1. The document outlines a movement education framework for physical education. 2. Movement education focuses on developing student awareness of how and why their bodies move during activities, unlike traditional PE. 3. The framework is based on the work of movement education pioneers like Rudolph Laban and uses the four elements of body, space, effort, and relationships to structure lessons.

1. A PowerPoint Presentation
Prepared by:
MR. JORJIE U. NEPANGUE, LPT
BSEd-MAPEH
MAEd-PE

4. Framework:
(noun)
:the basic structure of something: a set of ideas or
facts that provide support for something
-Merriam Dictionary-
:serves as the foundation to something:
conceptional structure of ideas or something
-Cambridge Dictionary-

5. FRAMEWORK/CONTENT

6. Movement education is an
approach to physical
education that dates back to
the 1800s.
Unlike traditional PE, it
involves building a higher
sense of awareness in
students about how and
why their bodies move
during different activities.

8. Movement
Education Tree
Initiated by: Rudolph
Laban (1960), Sheila
Stanley, (1977), B.C.
Gilliom, (1970), M.
Frostig, (1970),
Fleming, R.S. (1968);
Logson, et al., (1977;
1984).

9. Body, space, effort, and
relationships—the four aspects of
Laban’s movement framework—
offer a useful structure for
organizing physical education
lessons.

11. Aims of Movement Framework:
• develop awareness of self in physical activity
• develop awareness of body and capacities

12. Focus of movement framework:

13. General objectives of movement framework
• Success – Everyone has a chance to succeed at
his/her own rate so as to experience success
• Activity for all – Everyone should be working
purposefully throughout the lesson, thus
preventing waiting children and line standing
• Contribution by all – Everyone has a chance to
contribute through inventiveness, use of
imagination, initiative, and lively ideas

14. Movement Education Framework can be
used for:
• structuring content
• observing and analyzing movement
• communicating about movement
• evaluating program content

15. How to present task using MEF?
• Tasks are progressive in nature
• progression should recognize
individual characteristics of learners
• Tasks fit with developmental level of
learners (pre control, control,
utilization, proficiency)

16. Tasks are presented so learner is
decision maker:
"If you feel you are ready, try . . .
When you are comfortable you may . . .
When you are ready, you may challenge
yourself by . . .
Choose where you wish to begin your work
. . .
Who can . . .
Can you . . .
How can . . .
What can . . .
Show me . . .

17. The Teacher Must Remember:
• To adapt the problem to the level of the
participants
• To move through activities in a simple to
complex progression
• To have knowledge of developmental
level(s) of students in class
• To expect individual interpretation –
different from the teacher’s personal
interpretation
• To be creative

18. As the teacher, what is YOUR
focus?
1. look for what mover does
2. look for what is occurring in
movement
3. use concepts/categories/
elements throughout all levels
of movement