Movement Education

1. PDHPE RATIONALE
The Importance of Incorporating Movement Education
in PDHPE Lessons.
Miss Rebecca Lia
Year 1L

2. WHAT IS MOVEMENT EDUCATION?
• It is evident that movement is present within every action we perform as human
beings.
• Movement education nurtures motor success whilst encouraging the development of
cognitive knowledge in relation to movement.
• Promotes the development of a wide range of movement skills, enabling students with
the ability to engage and further succeed in a variety of movements and actions.
• Students are able to explore how their bodies move, as well as what their bodies are
capable of doing through movement.
• Can be used and applied within everyday life.
• There are three developmental stages in which an individual interacts and performs
movement at:
• Initial: First attempts.
• Formative: Stage of transition where individual becomes increasingly familiar with
performing a movement.
• Mature: Ability to apply movement skills and knowledge to a variety of situations.

3. WHY SHOULD MOVEMENT EDUCATION BE
INCLUDED WITHIN PDHPE LESSONS?
• Provides students with the fundamental movement skills and knowledge to
lead healthy, active lifestyles.
• Classifies movement whilst encouraging students to develop a movement
vocabulary which can effectively be applied to successive movement
contexts.
• Students are able to see that movement is inextricably connected to action.
• They are able to gain an understanding of how daily tasks and activities can
be performed more efficiently when through the application of movement
education.
• Through movement education students learn and interact with essential
movement skills, as well as how to further apply this knowledge and skills to
perform and solve a range of both simple and more challenging movement
activities.

4. SYLLABUS OUTCOMES ADDRESSED
THROUGH EDUCATION MOVEMENT.
• Through movement education, students learn and interact with essential movement
skills and abilities which can be applied when participating in physical activity within
PDHPE practical lessons, as well as outside school sports and everyday life.
• Students learn how to effectively use the skills and knowledge attained through
movement education when interacting, addressing and engaging with key skills
addressed in the curriculum, including;
• Problem-solving
• Communicating
• Moving
• Interacting
• Decision making

5. WHAT ARE FUNDAMENTAL MOVEMENT
SKILLS?
• Fundamental movement skills play a key role in movement education.
• Relates to a variety of skills which evoke the movements of different body parts.
• Can be divided into three key categories;
• Body Management Skills:
• Roll
Stop
Bend
Twist
Balance
Stretch
• Locomotor Skills:
• Crawl
Hop
Skip
Jump
Run/Sprint
• Manipulative or Object Control Skills:
• Throw/Catch
Bounce
Dribble
Kick
• These skills, and many more, are considered to be foundations for movement and action.

6. WHY IS IT IMPORTANT TO ADDRESS
FUNDAMENTAL MOVEMENT SKILLS WITHIN
PDHPE?
• Fundamental movement skills play a vital role, enhancing a students
overall learning and engagement within PDHPE.
• It is suggested that students should master a set of movement skills in
order to actively engage, and further enjoy physical activity.
• Fundamental learning skills do not develop naturally as part of an
individuals growth.
• These skills need to be taught to students in order to gain proficiency
and confidence in their movements.
• Through learning and engaging with these skills, they can in turn,
heighten a child's physical, social and cognitive development.

7. REFERENCES
• NSW Syllabus: Home. (2016). Retrieved May 1, 2016, from
http://syllabus.bostes.nsw.edu.au/
• Cleland-Donnelly, F., & Gallahue, D. L. (2007). Developmental Physical Education for All
Children (4th ed.). South Australia: HumanKinetics.
• Gilbert, A. G. (2002). Teaching the Three R's Through Movement Experiences.
[Abstract]. ERIC. Retrieved May 1, 2016, from http://eric.ed.gov/?id=ED471573
• Lubans, D. R., & Morgan, P. J. (2012). Fundamental Movement Skills in Children and
Adolescents. Review of Associated Health Benefits, 40(12). Retrieved May 1, 2016, from
http://link.springer.com/article/10.2165/11536850-000000000-00000