Movement education is an informal teaching method focused on discovery learning and basic movements. It emphasizes child-centered learning using apparatus for activities like climbing, hanging, swinging, and balancing. The approach analyzes and teaches fundamental movements based on Rudolf Laban's work. Movement education considers how the body moves in space and time, and works to develop skills in areas like dance, sports, and gymnastics. When well-implemented, it can positively impact children's social, physical, and academic development.
1. Movement Education delivers an informal teaching method and discovery
learning approach, involving the use of varied apparatus (Fowler, 1981) where
children can “climb, hang, swing and balance” (Fowler, 1981, p.1). It is “child-centered
rather than teacher-centered”(Munro, 1991, p.9). Whereby focus is on analysis and
teaching of basic movements, as conceptualised by Rudolf Laban (Fowler, 1981; Laban &
Lawrence, 1947; Laban, 1971, 1963).
‘Movement ideas’ underline M.E., which emphasise or highlight particular
features of movement (Fowler, 1981, p. 3). ‘Movement factors’ of ‘time, weight, space
and flow’ also exist containing 16 basic ‘movement themes’ (Fowler, 1981). These
themes include categories of “body awareness, space awareness, the
shape of movements, elevation, and partner and group work” (Fowler, 1981, p. 3).
The fundamental framework for ME comes from the study of basic movement
and considers “what, where and how the body moves and in what
relationships” (Fowler, 1981, p. 4).
2. ME “works with the whole child, physically, socially and academically” (Kogan, 2004,
p. 1). Building on skills that become the foundation for more complex skills. The
scopes underlying all movement activities include: dance, sport, gymnastics,
games, exercise “outdoor activities and swimming” (Fowler, 1981, p. 20). This requires
development in ‘learning to move’ and “fundamental movement abilities such
as: walking, running, jumping, skipping, rolling, throwing, catching, kicking,
stretching, bending, twisting and shaking” (Munro, 1991, p.1).
4. In accordance with The NSW Syllabus,
teachings of PDHPE have to cover an array of
topics (strands and subject matter).
A Movement Education approach works
harmoniously with these required strands. I
shall tie M.E. to: interpersonal relationships,
growth and development, games and sports,
gymnastics, dance, active lifestyles and more.
Specifically I uttilise M.E. approaches (as well
as fundamental movements, TGfU and Games
Sense) when teaching: non locomotor skills,
manipulative skills, athletics, games, elements
of movement, composition and so on, in order
to fulfill learning towards the syllabus most
effectively.
(Board of Studies, 2012)
5. Movement education programs that are well-planned and well-taught, can
provide tremendous influence on a growing child learning to use their own body
(Fowler, 1981). They develop attitudes about exercise and activity as well as acquire
knowledge related to body movements (Fowler, 1981). Furthermore, the program can
positively affect peer-group acceptance, socialisation and assist with the
development of good self-concepts, resulting in higher self-confidence that may
support other aspects of development (Fowler, 1981).
Through M.E. 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.
6. I chose to use an M.E. approach as it supports my aims to make students
happy and aid their physical well-being (Kogan, 2004). M.E. encourages participation
as children and adults are more likely to participate when they have enough
“skills to enjoy some success” (Buschner, 1994, p. 11). M.E. engenders success as it helps
children: become aware of their movement potential, move competently and
confidently, understand and apply the movement fundamentals and become
versatile movers which results in a value for healthy play (Buschner, 1994).
From this students’ develop physical fitness (Thomas, et al., 1988) and furthermore receive
benefit towards “cognitive, affects and psychomotor learning” (Buschner, 1994, p.4; Munro, 1991).
7. As seen, overall these benefits for the ‘whole child’ positively affect the quality
of our students’ futures and adult life (Houbenstricker & Seefelt, 1986; Buschner, 1994).
In conclusion, through using approaches of M.E., students increase abilities to
learn new movements and sports skills as asserted within Schmidt’s (1988)
‘Schema Theory’ while promoting social skills and “preacademic skills” (Buschner,
1994, p.5). It is therefore abundantly valuable as an approach to teaching and will
provide our students (children) with the utmost quality of learning.
8. Board of Studies NSW. (2012). Mathematics K-10 syllabus. Sydney: Aurthor.
Fowler, J. (1981). Movement education. Philadelphia: Saunders College Publishing.
Laban, R. & Lawrence, F. C. (1947) Effort. London: Macdonald and Evans.
Laban, R. (1971). Mastery of movement, 3rd ed. Revisited by Lisa Ullman. London” Macdonald and Evans, Ltd.
Laban, R. (1963). Modern Educational Dance, 2nd ed. Revisited by Lisa Ullman. New York: Frederick A Praeger, 1963.
Munro, J. G. (1991). Movement education: A program for young children aged 2-7. California: MDEA Press.
