This document provides an overview of movement education and competency. It discusses the history and key figures in movement education like Delsarte, Diem, and Laban. Movement education focuses on developing motor skills, awareness of movement concepts like space, effort and relationships. The document outlines functional movement patterns like squats, lunges, pushes and pulls. Movement enhancement involves training different movement patterns with core engagement related to healthy eating and an active lifestyle. The overall goal is to show appreciation for movement and associate everyday movements with functional patterns.

1. Welcome,
my awesome students!
LET'S WORK TOGETHER, DO OUR BEST TO LEARN
AS MUCH AS WE CAN, AND RESPECT AND
SUPPORT EACH OTHER THROUGH ALL THE
CHALLENGES. LET'S DO THIS!

2. PE31: UNIT 1
BASIC CONCEPTS ON
MOVEMENT
COMPETENCY AND
ENHANCEMENT
TEACHER JESSAMIE L. TOMOPONG, LPT

3. What is movement
enhancement?
How can one be competent
in different variations of
movement?
1.
2.

4. LEARNING
OBJECTIVES
AT THE END OF THIS UNIT THE
STUDENTS SHOULD HAVE SHOWN:
1. SHOWED IN-DEPTH APPRECIATION ON
THE IMPORTANCE OF MOVEMENT
ENHANCEMENT IN EVERYDAY LIFE; AND
2. ASSOCIATED THE FUNCTIONAL
MOVEMENT PATTERNS TO EVERYDAY
MOVEMENTS

5. MOVEMENT EDUCATION
is an instruction focuses in
improving persons motor skills
through physical activities

6. History of Movement Education
FRANCOIS DELSARTE
NOVEMBER 19, 1811
– JULY 20, 1871
Born in Solesmes,
Nord

7. FRANCOIS DELSARTE
develop termed applied aesthetics
saw the movement as a union of time,
space, and motion
expressive movement should relate to
the emotion that inspired that
movement
parallelism of movement

8. His nine laws of motion referred to:
altitude - elevation or your distance above
the ground level
force - strength or energy as an attribute
in movement
motion - a process of moving
sequence - order of movements
direction - act or an instance of directing

9. form - make a certain shape or form
velocity - peed of something in a given
direction
reaction - feeling experienced in
response to a situation or event
extension - part that is added to
something to enlarge or prolong

10. LISELOTT DIEM
Mid-to-late 1930’s
History of Movement Education

11. founded an internationally known college in
Germany, Deutsche Sporthochschule Köln, to train
teachers in sports and physical education
“natural approach to teaching children to move
effectively in all kinds of situations” (Brown and
Sommer, 1969, p. 62 )
provide an environment that would encourage
children to explore movement freely in their own
way
LISELOTT DIEM

12. Teacher equipment
balls ropes
benches wands
boxes

13. LISELOTT DIEM
centered on learning to build
movement skills and balance
developing awareness and analysis of
muscular force as well as how to
move in time and space

14. RUDOLF von LABAN
(1879-1958)
“true pioneer of
movement
education”
History of Movement Education

15. RUDOLF von LABAN
THEORY OF MOVEMENT
instrument of expression and made a distinction
between this expressive movement and movement
that serve a purpose in everyday life( functional
movement)

16. RUDOLF von LABAN
Expressive Movement – communicates ideas in
dance or other forms of artistic expression
Functional Movement – purpose in addition
helping with the tasks of everyday life

17. RUDOLF von LABAN
4 factors of movement
weight time
space flow

18. Development of a Curricular Approach :
1960’s, 1970’s, and 1980’s
Provide a framework that teachers could use to apply
these movement concepts broadly in the three
learning domains

19. Three learning Domains
Cognitive
Psychomotor
• Affective

20. Three learning Domains
Cognitive
Understanding, thinking,
remembering

21. Three learning Domains
Psychomotor
Demonstrate, execute, perform and
etc…

22. Three learning Domains
Affective
Value , appreciate

23. Gilliom (1970),
Kirchner (1977), Logsdon and colleagues
(1977, 1984), Maulden and Layson (1965),
Maulden and
Redfern (1969), Russell (1975), Stanley (1977)

24. MOVEMENT CONCEPTS
4 major concepts of movement
Body ( representing the instrument of the action)
Space (where the body is moving)
Effort (the quality with which the movements are
executed)
Relationship (connections that occur as the body
moves with objects, people, and the environment)

25. FITNESS OVERSHADOWS MOVEMENT
EDUCATION ( 1970s)
faded from popularity

26. MOVEMENT EDUCATION FRAMEWORK
expose people to movement concepts
from their early years and then spiral
their skill until they master the
different combination of movement
concepts

27. Movement Concept
Knowledge and understanding of movement
Effort
Its themes are Time,Force, Flow.
Space Awareness
Its themes are: Location, Direction,
Levels and Pathways
Relationships
Its themes are: With or Without
People

28. Fundamental Motor Skills
Locomotor
Non-locomotor
manipulative

29. Fundamental Motor Skills
Locomotor skills - walking,
running, jumping, hopping,
leaping, skipping, and galloping

30. Fundamental Motor Skills
Non-Locomotor skills - bending and stretching,
twisting and turning, pushing and
pulling, and swinging and sway

31. Fundamental Motor Skills
Manipulative Skills - throwing, catching, kicking
and striking.

33. What is the importance of
movement education?

34. Factors that enhance or limit body
movements
Physiological Factors: This type of factor is
affected by our physical body, for example, our
body composition, health, physical fitness status
Psychological Factors: This type of factor is
affected by our idea of self-concept, fear,
and/or anxiety.

35. Factors that enhance or limit body
movements
Sociological Factors: This type of factor is affected by
one’s perception of self in a group context. For
example: being a competitor, being with teammates,
the relationship of the performer to the group, desire
for social mobility.
Environmental Factors: This type of factor is affected
by one’s access to physical facilities,equipment,
weather, and season.

36. Movement Competency
ability to perform a coordinated
movement pattern, through a full
range of motion in the absence of
pain or discomfort, with correct
posture, joint alignment and muscle
coordination

37. Functional Movement Patterns
Movement Pattern #1: Squat
strength exercise in which the
performer lowers their hips from a
standing position and then stands
back up

38. Functional Movement Patterns
Movement Pattern #2: Lunge
single-leg exercise movement that
requires one leg to step forward and
bend while the other leg remains
stationary

39. Functional Movement Patterns
Movement Pattern #3: Push
exercise requires pushing external
weight away from your body, or
your center of mass away from the
ground, like in a push-up.

40. Functional Movement Patterns
Movement Pattern #4: Pull
A pulling motion is the opposite of a
pushing motion, in that you are
pulling a weight towards your body, or
pulling your center of mass toward an
object, like in a pull-up

41. Functional Movement Patterns
Movement Pattern #5: Twist
rotational- basic twisting exercises
anti-rotational- exercises where
the rotational movement is
prevented
rotational
anti-rotational

42. Functional Movement Patterns
Movement Pattern #6: Bend
movement pattern where you bend
your torso by hinging your hips

43. Movement enhancement
are training in different movement patterns and core
engagement in relation to principles of healthy eating and a
physically active life
done by adapting and transferring movement competency in
a different context or given situations related to any
physical activities done by an individual.

44. REFERENCES
1. Abels, K. and Bridges, J. (2010). Teaching Movement Education. Retrieved: https://
us.humankinetics.com/blogs/excerpt/what-are-the-origins-of-movement-education
2. Tompsett, C., Burkett, B., Mckean, M. R., (2014). Development of Physical Literacy
and
Movement Competency: A Literature Review. Journal of Fitness Research Vol. 3, Issue 2,
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t / p u b l i c a t i o n /
264786209_DEVELOPMENT_OF_PHYSIC AL_LITERACY_AND_MOVEMENT_COMP
ETENCY_A_LITERATURE_REVIEW.
3. Kayal, R. (2016). Movement Education: Syllabus on Health and Physical Education
and Global
Recommendation on Physical Activity for Health. Impact Factor (ISRA):5:38 IJPESH
2016; 3(6)
74-76.