Movement education provides children opportunities to explore their bodies and expand physical capabilities through activities like running, jumping, dancing, and climbing. It teaches motor skills through a discovery learning approach that targets cognitive, psychomotor, and affective development. Fundamental movement skills are considered building blocks and include locomotor, manipulative, and stability skills that develop over initial, formative, and mature stages with practice. Movement education is beneficial as it establishes a foundation for lifelong physical activity and contributes to overall well-being.
This power point presentation is prepared for DIET Daryaganj ETE-Ist year students while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
The Iraq situation
Looting Cultural Heritage: examining some causes
Baghdad Museum, April 2003
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Antiquities & the Black Market
This power point presentation is prepared for DIET Daryaganj ETE-Ist year students while keeping in view their Health and Physical Education curriculum and they are free to use this presentation in anyway as they like.
The Iraq situation
Looting Cultural Heritage: examining some causes
Baghdad Museum, April 2003
The National Museum of Iraq has reopened in February 2015
Antiquities & the Black Market
What do we mean when we say that a company has acted unethically?
Can a company’s behaviour be unethical but legal?
Can you think of any corporate scandals where a company has acted illegally or unethically?
University assessment regarding the role of movement education in schools. Merryville Public School is a makeshift school whereby I use it as an example.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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How to Make a Field invisible in Odoo 17Celine George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Movement Education
Children have the innate need to move as a form of rhythmic expression.
They love to run, jump, skip, dance, clap, pick things up and climb.
Integrating movement in learning provides children the opportunity to explore
their bodies, move in different ways and expand their physical capabilities.
(Currie, 2013).
Movement education is an approach to teaching motor skills.
This includes basic movement skills, games, dance and other activities that
utilizes the process of discovery learning and incorporates movement factors.
Movement education targets the individual in three learning domains:
Cognitive – mental processes, perception, judgment and reason
Psychomotor – organisation of movement in mental activity
Affective – emotions, feelings and attitudes
3. Movement Framework
Basic or foundational movements is framed into the four concepts of:
1. Body – What do we move?
2. Space – Where do we move?
3. Effort – How do we move?
4. Relationships – What are the connections with whom or what we move with?
Abels and Bridges (2010) depicts the framework
through a taproot tree analogy. The body is the
central tool that is impacted by space and effort.
Just like a tree children grow taller with the stability
of expanding their knowledge and physical abilities.
Relationships lays on the edge as it is the most
complex concept that influences movement.
4. Fundamental Movement Skills (FMS)
Fundamental movement skills is a branch of movement education that
includes locomotor, manipulative or object control and stability skills.
FMS are considered as building block that lead to specialized movement
sequences for participation in organized and non-organized physical
activities.
Movement skill development is experienced in three stages:
1. Initial – first goal oriented attempt to perform a movement task
2. Formative – transitional period characterised by better control and
rhythmic coordination in movement performance
3. Mature – the skill is generalised with well-organised, controlled and can
be applied to a variety of situations
Proficiency in FMS is achievable with appropriate practice, encouragement
and feedback. Children who do not receive adequate practice and quality skill
instruction are at risk of demonstrating developmental delays in gross motor
ability (Lubans, Morgan, Cliff, Barnett and Okely, 2010).
5. Rationale
Movement education introduces and consolidates children’s motor skills. It
sets up children to lead physically active lifestyles that lays a foundation for
life long participation (Peters and Quay, 2013; Board of Studies, 2007).
As a physical educator I possess a social responsibility to develop
children’s knowledge, skills, values and attitudes by providing opportunities
for students to practice and improve their motor skills.
To achieve students building motor competence I must address a
movement skill with clear instructions and a correct demonstration whilst
emphasising on the process instead of the outcome.
Incorporating modified games, exploring tactics within a game situation
moves beyond isolates skill drills to provide an authentic learning
experience that involves problem solving and discovery. (Currie, 2013).
Addressing students as safe, respectful learners establishes a safe
learning environment through social interaction and physically active
learning.
6. Is your child at risk?
Alarmingly statistics show children are unskilled in basic
movements such as running, jumping and throwing, lacking
fundamental movement skills. Only less than half of NSW
primary students complete the daily recommended
requirement of sixty-minutes physical activity. (Davey, 2012).
Without basic movement skills children do not engage in sport
or play with peers resulting to low fitness levels and childhood
obesity.
It is essential to master fundamental movement skills to
ensure the physical development of the child to participate in
physical activity.
REMEMBER: Get moving and keep moving!
7. 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 climbing, 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 lifestyle that
reduces the health risks of obesity, diabetes and heart
disease.
8. References
Abels, K.W., & Bridges, J.M. (2010). Teaching movement education: foundation for active lifestyles. Champaign, IL:
Human Kinetics.
Board of Studies, NSW. (2007). Personal development, health and physical education K-6 syllabus. Sydney: Board of Studies.
Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/personal-development-health-and-physical-
education-pdhpe
Currie, J.L. (2013). Teaching physical education in primary school. Australia: ACER Press.
Davey, M. (2012, July 24). Can’t run, can’t thow: Motor skills wide of mark. The Daily Advisor. Retrieved from http://
www.dailyadvertiser.com.au/story/142373/cant-run-cant-throw-motor-skills-wide-of-the-mark/
Lubans, D.R., Morgan, P.J, Cliff, D.P, Barnett, L.M., & Okely, A.D. (2010). Fundamental movement skills in children and
adolescents: Review of associated health benefits. Sports Medicine, 40(12), 1019-1035.
Meldrum, K., & Peters, J. (2012). Moving and learning through physical education. In Learning to teach health and
physical education: The student, the teacher and the curriculum. Frenchs Forest, Australia: Pearson.
Peters, J., & Quay., J. (2013). Health and physical education: Students, teachers and the curriculum ( In P.Hudson (Ed.).,
Learning to teach in the primary school (pp. 170-187). Port Melbourne, Australia: Cambridge.