This document provides an overview of rhythmic activities and movement skills. It begins by defining rhythm and discussing rhythmic activities as physical manifestations of responding to rhythm. It then explores the history and evolution of dance from early dance to contemporary forms. The document outlines key elements of rhythm like beat, tempo, and accent. It also defines fundamental movement skills including locomotor skills like walking, running and galloping and non-locomotor skills. Finally, it discusses manipulative movement skills which involve handling objects like balls, ribbons or hoops in rhythmic activities.

1. MODULE 1
RHYTHMIC ACTIVITIES

2. Introduction
‐ Every individual has rhythm. It is found in all of nature
and is natural to every individual.
‐ It is most clearly seen through dance- the art of
movement

3. RHYTHM
‐ Is the regular recurrence of accented and unaccented beats.
a term which denotes an aspect of a quality of movement that
is sometimes thought of as dance. When an individual moves in
response to a particular rhythm or music we call the movements as rhythmic
movements or rhythms. (Structured forms)
‐ Rhythmic Activities---- are the physical manifestations of the mental and
emotional response of the individual to rhythm.

4. DANCE
‐ Movement set to music where there emerges
organization, structure and pattern. It is a composition
that implies arrangement of parts into a form.
‐ Dancing means of expressing one’s emotions through
movement disciplined by rhythm. It is an act of moving
rhythmically and expressively to an accompaniment.
‐ The word dancing came from an old
‐ German word “Danson”
‐ which means to “stretch”.

5. EARLY DANCE
‐ The impulse to dance may have existed in early primates before
they evolved into humans. Dance has been an important part of
ceremony, rituals, celebrations and entertainment since before
the birth of the earliest human civilizations.
‐ Archaeology delivers traces of dance
‐ from prehistoric times such as the
‐ 30,000-year-old Bhimbetka rock
‐ shelters paintings in India and Egyptian
‐ tomb paintings depicting dancing figures
‐ from c. 3300 BC.

6. 15TH-19TH CENTURIES: Court Dancing to Romanticism
‐ The origins of ballet dancing can be traced to the Italian
Renaissance courts of the 15th century .In the 17th
century, courtly ballet reached its peak under the rule of
King Louis XIV. By the 18th century, ballet had migrated
from the French and Italian royal
‐ courts to the Paris Opéra under the
‐ careful direction of composer/dancer
‐ Jean-Baptiste Lully.

7. Early 20th Century
‐ From ballet to contemporary dance.
‐ Since the Ballets Russes began revolutionizing ballet in the
early 20th century, there have been continued attempts to
break the mold of classical ballet.
‐ Currently the artistic scope of ballet
‐ technique is more all-encompassing
‐ than ever.

8. The late 20th and early 21st centuries
‐ Postmodernism veered towards simplicity, the beauty of
small things, the beauty of untrained body, and
unsophisticated movement. The famous "No" manifesto
rejecting all costumes, stories and outer trappings in favors
of raw and unpolished movement
‐ was perhaps the extreme
‐ of this wave of thinking

9. 20th century's cutting edge Dance avant-gardist/contemporary
‐ .
‐ Mass culture experienced expansion of
street dance.
‐ In 1973, famous group Jackson 5
performed on television a dance called
Robot (choreographed by postmodern
artist Michael Jackson) a dance form
cultivated in Richmond, CA.
‐ This event and later Soul Train
performances by black dancers (such as
Don Cambell) ignited a street culture

10. 20th century's cutting edge Dance avant-gardist/contemporary
‐ .
‐ Mass culture experienced expansion of
street dance.
‐ In 1973, famous group Jackson 5
performed on television a dance called
Robot (choreographed by postmodern
artist Michael Jackson) a dance form
cultivated in Richmond, CA.
‐ This event and later Soul Train
performances by black dancers (such as
Don Cambell) ignited a street culture

11. ‐ Hip-hop dance started when Clive Campbell, aka Kool DJ Herc
and the father of hip-hop, came to New York from Jamaica in
1967. Toting the seeds of reggae from his homeland, he is
credited with being the first DJ to use two turntables and
identical copies of the same record to create his jams.

12. Elements of Rhythm:
1. Beat — the underlying pulse of a rhythm.
2. Tempo — rate of speed of a movement.
3. Intensity — variation of stress of
movement.
4. Pitch — lowness or highness of a tone.

13. 5. Accent — emphasis on certain beats.
6. Meter — the regular recurrence of beats
which divides a musical design into
measure.
7. Phrase — measures grouped together.
8. Bar — in music a vertical line across a
staff dividing it into equal measures of
time.
9. Count — a pulse beat, a time limit.

14. 10. Note — a printed symbol of a musical
tone.
11. Measure — a group of pulse beats.
12. Note pattern— refers to a note or set of
notes with or without rest used for a certain
dance step.
13. Step pattern— refers to the movement
or movements done for each of the dance
steps.

15. Elements of movement Space:
1. Direction
2. Level
3. Range
4. Floor Pattern

16. Movement Qualities:
Movement expression is
attained through the elements of
time, force and space
Time qualities:
1. Movements which is fast
Examples:
Jet plane
2. Movement which is slow
Examples: turtle
Flower growing

17. Force Qualities:
1. Soft light movement
Examples: Fairies
Birds and butterflies
2. Strong, heavy
movement
Examples: Elephant
Bulldozer
3. Strong, jerky
movement
Examples: Frog
A jumping jack

18. Space Qualities:
1. Movement up and down
Examples: Bouncing ball , Yo-yo
2. Movement across, back and forth or
around
Examples: Rowing boat
3. Movement which is low
Examples: Ants , Turtles
4. Movement which is high
Examples: Kites

19. LESSON 1
MEANING AND NATURE
OF MOVEMENT

20. Learning Outcomes
‐ At the end of the lesson, you should be able to:
‐ 1. Define and explain the meaning and nature of movement, and
fundamental movement skills,
‐ 2. Identify some characteristics of movements, and give the factors
that affect movement.
‐ 3. Acquire knowledge of the movement skills inherent to all rhythmic
activities
‐ 4. Execute the locomotor, non-locomotor and manipulative
movements skills with object or light apparatuses.
‐ 5. Apply the learning experiences skillfully and proficiently through
movement routine

21. TOPIC 1: Movement

22. Movement
is a change of position in
space.
Whenever there is no
change of position, there is
no movement.
Learning how to move is
the most basic element of
learning experience in
physical education.

23. TOPIC 2: FACTORS THAT AFFECT
MOVEMENT

26. TOPIC 3: FUNDAMENTAL MOVEMENT
SKILLS

27. Fundamental Movement Skills
-utilitarian skills that an individual need for living and
being; they are some called basic or functional because
these skills are necessary to function effectively in the
movement. These fundamental movement skills set the
foundation for all activities in physical education, and
form the basis of competent movements.
Once these basic skills are learned to a certain degree
of proficiency, they can be combined with other skills
used in more complex setting such are those found in
dance.

28. used to move the body from one place to another.
They form the foundation of gross motor coordination and involve
large muscle movements.
LOCOMOTOR MOVEMENT
SKILLS

29. Walking – is the regular pacing of the feet; a simple transferring of body
weight from one foot to the other on the ground.
(A transfer of one foot to the other foot is called a step.)
Scientifically, it is a process of losing balance and recovering it while
moving forward upright position, the body displaying a little up and down or
side to side movement.

30. Running – is an increased speed in walking by lifting the foot off the contact ground. Each leg in
a mature running pattern goes through a support phase and a recovery phase and full sequence
produces two periods of non-support. It is done with a slight body lean and knees are flexed and
lifted.

31. Hopping – is a springing action from one foot and landing on the same foot in any direction. It
involves propelling the body up and down on the same foot. The knee seldom straightens fully. It
can be produced in place or as a locomotor movement

32. Leaping – is an extension of a run, where the greater force is used to produce a higher
dimension than a run. The springing from one foot propels the body upward and landing on the
opposite foot, actually, it is an elongated step to cover a distance or move over a low obstacle.

33. Sliding – is when the lead step is quickly followed by the free foot closing to replace the
supporting foot. It involves gliding sole of one foot along the floor. The lead foot quickly springs
from the floor into a direction of intended travel. The same foot always leads in a slide producing
an uneven rhythm: slide-close, slide-close, slide-close.

34. Galloping – is a combination of a step (full transfer of weight on one foot) and a cut by the
transfer of weight on the other foot. A cut is a displacement of one foot with the other foot. It is an
exaggerated slide in forward direction. The lead leg lifts and bends and then thrusts forward to
support the weight. The rear foot quickly closes to replace the supporting leg as the lead springs
up into its lifted and bent position.

35. Skipping – is a combination of a step and a hop, first on one foot and then on the other foot on a
faster tempo. It is done on the balls of the feet.

36. Jumping- is a locomotor pattern in which the body propels itself off the floor or apparatus into a
momentary period of flight. It can be done in place or as a locomotor activity to cover the ground.
The fundamental jumping pattern consists of five basic variations (Graham, 2011):

37. Non-locomotor movement skills are performed without appreciable movement from place to place
NON-LOCOMOTOR MOVEMENT SKILLS

39. MANIPULATIVE MOVEMENT SKILLS
‐ In rhythmic activities, manipulative movements involve
handling of object or light apparatuses; balls, wands,
hoops, pompoms, ribbon, sticks and ropes.
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