 85(2), 144-152
Fairclough, S., & Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels. Health education research, 20(1), 14-23
Fishburne, G. J., & Berg, S. P. (2005). Building Strong Bones & Muscles. Human Kinetics.
Lynch, T. (2015). Health and physical education (HPE): Implementation in primary schools. International Journal of Educational Research, 70, 88-100
Morgan, P., & Hansen, V. (2007). Reco.mmendations to improve primary school physical education: Classroom teachers' perspective. The journal of educational research, 101(2), 99-108
Pringle, R. (2010). Finding pleasure in physical education: A critical examination of the educative value of positive movement affects. Quest, 62(2), 119-134.
Rehor, P. R. (2004). Does the present teacher preparation curriculum in health and physical education meet the present needs of Australian youth?
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