The document provides an overview of Movement Education, including its philosophy, framework, methodology, and research support. Movement Education is a framework for physical education based on the work of Laban, which seeks to develop motor skills and cognitive understanding of movement simultaneously. It places value on student choice, communication, and holistic development. The methodology involves exploring movement elements through problem-solving experiences across cognitive, motor, and affective domains. Research shows Movement Education improves students' physical, intellectual and social skills while integrating with other subjects.

1. Movement Education:
The “What’s”, “How’s”
and “Why’s”
A comprehensive guide for parents and
guardians on Movement Education.

2. What is Movement Education: It’s Philosophy
 Framework for physical education based on the pioneering work of R., J.,
M., Laban (Ables & Bridges, 2011)
 Seeks to develop motor success and cognitive knowledge of movement
simultaneously.
 Inclusivity represented in it’s Key Values :
 Success for all
 Contributions by all
 Activity for all
 Values student agency & choice in learning (Peter & Walter, 2010)
 Places value on communication and holistic development (Ables & Bridges)
 Social-Constructivist in nature, informed by humanist psychology,
reflective practice and takes a hermeneutic(interpretive) view of teaching
(Peter & Walter, 2010)
 Places value upon contextual sensitivity, as well as tacit theoretical and
pedagogical knowledge. (Ables & Bridges, 2010)

3. So how does it work?:
The Framework & Methodology Part-1
 The Framework: (Top to bottom) (Ables & Bridges, 2011; Peter & Walter, 2010)
 The 4 concepts (Top): Body; space; effort; and relationships
 The categories(Middle): Partition content of concepts into similar groups. (eg. Body parts)
 Movement Elements(Bottom): Actual descriptions of movements being performed.
 Similar to NSW DET’s ‘Fundamental Movement Skills’ (see DET, 2000)
 Focus = learning beyond simple skills: using movement elements for creative problem-
solving
 Elements explored through guided discovery & problem-solving experiences (Ables & Bridges,
2010)
 Student-Centred, Social-Constructivist lessons (Woolfolk & Margetts, 2013).
 Learning occurs over 3 domains (Ables & Bridges, 2011):
 Cognitive (development of high-level intellectual skills eg. Problem solving)
 Motor (development of skill and precision in bodily movements)
 Affective (development of healthy attitudes and perceptions towards exercise)

4. Methodology Part-2
 Roll-reversal approach: students take ownership of learning (Peter &
Walter, 2010; Sherborne, 1990)
 Teacher (Peter & Walter, 2010; Ables & Bridges, 2011):
 Provides choice’s, enhancing learning through respecting individuality; as well
as task extension and difficulty adjustments.
 Creates personalised, developmentally appropriate and emotionally engaging
problems for students to solve & scaffolds their learning.
 Students (Peter & Walter, 2010; Ables & Bridges, 2011):
 Are active agents in discovery of their own personalised, methods of movement
and in problem-solving.
 Learn shared vocabulary for communication with peers and teachers.
 Are taught the names and functions of their movements while simultaneously
becoming aware of how the body moves in a variety of ways

5. Why Use Movement Education?: Syllabus
Links
 Syllabus Rationale:
 “promotes physical activity” addressed through affective domain of learning
(BOSTES, 2007, p.7)
 “fundamental movement patterns and coordinated actions of the body”
addressed through the elements (BOSTES, 2007, p.8)
 Teaches The Fundamental Movement Skills (DET, 2000)
 Syllabus Aim:
 “Knowledge”: “composition, performance and appraisal of movement” (BOSTES,
2007, p.8)
 Syllabus Subject Matter: Addresses “Elements of Moving” subsection (BOSTES,
2007, p.38)
 Syllabus Outcomes:
 “Moving” outcomes addressed through Movement Education(BOSTES, 2007,
p.11).

6. Why use movement education?: The
Research Part 1
 Widespread current recognition of importance of physical education in
student’s development.
 Educational Discourse: (Peter & Walter, 2010; Ables & Bridges, 2010).
 Neuroscientific Discourse: (Ramachandran, 2003; Damasio, 2003).
 Development of student’s physical & intellectual skills (Sevimli-Celik &
Johnson, 2016).
 Provides inclusive, holistic, cross-cultural developmental opportunities (Peter
& Walter, 2010).
 Provides a solid foundational basis for all following learning in Physical
Education. (Ables & Bridges, 2010)
 Roll-Reversal approach has been shown to raise self-esteem and confidence
(Peter & Walter, 2010

7. Why use movement education?: The
Research Part 2
 Easily integrated with other subjects (Sevimli-Celik & Johnson 2016).
 Movement interactions lead to enhanced cognitive skills (Alibali & Nathan,
2012).
 Fosters physical wellbeing (Sevimli-Celik & Johnson 2016).
 Younger students cannot learn abstract concepts. Movement education
allows for them to achieve this by providing a concrete (real-world) setting
for abstract conceptual knowledge to be developed (Sevimli-Celik &
Johnson, 2016).
 Addresses 2 ‘basic needs’ of children (Sherborne, 1990):
 Feel at home in bodies
 Form Relationships

8. References
Ables W. K., Bridges, J.(2010). Teaching Movement Education: Foundations for active lifestyles. USA: Human Kinetics.
Ables W. K., Bridges, J.(2011). Movement Education Framework (MEF) Made EZ!, Strategies, 25(2), pp.8-10. DOI: 10.1080/08924562.2011.10592134
Alibali, M. W., Nathan, M. J.(2012). Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. The Journal of the Learning
Sciences, 21(2), pp.247-286. DOI:10.1080/10508406.2011.611446
Board of Studies, NSW. (c2007). 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‐physicaleducation‐pdhpe
Damasio, A. R. (2003) Looking For Spinoza: Joy, Sorrow and the Feeling Brain. New York: Harcourt.
Department of Education and Training (DET) (2000). Get skilled: Get active: A K-6 resource to support the teaching of fundamental movement skills. Retrieved from:
http://www.healthykids.nsw.gov.au/downloads/file/teacherschildcare/Get_skilled_get_active_booklet.pdf
Peter, M., Walter, O.(2010). Developing Movement as inclusive pedagogy. Support for Learning, 25(1), pp.38-46.
Ramachandran, V.(Apr 30th, 2003). The emerging mind: lecture 5 – neuroscience, the new philosophy. Reith Lecture 2003, BBC Radio 4 Retrieved from:
http://www.bbc.co.uk/radio4/reith2003/lecture5.shtml
Sevimli-Celik, S., Johnson, J. E.(2016). Teacher preparation for movement education: increasing pre-service teachers’ competence for working with young children, Asia-
Pacific Journal of Teacher Education, 44(3), pp.274-288. DOI:10.1080/1359866X.2015.1079303
Sherborne, V. (1990). Developmental Movement for Children. Cambridge: Cambridge University Press.